Jamboree Storytime Activity Guide B for Teachers and Parents

Jamboree Storytime Activity Guide Bfor 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

I Looked Through my Window 1

The Monster Pet 18

You Noisy Monkey! 35

The Cat and the Monkey’s Tail 52

I Wish I Had a Monster 70

Photocopy masters 88

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 88–101 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.

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Session 1 I Looked Through my WindowLevel B AB pages 5, 6 / I Looked Through my Window AB pages 3, 4

Key words

• bed • window

• bear • chair

• ball • fingers

• book • see

Active language

• I look through my window and what do I see? • 1, 2, 3, 4, 5

• I see … looking at me! • Look …

Passive language

• B words such as butterfly, box and boy

Activities

• What do I see? chant • Make a window

• Guess the card

• Spot the difference (Level B AB p.5 / I Looked Through my Window AB p.3)

• Does it begin with B? (Level B AB p.6 / I Looked Through my Window AB p.4)

Resources

• Big Book

• Flashcards (bed, book, window, chair, box)

• Bear puppet

Preparation

• Make a window frame for each child using a piece of rectangular card, with

a rectangle already cut from it. Save the rectangle of card you have cut out

from each frame.

• You will also need to provide for each child: two strips of card to stick to

the frame (to make the cross bars of the window); two strips of fabric, crepe

paper or coloured plain paper to represent the curtains; another folded strip

of paper or fabric to make the pelmet.

Opener (10 mins) What do I see? chant

• Pointtotheclassroomwindowandsaywindow.SayLet’s make a window

with our fingers.Look!Holdoutyourhandswithyourfingersoutstretchedin

frontofyourface.Demonstratelookingthroughthematindividualchildren.

• SayI look through my window and what do I see? I see (Jane) looking at me!

Repeatthisseveraltimesusingdifferentchildren’snames.

• NowaskthechildrentolookatyouthroughtheirfingersandrepeatafteryouI

look through my window and what do I see? I see (your name) looking at me!

• Chooseapairofchildrenandaskonetoholdtheirhandsinfrontoftheirface

whiletherestoftheclassjoinsyouinachantI look through my window and

what do I see? I see (child’s name) looking at me!Repeatforthesecondchild.

• Nowchoosepairstoworktogether.Thewholeclasssaysthechantbutthe

childrensaythenamesoftheirpartners.Oncetheyhavedonethisasaclass

severaltimes,changingpartnerseachtime,asktwoconfidentchildrentocome

tothefronttoactoutandsaythechant.

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Level B AB pages 5, 6 / I Looked Through my Window AB pages 3, 4

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Game (5 mins) Guess the card

• Usetheflashcardstoteachthekeywordsbed and book.Usethebearpuppet

andaballtoteachbear and ball.EmphasisetheBsoundeachtime.

• PlayGuessthecardgame.Dividethechildrenintosmallteamsoffourorsplit

theclassintoteam1andteam2.Holdtheflashcardsorobjectssothatthe

childrencan’tseethem.Chooseone(don’tshowittothechildren)andstartto

saythewordbutstickattheB-b-b…?.Thechildwhoguesseswhichyouhave

chosenandsaystheworde.g.bearcanholdthecardorobject.Theteamwith

themostcardsorobjectswins.

• UsethisactivityforanyothervocabularyandflashcardsthatbeginwithBand

whicharefamiliartotheclasse.g.box.Thesewordsshouldalsobefamiliarto

thechildrenbutdonotoverloadthemwithtoomanywords!

Pages 2–3 (followed by whole book)• Usingpages2and3,teachorrevisebed, window, chair, star, picture, toy box,

shoes.

• Explainthatyouarenotgoingtoreadthestoryyetbutthatthebearpuppet

isgoingtoshowtheclassthepictures.Explainthatthechildrenshouldspeak

onlyEnglishtothebearpuppet.IfanyonecanremembertheEnglishwordfor

somethingtheycanseeonthepage,theycanputuptheirhandandsaythe

word.Letthechildrenwatchasyouturnthepages.Theycantellthepuppetto

dothisbysayingTurn the page! Turn the page!Trynottosayanything.Listen

carefullytowhichwordsthechildrenknowandwhichchildrenrememberthem.

Spot the difference• GiveeachchildtheirActivityBookopenatLevelBABpage5/ILooked

ThroughmyWindowpage3.Explaintothechildrenthattheyhavetofindand

circlethefivedifferencesbetweenthetwopictures.Theycandothisinpairs.

Make a window

• Giveeachchildapieceofrectangularcard,witharectanglealreadycutfrom

it.

• Thechildrenwillalsoneedtwostripsofcardtosticktotheframeusingglue

orSellotape(torepresentthecrossbarsofthewindow).Theynowhavethe

windowframe.Ontherectangleofcardthatwascutoutfromthecentre,the

childrencandrawapicture.Letthechildrenlookinthebooktocopyone

oftheanimalsorthelittlegirl,astaroranythingfromtheirpreviousEnglish

bookse.g.aduck,asquareetc.

• Whentheyhavecolouredtheirpictures,theycanplacethewindowframeover

theirpictureandglueorSellotapeitintoplace.

• Giveeachchildtwothinstripsofthesamefabric,crepepaperorcoloured

paper,whichtheycanglueoneithersidetorepresentcurtains.Afoldedstrip

alongthetopcanbeaddedasapelmet.

Big Book time

(10 mins)

Optional extension

activity (15 mins)

Activity (5 mins)

Level B AB p.5

I Looked Through my

Window AB p.3

I Loo

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Session 1


3

• TheycanthengoaroundtheclassroomwiththeirpicturessayingLook

through my window!

Does it begin with B?

• GiveeachchildtheirActivityBookopenatLevelBABpage6/ILooked

ThroughmyWindowpage4.Thechildrenhavetolistenandpoint.Yousay

thewordandtheypointtothecorrectpicture.Stressthewordswhichstart

withaB.WhenyouhavesaidalltheBwords,thechildrencancirclethem.

(5 mins) Review

• Getthechildrentousetheirfingersasawindowframeagain.Theyshould

lookatyouthroughtheirwindowsasyoushowsomefamiliaranimalcards

oneatatime,torevisethem.Beforeyoushoweachanimal,saythechantI

look through my window and what do I see?

• Herearesomeanimalsyoucanchoosefrom:hippo,lion,elephant,duck,bull,

cat,fish,snake,dinosaurandmonkey.

Home fun

• Thechildrencouldtakehomeablankrectangleofcard.Athome,theycan

lookthroughtheirwindowanddrawonthecardwhattheycansee.

Activity (5 mins)

Level B AB p.6

I Looked Through my

Window AB p.4

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Session 2 Level B AB pages 7, 8 / I Looked Through my Window AB pages 5, 6

Opener (5 mins) Who’s in the window?

• Showthechildrenthewindowframeyouhavemadeandasktwochildrento

holdit.Askathirdchildtopretendtogotosleepononesideofthe‘window’.

• SaywiththeclassGoodnight, (Martin)!Thenaskthechildrentopretendtobe

alarmclocksandsayBrrr!The‘sleeping’childthenpretendstowakeup.

• EncourageeveryonetosayLook through the window! What can you see?

Hello, (Martin)! Hello, hello, hello!Repeatthisandletdifferentchildrentake

turnsatbeingthesleepingchild.

Activity (10 mins) Words around the home

• Usingtheflashcards,revisethewordsaroundthehomewhicharefamiliarto

thechildrene.g.window, door, table, chair, bed, box.

• UsingBlu-tack,stickthecardsontheboard,whereyouhavedrawnanoutline

ofahouse.Getthechildrentopointtothecardsasyousaythewordse.g.

door.Holdupthecard.Don’tworryifchildrendonotpointatthecorrect

card.Keepshowingthecardyoumeanandrepeatingthewordasyouholdit

up.

• Finally,calloutonechildatatime,tocomeandtakeoneoftwocardsfrom

youe.g.youholdoutwindowanddoor,ortableandchair.Sayoneofthe

wordsandseewhetherthechildcanchoosetherightcard.Ifthechildseems

unsure,askthewholeclassfirstandthenletthechilddecide.

Key words

• goodnight

Active language

• Look through the window … • ‘The teddy bear’ song

Passive language

• window • bed

• door • picture

• table • toy box

• chair

Activities

• Who’s in the window? • Make a bear in bed

• Words around the home • ‘The teddy bear’ song

• What’s missing? (Level B AB p.7 / I Looked Through my Window p.5)

• Who’s outside? (Level B AB p.8 / I Looked Through my Window p.6)

Resources

• Big Book (pp.2–4) • Audio CD (tracks 1, 2)

• Flashcards (window, door, table, chair, bed, box)

• One envelope and one piece of white or brown card for each child

Preparation

• Make a large frame (ideally, using flipchart-sized paper which you can

reinforce with strips of card or light wood) which can act as a window.

• Draw a large outline of a house on the board.

• Cut the cards into teddy bear shapes which will fit inside the envelopes.

I Loo

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Session 2


Whole book

• Listentothestorywiththeclass(audioCDtrack1).

What’s missing?


ThroughmyWindowABpage5.

• LookattheBigBookpage2togetherandexplainthattheirpictureisthesame

…orisit?No,itisn’t!It’sdifferent.Somethingshavegone!Asagroup,the

childrenhavetotellyouwhatismissingandthen,individually,circletheplace

whereitshouldbeontheirActivityBookpage.

Make a bear in a bed

• Giveeveryoneanenvelopewhichhasbeengluedclosedandthenoneendcut

off(seethediagrambelow).Cuttheenvelopes5cmdowneachside(fromthe

openend).Showthechildrenhowtofoldonesidedown,first2cm,then2cm

again.Thisisthebedforthebeartosleepin.Thechildrencannowcolourthe

‘bedspread’and‘pillow’.

• Giveeachchildateddybearcutfrombrownorwhitecard.Theycancolour

thebearbrown,orsimplydrawtheface.

‘The teddy bear’ song

• ListentothesongontheaudioCD(track2).Teach/revisetheactionsandget

thechildrentocopyyou.Thendancetogetherandsing:

Teddy bear, teddy bear, touch the ground

Teddy bear, teddy bear, turn around

Teddy bear, teddy bear, touch your nose

Teddy bear, teddy bear, touch your toes

Teddy bear, teddy bear, 1, 2, 3

Teddy bear, teddy bear, look at me

Teddy bear, teddy bear, turn around

Teddy bear, teddy bear, please sit down!

Follow-up activity

(15 mins)

Big Book time

(5 mins)

Audio CD track 1

oActivity (10 mins)

Level B AB p.7

I Looked Through my

Window AB p.5

Activity (10 mins)

Audio CD track 2

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Session 2


Who’s outside?


ThroughmyWindowpage6.

• Revisetheanimals:monkey, crocodile, bear, snake, dinosaur.Thechildrenhave

tojointhemysteryshapeoutsideeachwindowtothecorrectanimalpicture.

Home fun

• Askchildrentofindpicturesofbedroomsandbeds(e.g.inoldcataloguesand

magazines)tomakeacollage.

Final activity

(5 mins)

Level B AB p.8

I Looked Through my

Window AB p.6

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Session 3Level B AB pages 9, 10 / I Looked Through my Window AB pages 7, 8

Opener (5 mins) What do I see? chant

• RevisethechantI look through my window and what do I see? I see (Sammi)

looking at me!

• Nowgetthechildrentolookatyouthroughtheirfingersandrepeatafteryou

I look through my window and what do I see? I see (your name) looking at

me.

• Taketwochildrentobepartners.Askoneofthemtoholdtheirhandsinfront

oftheirfacewhiletherestoftheclassjoinyouinachantI look through my

window and what do I see? I see (other child’s name) looking at me.Repeat

thisforthesecondchild.

• Nowchoosepairstoworktogether.Thewholeclasssaysthechantbutthe

childrensaythenamesoftheirpartners.

Key words

• above • in

• under • outside

• next to • hard

• on • cuddly

Active language

• I look through my window and what do I see? • It’s cuddly

• I see … looking at me! • It’s hard

• Look …

Passive language

• I’m looking … • toy box

• Where is he? • cat

• Is he ..? • window

• table • Draw a …

• chair • Is/Are there ..?

• pond • Put the toy …

Activities

• What do I see? chant • Hard or cuddly?

• Prepositions • Listen and do

• Where’s the ball? (Level B AB p.9 / I Looked Through my Window AB p.7)

• Cuddly toys (Level B AB p.10 / I Looked Through my Window AB p.8)

Resources

• Big Book (pp.2–6)

• Flashcards (table, chair, pond, box, book, cat, window)

Preparation

• Ask a colleague to leave the bear puppet outside your classroom door once

the session has begun.

• Fill a feely bag with hard toys (e.g. a building block, dinosaur, train etc) and

soft, cuddly toys.

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Presentation (10 mins) Prepositions

• Beforeyoubeginthisactivity,askacolleaguetoleavethebearpuppetoutside

yourclassroomdoor.

• BeginthepresentationbysayingI’m looking … I’m looking for my bear.

Where’s my bear?Pretendtolookforthebearinvariousplacessaying:

Is he under my chair? No.

Is he above my head? No.

Is he in this box? No.

Is he next to (Maria)? No.

Is he on the shelf? No.

Where is he?

• Choosetwochildrentogoandlookforthebearpuppet.Encourageallthe

childrentochantwithyouLook, (Jose).Look, (Carla). Look, look, look!

• Choosetwomorechildrenandthenkeepchoosingnewpairsuntileveryone

hashadaturnatlookingforthepuppet.Changethenamesinthechantas

required.

• Nowlookverypuzzledandthenactasifyouhaveanidea.SayI know! Let’s

look outside. Let’s look outside the classroom. Let’s look outside the door. Is he

outside the door?(Openthedoor,findthebearandlookamazed.)SayWow!

Yes! He is outside the door!

Where’s the ball?

• Askthechildrentodrawasquare,amoon,astarandacircleintheair.Ask

themtodrawaballintheair.


ThroughmyWindowABpage7.Explainthattheyaregoingtolistentoyou

andthendrawasmallballinthecorrectplaceforeachpicture.

• Holdupaflashcardforeachplaceasyousaytheinstructione.g.holdupthe

flashcardfortableandsayDraw a ball under the table.Carryonandsay

Draw a ball …

… on the chair

… in the pond

… next to the box

… above the books and under the cat

… under the table

… outside the window.

Pages 2–6

• NowopentheBigBookandturntopages2and3.AskIs there a ball under

the chair?(Pointandshakehead.)No. Is there a ball under the bed?(Point

andnod.)Yes. Are there two balls under the bed?(Pointandnod.)Yes. Look,

there’s a racket and some shoes under the bed.

• AskIs there a picture above the bed?(Pointandnod.)Yes. Is there a light/

lamp on the table?(Pointandnod.)Yes.

• Continueforbear outside the window, socks next to the chair, teddy in the

bedetc.

Big Book time

(10 mins)

Activity (10 mins)

Level B AB p.9

I Looked Through my

Window AB p.7

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Session 3


• Nowreadonaloudthroughthebookuntilyougettopage6.Stopatcuddly.

PassroundsomesofttoysandforeachoneaskIs it cuddly? Yes, it is! It’s

cuddly.

• Nowtakeoutahardplastictoye.g.arobot,adinosauroratrain.AskIs it

cuddly? No, it’s not cuddly. It’s hard!

Cuddly toys


ThroughmyWindowpage8.Explainthattherearelotsoftoysintheboxbut

somearehardandsomearecuddly.Thechildrenhavetodecidewhichare

thecuddlyonesandcolourthemin.Theyshouldleavethehardonesblank.

Final activity (5 mins) Hard or cuddly?

• Explaintothechildrenthatyouhaveputsomehardtoysandsomecuddly

toysinsideafeeliebag.Oneatatime,theycancomeoutandfeelthebag.

YouwillaskIs it cuddly?ThechildrencananswerwithaYesorNoorsayIt’s

cuddly/hard,dependingontheirconfidence.

Listen and do

• Giveeachchildasmalltoy,whichtheyaregoingtoputwhereveryousay.

Nowexplainthatyouwillgiveinstructionsregardingprepositionse.g.say

Put the toy under your chair.Put the toy in your bag/desk. Put your toy on

the table.Thechildrencan‘listenanddo’.Haveatoyyourselfsoyoucan

demonstrateifnecessary.

Home fun

• Askthechildrentochooseacuddlytoyfromhome.Theycanbringitinfor

thenextsession.Youcanmakeadisplayoftheseintheclassroom(‘Our

cuddlytoys’)andusethemtorevisecolours,animalsandbodypartse.g.legs,

nose,ears,headetc.

Optional extension

activity (5–10 mins)

Activity (5 mins)

Level B AB p.10

I Looked Through my

Window AB p.8

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Session 4 Level B AB pages 11, 12 / I Looked Through my Window AB pages 9, 10

Opener (5 mins) Toy display

• Lookatthecuddlytoysthatthechildrenhavebroughtinfromhome.Talk

togetherabouttheirnames.EncouragetheclasstosayHellotoeachtoy.

• Usetheopportunitytorevisecolourse.g.Look, it’s a black cat!Youcanalso

revisecuddly, hard, big, smalletc.

• Makeadisplayintheclassroom.Labelthetoyse.g.a frogorFrodo the frog.

Presentation (10 mins) Any room for me?

• Spreadyourblanketorduvetonthefloor.Holdupyourteddybearoruse

oneofthechildren’sandexplainthatitistiredandneedstogotobed.Now

pretendyouaretired.SayHello, Teddy.Hello, hello, hello! Any room for me in

your nice, warm bed?(Actoutnice, warm.)

• Goandlieorsitontheblanket.Callonechildouttothefront.Talktoteddy

andsayHello, Teddy. Hello, hello, hello! Any room for (child’s name) in your

nice, warm bed? Yes? Good. Come in (child’s name).

• Repeatthiswithasmanychildrenaspossibleuntiltheduvet/blanketis

coveredwithchildren.

All the animals


ThroughmyWindowABpage9.

Key words

• room • sad

• lots of • angry

• funny

Active language

• He’s funny • Oh no!

Passive language

• cuddly • Come in …

• hard • Sorry, there’s no room …

• big • Colour the …

• small • It’s not fair

• Any room for me in your nice, warm bed?

Activities

• Sorting toys

• All the animals (Level B AB p.11 / I Looked Through my Window AB p.9)

• Things to eat (Level B AB p.12 / I Looked Through my Window AB p.10)

Resources

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

• Flashcards (sweets, peas, apples, bananas)

• A collection of cuddly toys (these can be the ones the children have brought

from home)

• Some dried peas or a packet of sweets

Preparation

• Bring in a blanket or duvet and a cuddly toy e.g. a teddy bear.

Activity (10 mins)

Level B AB p.11

I Looked Through my

Window AB p.9

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Session 4


• Revisethecoloursasyoutalkabouttheanimalse.g.Colour the crocodile

green.He’s green.

• SayColour the snake red.He’s red.Continuefortheotheranimals:

hippo=blue,bear=white,monkey=brown,lion=orange,dinosaur=purple.

Presentation (10 mins) Lots of …

• Usethechildren’sowncuddlytoystoreinforcetheconceptofLots of ….

Revisecountingbycountingthetoys.Whenyougettomorethanten,make

sweepinggesturesandsayLots of toys … lots of cuddly toys!

• Repeatthisprocessusingclassroomobjectssuchasbooks,pencils,colours,

boysandgirls.Youcanalsousedriedpeasorsweets.Showonepeathenask

differentchildrentogiveyoudifferentnumbersofpeas.NowaskforLots of

pease.g.alargehandful.

Things to eat

• Revisethewordsforfoodfocusingparticularlyonsweets, apples, peasand

bananasandshowtheflashcards.


ThroughmyWindowABpage10.Explainthatthechildrenneedtodrawin

themissingpictures.

Pages 1–17

• Readthebookthroughuntilyoureachpages10and11.Showthechildren

themonkey.Explainthathemakesthelittlegirllaugh.SayHe’s funnyand

encouragethechildrentorepeatthis.

• Nowshowpages16and17.Thelittlegirllookssad;shelooksangry.Mime

thewordssadandangry.SayShe’s sad. She’s angry.

• Actoutthelittlegirl.ShesaysOh no, oh no, oh no!Getthechildrentorepeat

thiswithyou.Foldyourarms,pretendyouaresulkingandsayIt’s not fair!

Oh no!

• Playthestoryallthewaythrough(audioCDtrack1).Thechildrencanjoinin

withsomeofthephrasese.g.Oh no, oh no, oh no!

Review

• Playthewholestoryonceagain.Pointwithapointertotheanimalsthe

childrenalreadyknowasyoupausethestory.Seeiftheyknowtheirnames.If

theydon’t,sayeachanimalasyoupointandgetthechildrentorepeatit.

Sorting toys

• Thechildren,withyourhelp,cansorttoysintodifferentgroupse.g.animals/

notanimals,cuddly/hard,big/small.

Home fun

• Askthechildrentocollectpicturesofpeopleoranimalswholooksad,angry

andfunny.Theycanbringtheminandyoucanmakethreecollagesforthe

walllabelled‘Sad’,‘Angry’and‘Funny’.

Optional extension

activity (10 mins)

Activity (5 mins)

Level B AB p.12

I Looked Through my

Window AB p.10

Activity (5 mins)

Audio CD track 1

Activity (5 mins)

Audio CD track 1

o

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Big Book time

(5 mins)

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Session 5Level B AB pages 13, 14 / I Looked Through my Window AB pages 11, 12

I am big! chant

• Teachthechildrenthewordsandactionstothechantbelowandthendothe

actionsasyouplaytheaudioCD(track3).Thechantisrepeatedthreetimes.

I am big(stretchyourarmswide)

I am small(bringarmsandfingersclosetogetherandholdonecentimetre

betweenyourforefingers)

I am short(pushhandsdownwardsandbendknees)

I am tall(stretchontiptoesandholdhandshighabovehead)

Big, small, short, tall!(putalltheactionstogetherinasequence)

Key words

• circle • star

• triangle • moon

• square

Active language

• I am big/small/short/tall • Get out of my bed!

• Just go!

Passive language

• Stand up tall • Where is he?

• Sit down small • Is he ..?

• Listen to me • Let’s look …

• squashed • Simon says …

• I am looking …

Activities

• I am big! chant

• Shapes (Level B AB p.13 / I Looked Through my Window AB p.11)

• What is outside? (Level B AB p.14 / I Looked Through my Window AB p.12)

• Back-to-back • Simon says

Resources


• PCM 1 (p.88) Missing window panes

Preparation

• Make enough copies of PCM 1 so that there is one for each child. Cut out the

six squares and put the pieces into an envelope with each child’s name on it.

Each child will also need a glue stick.

• Place the bear puppet inside your bag before the session begins.

I am big I am small I am short I am tall

Activity (5 mins)

Audio CD track 3

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Session 5


Shapes


ThroughmyWindowpage11.Explainthatthechildrenhavetojoinabig

shapetoitssmallpartner.Oneexamplehasalreadybeendoneforthem.

Pages 18–21

• Readthebookfromthebeginningtopage18.Asyouread,elicitfromthe

childrenanywordstheycanrememberasyoupointtodifferentpartsofeach

picture.

• Nowlookatpage18indetail.Model‘Istooduptall,astallascanbe.’

Encouragethechildrentostanduptalltoo.

• Nowplayoppositesi.e.sayStand up tall.Sit down small.Gofasterandfaster

untileveryoneistired.StopwhenthechildrenaresittingdownandsaySit up

tall.

• Wagyourfingerlikethegirlinthestoryandmime‘Listentome’.Thechildren

shouldrecognise‘Listen’.Teachthemtocuptheirhandsaroundtheirears

whenyousayListen.

• Turnnexttopages20and21andactout Just go! Just go!(Theillustrations

shouldmakethemeaningclear.)Teachthemtopointtothedoorwhenyou

sayJust go!).WhentheycanallechoyouwithJust go!addGet out of my bed!

Soundangryandencouragethechildrentorepeatthephrase,withsimilar

expression.

• Askthechildrentostandup.Nowsayeachphraseseveraltimes,invarying

order,sothechildrencanactthemout.Changeyourvoiceforfun,soitisvery

high,verydeep,loud,quietetc.Thiswillmeanthatthechildrenhavetolisten

verycarefully.

• Readpage20.RepeatIt’s time all you animals got out of my bed!(Pointto

yourwatch.)Don’tworryaboutexplainingthefollowingsentences:

‘AndImeanit!’

‘Allright,’saidthemonkey.

‘Youwin!’saidthebear.

Butyoucanexplain‘squashed’inthesentence‘We’resorryifwesquashed

you’byaskingtwochildrentositononecushionorchairwiththebear

puppetandsayingLook! Poor Bear is squashed!

Activity (5 mins) Back-to-back

• Practisedrawingshapesintheairwiththechildren.Thenputthechildrenin

pairs(AandB).AturnshisbacktoB.BdrawsashapeonA’sbackandA

pointstotheshapeinthebook.Amaybeabletosaytheshapenameaswell.

What is outside?


ThroughmyWindowpage12.Letthempointoutthatsomeofthewindow

panesaremissing.

• Givethechildrentheirmissingwindowpanesinanenvelope(cutoutfrom

PCM1–seePreparationabove).Explainthatthemissingpiecesareinthe

envelopebutthattheyarealljumbledup.Thechildrenmustdecidewherethe

squaresgo.Whentheyhavedecided,theyputtheirhandsupforyoutogo

aroundandcheckandthengluethepiecesontotheircorrectplaces.

Big Book time

(10 mins)

Activity (5 mins)

Level B AB p.13

I Looked Through my

Window AB p.11

Activity (10 mins)

Level B AB p.14

I Looked Through my

Window AB p.12

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Session 5


(5 mins) Review

• Say I am looking … I am looking for my bear.Where’s my bear?Pretendto

lookforthebearinvariousplacessaying:

Is he under my chair? No.

Is he above my head? No.

Is he in this box? No.

Is he next to (Juanita)? No.

Is he on the shelf? No.

Where is he?

• Choosetwochildrentogoandlookforthebearpuppet.Everyoneshould

chantwithyouLook, (Ramon).Look, (Maria). Look, look, look!

• Choosetwomorechildrenandthenkeepchoosingnewpairsuntileveryone

hashadaturnatlookingforthepuppet.Changethenamesinthechantas

required.

• Nowlookverypuzzledandthenactasifyouhaveanidea.Say I know! Let’s

look outside. Let’s look outside the classroom. Let’s look outside the door. Is

he outside the door?(Openthedoor,andshakeyourhead.)SayNo, he’s not

outside the door today.So where is he? Let’s look in my bag. Wow! Yes! He is

inside my bag.

Story time

• Playthestoryonceallthewaythrough(audioCDtrack1).

Simon says

• PlaySimonsayswiththechildren.Ifyoudon’tknowtherules,theyaresimple.

IfyousaySimon says walk!thenthechildrenmustcopyyouandwalk.

If,however,youdon’tsaythewordsSimon saysandsimplysaywalk!the

childrenshouldstandstillandnotfollowyou.Justvarytheinstructionseach

timeandcountthenumberofchildrenwholistenedcarefullyandwritethe

numberontheboard.

• Oneachround,theclassshouldtrytolistenevenmorecarefullysothatthe

numberofchildrendoingtheactionscorrectlyrisesuntilthewholeclass

performstheactionsonlywhentheyhearyousaySimon says.

• Say:

Simon says touch your nose.

Simon says sit down.

Simon says stand up.

Simon says look through your fingers.

Simon says say Hello.

Say Goodbye.

• Nobodyshouldspeakonthelastinstructionbutletanyonewhomakesa

mistakecarryonplaying–there’snoneedforanyonetobe‘out’atthisage.

Home fun

• Thechildrencantakehometheirmini-booksto‘read’athome.Theyshould

justlookthroughthepicturesandretellthestoryintheirfirstlanguage.

Explaintoparentsandcarersthattheymayonlyrememberoneortwowords

atthemoment.

Optional extension

activity (5 mins)

Activity (5 mins)

Audio CD track 1

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Session 6Level B AB pages 15, 16 / I Looked Through my Window AB pages 13–16

Opener (5 mins) Sorry!

• ReadtheBigBookforthelasttime.TeachSorry. I’m sorry, we’re sorry.

• Duringthelesson,pretendtobumpintothechildren,knocktheirpencils

offthetableandgenerallybealittleclumsy.Eachtimesomethinghappens,

exaggerateyourapologyandsayOh no! I’m sorry. I’m very sorry. Sorry!

• Reviewpage22wheretheanimalsgoandsay‘Goodnight’and‘Thankyou’.

ActoutGoodnight.(ExplainthatwhenyousayGoodnight,thechildrenshould

resttheirheadsontheirhands.)

• Nowturntopage23andteach‘Sleepinyournicewarmbed.’

• Lookatpage24together.Explainthatsweetcanmeangood,nice,happy.

SayThe little girl is having a happy dream.She’s smiling. Her mummy

says ‘Sweet dreams!’Getindividualchildrentopointoutthedifferent

animals(nowtheyhaveturnedbackintotoys).SayAnd the mummy said

‘Sweet dreams’.

Key words

• sorry • clock

• dream

Active language

• I win! • Goodnight

• (Child’s name) wins • Thank you

• It’s time to …

Passive language

• I’m sorry • She’s dreaming

• Sweet dreams • red

• Goodnight • yellow

• She’s asleep

Activities

• Dreams (Level B AB p.15 / I Looked Through my Window AB p.13)

• Coin game (Level B AB p.16 / I Looked Through my Window AB p.14)

• Role-play • I win!

• Make a book (I Looked Through my Window AB p.15, 16)

Resources

• Big Book

• Flashcards (any which are familiar to the children)

• A blanket or duvet • A large clock face

• One coin for every two children

• Counters for the coin game (or small toys)

• The window frame prepared for session 2

Preparation

• Prepare animal masks or pictures of the lion, snake, crocodile, polar bear,

monkey, dinosaur and hippo.

• Stick a yellow spot on one side of each coin and a red spot on the other.

Each child will also need a counter to move along the spaces.

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Session 6

Level B AB pages 15, 16 / I Looked Through my Window AB pages 13–16

Presentation (5 mins) Goodnight, sweet dreams!

• Drawapictureontheboardofagirl’ssmileyfacewithhereyesclosed.Say

Shh! She’s asleep!Thenaddsomethoughtbubblesandalargecloud-shaped

bubble.Explainthatthelittlegirlisdreaming.SayShe’s dreamingandthen

drawacatinthebubble.ThensayShe’s dreaming of a cat.Changethe

picturebystickingaflashcardoverthecat.Useanyflashcardsthatarefamiliar

tothechildrene.g.themonkeyandsayNow she’s dreaming of a (monkey).

Dreams


ThroughmyWindowABpage13.Thechildrenshoulddrawwhateverthey

decideisbeingdreamedofbythecatandthegirl.

Activity (10 mins) Role-play

• Layouttheblanketorduvetandexplainthatyouneedonegirltobethelittle

girlinthebookandsevenotherchildrentowearanimalmasksorholdanimal

picturestoactouttheanimals.

• Showthechildrenpages22and23.Thelionhastostraighten(touch)the

picture.Thepolarbearandthedinosaurtuckthelittlegirlundertheblanket.

Thecrocodileandhippotiptoeawayquietly.Thesnakeandmonkeygo

outsidethewindow(thechildrencanmimeclimbingoutoverthewindowsill).

Coin game


ThroughmyWindowABpage14.Reviseredandyellow.

• Putthechildrenintopairsandgiveeachpairofchildrenacoinwithareddot

stuckononesideandayellowdotontheotherside.Eachchildwillalsoneed

acountertomove.

• Explainthateachchildwilltossthecoin.Ifitlandsyellow,thechildshould

movetothenextyellowspace.Ifitlandsred,theymovetothenextred

space.ThefirstchildwhosecounterreachestheFINISHboxisthewinner.

EncouragethemtosayI win!

I win!

• Organiseasimplerunningrace.Explainthat,inEnglish,thewinnersaysI win!

OtherpeoplesaytothewinnerYou win!

• Thechildrencanalsosayaftereachrace(Marco) wins!

Presentation (10 mins) It’s time …

• Pointingtoabigclock,sayThis is a clock … tick tock … clock. It’s time …

The clock says it’s time ….

• Encouragethechildrentojoininwiththeactionsbelow.SayLook at me and

follow me:

It’s time to sleep(pretendtosleep)

It’s time to wake up (openyoureyesandstretch)

It’s time to brush our teeth(brushteeth)

It’s time to eat(mimeeating)

Optional extension

activity (10 mins)

Activity (10 mins)

Level B AB p.15

I Looked Through my

Window AB p.13

Activity (10 mins)

Level B AB p.16

I Looked Through my

Window AB p.14

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Session 6

Level B AB pages 15, 16 / I Looked Through my Window AB pages 13–16

It’s time to drink(mimedrinking)

It’s time to run(pretendtorun)

It’s time to be quiet(shh!fingersonlips)

It’s time to sleep(everyonesleeps)

Thechildrenonlysaythelastline.

Make a book

• Now,tomakethebook,explainthatthechildrenhavetocutoutthepage

alongthedottedlinesandthenfolddownthemiddle,alongthesolidblack

line.Thepagescannowbegluedtogether(ortheteachercanstapleorthread

thepagestogetherwithribbonorstring).Thepagenumbersshouldfollow

correctly1–8.

• Readthroughthemini-bookwiththechildrenbeforetheytakethemhometo

recyclethelanguageandstory.

(5 mins) Review

• Invitethechildrentopretendtogotobed.Theycanfindaspaceandlie

down.Thengoaroundpretendingtocovereachonewithablanket.Say

Goodnighttoeachchild.TheycanallreplywithanindividualGoodnight.

• YoucanfocusonThank youattheendofthelessonbygivingoutabook,

flashcardorevenasmallsweet(becarefulwithnutallergies!)toeachchild.

EncouragethemtosayThank you.

Home fun

• Encouragethechildrentoreadthelittlebookstotheirfamilies,usingasmany

Englishwordsaspossible.SuggestthatthechildrensayGoodnighttotheir

parentsinEnglishtoday.

• Alternatively,thechildrendrawtheirownface(asasmileyface)andthenadd

adreambubble.Theycandrawsomethingtheywouldliketodreamaboutin

thebubble.

Activity (10 mins)

I Looked Through my

Window AB p.15

The

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Session 1 The Monster PetLevel B AB pages 17, 18 / The Monster Pet AB pages 3, 4

Opener (5 mins) Monsters and pets

• ShowthemonsteronthecoveroftheBigBook.SayMonster.This is a

monster.Encouragethechildrentorepeatthis.

• Nowshowtheflashcardsforpetanimalsincludingrabbit, cat, dogandbird.

PointtotherabbitandaskIs this a monster?ThechildrenshouldreplyNo.

YousayNo, it’s a rabbit.

• Askinthefirstlanguageifanyonehasapetrabbitathome.Youcanrepeat

thisfortheotherpets(cat,dogandgoldfishandbird).Ifyouhaveapet

yourself,tellthechildrenwhatitis.

• Finally,showthemonsteragainandsayIs this a monster? Yes! Yes, it is.

Key words

• monster • bird

• pet • yellow

• rabbit • orange

• cat • blue

• dog • red

• goldfish • purple

Active language

• This is a monster • 1, 2, 3, 4, 5

• It’s a …

Passive language

• Is this a …? • I can see …

• What colour is it? • How many … can I see?

• Show me …

Activities

• Colour fun! • Our pets

• Five monsters (Level B AB p.17 / The Monster Pet AB p.3)

• Find the monsters (Level B AB p.18 / The Monster Pet AB p.4)

Resources


• Flashcards (monster, rabbit, cat, dog, bird)

• A collection of objects each one coloured either purple, blue, yellow, red

or orange (you could gather together cars, flags, teddy bears, caps, flowers,

balls, toy bricks, books etc.)

• Five rods or pencils for each child (or any other object that they can count

out and hold up easily e.g. straws)

• PCM 2 (p.89) Monsters

Preparation

• Cut out the monster shapes from PCM 2 and colour them purple, yellow,

blue, red and orange as appropriate.

• Cut out pictures of animals from magazines. These should be animals that

are likely to be kept as pets by the children e.g. dogs, cats, rabbits etc.

The Mo

nster PetSession 1

Level B AB pages 17, 18 / The Monster Pet AB pages 3, 4

19

Presentation (5 mins) Colours• PointtotheyellowmonsterintheBigBookonpage2andsayIt’s a yellow

monster.What colour is it? Yellow.AskagainWhat colour is it?andhelpthe

childrentoreplyyellow.

• Repeatthissequencefortheorange,blue,redandpurplemonstersaskingeach

timeWhat colour is it?andhelpingthechildrentoreplywiththenameofthe

colour.

Game (10 mins) Colour fun!• Showthechildrenthecollectionofpurple,blue,yellow,redandorange

objectsthatyouhavecollected.Letthechildrenlookatthemandtalkabout

thedifferentcolours.

• Playagamewiththechildren.SayShow me a red car/blue flower/yellow cap

etcandthechildthatpointstothecorrectobject,cankeepit.Thechildwith

themostobjectsattheendisthewinner.

Five monsters• GiveeachchildtheirActivityBookopenatLevelBABpage17/TheMonster

PetABpage3.Askthechildrentocolourthemonstersintheappropriate

colours.Thechildrencanusethebooktohelpthemdecidewhichcolourto

useforeachmonsteroutline.

• Asthechildrenarecolouring,youcangoroundtheroom,pointingtomonsters

inthechildren’sActivityBooksandaskingWhat colour is it?Thechildshould

tellyouthecolourandmoreablechildrencouldbehelpedtosayIt’s a (red)

monsteretc.

• Whenthechildrenhavefinishedcolouring,youcanreinforcetheirlearning

byaskingthemtoholduptheirbooksandtopointtothebluemonster,the

yellowmonsteretc.

How many monsters?• TakethemonstersthatyouhavecutoutfromPCM2(page89)–see

Preparationabove–andarrangethemontheboard.Inviteindividualchildren

topointoutdifferentmonsterse.g.Show me the orange monsteretc.

• Askthechildrentoclosetheireyeswhileyourearrangethefivemonsters.Ask

individualchildrenagaintoidentifydifferentmonsterse.g.Show me the red

monsteretc.

• NowremoveallthepicturesexceptoneandsayI can see one monster.How

many monsters can I see? One.AskthequestionagainHow many monsters

can I see?andencouragethechildrentoreplyone.

• Repeatthisprocessmovingupfromonetofive.

• Nowremoveallthemonstersandthenputtheminvariousgroupingse.g.two

monsters,fourmonsters,onemonster,fivemonstersetcandwitheachnew

groupingsaye.g.There are four monsters.How many monsters are there?

Encouragethechildrentoreplyfour.

• ReinforcethenumbersbyaskingthechildrentoShow me one finger.Show

me three fingersetc.Youcanalsogiveeachchildfiverodsorpencilsandask

thechildrentoholdupthevariousnumberse.g.Show me four pencilsetc.

Presentation

(5–10 mins)

Activity (5 mins)

Level B AB p.17

The Monster Pet AB p.3

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Session 1


Find the monsters• Readpage3oftheBigBooktothechildren.NowgiveeachchildtheirActivity

BookopenatLevelBABpage18/TheMonsterPetABpage4.Thechildren

needtofindandcirclethefivemonsters.

Audio story

• PlaythestoryontheaudioCD(track4).Pressthepausebuttonandletthe

childrencountwithyouasyoupointtothepagee.g.1,2,3,4monsters.Then

continuethestory.

Our pets

• Askwhichchildrenhaveapet,andthenaskeachchildtonametheirpet.

Writethenameofeachpetontheboarde.g.rabbitandthenplaceapictureof

thepetanimalnexttothename.

• Nowpointtoeachpetonebyoneandsaye.g.It’s a rabbit.What is

(Daniel’s) pet? It’s a rabbit.EncouragethechildrentorepeatIt’s a rabbitwith

you.Continuewiththisuntilyouhavenamedeveryone’spet.

Home fun

• Ifpossible,givethechildrensomeplasticineormodellingclayandaskthemto

makeamonsterathome.Theycanbringitalongtothenextsession.

Optional extension

activity (10 mins)

Activity (5 mins)

Level B AB p.18


Activity (5 mins)

Audio CD track 4

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Session 2Level B AB pages 19, 20 / The Monster Pet AB pages 5, 6

Key words

• breakfast • peas

• lunch • cake

• supper • stew

• food • shampoo

• cheese

Active language

• I like … • ‘Go to sleep’ song

Passive language

• 1, 2, 3, 4, 5 • At night we eat supper.

• Maybe he wants to eat? • What do you like to eat?

• I’m eating my breakfast • (Juan) likes …

• What do we eat …? • What does …?

• In the morning we eat breakfast. • … goes to sleep

• At lunchtime we eat lunch.

Activities

• Number game • ‘Go to sleep’ song

• My favourite foods (Level B AB p.19 / The Monster Pet AB p.5)

• Here is your supper (Level B AB p.20 / The Monster Pet AB p.4)

Resources


Preparation

• Cut out five circles and colour them green to represent peas. (You could

also cut out and colour five cheese wedges and/or cakes.)

• Place a small basket and blanket in the corner of the room.

Opener (5 mins) Monsters

• Ifthechildrenhavebroughtinplasticinemonsters,letthemshowthemtothe

class.Usethemtorevisebodywords.

Activity (5 mins) Number game

• Askthechildrentostandupandspreadoutaroundtheroomorhall.

• Sayanumberandholdupthecorrespondingnumberoffingerse.g.three.The

childrennowhavetogetintogroupsofthree.Anyoneleftoutmustcometo

you.Youmayfindyoucanmakeatleastonemoregroupbutanyoddones

leftoverafterthiscanchoosethenextnumber.Alternatively,youcanwhisper

thenumbertothemandtheycanshoutitoute.g.five.Allthechildren

(includingtheoneswhoweren’tinagrouplasttime)havetomakegroupsof

five.

Presentation (10 mins) Breakfast, lunch and supper

• Showthechildrenpages2and3oftheBigBookandreadpage3.Explainthe

sentence‘Ithasn’thaditssupperyet’inthechildren’sfirstlanguage.MimeIt is

hungryandsayMaybe it wants to eat?Mimeeatandencouragethechildren

tocopyyou.SayMmm, I’m eating my supper.

• SayWhat do we eat in the morning? In the morning we eat breakfast.

Breakfast.Encouragethechildrentorepeatbreakfast.

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• Nowputupthepictureorphotographoflunch(seePreparationabove).Say

What do we eat at lunchtime? At lunchtime we eat lunch. Lunch.Encourage

thechildrentorepeatthis.

• NowsayWhat do we eat at night? At night we eat supper. Supper.The

childrencanrepeatsupper.Talkaboutsomeofthethingsthechildrenmight

eatforsupper.

• Explainthattheworddinnercanbeusedforabigmealatlunchtimeorat

night,andaskthechildrentorepeattheword.

My three favourite foods

• GiveeachchildtheirActivityBookopenatLevelBABpage19/TheMonster

PetABpage5.Thechildrenhavetocircletheirthreefavouritefooditems.

• Whentheyhavefinished,telltheclassyourthreefavouritefoods.Thenask

individualchildrenWhat do you like to eat?HelpeachchildtoreplyI like ….

Youcanrepeat(Juan) likes ….

• Youcanrepeatthiswithanumberofchildren.

Pages 3–9

• Readpages3to9oftheBigBook.(Youmaywishtochangethephrase‘cooks

astew’to‘givesitstew’,and‘triesshampoo’to‘givesitshampoo’tomaintain

theconsistencyofthephrase‘givesit’andtoavoidconfusion.)

• Nowtakethechildrenbacktopage5andaskWhat does the yellow monster

give the monster pet? The yellow monster gives it peas.Youcanrepeatthis

severaltimesandencouragethechildrentosaypeas.

• NowaskthechildrenWhat does the purple monster give the monster pet? The

purple monster gives it cheese.Thechildrenshouldrepeatcheese.

• Encouragethechildrentoidentifyandsuggestwhatishappeningtothe

monsterpetasheeatsthedifferentfoodsandobjects.

Here is your food


PetABpage6.Thechildrenhavetodrawlineslinkingtheobjectsonthepage

toeachmonster.

(10 mins) Review

• Askthechildrentoclosetheireyeswhileyousticksomeofthepaperpeas

whichyoumadeearlier(seePreparationabove)ontheboardandcoverthem

withapieceofpaper.Thechildrenhavetoguesshowmanypeasyouhave

hidden.Repeatthiswithdifferentnumbersofpeas.Ifyouprefer,youcandraw

onetofivegreendotsontheboardandcoverthosewithpaper.

• Ifyoumadeanycut-outsofcakesandcheese,youcanrepeatthisactivity

usingthem.

Activity (10 mins)

Level B AB p.19


Activity (10 mins)

Level B AB p.20


Big Book time

(5 mins)

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Session 2


‘Go to sleep’ song

• Readthesentenceonpage8,‘Theygotosleep’.Explainthatyouaregoing

toactoutthemonstersgoingtosleepandthenplacethebasketyouhave

preparedinacorneroftheroom.Tiptoesilentlyacrosstheroomwith

exaggeratedcare,fingertolipsandlookingbackwardsatthemonsterpet’s

basket.ThensayThe yellow monster goes to sleep.Youcanrepeatthisprocess

foreachofthemonsters.

• NowsayI’m going to sing a song to help the monster pet go to sleep.Playthe

songontheaudioCD(track5),firstandletthechildrenlistenthenencourage

themtojoininwiththewords:

Go to sleep, monster pet

Go to sleep, little monster!

Go to sleep

Go to sleep

Go to sleep, monster pet!

Home fun

• Askthechildrentocutoutsomemagazinepicturesandmakeacollageto

showabreakfast,lunchorsupperthattheylike.

Final activity (5 mins)

Audio CD track 5

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Key words

• hat • bed

• bat • asleep

• ball • awake

• boat • bubbles

• coat

Active language

• It’s a … • He’s awake

• (The monsters are) in bed.

Passive language

• What is it? • Is the monster pet asleep?

• Where are the monsters? • ‘Go to sleep’ song

• The monsters are asleep.

Activities

• Find my hat (Level B AB p.21 / The Monster Pet AB p.7)

• Bubbles (Level B AB p.22 / The Monster Pet AB p.8)

• Blowing bubbles • ‘Go to sleep’ song

Resources


• A hat, a bat, a ball, a boat and a coat (if you can’t get any of these items,

use pictures instead)

• Shampoo (it will be best if you use a ‘no tears’ brand) and a bowl of warm

water (not too warm!). Some bottles of children’s bubble mix would be

helpful too, although this is optional.

• PCM 3 (p.90) Find the word

Preparation

• Make enough copies of PCM 3 so that there is one for each child to take

home and complete.

Opener (5 mins) What is it?

• Greetthechildrenandthenbringoutthehat, bat, ball, boatandcoat.Pointto

thehatandsayWhat is it? It’s a hat.EncouragethechildrentorepeatIt’s a

hat.

• Repeatthisprocessforthebat,ball,boatandcoat.

Pages 10 and 11

• Showthechildrenpages10and11oftheBigBook.SayWhere are the

monsters? The monsters are in bed.AskagainWhere are the monsters?and

encouragethechildrentosayin bed.Iftheyseemready,youcanhelpthe

childrentosayThe monsters are in bed.

• AskthechildrenWhere is the yellow monster?SayThe yellow monster is

in bed.Encouragethechildrentorepeatin bedortotrytosayThe yellow

monster is in bed.Nowyoucanaskanindividualchildtopointtotheyellow

monster.

• Repeattheprocessforallthemonsters,invitingachildoneachoccasionto

pointtothemonster.

Big Book time

(10 mins)

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Session 3


• SayThe monsters are asleep.Pointtothesleepingmonsters,andmimebeing

asleep.

• Repeatthisandencouragethechildrentosayasleepandtomimesleeping.

YoucanpointtoeachmonsterinturnandsayThe yellow monster is asleep

etc.

• Nowask Is the monster pet asleep?Waitforthechildren’sresponsesandthen

pointingtothepictureandthecaption,sayIt’s awake(youcanchangethe

word‘stays’to‘is’).

Find my hat


PetABpage7.Thechildrenhavetomatchthemonsterstothehats.

Activity (10 mins) Blowing bubbles

• PointtothemonsterpetintheBigBook(page11)andaskthechildren(in

theirfirstlanguage)whatthemonsterpetisdoing.He’s blowing bubbles!

• Bringouttheshampooandmixsomeintoabowlofwarmwater.Showthe

childrenthebubblesitmakes.Letthechildrenplaywiththebubbles.Theycan

scoopthemupandblowthem(butdoaskthemnottoblowneareachother’s

faces!)Helpthechildrenrealisethattheshampooeatenbythemonsterpetis

causingthebubbles.

• Ifyoucan,bringinsomebubblemixandletthechildrenblowbubblesas

well!

Bubbles

• EmphasisethesoundBatthebeginningofbed, bear, boyandbubbles.

EncouragethechildrentopractisesoftB-B-Bsounds,makingsuretheirlips

arepursedtogetheratthestart.


PetABpage8.Encouragethechildrentodrawlotsofbubblesontheirpage.

‘Go to sleep’ song

• Playthe‘Gotosleep’songontheaudioCDagain(track5),andletthe

childrenlisten.Encouragethemtojoininwiththewords:

Go to sleep, monster pet

Go to sleep, little monster!

Go to sleep

Go to sleep

Go to sleep, monster pet!

Home fun

• GiveeachchildacopyofPCM3(page90).Thechildrencanhavefunathome

completingtheword‘bubbles’whichappearsindottedformonthesheet.

(Makesurethateachchild’snameisontheirsheetbeforetheytakeithome.)

Activity (5 mins)

Level B AB p.21


Activity (5 mins)

Level B AB p.22



Audio CD track 5

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Key words

• knife • plate

• fork • bowl

• spoon • cup

• glass • saucer

Active language

• Juice, milk, water etc. • It’s the …

• Bread etc. • In the …

• Yes/No

Passive language

• What do we have for breakfast? • What are they?

• Show me … • What is it?

• Has monster pet had breakfast? • Where is the …?

• Have we had breakfast? • What do you have?

Activities

• Where is it? (Level B AB p.23 / The Monster Pet AB p.9)

• Can you find it? (Level B AB p.24 / The Monster Pet AB p.10)

• Treasure hunt

Resources

• Big Book (pp.12, 13) • Audio CD (track 5)

• Flashcards (knife, fork, spoon, glass, plate, bowl, cup, saucer)

• Breakfast ingredients e.g. juice, bread, cereals, fruit etc or toy breakfast food;

breakfast crockery and cutlery including forks, spoons, glasses, plates, cups,

saucers

• A doll’s pram or cradle and a baby doll, a glass and some juice, a box and a

ball, a bag and an orange

Preparation

• Make a treasure hunt by hiding around the room some of the objects that

feature in this session e.g. a bat, ball, fork, knife, cup, bowl, hat, baby doll,

cup, spoon, orange, box etc.

Opener (5 mins) What’s for breakfast?

• Oncethechildrenhavearrived,puttogetherasimplebreakfastusing

ingredientswithwhichthechildrenarefamiliar.Alternatively,youmightfind

iteasiertomakea‘pretend’breakfastusingtoyfood.Youalsoneedtolaythe

tablewithbreakfastcrockeryandcutleryincludingafork,spoon,glass,plate,

bowl,cupandsaucer.Putouttwotofoursettingsifyoucan.

• Whenyouhavefinished,pointtoanydrinksandsayWhat do we have for

breakfast? Juice, milk, wateretc.Encouragethechildrentorepeat Juice, milk,

wateretc.

• NowgoontopointtothefooditemsandsayWhat do we have for breakfast?

Bread etc.Again,thechildrenshouldrepeatthewords.

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Session 4


Presentation (5 mins) Cutlery and crockery

• Pointtothecrockeryandcutleryitems.HoldupaknifeandsayA knife.What

is it?Thechildrenrepeata knife.Repeatthissequencewithafork, spoon,

glass, plate, bowl, cupandsaucer.Youcanalsousetheflashcardstoreinforce

thenewvocabulary.

• Splitthechildrenintosmallgroups.Giveeachgroupafork,spoon,glass,

plate,cupandsaucer.SayShow me a knife/fork/cupetc.Thechildrenhaveto

chooseandholduptherightobject.

Pages 12 and 13

• Readpages12and13oftheBigBookwiththechildren.SayHas monster

pet had breakfast?ThechildrenshouldreplyNo.NowaskHave we had

breakfast?ThechildrenshouldreplyYes.(Theywillhavehadbreakfastat

homeandalsoperhapsinclasswiththemockbreakfast.)

• NowsayShow me the purple/blue monster.Show me the monster pet.Asthe

childrenpoint,helpthemtosayIt’s the purple/blue monster.It’s the monster

petetc.

• SayShow me the bubbles.Whenthechildrenhavepointedtothebubbles,ask

What are they?Thechildrenshouldreplybubbles.

• SayShow me the bat.Pointingtothebat,askWhat is it?Thechildrenreply

It’s a bat.Youcanrepeatthisprocessforalltheobjectstaughtsofarincluding:

• knife • fork • spoon

• glass • plate • bowl

• cup • saucer • hat

• bat • ball • boat

• coat • bed

• Whenyouaskthechildrentoshowyouthehat,youmayfindthattheyhave

alreadyrealisedthatthehatismissing.GoontosayWhere is the hat? The hat

is in the monster pet.AskagainWhere is the hat?andencouragethechildren

tosayIn the monster pet.

Presentation (10 mins) ‘In’

• Bringoutadoll’spramorcradleandababydoll,aglassandsomejuice,a

boxandaball,abagandanorange.

• PutthedollinthepramorcradleandsaysWhere is the baby?The baby is

in the pram.AskagainWhere is the baby?ThechildrenshouldreplyIn

the pram.

• PoursomejuiceintoaglassandaskWhere is the juice?The juice is in the

glass.AskthechildrenagainWhere is the juice?HelpthemtoreplyIn the

glass.

• YoucanrepeatthissequencewithThe ball is in the boxandThe orange is in

the bag.

Where is it?


PetABpage9.Usethepicturestoreinforcetheprepositionin.Thechildren

havetodraweachitemintheappropriatecontainerasyousayThe ball is in

the boxetc.

Big Book time

(10 mins)

Activity (5 mins)

Level B AB p.23


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Game (5–10 mins) Treasure hunt

• Tellthechildrenthatyouhavehiddensomeoftheobjectsthathavefeatured

inthesessionaroundtheroom.Trytohidethemindifferentcontainersand

places.Thechildrenhavetofindasmanyoftheobjectsaspossible.

• Whenthechildrenhavefoundeverything,theyholduptheitemsandsaye.g.

aball.Askeachchildwhattheyhavee.g.(Siti), what do you have?Helpeach

childtoreplywiththenameoftheirobject.

Can you find it?


PetABpage10.Thechildrenhavetofindandcircletheball,spoon,orange,

doll,forkandhat.Encouragethemtosaythewordsastheyfindtheobjects.

• Ifthereistime,thechildrencouldsingthe‘Gotosleep’songagain(audioCD

track5).

Home fun

• Askeachchildtopaintordrawamonsterusingtheirfavouritecolour(s).(You

mayfindthechildrenbringinpink,purpleormulti-colouredmonsters!)

Activity (5 mins)

Level B AB p.24


Audio CD track 5

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Key words

• eyes • ears

• nose • hair

• mouth

Active language

• his hat • purple

• (It’s) in the monster baby. • yellow

• blue • orange

• red • It’s shampoo

Passive language

• Show me … • What did he lose?

• The orange/purple/blue/red/yellow • Where is the …?

monster lost … • What did we do?

• He lost his … • What is it?

• We found …

Activities

• A monster breakfast (Level B AB p.25 / The Monster Pet AB p.11)

• After supper (Level B AB p.26 / The Monster Pet AB p.12)

• ‘The monster pet’ song • Make a monster

• Match the flashcards game

Resources

• Big Book • Audio CD (track 6)

• Flashcards (eyes, nose, mouth, ears, hair)

• The monster shapes (cut out from PCM 2 and used in session 1)

• Cardboard boxes, scrap materials, glue sticks and paint

• Three photographs of yourself (which show you getting older e.g. as a child,

as a teenager or young adult and as you are now)

Preparation

• Make lots of picture cards (with no words on them) to match the flashcards

for eyes, mouth, nose, ears, hair. You need to make several copies of each

card and hide them around the room before the session begins.

Opener (5 mins) Monster paintings

• Lookateachother’smonsterpaintings.

A monster breakfast


PetABpage11.Revisethewordsforknife,fork,spoon,glass,plateandbowl.

Askthechildrentodrawsomebreakfastfoodsontheplateandinthebowl.

Presentation (10 mins) What’s in a face?

• ReadtheBigBookuptopage13andputupthefivemonstershapes

(preparedfromPCM2forsession1).Askthechildrentopointoutthevarious

monsterse.g.Show me the purple monster.Show me the blue monsteretc.

Activity (5 mins)

Level B AB p.25


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Session 5


• Turntotheyellowmonsterandpointouthisfacialfeaturese.g.The yellow

monster has two eyes/one nose/one mouth/two ears.NowsayShow me

the yellow monster’s eyes/earsetcandencouragethechildrentopointto

eachfeatureandsaytheword.Youcanusetheflashcardstoreinforcethe

vocabulary.

Pages 15–19

• Readpages15to19oftheBigBookandsayThe orange monster lost his hat.

What did he lose? He lost his hat.Thechildrencanrepeat(He lost) his hat.

(Somechildrenmaymanagethewholephrasebutothersmayonlysaythe

noun.)

• NowaskWhere is the orange monster’s hat?Encouragethechildrento‘find’

thehat.SayWe found his hat.What did we do?andhelpthechildrento

repeat(We found) his hat.

• NowaskWhere is the hat?andsayIt’s in the monster pet.AskagainWhere is

the hat?Encouragethechildrentoreply(It’s) in the monster pet.

• Youcanrepeatthissequencefor:

–thepurplemonsterwholosthisbat

–thebluemonsterwholosthiscoat

–theredmonsterwholosthisboat

–theyellowmonsterwholosthisball.

After supper


PetABpage12.Thechildrenhavetojointheobjectsinthemonsterpet’s

tummytothematchingpictures.

Game (10 mins) Match the flashcards

• Showthechildrentheflashcardsforeyes, mouth, nose, ears, hair.

• Tellthechildrenthatyouhavehiddenmatchingcardsaroundtheroom.In

pairs,thechildrenhavetofindasmanyofthecardsastheycan(buttheymust

onlytakeoneofeachcard).Theymusttrytomakeafullsetthatmatchesthe

flashcards.Thepairthathasfoundthemostcards,andwhocansaythewords

correctly,isthewinner.

‘The monster pet’ song

• ListentothesongontheaudioCD(track6),andteachthechildrenthewords:

The monster pet gets bigger and bigger



He’s eating everything up!

• Asyousing,useyourarmstoshowthemonsterpetgettingbiggerandbigger.

Encouragethechildrentojoininwiththewordsandtheactions.

• Nowlookatthemonsterpetonpages20and21andsaytothechildrenShow

me the shampoo.AskWhat is it?andencouragetheresponseIt’s shampoo.

Big Book time

(10 mins)

Activity (5 mins)

Level B AB p.26


Final activity

(10 mins)

Audio CD track 6

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Make a monster

• Giveeachpairofchildrenacardboardbox,somescrapmaterials,agluestick,

somepaintorcrayonsandcolouringpencils.

• Thechildrencanchooseoneofthemonstersandthen,usingthecardboard

boxforabase,makehisheadaddingonhisears,eyes,mouth,noseandhair.

Home fun

• Askthechildrentofindsomephotosofthemselvesgettingbiggerandbigger

e.g.frombabytotoddlertonow.Itwouldhelpifyoucouldproducethree

photosofyourselftoshowasanexample.

Optional extension

activity (10 mins)

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Session 6Level B AB page 27 / The Monster Pet AB pages 13–16

Key words

• arms • hands

• legs • feet

Active language

• eyes • hair

• nose • two arms

• mouth • two legs

• ears • Monster pet

Passive language

• Show me … • What does the (purple) monster have?

• What is it? • Who do you think has got them all?

• The (purple) monster has … • Is this a …?

Activities

• Finger puppets (Level B AB p.27 / The Monster Pet AB p.13)

• Plasticine monsters

• ‘The monster pet’ song

• Play the food game (The Monster Pet AB p.14)

• What are the monsters eating? (The Monster Pet AB p.15)

• What are the monsters wearing? (The Monster Pet AB p.16)

Resources

• Big Book • Audio CD (tracks 4, 6)

• Flashcards (arm, legs)

• The monster shapes (cut out from PCM 2 and used in session 1)

• Envelopes

• A small amount of plasticine for each child

Preparation

• Cut out and make up the monster finger puppets from each child’s Activity

Book (Level B AB p.27 / The Monster Pet AB p.14) in advance. The finger

puppets can be held together with strong glue or Sellotape. Please note

that users of The Monster Pet AB should complete the activity on p.14

before cutting out the finger puppets on p.13.

Opener (5 mins) Facial features revision

• ReadtheBigBooktothefirstpartofpage19:‘Theyellowmonster’slosthis

ball’.

• Nowputupthefivemonstershapes(preparedfromPCM2andusedin

session1)andsayShow me the purple/yellow/blue monster’s eyes/nose/

mouthetc.Aseachchildpointstothefeature,askWhat is it?Helpeachchild

tosaynose/mouth/hairetc.

• NowsayShow me your nose/ears/eyes/mouth/hair.Asthechildrengainin

confidenceyoucanspeedthisup.

Presentation (10 mins) Body parts

• Pickupeachmonsterseparatelyandpointtohisarms.SayThe (purple)

monster has two arms.One, two. What does the (purple) monster have?Point

tothemonster’sarmsandencouragethechildrentoreplytwo arms.Youcan

askindividualchildrenthesamequestion.Repeatthissequencewithallthe

monstersandshowtheflashcardtoreinforcethewordarm.

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Session 6

Level B AB page 27 / The Monster Pet AB pages 13–16

• Nowpointtothemonsters’legs.Pickuponemonster,pointtohislegsandsay

The (purple) monster has two legs.One, two.Encouragethechildrentorepeat

two legsandshowtheflashcard.

Play the food game

• Explain,beforeyoucutoutthefingerpuppetsonpage13,thattheycanplay

afoodgame.Theyneedonecountereachandacoin.(Heads=move1space.

Tails=move2spaces.)Thechildrentossthecoinandmovealongtheboard.

Iftheylandonafood,theyhavetosaytheword.Iftheydon’tknowit,they

mustgobackaspace.Iftheotherchildknowstheword,theycansayitand

moveforwardaspace.YoucanaddanotherlevelofcomplexitybyteachingI

like(nameoffood)orI don’t like(nameoffood).

• Oncetheyhaveplayedthegametwoorthreetimes,theycanturnoverand

usetheirscissorstocutoutthefingerpuppets.

Finger puppets

• Giveeachchildthemonsterfingerpuppetswhichyouhaveassembledfrom

theirActivityBooks(LevelBABpage27/TheMonsterPetABpage13–see

Preparationabove).

• Placethechildreninpairs,AandB.GiveinstructionssuchasTouch your

nose/ears/eyes/mouth/hair.ChildAhastorepeatthisandchildBhasto

touchtheirownnoseetc.withthefingerpuppet.

• Encouragethechildrentocountthepuppets.

• UsethepuppetstosayHello! Goodbye!

• Thechildrencanstoretheirpuppetsinenvelopes.

Whole book

• ReadtheBigBookagaintopage19including‘Whodoyouthinkhasgotthem

all?’Explaintothechildrenwhatthismeansandthensay,inEnglish,Monster

pet has got them all.AskthechildrenWho do you think has got them all?

EncouragethemtoreplyMonster pet.

• Continuereadinguntiltheendofthebook.Stopandpointtocertainitems

andaskIs this a …?Butsaythewrongthingdeliberately.Thiswillhelpyouto

assesswhichchildrenneedextrahelp.

‘The monster pet’ song

• ListentothesongontheaudioCDonceagain(track6),andencouragethe

childrentojoininwiththewordsandactions(useyourarmstoshowthe

monsterpetgettingbiggerandbigger):




He’s eating everything up!

• Singthesongthroughagaintwice.

Big Book time

(10 mins)

Activity (5 mins)

Audio CD track 6

o

Activity (10 mins)


Activity (10 mins)

Level B AB p.27


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Session 6

Level B AB page 27 / The Monster Pet AB pages 13–16

What are the monsters eating?

• Explainthatthemonstersareveryhungry!Theyeachhaveanumber.Revise

thenumbers1, 2, 3, 4, 5.Askeveryonetopointtomonstertwoormonsterfour

etc.

• Nowexplainthatyouwilltellthechildrenwhateachmonsterisgoingto

eat.Theylistenandchoosetherightsticker,thenstickitontothecorrect

monster’splate,followingyourspokendirections.E.g.Monster one is eating

peas. Monster two is eating cheese. Monster three is eating sweets. Monster four

is eating a beef burger. Monster five is eating an apple(orchoosedifferent

foodsifyouprefer).

• Thechildrencannowaskandanswer:What’s monster five eating?(Anapple)

• Nowexplainthatthechildrencandrawthemselvesatthe6thtableandstick

on,ordrawontheplate,whattheymostliketoeat.Theycanthentellandask

theirfriendswhattheychose:I’m eating ... What are you eating?

(5 mins) Plasticine monsters

• Giveeachchildasmallamountofplasticineandshowthemhowtomodel

theirownmonster.

What are the monsters wearing today?

• Thechildrenneedtoberemindedofhats, boots, flags andthecolours.Teach

stripes, spots, stars ifnecessary.

• Explainthatthemonstersaregoingoutshoppingandneedtogetdressed.

Giveoutthestickers.Thechildrenhavetomatchthepatternsbylooking

carefully.

• TheycanthendrawtheirownmonsteronA4paperwithahat,bootsanda

flag,makinguptheirowndesign.Theycanmakeashoppingbagoutofsome

paper,foldedoverandstapledorglued.Themonsterscanthen‘goshopping’.

Ifyouhavesmallpicturesorstickersoftoys/foods/clothes,thechildrencan

stickthesearoundtheirmonsterandthentelleachotherwhattheirmonster

hasbought,He bought...(useHe’s buying...,ifyouprefertoavoidthepast

tense).

Story time

• Playthestoryonceagain(audioCDtrack4),andpausethesoundsothatthe

childrencanchimeinwithkeywordsandphrases.

Home fun

• Thechildrencantakehometheirplasticinemonsterandmakeabedforit.


Audio CD track 4

o

Activity (15 mins)


Activity (15 mins)


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You Noisy Monkey! Session 1Level B AB pages 29–32 / You Noisy Monkey! AB pages 3–6

Opener (5 mins) Simon says

• Here’saquickreminderoftherulesforSimonsays.IfyousaySimon says

walk!thenthechildrenmustcopyyouandwalk.If,however,youdon’tsay

thenameSimonandsimplysaywalk!thechildrenshouldstandstillandnot

followyou.Ifthechildrenforget,anddofollowyou,theyareout(although,

ifyouprefer,thereisnoneedforanyonetobeoutandeveryonecancarryon

playing).

• Toreinforcethevocabularyusedinthissession,playSimonsaysusingthe

wordswalk,float,trek,slip,swim,runandclimbe.g.Simon says walk!

• Say:

Simon says touch your nose.

Simon says sit down.

Simon says stand up.

Simon says look through your fingers.

Simon says say Hello.

Say Goodbye.

• Intheory,nobodyshouldspeakonthelastinstruction!

Key words

• monkey • quiet

• noisy • fire

Active language

• This is … • These are …

Passive language

• Simon says … • He stamps/bangs/chitter-chatters

• Very quiet • Is there a … in the story?

• Very noisy • Are they noisy? Yes!

Activities

• Simon says

• Is it noisy? (Level B AB p.29 / You Noisy Monkey! AB p.3)

• The jungle (Level B AB p.30 / You Noisy Monkey! AB p.4)

• The animals (Level B AB p.31 / You Noisy Monkey! AB p.5)

Resources


• Flashcards (fire, snake, bull, cow, duck, cat, fish, dog)

• PCM 4 (p.91) Monkey puppets

Preparation

• You will need to prepare Level B AB pp.31, 32 / You Noisy Monkey! AB pp.5,

6 in advance for each child by cutting out the animals (you could consider

sticking them onto thin card to help them last longer). Put the animals in

an envelope for each child. You will also need to keep a set for yourself to

use in other sessions.

• Cut out the monkey puppets from PCM 4. You can either mount these on

card or laminate them and add sticks to make them into puppets.

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Level B AB pages 29–32 / You Noisy Monkey! AB pages 3–6

36

Quiet/noisy

• Showthemonkeypuppets(madefromPCM4–page91).Explainthatone

monkeyisvery quietbutIs the other monkey quiet? Oh no! He isn’t! He’s

very noisy!(Raiseyourvoice.)He bangs(bangdeskloudlywithyourhand).

He stamps(stampyourfoot).He chitter-chatters(sayEeh-ah-ooh!andactlike

amonkey!).

• HaveanothergameofSimonsayswithSimon says stamp.Simon says bang.

Simon says chitter-chatter, eeh-ah-ooh!

Is it noisy?

• GiveeachchildtheirActivityBookopenatLevelBABpage29/YouNoisy

Monkey!ABpage3.

• Explainthatthechildrenhavetocirclethethingswhichmakealoudnoisei.e.

motorbike,drum,baby,balloon,lion,monkey(socksandsunarequiet).

(5 mins) What’s it about?

• Turnthepagesofthestorywithoutreadingit.Seeifthechildrencanguessthe

storyline.Usetheopportunitytoteachmonkeyandfire.

Pages 3–5

• Showthetoyanimalsorflashcardsforbull, cow, duck, cat, fish and dog.(Many

oftheseanimalswillbefamiliartotheclassfromtheotherBigBooks.)Hold

upeachanimalorflashcardandsayitsname.AskIs there a (animal name) in

the story? No, there isn’t ….

• NowbringoutthemonkeyandaskIs there a monkey in the story? Yes, there

is!

• OpentheBigBookatpage3andpointtothelion.AskIs there a lion in

the story? Yes!Similarly,youcanpointtopages4and5andaskIs there an

elephant/hippo in the story? Yes!

The jungle


Monkey!page4.Whileyougoroundandhelpeachchildtofoldtheiranimals

(seeLevelBABpage31/YouNoisyMonkey!ABpage5below),theclasscan

colourinthepictureofthejungle.

The animals

• GiveeachchildtheirenvelopecontainingtheanimalscutoutfromLevelB

ABpage31/YouNoisyMonkey!ABpage5.Showtheclasshowtofoldthe

animalsinhalf.

• IfyouareunabletocompletethecuttingactivityonYouNoisyMonkey!AB

page5,youcanusethejunglepatternonpage6forchildrentostickanimal

stickerson.

Presentation

(10 mins)

Activity (5 mins)

Level B AB p.29

You Noisy Monkey AB p.3

Big Book time

(5 mins)

Activity (5 mins)

Level B AB p.30


Activity (5 mins)

Level B AB p.31


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Session 1

Level B AB pages 29–32 / You Noisy Monkey! AB pages 3–6

37

(5 mins) Review

• OpentheBigBookatpages2and3andreadthestorytotheclass,pointing

tothewordsasyouread.Thechildrencanholduptheirfoldedanimals

whenevertheanimalismentionedinthestory.Theycanalsomaketheanimal

noisesastheyholdupeachanimal.

• Showtheflashcardsforlion, snakeandmonkeytotheclass.AskAre they

noisy? Yes!Makesureeveryonecanmakethenoiseofeachanimal.

• Stickeachanimalflashcardonaseparatewall.Whenyousaytheword,the

childrenhavetopointtothecorrectwallorevenstandupandgotothe

correctwall.Theycanthenmakethenoiseoftheanimale.g.roar! hiss!

squawk!andeeh-ah-ooh!

Home fun

• Askthechildrentofindpicturesofnoisythingse.g.trains,planes,carsetcand

tostickthemontoapieceofpaperorcard,likeacollage.

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Session 2Level B AB pages 33, 34 / You Noisy Monkey! AB pages 7, 8

Key words

• think • chase

• sleep • see

• talk • climb

• roar

Active language

• Yes/No • S/he’s quiet

• elephant • He’s noisy

• hippo

Passive language

• think • top

• sleep • highest tree

• talk • up

• roar • down

• chase • Is s/he noisy?

• see • Is s/he sleeping/dancing/running/

• climb talking?

Activities

• Copy cats • Make a palm tree

• Find the animals (Level B AB p.33 / You Noisy Monkey! AB p.7)

• What are they doing? (Level B AB p.34 / You Noisy Monkey! AB p.8)

Resources


• Animal cut-outs (from Level B AB p.31 / You Noisy Monkey! AB p.5 in

session 1) and monkey puppets (from session 1)

• Each child will need a rectangle of brown paper or thin card, some green

paper rectangles and a card square if they are to tackle the optional

extension activity at the end of the session

Opener (5 mins) Animal actions

• Readthestorythroughuntilpage7.Letthechildrenusetheircut-outanimals

(fromLevelBABpage31/YouNoisyMonkey!ABpage5)tocopytheactions

oftheanimalsinthestory.

Activity (10 mins) Copy cats

• Explainthatyouaregoingtoactoutandsayanaction.Thechildrenmust

listen,repeatthewordandcopyyou.

• Sayandactout:

think(headonfist,lookthoughtful)

sleep(headonhands,eyesclosed)

talk(blah,blah,blah–usehandactionstoindicatetalking)

roar(roarlikealion)

chase(pretendtochasesomeone)

see(pretendtoseesomeoneorsomething)

climb(climbingaction)

• Iftimeallowsyoucanalsorevisesomeoftheknownactionslearntinprevious

lessonse.g.jump, swim, dance, clap, blow, walkandrun.

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Session 2

Level B AB pages 33, 34 / You Noisy Monkey! AB pages 7, 8

Find the animals


Monkey!ABpage7.Thechildrencanuseapenciltocirclethehidden

animals.Therearefouraltogether(thelion,monkey,hippoandelephant).

Oncetheyhavefoundthem,theycanfinishcolouringthepicture.

Pages 4–7

• Readthestoryuntilpage7,usinggestureandmimetomakeclearwordssuch

astop, highest treeanddown.

• Nowreturntothespreadonpages4and5.AskWho’s this? Is it Lion? No?

Then who is it? It’s Elephant.EncouragethechildrentorepeatElephant.

• Goontoask:

Is she sleeping?(Actsleeping.)No?

Is she dancing?(Actdancing.)No?

Is she running?(Actrunning.)No?

Is she talking?(Talkinaveryquietvoice.)Yes!

Is she noisy?(Talkquietlyagain.)No?

She’s quiet.(EncouragethechildrentosayinlowvoicesShe’s quiet.)

NowbringoutthemonkeypuppetandsayBut, oh dear, here’s Monkey.

Is he quiet? No! He’s noisy!(EncouragethechildrentosayloudlyHe’s noisy!)

• RepeatfortheHippo:

Who’s this? Is it Lion? Is it Elephant? No? Then who is it? It’s Hippo.

Is he sleeping?(Actsleeping.)No?

Is he dancing?(Actdancing.)No?

Is he running?(Actrunning.)No?

Is he thinking?(Actthoughtful)Yes!

Is he noisy?(Actthoughtfulagain.)No.

He’s quiet.(EncouragethechildrentosayinlowvoicesHe’s quiet.)

NowbringoutthemonkeypuppetandsayBut, oh dear, here’s Monkey.

Is he quiet? No! He’s noisy!(Encouragethechildrentoshoutasloudlyasthey

canHe’s noisy!)

What are they doing?


Monkey!ABpage8.Explainthattherearepicturesofdifferentanimalson

eachsideofthepage.Thechildrenhavetomatchuptheanimalswhoare

doingthesamethingaseachofthemonkeyse.g.onemonkeyissleepingand

soisthelion.

(10 mins) Review

• PlayCopycatswiththechildrenagainencouragingthemtorepeatandact

out:

think(headonfist,lookthoughtful)

sleep(headonhands,eyesclosed)

talk(blah,blah,blah–usehandactionstoindicatetalking)

roar(roarlikealion)

chase(pretendtochasesomeone)

see(pretendtoseesomeoneorsomething)

climb(climbingaction)

Big Book time

(10 mins)

Activity (5 mins)

Level B AB p.33


Activity (5 mins)

Level B AB p.34


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Session 2


Make a palm tree

• Eachchildwillneedarectangleofbrownpaperorthincardandsomegreen

paperrectangles.Theyneedtorollthecardtomakeatube,toformthetrunk

ofthetree.Thegreenpaperrectanglescanbefoldedinhalfandcuttomake

fringes,likepalmfronds.

• Twisttheendofeachleaftomakeathinpointwhichcanbeinsertedintothe

topofthepalmtreetube.SomeSellotapecanbeusedtokeeptheleavesin

place.

• Useacardsquaretomakeabase.Cutfourorfiveslitsupwardsfromthe

bottomofthetreetomaketabswhichcanbegluedortapedtothebase.Let

thechildrenplaywiththeircut-outanimalsandthepalmtree.

Home fun

• Athome,thechildrencouldpaintordrawmorepalmtreesandcreatetheir

ownjunglescene.

Optional extension

activity (10 mins)

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Key words

• fire • orange

• red • yellow

Active language

• fire! • frog

• fish • fig

• farm • five

• flower • four

• fairy

Passive language

• Shh, I’m trying to sleep • Really angry

• What’s this? • chased

• It’s … • stand up

• What colour is ..? • sit down

• Is this your nose/eyes/mouth/head/ear/hand/foot?

Activities

• Sleeping lions • Chasing monkey

• Does it begin with F? (Level B AB p.35 / You Noisy Monkey! AB p.9)

• Take me home! (Level B AB p.36 / You Noisy Monkey! AB p.10)

Resources


• Flashcards (fire, fish, foot, fork)

• A bell or tambourine


session 1)

• A large sheet of paper with a jungle scene drawn on it.

Preparation

• Prepare streamers, made from red, yellow or orange crepe paper or ribbon.

There should be one for each child and you will need several too.

• If preferred for the optional extension activity (Chasing monkey), prepare

four animal masks for Monkey, Lion, Hippo and Elephant. Otherwise use the

animal cut-outs (from Level B AB p.31 / You Noisy Monkey! AB p.5) or toy

animals.

Opener (5 mins) Sleeping lions

• Pretendyouaregoingtosleep.SayShh, I’m trying to sleep.Thechildrenwill

probablygiggleortrytowakeyouup.RepeatShh, I’m trying to sleep.

• WakeupandexplainthatyouaregoingtoteachthemagamecalledSleeping

lions.Explain(inthefirstlanguage)thatLiononpage3oftheBigBookisnot

sleepingnowbecauseNoisyMonkeywokehimup!He’stryingtosleepbut

hecan’tclosehiseyesbecauseofallthenoise.Thechildrenaregoingtotry

tosleepaswellbutyouaregoingtotiptoearoundtheclassandtrytowake

themup.Ifanyonemoves,makesanoiseoropenstheireyes,theyareoutand

havetositupandwatchtherestofthegamebeingplayed.

• Thechildrenneedtolieonthefloororresttheirheadsupontheirarms,at

theirdesks.Theyclosetheireyesbutyougoaroundtheroom,makingsillyor

loudnoises,gentlyticklingtheirnosesetcsothattheyopentheireyes,move

orgiggle.Playuntilthereareonlyfiveplayersleftandgivethemaroundof

applause.

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Session 3


Presentation (10 mins) Fire!

• Revisefiree.g.showtheflashcardoffireandaskWhat’s this? It’s fire! What

colour is fire? Red, yellow, orange … yes.Encouragethechildrentorepeatthe

colourswithyou.

• Giveeachchildastreamermadefromyellow,orangeorredcrepepaperor

ribbon.ThechildrenhavetowavetheirstreamerseverytimeyousayFire!

• Nowusetheopportunitytoreviseintroductionsandpartsofthebody.Say

Let’s say Hello to each other and see if we can remember nose, eyes, mouth,

head, ear, hand and foot.Pointtoeachpartasyouproceedthenstopand

sayOh no! Fire!Thechildrenhavetostandup,shoutFire!andwavetheir

streamers,thensitdownagainasyoustartgoingroundtheindividuals

sayingHello, (Nor).EncouragethechildtorespondwithHello.AskIs this

your nose?(Touchtheirhand.)ThechildshouldsayNoorshaketheirhead.

AskIs this your nose?(Touchtheirnose.)ThechildshouldsayYesornod

theirhead.

• Goaroundthewholeclasslikethisbuteverysooftenstop,snifftheairand

sayOh no! Fire!Thechildrenhavetostandupandwavetheirstreamers,

thensitdownagainasyoucontinuegoingroundtheindividuals.Youcan

useasmallbellortambourineasasignaltobecomeinstantlyquietandsit

downagain.

Does it begin with F?

• UsetheflashcardstorevisethewordsthatbeginwithF:fire, fish, foot, fork.

EmphasisethepronunciationofF,withtheteethonthelowerlip.Thechildren

cansayeachwordinchorus.


Monkey!ABpage9.Nowtellthechildrentheywillworkinpairs:onechild

holdsthebookandtheotheractsasapointer.Theyneedtolistenasyou

sayeachofthewordsonthepage,slowlyandclearly,andthentheymust

choosethecorrectpicture.Onechildpointstoit,whilsttheotherholdsthe

bookoutwardssoyoucanseewhattheyhavechosen.

• Onceyouhaverevisedthewords,theycanbothsitdownandcircletheF

picturesintheirActivityBooks.

Pages 1–7

• Bringoutthelargesheetofpaperonwhichyouhavedrawnajunglescene.

Havethecut-outsofHippo,Lion,ElephantandMonkey(fromLevelBAB

page31/YouNoisyMonkey!ABpage5)andpaperflamesreadytouseas

visualaids.

• ReadtheBigBookthroughuntilpage7andthenask(inthefirstlanguage)

whatthemonkeysaw.ThechildrenshouldanswerFire!Waveyourflames.

Yes, Noisy Monkey saw fire. There’s fire in the jungle! What did Monkey do?

Well, he went to Lion.

• Usetheanimalcut-outs.Stickthelionontothejunglepictureandthenbringin

themonkey.SayLion was sleeping.But look, here’s Monkey! Is he quiet? No!

He’s very noisy! He says chitter-chatter chitter-chatter but then he shouts fire!

fire! fire!Sticktheflamesonthepicture.

• Frown frown. Lion was really angry! Grrr! he roared. I’ll get you noisy

monkey. And he chased Monkey through the jungle.Usethecut-outstoshow

whatchasemeans.

Big Book time

(10 mins)

Activity (5 mins)

Level B AB p.35


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Session 3


Chasing monkey

• Atthispoint,ifyouhaveaplayground,youcouldtaketheclassoutsideand

giveonechildamonkeytoy,puppetormask.Anotherchildhasthelioncut-

out(oramask)andtherestofthechildrenneedtospreadoutandpretendto

betreesstandingwiththeirarmsoutstretched.

• SayStand up (Siti), you’re a tall tree.Sit down (Joel), you’re a small tree.The

lioncanchasethemonkeyaroundandinbetweenthetreesuntilhecatches

him.Assoonasthemonkeyistouched,everyonestopsandsomeoneelsehas

achancetoplaytheanimalroles.

• Nowchoosetwootherchildrenandrepeat.Thefirstmonkeyandlioncan

becometrees.Afterafewturns,addthehippoandtheelephant,sothatthere

arethreechasersafteronemonkeyuntileveryonehashadaturn.

Take me home!


Monkey!ABpage10.Thechildrenhavetotracethelinebetweeneachanimal

anditshome.Theycanfolloweachlinewithabrightpen.

Review

• Playthestoryfrompages1to15(audioCDtrack7).

• Tofinishthelesson,letthechildrenlistentothe‘Jungle’sburning’songonthe

audioCD(track8).(Theywilllearnthisinthenextlesson.)

Home fun

• Thechildrencanmakea‘junglegarden’fromstones,smallplants,sticksetc.

Theycanuseanoldtray,tinlidorplasticcontainer.

Optional extension

activity (10 mins)

Activity (5 mins)

Level B AB p.36


(5 mins)

Audio CD tracks 7, 8

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Key words

• river • next to

• jungle • above

• behind • out

• in • under

• across

Active language

• Jungle’s burning • Fire!

• Run away • I’ll get you, you noisy monkey!

• Pour on water

Passive language

• He’s swimming • Be quiet you, you noisy monkey … shh!

• Where am I? • Monkey was sad …

• I’m behind … • It’s coming this way

• What’s this? • Now Lion was really angry

Activities

• ‘Jungle’s burning’ song • Revising prepositions

• Which monkey? (Level B AB p.37 / You Noisy Monkey! AB p.11)

• Fire! (Level B AB p.38 / You Noisy Monkey! AB p.12)

Resources


• A length of blue fabric or crepe paper (for a pretend river)


session 1)

• PCM 5 (p.92) Chasing noisy monkey

Preparation

• For Level B Activity Book users, cut out the animal pictures from Level B

AB p.38 and put each set of three in an envelope or in a paper clip (a set for

each child).

‘Jungle’s burning’ song

• Playthesong,‘Jungle’sburning’(audioCDtrack8),andteachthewordsand

actions:

Jungle’s burning, Jungle’s burning,(wavefingersandbodieslikeflames)

Run away! Run away!(runonspot)

Fire, fire! Fire, fire!(holdupbothhandsinhorror,looksurprised)

Pour on water! Pour on water!(pretendtobepouringwaterfromabucketor

holdingahose)

Presentation (5 mins) Where are the animals?

• Spreadoutthelengthofbluefabricorcrepepaperonthefloor.SayThis is a

river – a long, blue river.

Opener (10 mins)

Audio CD track 8

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Session 4


• Nowtaketheanimalcut-outs(fromLevelBABpage31/YouNoisyMonkey!

ABpage5)andputtheminthefollowingplacessaying:

Look, Hippo is in the river.(Makehimswim.)He’s swimming. Let’s swim!

(Everyonemimesswimming.)

And here’s Lion. He’s next to the river. He doesn’t like swimming. He likes to

sleep next to the river.

Aha! This is Elephant. Who’s this? Elephant. He’s swimming in the river. He’s

swimming behind Hippo.

And Monkey is swimming behind Elephant.

• Askafewchildrentostandinaline,onebehindtheother.Standsothat

youaresecondintheline.SayLook! Where am I? I’m behind (Stefan).Now

movesothatyouarethirdinlineandsayNow I’m behind (Daniela).Askthe

childrenWhere’s (Daniela)?TheyshouldreplyBehind Stefan.Repeatseveral

timesuntileveryonehasusedthewordbehind.

Activity (5 mins) Revising prepositions

• Usethemonkeypuppettodemonstratebehind, across, in, out, next to, above

andunder.

• SayWhere’s Monkey? He’s behind the chair. He’s above the table. He’s in the

bag. Now he’s coming out of the bag. He’s walking across the table. He’s next

to (Timothy). He’s under the tableetc.

• Givethemonkeytotwochildren.SayBehind (Ferdinand).Thechildren

canbeguidedbytherestoftheclassuntiltheyholdthetoyinthecorrect

place.Putthemonkeyinthesecondchild’shandandrepeatwithadifferent

prepositione.g.Next to (Alisa).

Which monkey?


Monkey!ABpage11.

• Asyougiveouttheinstructions,thechildrenshouldcolourthemonkeywho

is:

aboveNoisyMonkey=yellow

behind=orange

nextto=black

under=blue

Pages 1–13

• Readpages1to13andusetheillustrationstorevisekeywordsknownbythe

children.SayWhat’s this?Givethecorrectwordasoneoftwopossibilitiese.g.

Is it a tree or an orange?Thechildrenwillfindthealternativesamusingand

enjoyitifyoupretendtobegenuinelyunsureyourself.

• Asyougothrough,asktheclasstomimethephrasesasindicatede.g.

page3–Be quiet, you noisy monkey … shh!(fingersonlips)

page6–Monkey was sad(looksad)

page7–It’s coming this way(beckonwithbothhands)

page9–Now Lion was really angry(wagfingerangrily)

pages9,11,13–I’ll get you, you noisy monkey!(pretendtopouncewith

yourhandsasclaws)

Activity (5 mins)

Level B AB p.37


Big Book time

(10 mins)

Audio CD track 7

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Session 4


Thechildrenwillenjoysayingthislastphraseastheyactoutbeingacross

lion,elephantorhippo:I’ll get you, you noisy monkey!Youcouldeven

dividetheclassintothreegroupssothatonegroupspeaksforeach

animal.

• Finally,playthestoryrightthroughtotheend(audioCDtrack7).

Fire!


Monkey!ABpage12.LevelBActivityBookuserswillneedthethreepictures

cutoutfromPCM5(page92),oneseteach.Theyneedtogluetheanimalsin

thecorrectchasingorderi.e.Lionfirst,ElephantsecondandHippothird.You

NoisyMonkey!ActivityBookuserscanusethestickersprovided.

(5 mins) Review

• Putthechildrenintopairsandletthemactoutpages2and3:

Monkey:Chitter-chatter, eh–ah–ooh!

Lion: (snores)

Monkey:Chitter-chatter, eh–ah–ooh!

Lion: Be quiet, you noisy monkey! I’m trying to sleep … grrr!

Monkey:OK, goodbye.

• Thepairscouldpractisetheirdialoguesandthenperformthemfortherestof

theclass.

Home fun

• Thechildrencanlookforpicturesof,andbooksabout,monkeysandother

jungleanimalsathome.

Activity (10 mins)

Level B AB p.38


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47


Key words

• faster • point

• higher • jungle

• smaller • zoo

• big

Active language

• higher and higher • bigger and bigger

Passive language

• Same? • smaller and smaller

• Different • faster and faster

Activities

• Sleeping lions • Miming

• The odd one out (Level B AB p.39 / You Noisy Monkey! AB p.13)

• Monkey goes for a walk (Level B AB p.40 / You Noisy Monkey! AB p.14)

Resources


• Flashcards (fire, hippo, elephant, lion, monkey)

• Two toy cars or motorbikes

• A balloon


session 1)

Opener (5 mins) Sleeping lions

• PlaytheSleepinglionsgamewiththechildrenagain(seepage40).

The odd one out


Monkey!ABpage13.Explainthattherearethreeorfourlionsoneachrow.

Theyareallthesameexceptforone,whichisdifferent.Thechildrenhaveto

lookcarefullyandcircletheoddoneout.

• YoumayusetheexpressionsSame? Yes! Same? Yes! Same? No! Different!But

donottryteachingthemtothechildren.

Presentation (10 mins) Faster and faster

• Reviseadjectivese.g.big, small, sadandangry.

• Teachfastusingtwomodelcarsormotorbikes.SayBroom, broom … this car/

motorbike is fast!Nowpickupthesecondvehicleandovertakethefirst.Say

Broom, broom, broom, this car/motorbike is faster!

• Nowholdthevehiclesatdifferentheights.SayThis car/motorbike is high but

this one is higher.Encouragethechildrentojoininuntiltheyarechanting

higher and higher.

• Repeatforfaster and faster,makingthevehiclesmoveatdifferentspeeds

• Dothesamewithbig,byblowingupaballoon.SayThis is getting bigger and

bigger and bigger.(Blowveryslowlyandthechildrenwillsoonchimeinwith

bigger and bigger.)

• Nowlettheballoongodownslowlywhilstsayingsmaller and smaller.

Activity (5 mins)

Level B AB p.39


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Session 5


Monkey goes for a walk


Monkey!ABpage14.

• Remindthechildrenofthenamesofthedifferentthingsonthemape.g.river,

dragon,bus,house,mountain,jungle.Explainthatthechildrenwillneedto

listentothestoryofMonkey’swalk.TheyshouldpointatMonkeytostartwith

andthenpretendtheirfingerisMonkeysothattheycantracehispathashe

travelsthroughthejungle.

• PlaytheaudioCD(track9)orreadthescriptbelow:

Pages 14 and 15

• Readthroughpages14and15twice.Usethecut-outsofHippo,Elephant,Lion

andMonkey(fromLevelBABpage31/YouNoisyMonkey!ABpage5)toact

outthepagesasyouread.

Miming

• Askfourchildrentocomeouttothefrontandshoweachoneaflashcardof

oneoftheanimals(eitherhippo,elephant,lionormonkey).Eachchildmust

mimetheanimaltheyhavebeenshownandtherestofthechildrenhaveto

guesswhichchildisthelion.

• Thefourchildrenwhoguesscorrectlycanbethenextfourtoactoutthe

animals.

Home fun

• Askthechildrentolookthroughmagazinesandcutoutpicturesofpeopleor

animalswhoareasleep.Theycanbringtheirpicturesinandyoucanmakea

photomontagecalled‘Shh!I’mtryingtosleep!’

Hello, it’s Monkey here — Noisy Monkey! Chitter-chatter, ooh, ooh,

ooh, ooh, ooh, ooh, ooh! Ooh, ooh, ooh! I live in a jungle. Here I am

at the top of the highest tree. Now I am going down the tree and I am

walking through the jungle.

I am walking faster and faster. I am swimming across the river. I am

swimming faster and faster. Brrr, the river is cold. Brrr, it’s getting

colder and colder!

Ooh look, it’s a bus! It’s coming this way. It’s coming to see Lion. Hello

Lion! Now I am climbing up, up, up the mountain. I’m climbing higher

and higher. There’s a house at the top. It’s Hippo’s house. Hello, Hippo!

Now I am going down, down, down the mountain. Oh no, what’s this?

It’s a dragon. He’s chasing me! Quick! Back up the mountain. Come

on, Hippo — down the mountain! Come on, Lion — across the cold

river! Faster and faster, and back to the highest tree. Quick! We’re

climbing higher and higher. Hooray! We’re saved!

Big Book time

(5 mins)

Optional extension

activity (5 mins)

Activity (10 mins)

Level B AB p.40


Audio CD track 9

o

You N

oisy M

onkey!

49


Key words• look

Active language• Look at … • goodnight• hello • I’m sorry• goodbye • Be quiet noisy monkey!

Passive language• I’m looking at … • Well done• Where am I looking? • saved• … looked

Activities• ‘Jungle’s burning’ song • Put on a play• Look at … • Painting

• Who is monkey looking at? (Level B AB p.41 / You Noisy Monkey! AB p.15)

• Silhouettes (Level B AB p.42 / You Noisy Monkey! AB p.16)

Resources

• Big Book • Audio CD (tracks 7, 8)• I Looked Through my Window Big Book

Preparation• For the play (the optional extension activity), you will need to provide

animal masks (alternatively, the children can simply hold their animal cut-outs from Level B AB p.31 / You Noisy Monkey! AB p.5). If you decide to make masks you will need to make sure you have one hippo, monkey, lion and elephant for each group of five children. The fifth child will need their streamers (made from red, yellow or orange crepe paper or ribbon and used in session 3).

• Using the outlines on PCM 4 (p.91), cut out a template of Noisy Monkey from black paper – one for each child (for the optional extension activity).

‘Jungle’s burning’ song

• Playthesong‘Jungle’sburning’(audioCDtrack8)again,andencouragethe

childrentojoininwiththewordsandactions:

Jungle’s burning, jungle’s burning,(wavefingersandbodieslikeflames)

Run away! Run away!(runonspot)

Fire, fire! Fire, fire!(holdupbothhandsinhorror,looksurprised)

Pour on water! Pour on water!(pretendtobepouringwaterfromabucketor

holdingahose)

Game (5 mins) Look at …

• PlaytheLookat…gamewiththechildren.Explainthatyouwillbethefirstin

thegame.SayLook at Mrs/Mr (your name).Allthechildrenhavetoholdone

handabovetheireyes(asifsearchingforaship)andlookatyou.

• ExplainthatyouwillnowchooseachildandwillsayLook at (child’s name).

Alltheclasshavetoturnandlookatthischild.Thatchildthenchooses

anotherchildandsoon.Thefasterthegameisplayedthemorefunitis!

Opener (10 mins)

Audio CD track 8

o

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No

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Mo

nkey

!

50

Session 6


Who is monkey looking at?

• SayI’m looking at (Maria) and (Maria’s) looking at me.Where am I looking?

At (Maria).(Exaggerateyoureyemovementsasyoulook!)SayWhere’s

(Arun) looking? At (Jerry)etc.


Monkey!ABpage15.ExplainthatMonkeyislookingatonlyoneanimalata

time.ThechildrenhavetodrawanarrowfromMonkeytothecorrectanimal.

Oneexamplehasbeendoneforthechildren.

Look!

• RemindthechildrenoftheBigBookI Looked Through My Window andsayI

looked through my window (and what did I see?).Useyourfingerstomakea

windowframe.Nowusetwohandstoshadeyoureyesasifyouwerelooking

forsomethingfarawayonthehorizon.Saylook … look … look.Pointto

LionandreadLion looked.Elephant looked. Hippo looked. They all saw that

Monkey had saved them …(page16oftheBigBook).

• Nowpickupthebearpuppetandthemonkeypuppet.PretendthatBearhas

slippedoutofyourfingersandstartedtofall.Themonkeypuppetshould

rescueBear.SayPhew! Well done, Monkey.You saved Bear.Thebearnearly

fallsagain.Again,Monkeyrescueshim.SayOoops, careful! Oh dear, poor

Bear!ThebearfallsandMonkeyrescueshim.SayPhew! Well done, Monkey.

You saved Bear.

Silhouettes


Monkey!ABpage16.Thechildrenneedtomatchupthesilhouettesand

picturesoftheanimals.TheymayneedtolookthroughtheBigBooktocheck

iftheyarecorrectbeforetheyjointhemupe.g.monkey=page10,lion=page

15,parrot=page2,hippo=page14,

snake=pages2and3.

Put on a play

• Choosegroupsoffivechildren.Eachgrouphasonemonkey,onehippo,one

elephant,onelionandafire.Thechildrencanwearmasksorcarrytheanimal

cut-outs.Thechildwhois‘fire’cancarrysomestreamers.

• Youcouldusethescriptsbelow:

Big Book time

(5 mins)

Optional extension

activity (30+ mins)

Lion:(snores)

Teacher:Lion is sleeping, shh!

Monkey:Chitter-chatter, chitter-chatter, eeh-ah-ooh!

Lion:(looks angry)

Teacher:Lion is angry and shouts

Lion:Be quiet, Noisy Monkey!

Monkey:Hello, Lion

Lion:Hello, Monkey

Monkey:Chitter-chatter, eeh-ah-ooh!

Lion:Be quiet, Noisy Monkey!

Monkey:I’m sorry. Goodbye.

Lion:Goodbye and goodnight!

Activity (10 mins)

Level B AB p.41


Activity (5 mins)

Level B AB p.42


You N

oisy M

onkey!

51

Session 6


Optional extension

activity (10 mins)

Monkey:Hello, Hippo

Hippo:Hello, Monkey

Monkey:Chitter-chatter, eeh-ah-ooh!

Hippo:Be quiet, Noisy Monkey!

Monkey:I’m sorry. Goodbye.

Hippo:Goodbye and goodnight!

(5 mins)

Audio CD track 7

o

Painting

• Thechildrencanpaintapictureofthefireandyoucangiveeachchilda

templateofNoisyMonkeytostickontheirpainting(asasilhouette)once

thepaintisdry.SeePreparation(above)fordirectionsonmakingtheNoisy

MonkeytemplatesfromPCM4(page91).

Review

• Playthestorythroughagain,twice(audioCDtrack7).Thesecondtime,

encouragethechildrentojoininwherevertheycane.g.Chitter-chatter,

chitter-chatter, eeh-ah-ooh! or Fire! Fire! Fire!

Home fun

• Ifpossible,thechildrencouldvisitthelocalzootoseethemonkeysthere!

Theymightalsospototherjungleanimalsfromthestory.

The

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52

Session 1 The Cat and the Monkey’s TailLevel B AB pages 43, 44 / The Cat and the Monkey’s Tail AB pages 3, 4

Opener (10 mins) Sequencing

• Greetthechildrenbynameastheyarrive.SayHello (Jessica), shake my hand!

(Thechildrenwillenjoyshakinghands!)ThechildrenshouldreplyHello (your

name).

• LayeachofthepicturecardsthatyouhavecutoutfromPCM6(page93)in

arowonthetable.Putthemintheorderofcat, monkey, cow, farmer, river,

cloud, wind.Asyoudo,saythenameofeachoneandrepeatitseveraltimes.

• Nowpointtoeachcard,oneatatime,andsaythenamee.g.cat, monkey

etc.Encouragethechildrentosaythenameafteryou.Tohelpthechildrento

rememberadda‘soundeffect’toeachcard.Pointtoeachcardandinsteadof

sayingthename,makeasound,e.g.

cat=miaow! river=trickle!trickle!

monkey=eeh-ah-ooh!or farmer=whistle(actuallywhistle)

ooh!ooh!ooh! cloud=silent(putyourfingeronyourlips)

cow=moo! wind=whoosh!

• Nowseeifthechildrencanrememberthem.Theywillhavefuntryingto

whistle,trickleandstaysilentforacloud!

Key words

• cat • wind

• monkey • milk

• cow • water

• farmer • grass

• river • please

• cloud

Active language

• Please give me …

Passive language

• Shake my hand

Activities

• Kim’s game • Making masks

• Kim’s game again

• Spot the difference (Level B AB p.43 / The Cat and the Monkey’s Tail AB p.3)

• Matching cows (Level B AB p.44 / The Cat and the Monkey’s Tail AB p.4)

Resources

• A tray, a bowl of milk (or a bottle or jug), a cup of water and a plate of grass

• Six familiar objects on a tray for Kim’s game e.g. a cup, ball, toy etc

• PCM 6 (p.93) Picture cards

Preparation

• Cut up the pictures from PCM 6. Ideally, these could be laminated or stuck

onto card.

• You need to make a set of mask templates for the characters in the story (a

cat, monkey, cow, farmer, river, cloud and wind) that the children can colour

in. You can also provide drinking straws (whiskers for the cat mask), shiny

paper (for the river mask) and cotton wool (for the cloud mask). See page

53 for some suggested mask designs.

• Set out paints, crayons, glues, straws etc for mask making.

The Cat and the M

onkey’s Tail

Session 1

Level B AB pages 43, 44 / The Cat and the Monkey’s Tail AB pages 3, 4

53

• Choosethreecardsandlaythemonthetableinaline.Encouragethechildren

tolookcloselyatthem.Nowmuddlethemupandaskthechildrentotryto

putthembackintheoriginalorder.Repeatthisseveraltimesandsaythename

ofeachcardateveryopportunitye.g.cow, cat, windetc.Ifthechildrenare

confidentenough,repeattheactivitywithfourorfivecardsandaskthemto

re-orderthemcorrectly.

Presentation (10 mins) Please give me …

• ThispresentationisdesignedtoteachthechildrenthephrasePlease give me...

ThisphraseoccursthroughoutthestoryofThe Cat and the Monkey’s Tailand

itisimportantthattheyrememberit.

• Placeonatray,abowlofmilk(orabottleorjug),acupofwaterandaplate

ofgrass.Pointtothemandsaymilk, water, grass.Encouragethechildrento

repeatthewords.

• SayPlease give me some milk.Encourageachildtogiveyouthemilk.Repeat

thiswitheachiteme.g.Please give me some water/grass.Thechildrenshould

beencouragedtosaygrass, waterandmilk.

• Nowaddachild’snametoyourrequeste.g.Please give (Nadia) some grass.

Thechildrenarenowexpectedtopickupthecorrectitemandgiveittothe

correctchild.Thisactivitymayneedpractise.

Game (5 mins) Kim’s game

• Removetheitemsfromthetrayandreplacethemwithsixfamiliarobjects,e.g.

atoy,cup,balletc.PlayKim’sgame.Thechildrenlookcloselyattheobjects

onthetray.Theythenclosetheireyes.(Nopeeping!)Oneobjectisremoved.

Theyopentheireyesandtrytorememberwhichitemhasbeenremoved.If

theycansaytheEnglishword,evenbetter.

Spot the difference

• GiveeachchildtheirActivityBookopenatLevelBABpage43/TheCatand

theMonkey’sTailABpage3.Explaintothechildrenthattheyneedtofindand

circlethedifferencesbetweenthetwopictures.(Thisactivityisdesignedto

introducethechildrentothesettinginthestory.)

Matching cows


theMonkey’sTailABpage4.Funcannowbehadmatchingupthecowsto

makethreepairs.

Final activity (20 mins) Making masks

• AsthechildrenwillbeactingoutthestoryofThe Cat and the Monkey’s Tail

severaltimesoverthenextsixsessions,itwillbeusefultomakeasetofmasks.

Youmightliketodesignyourownmasksorcopythedesignsbelow.

Activity (10 mins)

Level B AB p.43

The Cat and the

Monkey’s Tail AB p.3

Activity (5 mins)

Level B AB p.44

The Cat and the


The

Cat

and

the

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’s T

ail

Session 1


54

• Thechildrencanbeprovidedwith‘template’maskstopaintorcrayon.They

mightwanttogivethecatwhiskersmadefromdrinkingstraws,covertheriver

withshinypaperandthecloudwithcottonwool.

Kim’s game again

• PlayKim’sgamewithmorethansixitemsandmovetheitemsintodifferent

positionswhenthechildren’seyesareclosed.Thiswilladdgreaterchallenge

totheactivity.

Home fun

• Askthechildrentosaypleasetotheirparentsathome.Theycanalsoteach

theirparentstheword.

For next time

• Askthechildrentobringasofttoyfromhome.

Optional extension

activity (5 mins)

The Cat and the M

onkey’s Tail

55

Session 2Level B AB pages 45, 46 / The Cat and the Monkey’s Tail AB pages 5, 6

Key words

• monkey • shoulders

• tail • knees

• no • long

• pull • short

• heads

Active language

• This is a monkey • Please give me …

• Tail on the monkey

Passive language

• toy • shortest

• longest

Activities

• Pin the tail on the monkey • Match my tail

• Where is my tail? (Level B AB p.45 / The Cat and the Monkey’s Tail AB p.5)

• How long is my tail? (Level B AB p.46 / The Cat and the Monkey’s Tail

AB p.6)

• Head, shoulders, knees and toes!

Resources


• Bear puppet • Blindfold

• Extra soft toys

• PCM 7 (p.94) Pin the tail on the monkey

• PCM 8 (p.95) Match my tail

Preparation

• Pin up the monkey picture (on PCM 7) ready for Pin the tail on the monkey.

Make a tail from a piece of paper and put a pin through it. You can use Blu-

tack rather than a pin if you prefer.

• Make two labels that say ‘tail’ and ‘no tail’.

Opener (10 mins) Pin the tail on the monkey

• Greetthechildrenwiththebearpuppet.SayHelloandwavethebear’spawat

thechildren.

• Showthechildrenthepictureofthemonkey(onPCM7–page94).Say

Monkey.This is a monkeyandencouragethechildrentorepeatafteryou.

Theywillprobablynotrealisethatthetailismissing,assomemonkeyshave

veryshorttails.ShowthemthemissingtailandsayTail – monkey’s tail.Again,

encouragethechildrentorepeatthiswithyou.

• ShowthechildrenhowtoplayPinthetailonthemonkey.SayLet’s pin the

tail on the monkeyandpinitinplace.

• Nowblindfoldachildandletthemtrytopinthetailinplace.Aseachchild

hastheirgotheotherchildrenshouldsayrepeatedlyLet’s pin the tail on the

monkey.

The

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Session 2


Whole book

• IntroducetheBigBooktothechildren.Asyouread,pointtoeachcharacteras

theyappearinthestory.Tohelpthechildrenwiththeirinitialunderstandingof

thetext,pointregularlytothepicturesandaddsoundeffects.Hereareafew

suggestions,whichthechildrenwillalsohearwhentheylistentothestoryon

theaudioCD:

Miaow!whenthecatspeaks

Ooh! ooh! ooh!whenthemonkeyspeaks

Moo!whenthecowspeaks

Whoosh!whenthewindspeaks

• Duringthisfirstreading,emphasisethewordsPlease give me.

• Playthestorythrough(audioCDtrack10),andencouragethechildrentojoin

inwhenevertheycan.

Presentation (10 mins) Tail or no tail?

• Askthechildrentobringoutthesofttoysthattheyhavebroughtinfromhome.

Youmightliketobringafewintoo,assomechildrenmightforget.Leteachchild

showthegrouptheirtoy.Say(Vincent’s) toy!astheyholditfortheotherstosee.

• Nowlookagaincloselyateachtoy.Iftheyhaveatailsaytailandpoint.The

childrenshouldrepeattail.Iftheyhavenotailsayno tailandpoint.Againthe

childrenshouldrepeatno tail.

• Lookatpages3and4oftheBigBook.Pointtothemonkeyonpage3andsay

tailandpoint.Thechildrenrepeattail.Nowlookatpage4andsayno tail

andpoint.Again,thechildrenshouldrepeatno tail.

• Letthechildrensorttheirtoysintotwopiles:thosewithtailsandthosewith

no tails.Bringoutthelabels(seePreparationabove)fortailandno tail.

Encouragethechildrentosaytailandno tailastheysortthetoys.

Where is my tail?

• GiveeachchildtheirActivityBookopenatLevelBABpage45/TheCatandthe

Monkey’sTailABpage5.Thechildrencanenjoydrawingtailsontheanimals.

Encouragethechildrentosaythewordtailastheydo.

Head, shoulders, knees and toes!

• Teachthechildrenthisshortrhyme.ListentotherhymeontheaudioCD

(track11):

Head, shoulders, knees and toes

Knees and toes!

Head, shoulders, knees and toes

Knees and toes!

• Asyousing,addintheactionsbelow:

• Singtherhymethroughseveraltimes.

HeadsShoulders

Knees

Toes

Activity (5 mins)

Level B AB p.45

The Cat and the


Activity (10 mins)

Audio CD track 11

o

Activity (10 mins)

Audio CD track 10

o

The Cat and the M

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57

Session 2


How long is my tail?


theMonkey’sTailABpage6.

• Thisactivityisdesignedasanoralactivity.Thechildrenshouldlookclosely

atthemonkeys’tailsandsaywhichislongandwhichisshort.Youmayalso

wishtointroducethewordslongestandshortest.

• Piecesofstringcanalsobeusedtohelpthechildrenmeasurethetails.Help

thechildrentocutpiecesofstringthesamelengthaseachtail.Theycanthen

laythemoutonatableandcomparethem.

Match my tail

• Ifthereistimethechildrencancompletetheactivity‘Matchmytail’onPCM8

(page95).

Home fun

• Askthechildrentopaintordrawapictureoftheirtoyanimalorarealpet.

Theycanthenbringtheirpicturesintoshowtheclass.Youcouldmakean

‘animalgallery’anddisplaythepicturesonthewall.

For next time

• Askthechildrentobringinpicturesfrommagazinesshowingdifferentweather

conditionse.g.sun,rain,snowetc.

Optional extension

activity (5 mins)

Activity (10 mins)

Level B AB p.46

The Cat and the


The

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58

Session 3Level B AB pages 47–49 / The Cat and the Monkey’s Tail AB pages 7–9

Key words

• hot • cloud

• wet • wind

• cold • sun

• rain

Active language

• tail • no tail

Passive language

• It is cold • It is hot

• It is wet

Activities

• Weather picture

• Jigsaw (Level B AB p.47 / The Cat and the Monkey’s Tail AB p.7)

• What’s missing? (Level B AB p.49 / The Cat and the Monkey’s Tail AB p.9)

Resources

• Flashcards (fish, cow, duck, monkey, cat, bird)

• Big Book

• Umbrella, scarf, sunglasses

• Some extra pictures showing cold, wet and hot weather

• Character masks created in session 1

• Paints etc.

• PCM 9 (page p.96) Weather cards

• Labels (‘tail’ and ‘no tail’) from session 2

Preparation

• Cut out the four weather pictures from PCM 9. Ideally, these could be

laminated or stuck onto card.

• If using Level B Activity Book, cut out the jigsaw pieces from each child’s

page (Level B AB p.47) and place them in an envelope or paper clip.

Opener (10 mins) Wet, cold or hot?

• Asthechildrenarrive,greetthemwearingthesunglassesandscarf.Carrythe

umbrellatoo.Theywillenjoythisanditwillmakeafunstarttothesession.

• Oncethechildrenhavesettled,layeachitemonthetable,taketheumbrella

andholditaboveyourhead.SayWet – it is wet.Repeatthis.Holdoutyour

handandpretendthatrainisfallingonit.SayIt’s raining. My hand’s wet.The

childrensaywet.Encouragethechildrentorepeatwet.

• Nowputdowntheumbrellaandputonthescarf.SayCold – it is coldand

pretendtoshiver.Thechildrenrepeatcold.

• Finallychangethescarfforsunglasses.SayHot – it is hotandencouragethe

childrentorespond.

• Askthechildrentolayoutanyweatherpicturestheyhavebroughtinfrom

home.Letthemlookcloselyateachother’spictures.Youmayalsohavesome

toaddtothecollection.

• Pickupthepicturesandsayhot, coldorwetasappropriate.Putonorpick

uptheappropriateitemi.e.thescarf,umbrellaorsunglasses.Repeatthiswith

severalpictures.Thechildrenrespondeachtimebysayinghot, coldorwet.

The Cat and the M

onkey’s Tail

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Session 3

Level B AB pages 47–49 / The Cat and the Monkey’s Tail AB pages 7–9

• Nowletachildchooseapicture.Theymustputonthecorrectitemofclothing

andsayhot, coldorwetasappropriate.(Somechildrenwillneedalotofsupport

withthisactivity.)Repeatthisactivitywithdifferentchildren,encouragingthem

tosayhot, coldorwet.

• Finally,thechildrencansorttheirpicturesintosetsofcold,wetandhotpictures.

Theycanalsodecidewhattheweatherisliketoday!

Whole book

• ReadtheBigBook.Asyoureadthestorythisweek,theemphasisshouldagain

beonthecharactersinthestory:cat,monkey,cow,farmer,river,cloud,wind.

• Usethemasksthatthechildrencreatedinsession1.Handthemoutandas

thecharacterappearsinthestoryencouragethechildrentoholdupthemask.

Reinforceeachoftheirnamesastheyappeare.g.sayCatandthenmiaow!

(5 mins) Review

• Turntopages3and4oftheBigBook.Pointtothemonkeyonpage3andsay

tailandholdupthelabel.Thechildrenrespond.

• Nowturntopage4andsayno tail,holdingupthelabel.Again,encourage

thechildrentorespond.Keepturningthepagesasthechildrenshoutoutthe

appropriateresponse.

Presentation (15 mins) What’s the weather like?

• Thenextactivityisdesignedtointroducethe‘weather’wordsthatappearinthe

BigBookandtoencouragethechildrentoenjoymovementandmime.

• Introduceeachweathercondition.Bringoutthefourweathercards(cutupfrom

PCM9–page96)forsun, rain, cloudandwind.

• Talktothechildrenaboutwhathappensduringeachoftheseweather

conditions.Asyoutalkabouttheseactivities,actthemoutinmime.Thechildren

willenjoycopyingyou.Therearesomesuggestionsbelow.

• Nowholdupeachweathercardinturnandsaysunandencouragethechildren

torepeatafteryou.Thechildrencanrespondinmimetoasunnyday.

• Repeatwithwind, rainandcloud.

Sun–sunbathing,lickingice-cream,swimming,rubbingonsuncream,

wearingsunglasses

Rain–splashinginpuddles,puttingupumbrellas,dashingforcover,

bringinginwashing

Cloud–lookingattheskytocheckforrain,watchingcloudspassby,

takingoffsunglasses,wrappingupinwarmerclothes

Wind–leavesblowing,treesbending,hangingoutwashing,umbrellas

blowinginsideout,flyingakite

Big Book time

(5 mins)

The

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Session 3


Jigsaw

• Teachthechildrenthevocabularyneeded:fish, cow, duck, monkey, cat, bird

andtree.Usetheflashcardsandplayahideandguessgame.Stickthecardon

theboard,underablackpieceofpaperorsomedarkfabricandthechildren

havetoguesswhichofthesixitemsiscovered.Nowgivethemtheirstickers

andexplaintheymustlistentoyouasyousaywheretoputeachanimalorthe

tree.Throughouttheactivity,andattheend,theycanholduptheirbooksso

youcanseewhethertheyhavelistenedcarefully.

• Nowturnthechildren’sbookstoTheCatandtheMonkey’sTailABpage8

andpractisecountingdifferentobjectsandpeoplewiththem,onetofive.

Revisetheconceptoftheoddoneoutandmakesurethechildrenunderstand

theyhavetocircletheonecowwhichisdifferentbeforecuttingthepiecesout

tomaketheirjigsaw.

• (IfusingLevelBAB,giveeachchildthejigsawpiecesalreadycutoutfrom

page47).Thechildrencannowenjoycompletingtheirownweatherjigsaw

picture.Encouragethemtosaysunandcloudonceitiscomplete.

What’s missing?

• UseflashcardstoteachWhat’s missing? Showfivecardswithanimals,colours

orfoods,etc.andthenstickupfourofthemontheboard,orusefourchildren

toholdonecardeach.Therestofthegrouphavetotrytorecallwhichcardis

missing.Usethisgametorevisevocabularythechildrenalreadyknow.


theMonkey’sTailABpage9.Thechildrenneedtospotwhatismissinginthe

picturei.e.theflowerswithoutstalks,thebikewithonewheel,thebenchwith

nolegsandtheshedwithnoroof.

• Afterthey’verecognisedwhatismissing,childrencancompletethepictureby

stickingthemissingobjectsontothepicture(stickersofwhichcanbefoundin

themiddleofthebook).

Weather picture

• Thechildrencannowenjoypaintingtheirownweatherscene.Theywillhave

todecideifitistobewet,cloud,hotorwindy.Encouragethemtotalkabout

theweatherastheypaintordrawtheirpictures.

Home fun

• Thechildrencantakehometheirweatherjigsawtoplaywith.

Optional extension

activity (10 mins)

Activity (5 mins)

Level B AB p.47

The Cat and the


Activity (5 mins)

Level B AB p.49

The Cat and the


The Cat and the M

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61


Key words

• blow • red

• bubbles • yellow

• balloon • green

• floating • blue

Active language

• Blowing bubbles • Bigger!

• Balloon in the wind • Please give me …

Passive language

• Look! • The balloon is floating

• Blow, blow, blow! • Who does ..?

• Bubbles in the wind • What colour?

Activities

• Balloon race! • What colour?

• More colours

• Balloons (Level B AB p.50 / The Cat and the Monkey’s Tail AB p.10)

• How many candles? (Level B AB p.51 / The Cat and the Monkey’s Tail

AB p.11)

Resources

• Big Book • Audio CD (track 10)

• Balloons (four colours needed: red, yellow, green, blue), bubble mixture

• Pictures showing weather (these can be cut out from magazines)

• Straws (one for each child) • Paints, etc.

• Candles and cake

Preparation

• If it is possible to bring in a cake with birthday candles on it, it will make

the final activity more exciting.

Opener (15 mins) Balloons and bubbles

• Asthechildrenarrive,pretendyouarealmosttoobusytosayHelloasyouare

blowingupballoonsandyouareoutofbreath!SayBlow! Blow, blow, blow!

ThechildrenshouldrepeatBlow!

• Letsomeoftheballoons‘go’beforeyouhavetiedthem.SayWhoosh!asyou

dothis.Thechildrenwilllovewatchingthem‘whizz’aroundtheroom!The

childrencanmimeblowingaballoonand‘whizzing’aroundtheroom.

• Settlethechildrendownaftertheexcitement.Blowsomebubblestohelp

themcalmdown.Askthemtowatchthemfloataroundtheroom.SayLook!

Bubbles!ThechildrenrepeatBubbles!ThensayBubbles in the windand

repeatseveraltimes.Letthechildrenenjoyblowingbubbles.Astheydosay

Blowing bubbles!Encouragethemtorepeatthis.

• Nowshowthechildrentheballoonsyouhaveblownup.SayBalloons! Look!

Balloons!Thechildrenrepeatthis.Itisimportanttohaveatleastonered,

yellow,greenandblueballoon.Letthechildrenwatchyoublowupaballoon.

SayBlow! Blow, blow, blow!andrepeat.ThechildrensayBlow!

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Session 4


• Astheballoongetsbigger,stopandsayBigger!Blowalittlemorethenstop

againandsayBigger!Thechildrenrepeatthis.

• Tietheballoonandthrowitintotheairandletthechildrenwatchitfloat.

SayThe balloon is floating.Balloon in the wind.Letthechildrenhavefun

throwingballoonstoeachother.TheyshouldbeencouragedtosayBalloon –

balloon in the wind!

Whole book

• Bynow,thechildrenshouldhavebecomemorefamiliarwiththestory.

Today’sfocusshouldbeupon‘sequencing’.Asyoureadthestory,stopatthe

endofeachpageandaskthechildrenWho does the monkey ask next? Who’s

this? What’s this?Forexample,stopattheendofpage7andaskthequestion.

Thechildrenshouldsayfarmer.Askthequestionagainattheendofpage9

andthechildrenshouldsayriver.

• Playthestory(audioCDtrack10).Encouragethechildrentojoininwith

Please give me …,andwiththesoundeffectsforthecharacters.

Activity (15 mins) Balloon race!

• Letthechildrenhavefunracingballoons!Holdupaballoonandsayballoon

andencouragethechildrentorepeatthiswithyou.Showthemhowtoblow

aballoonacrossthefloorwithastraw.SayBlow!Thechildrenshouldrepeat

this.

• Blowaballoonacrossthefloorandsay,severaltimes,Blowing balloons.The

childrenshouldrepeatthis.Nowhavefunblowingandracingballoons!

Activity (10 mins) What colour?

• Askthechildrentoshoweachotherthecoloureditemswhichtheyhave

broughtinfromhome.Placethemonthetableandtalkaboutthem.

• Holduparedballoonandsayred.PointtootherredobjectsandsayRed.

What colour? Red.Thechildrenreplyred.Repeattheactivitywiththeyellow,

greenandblueballoons.

• Nowholdupanotherballoonandaskthechildrentoholdupobjectsofthe

samecolour.Theyshouldbeencouragedtosayred, yellow, green, blueetc.

• Finallyletthechildrensorttheirobjectsintocoloursets.SayWhat colour? Red!

Yellow! Blue! Green!etc.Encouragethechildrentosayandremembereach

colour.

Balloons


theMonkey’sTailABpage10.Thechildrencannowenjoycolouringinthe

balloons.Theyshouldbeencouragedtosaythecoloursastheyareworking.

How many candles?

• Lightacandleandletthechildrenenjoywatchingtheflame.Blowitoutand

sayBlow!asyoudo.Nowletachildblowoutthecandle.Encouragetheclass

tosayBlow!

• Itwillbeevenmorefunifyoucanplaceseveralcandlesonacake.Theywill

Activity (5 mins)

Level B AB p.50

The Cat and the


Activity (5 mins)

Level B AB p.51

The Cat and the


Big Book time

(5 mins)

Audio CD track 10

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Session 4


behardertoblowout!Youcouldshareoutthecakeattheendofthesession.

• Reviewthenumbers1–5.Encouragethechildrentowritethenumbersinthe

air,oneachother’sbacks(theycanguessthenumber),andonpaper.


theMonkey’sTailABpage11.Helpthemtocountthecandlesoneachcake

andwritethenumberbeloweachone.

More colours

• Introduceballoonsofothercoloursformoreablechildrentolearne.g.purple,

orangeetc.

Home fun

• Giveeachchildadifferentcolourtolookforathome(e.g.red,blue,green

oryellow).Askthechildrentomakealistintheirfirstlanguage,withtheir

parentsorcarers,ofalltheredoryellow,greenandblueitemstheycanfind.

Optional extension

activity (5 mins)

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Key words

• head • hand

• shoulder • clap

• knee • stamp

• foot • wiggle

• arm

Active language

• Please give me …

Passive language

• Shake my hand! • What colour is it?

Activities

• ‘Hokey-cokey’ song • ‘Monkey, monkey’ song

• Draw round me! • Footprints!

• Draw me! (Level B AB p.52 / The Cat and the Monkey’s Tail AB p.12)

• What is it? (Level B AB p.53 / The Cat and the Monkey’s Tail AB p.13)

• What’s in a face?

Resources

• Big Book • Audio CD (tracks 11–13)

• Flashcards (head, hand, foot, knee, arm)

• A cup of water, a bowl of milk and a plate of grass

• Four blown-up balloons (red, blue, yellow, green)


• A large sheet of white paper (it needs to be large enough for a child to lie

down on it whilst you draw around them so you might need to stick several

sheets together or use white wallpaper)

• PCM 10 (p.97) What’s in a face?

Preparation

• Mix paints in trays for making footprints, collect some sponges (to put the

paint on the children’s feet), lay out large sheets of white paper and have

bowls of soapy water and towels ready to wash and dry the children’s feet.

‘Hokey-cokey’ song

• Greetthechildrenastheyarriveandshaketheirhands.SayHello! Shake my

hand!ThechildrenshouldreplyHello (your name).

• Playthefirstverseofthe‘Hokey-cokey’songontheaudioCD(track12).Ask

thechildrentoformacircle.Teachthechildrenthewordsandactions:

You put your left arm in (Put left arm in circle)

Your left arm out (Take left arm out of circle)

In out! In out! (Move arm in and out of circle)

Shake it all about! (Shake arm)

You do the Hokey-cokey (Clasp hands)

And you turn around (Turn around)

That’s what it’s all about!

Whoa-o the Hokey-cokey



Knees bend, arms stretch, (Bend knees, stretch arms)

Ra! Ra! Ra!

Opener (10 mins)

Audio CD track 12

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Session 5


• Playthesubsequentversesinwhichthewords right arm,left leg,andright leg

aresubstitutedforthewordsleft arm.Encouragethechildrentosingalong.

(5 mins) Review

• Placeacupofwater,bowlofmilkandplateofgrassonthetable.SayPlease

give me some grass.Repeatthisandchooseachildtogiveyouthegrass.

Repeatthiswithmilkandwater.

• EncouragethechildrentohaveagoandtosayPlease give me …(theycan

choosewhattoaskfor).

• RevisecoloursbyholdingupdifferentcolouredballoonsandsayingWhat

colour is it?

Whole story

• Readthestory.Thefocustodayshouldbeontheitemsthemonkeyasksfor:

milk,grass,water,rain,wind.

• Asyoureadthestory,pointtoeachitem.Encouragethechildrentojoinin

withasmuchastheycanrememberandholdupthemasksasthecharacters

areintroduced.

Draw round me!

• Askachildtoliedownonalargesheetofpaper.Letthechildrenhelpyou

drawanoutlinearoundthechild’sbody.Talkaboutdifferentpartsofthe

body.Play‘followme’.Touchapartoftheoutlinebodyonthepaper.The

childrenthentouchthesamepartontheirownbodies.

• Playtherhyme‘Head,shoulders,kneesandtoes’again(audioCDtrack11).

Encouragethechildrentojoininanddotheactions.Nowlayfiveflashcards

onthebodyoutline:head, hand, foot, knee, arm.

• Letthechildrenlookclosely.Pointtoeachwordandsayite.g.hand, footetc.

Thechildrenshouldrepeatthewordandpointtothatpartontheirownbody.

Holdeachflashcardupandsayhead, kneeetc.Thechildrenshouldrepeat

andpointtothebodypartontheoutline.

• Nowseeifagroupofchildrencanplacetheflashcardsbackonthebodyin

thecorrectplaces.Encouragethemtosaythewordsastheydoso.

Big Book time

(5 mins)

Activity (15 mins)

Audio CD track 11

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Session 5


Draw me!

• Teachhalfandhalf is missing.Useflashcardsandcoveruptophalf/bottom

halforlefthalf/righthalfofeachpicture.Thecardshouldshowknown

vocabularyitems.SayHalf the monkey is missing; Half of Kakadu Jack is

missingetc.

• Userealsweetsorfruittocuthalfapieceforeachchild.SayYou can have

half, you can have half …

• Drawhalfofsomethingsimplelikeasquareorcircleontheboardandaska

childtocompletetheotherhalfoftheshape.


theMonkey’sTailABpage12.Thechildrencanenjoydrawingtheotherhalf

ontothebody.

Activity (5 mins) What’s in a face?

• Givethechildrenthe‘face’onPCM10(page97)tohelpthemlearnthenames

ofpartsoftheface.Theycantakethishometolearntoo.

‘Monkey monkey’ song

• Thisfinalactivityencourageschildrentoenjoydanceanddiscoverhowtouse

partsoftheirbodytoexpressthemselves.Letthechildrenwatchyoutobegin

withandthenencouragethemtojoininwiththewordsandactions:

Monkey, monkey, what can you do?

He can clap … clap with his hands.


He can stamp … stamp with his feet.


He can wiggle … wiggle with his tail.

Clap, stamp, wiggle … clap, stamp, wiggle.

He can wiggle, wiggle, wiggle with his tail.

• Repeatthisseveraltimesandthenplaythesong(audioCDtrack13).Letthe

childrenenjoyclapping,stampingandwigglingtothemusic!Encouragethem

tosaythewordsastheymove.

Footprints

• Placelargesheetsofpaperonthefloor.Fillatraywithready-mixedpaintand

useaspongetopaintthesolesofeachchild’sfeetandletthemwalkoverthe

papercreatingpatterns!Haveawashing-upbowlofsoapywaterandtowelsat

thereadytocleananddrytheirfeetafterwards!

Home fun – What is it? (Level B AB p.53 / The Cat and the Monkey’s Tail AB p.13)

• LetthechildrentakehometheirActivityBooksandasktheparentsand

carerstohelptheirchildrencompleteLevelBABpage53/TheCatandthe

Monkey’sTailABpage13.

For next time

• Askthechildrentobringinabottleoftheirfavouritedrinkandasmallsnack

theyreallyliketoeatfornextweek’slesson.

Optional extension

activity (15 mins)

Activity (5 mins)

Level B AB p.52

The Cat and the


Final activity

(10 mins)

Audio CD track 13

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Session 6Level B AB pages 54–56 / The Cat and the Monkey’s Tail AB pages 14–16

Key words

• bananas • cow

• grass • cat

• milk • monkey

Active language

• I like • Cats drink milk

• Yes/No • Monkeys eat bananas

• Cows eat grass • hand

Passive language

• This is nice • Do girls/boys eat grass?

• Do girls/boys drink milk? • Do girls/boys eat bananas?

Activities

• These are my favourite foods (Level B AB p.54 / The Cat and the Monkey’s

Tail AB p.14)

• Put the pictures in order (Level B AB p.55 / The Cat and the Monkey’s Tail

AB pp.15, 16)

• Picnic time! • Animal menu

Resources

• Big Book

• Flashcards (head, knee, foot, hand, arm) • Bananas, grass, milk

• Extra food and drink (for children who may have forgotten to bring

something from home)

• The cat, monkey and cow picture cards cut out from PCM 6 (used in session 1)

• A picture of a boy and a girl (this can be cut out from a magazine)

• The body outline made in session 5 • Skipping rope tail


• Bucket of water and a bottle of water

Preparation

• Cut out each child’s set of pictures from Level B AB p.55 / The Cat and

the Monkey’s Tail AB p.15 in their Activity Book and put the pictures in an

envelope or a paper clip.

Opener (10 mins) Food favourites

• Asthechildrenarrive,eatsomethingthatyoureallylike.SayHello. Mmm, this

is nice!andrepeat.

• Hopefullymanyofthemwillhavebroughtinthingstheyliketoeatanddrink.

Havesomeextrafoodanddrinkreadyforchildrenwhomayhaveforgotten.

Letthechildrenshoweachotherwhattheyhavebroughtintoeatanddrink

andshowthechildrenwhatyouhavebrought.

• SayI like (apples)andrepeatthis.EncourageeachchildtosayI likeandthen

theycanholdupthefoodordrinkandsaythenameintheirfirstlanguage.

YoumightliketosaytheEnglishwordtoo.

• Placethebananas,grassandmilkonthetable.Saybananasandpointto

them.Thechildrenshouldrepeatthis.Saygrassandpointtoit.Thechildren

maynowknowthiswordandwillneedlittleprompting.Finallysaymilkand

pointtoit.Againthechildrenmaynowknowthisword.

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Session 6


• Placethepicturecardsforthemonkey, cowandcat,togetherwithapicture

ofaboyandagirl,onthetable.Saythenameofeachcardandpointtoit.

Encouragethechildrentorepeateachword.

• Askthechildrenwhichanimalseatwhichfood.Cantheymatchthefoodto

theanimal?Say:

cows eat grass

cats drink milk

monkeys eat bananas

Repeateachlineandencouragethechildrentosaythewordstoo.

• Nowholdupthepictureoftheboyandthegirlandaskthefollowing

questionstowhichthechildrenshouldreplyeitheryesorno:

Do girls drink milk? Do boys drink milk?

Do girls eat grass? Do boys eat grass?

Do girls eat bananas? Do boys eat bananas?

These are my favourite foods


theMonkey’sTailABpage14.Talktothechildrenabouttheirfavouritefoods.

• Letthechildrendrawtheirfavouritefoodwhilstyouwritethewordsforthem

ifyouwish.

(5 mins) Review

• Bringoutthe‘bodyoutline’thatthechildrenmadeinthepreviouslessonand

placeitonthefloororonatable.Placetheflashcardsforhand, foot, arm,

kneeand headinapile.Holdeachcardupinturnandsaythewordonite.g.

hand.Givethecardtoachildandaskthemtoputitinthecorrectplaceon

thebodyoutline.Astheydotheyshouldsayhand.

• Repeatthisforeachbodypart.

Role-play

• Thechildrenaregoingto‘perform’thestorytoday.Theywillneedtopractise

first.Havereadythemasksforeachcharacter.Youwillalsoneedsomegrass,

abowlofmilk,abucketofwaterandabottleofwater(toshakeforrain).You

willalsoneedtogiveapretendtailtothechildwhoisplayingMonkey.

• Asyoureadthestorythechildrencanjoininwithasmuchastheyhavenow

learntandremembered.Thesequenceofactionsforthechildrentoperformis:

1. CatpullsthetailfromMonkeyandrunsawaywithit

2. MonkeyvisitsCow,Farmer,River,Cloud,Wind

3. WindmakesMonkeydance

4. Windgiveswind(blowingnoises)toCloud

5. CloudgivesraintoRiver(byshakingthewaterbottle)

6. RivergivesthebucketofwatertoFarmer

7. FarmergivesgrasstoCow

8. CowgivesmilktoCat

9. CatgivesMonkey’stailbacktohim.

• Thereisplentyofopportunityforsequencingactivitiestobeaddedtothispart

ofthelesson.

Activity (10 mins)

Level B AB p.54

The Cat and the


Big Book time

(20 mins)

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Session 6


Put the pictures in order

• GiveeachchildthepicturesyouhavecutoutfromLevelBABpage55/The

CatandtheMonkey’sTailABpage15intheirActivityBook.Letthechildren

enjoytryingtosequencethestory.Manywillneedhelpwiththisactivity.

• Explainthatifthechildrenhavesequencedthestorypicturescorrectly,they

willfindtheycanturnoverandtheywillseeacompletepicture.Ifthepicture

doesnotlookcorrect,theirsequencewillneedrearranging(aself-correction

mechanism).

Final activity (10 mins) Picnic time!

• Nowletthechildrenenjoyeatinganddrinkingeverythingtheyhavebrought

in.Shareoutthesparefoodanddrinkamongstanychildrenwhomayhave

forgottentobringsome.

• Asthechildrenenjoytheirpicnic,encouragethemtosaytheEnglishwordsfor

thefoodanddrink.SayI like (name of food or drink).

• Ifthereistime,singthe‘Hokey-cokey’songor‘Head,shoulders,kneesand

toes’.

Home fun

• Thechildrencanaskfamilymemberswhattheirfavouritefoodis.Theycan

alsopaintordrawaplateoftheirownfavouritefood.(Youcangivethema

paperplatetotakehomeforthemtopaintordrawon.)

Activity (5 mins)

Level B AB p.55

The Cat and the


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Session 1 I Wish I Had a MonsterLevel B AB pages 57, 58 / I Wish I Had a Monster AB pages 3, 4

Opener (5 mins) Meet Max and mouse

• ShowthechildrenthecoveroftheBigBookandintroduceMax.Pointtohim

andsayWho is it? It’s Max.RepeatWho is it?andencouragethechildrento

replyIt’s Max.Reinforcethelearningbypointingtoindividualchildrenand

sayingWho is it? It’s (Renata).ThechildrencanrepeatIt’s (Renata).

• SayLet’s say Hello to Max.ThethechildrenshouldnowsayHello, Max.Point

tothewaterjarMaxisholdingandsayWhat is it? It’s a water jar.Askagain

What is it?andhelpthechildrentorepeatafteryouIt’s a water jar.Youcan

repeatthissequenceforthepaintbrushandthepaintbox.

Key words

• Max • kitchen

• water jar • egg

• paint brush • bread

• paint box • spaghetti

• mouse • pan

• Max’s Dad

Active language

• It’s … • ‘Max is in the …’ chant

• Hello Max • ‘The big, hairy spider’ song

Passive language

• Who/What is it? • Look at …

• Let’s say hello … • Show me …

• What is it? • It’s not very scary.

• Where is …?

Activities

• Vocabulary

• What is in the kitchen? (Level B AB p.57 / I Wish I Had a Monster AB p.3)

• My paint set (Level B AB p.58 / I Wish I Had a Monster AB p.4)

Resources


• A water jar, paintbrush and paintbox similar to the ones in the Big Book and

a screen to hide them behind (or large sheet of paper)

• PCM 11 (p.98) Mouse puppet • PCM 12 (p.99) Max and Max’s Dad

Preparation

• Make a copy of PCM 11 and cut out the mouse outlines. Mount them on

card or laminate them, add a string tail and join them together (adding

a stick) to make a mouse puppet. (The children will make their own mice

puppets in session 3 so keep the PCM safe.)

• Cut out Max and Max’s Dad from PCM 12 and either laminate or stick

them onto card.

• If possible bring in an egg, a piece of bread and a pan.

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Session 1

Level B AB pages 57, 58 / I Wish I Had a Monster AB pages 3, 4

• Hidethewaterjar,paintbrushandpaintboxbehindascreenorlargesheetof

paper.Bringoneoftheitemsoutfrombehindthescreen,holditup,andask

What is it?Youcanrepeatthisseveraltimeswithallthreeobjects.Youcan

alsoinviteindividualchildrentocomeout,chooseoneoftheobjectsandask

therestoftheclassWhat is it?

• Nowbringoutthemousepuppet(preparedfromPCM11–seePreparation

above).SayIs it a water jar? No. It’s a mouse! Let’s say Hello to mouse.

Practiseintroductionswiththemouse.

• SpendtimepractisingthepronunciationofMforMaxandMformouse.

Pages 2 and 3

• Showthechildrenpages2and3oftheBigBook.PointtoMax’sDadandsay

Who is it? It’s Max’s Dad.EncouragethechildrentorepeatIt’s Max’s Dad.

• Nowteachthewordkitchen.Reinforceitbyplayingthefirstverseofthechant

‘Maxisinthekitchen’(audioCDtrack15).Encouragethechildrentojoinin

withthewords:

Max is in the kitchen



With his Dad.

• NowaskthechildrenWhere is Max?TheycanrepeatafteryouMax is in the

kitchen. With his Dad.

• Ifthechildrenareready,youcansingthesecondverseofthechant.Placethe

figuresofMaxandhisDad(cutoutfromPCM12–seePreparationabove)in

theclassroomandthenencouragethechildrentojoinin:

Max is in the classroom



With his Dad.

Activity (5 mins) Vocabulary

• Nowholduptheegg, bread,andpan youbroughtin.Usethisopportunityto

revisecolournameswiththeclasse.g.Look at the bread. It’s brown. The egg

is brownetc.Gothroughthebookandfindthepicturesofthepaint brushand

paint box.Usethesetorevisecolournames.

• Asyouholdupeachobject,orpointtothepictureinthebooksayWhat is it?

Bread/egg/panetc.Thechildrenshouldrepeatthenameofeachobject.

What is in the kitchen?

• GiveeachchildtheirActivityBookopenatLevelBABpage57/IWishIHad

aMonsterABpage3.

• YoucanreinforcethenewvocabularybyaskingthechildrenShow me the

water jar/bread/spaghetti/pan/egg/mouse/paintbrush/paintbox.The

childrenthenhavetopointtothecorrespondingobjectonLevelBABpage57

/IWishIHadaMonsterABpage3andcircleit.

Big Book time

(5 mins)

Audio CD track 15

o

Activity (5 mins)

Level B AB p.57

I Wish I Had a Monster

AB p.3

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Session 1


My paint set

• Revisethecoloursyellow,red,blue,orange,purpleandgreenwiththe

children.


aMonsterABpage4.Tellthechildrenthattheyneedtofillinthepalettesin

thepaintboxwiththefollowingcolours:

1=yellow

2=red

3=blue

4=orange

5=purple

6=green

Page 3

• Readpage3oftheBigBookandexplainthemeaningofthepageinfirst

language.PointtothemouseandsayWhat is it? It’s a mouse.Encouragethe

childrentorepeatIt’s a mouse.SaytothechildrenIt’s not very scaryand

explaininfirstlanguagewhatthismeans.

• TurnthepagesoftheBigBookandgetthechildrentoclaptheirhandswhen

theyseeamouse.

Home fun

• Thechildrencancollectpicturesofkitchensandfoodetcathomeandbring

themintoclasstomakeabigdisplay.Addafewkitchenutensilsofyourown

andcreateakitchenareawherethechildrencanplaycooking.

Activity (5 mins)

Level B AB p.58


AB p.4

Big Book time

(10 mins)

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Session 2Level B AB page 59 / I Wish I Had a Monster AB pages 5, 6

Key words

• cup • up

• saucer • down

• egg cup • spider

• plate

Active language

• ‘The big, hairy spider’ song

Passive language

• Show me … • A big, hairy spider!

• What is it? • The spider’s climbing down the wall.

• It’s a …

Activities

• Find the object (Level B AB p.59 / I Wish I Had a Monster AB p.5)

• Make a spider

• ‘The big, hairy spider’ song

• What’s missing (I Wish I Had a Monster AB p.6)

Resources


• Flashcards (spider, cup, saucer, pan, plate)

• A toy or cut-out spider

• A paper plate for each child, some paper straws or pipe cleaners, tissue

paper and a length of elastic for each child to make a model spider.

• PCM 13 (p.100) Picture grid for Level B AB p.59

Preparation

• Make sets of the following flashcards: cup, mouse, plate, water jar, saucer

and paintbox. There should be one complete set for each group of four

children playing the flashcard game in the Opener.

• For Level B Activity Book users, cut up the pictures on Level B AB p.59 from

each child’s Activity Book and place in an envelope or paper clip. You will

also need to make enough copies of the grid on PCM 13 so that there is

one for each child when they are using Level B AB p.59.

Opener (5 mins) More crockery

• Holduptheflashcards(orrealobjects)andteachfournewkitchenitems

whichappearintheBigBook:cup, saucer, panandplate.

• Encouragethechildrentorepeateachwordandtopointtothecorrect

flashcard/objectwhenyousayitsname.

• NowopentheBigBookandpointouttheobjectsastheyappearoneach

spread.Pretendyouhaveforgottenthenameandsometimespointtothe

wrongobject.Thechildrenwillbequicktocorrectyou!

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Session 2

Level B AB page 59 / I Wish I Had a Monster AB pages 5, 6

Game (5 mins) Flashcards

• Revisewiththechildrensomeofthewordsthattheylearntinthelastsession

e.g.paintbrush,paintbox,egg,bread,panandmouse.

• Showthechildrentheflashcardsforjar, cup, mouse, plate, saucerandpaintbox.

• Dividethechildrenintoteamsoffourandgiveeachteamtheirownsetofthe

flashcards(whichyouwillhavealreadycopied–seePreparationabove).

• Asyousayaword,e.g.mouse,thefirstteamtoholdupthematching

flashcardwinsapoint.

Find the object

• Giveeachchildtheirenvelopeorpaperclipcontainingthepicturecardscut

upfromLevelBABpage59.Holdupthepicturesindividuallyandsaye.g.

Show me a water jaretc.Thechildrenhavetofindandholdupthematching

picture.

• Nowgiveeachchildthepicturegrid(photocopiedfromPCM13).Where

possible,holduptheflashcardforeachoftheobjectsonPCM13(forthe

pictureswhichdon’thaveanaccompanyingflashcard,holdupthecut-out

picturecard).Thechildrenhavetofindthematchingpicturecardintheir

setandplaceitonthematchingpicturesquareonthegrid.(Youwillsee

thateightofthepicturesonthegridareeasytorecognisebutalittlemore

challengehasbeenaddedfortheremainingeight;thechildrenhavetopick

upthevisualcluee.g.thetopofthepaintbrush,thenoseofmouseetcbefore

theycanplacetheircard.)

• TurntoIWishIHadaMonsterABpage5.Sayeachobjectinarandomorder,

usingaspecificcolour,e.g.askthechildrentoUse red to circle the xxx,Use

green to circle the xxx. Thechildrenshouldlistenandthencircleeachonein

thecolour.Theycanthencomparetheirpagesagainsteachother’s.

What’s missing?

• GivethechildrentheirActivityBookopenatIWishIHadaMonsterABpage

6.Startbyencouragingchildrentonametheanimals,orbyremindingthem

ofthevocabulary.Childrenshouldthendrawthemissinglegsontotheduck,

ladybird,chickandspider.

It’s a spider!

• Readpage2oftheBigBooktothechildrenandinvitesomeonetopointto

thespider,whichisinthetopleft-handcorner.Useatoyorcut-outspiderto

showhowthespiderisclimbingandshowtheflashcardsforspider.SayUp,

up, upasyoumakeitclimbthewall.SayDown, down, downasyoumakeit

descend.

• Encouragethechildrentorepeatupordownasappropriate.

• SayIt’s a spider. A big, hairy spider! What is it?Helpthechildrentosay

Spider.Iftheycanmanagethewholephrase,It’s a spider. A big, hairy

spider!thenhelpthemtosayitwithexpressionandencouragethentomake

themselveslookbigandscaryaswell!

• MoveyourspiderdownandsayThe spider’s climbing down the wall.The

childrencandemonstrate‘climbingdown’withtheirownmodelspiderasthey

repeatdown.

Presentation

(10 mins)

Activity (10 mins)


AB p.6

Activity (10 mins)

Level B AB p.59


AB p.5

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Session 2

Level B AB page 59 / I Wish I Had a Monster AB pages 5, 6

‘The big, hairy spider’ song

• Tellthechildrenthatyouarenowgoingtosing‘Thebig,hairyspider’song.

LetthemlistentothefirstverseofthesongontheaudioCDfirst(track16)

andthenencouragethemtosingalongandmimetheactionsofthespider:

It’s a big, hairy spider



And it’s climbing down the wall!

• Encouragethechildrentosingalongwiththesecondverse,andtomimethe

spidergoingupthewall.




And it’s climbing up the wall!

Make a spider

• Eachchildcanmaketheirownmodelspiderusingapaperplateforthebody

andpaperstrawsorpipecleanersforthelegs.Thechildrencanpaintor

crayonthebodyandaddsomeeyesusingrolleduptissuepaper.Whenthe

spiderisfinished,threadapieceofelasticthroughthemiddleofthebody.

Makeyourownspidertoo!

Home fun

• Askthechildrentocollectbooksandpicturesaboutspiders.

Optional extension

activity (10 mins)


Audio CD track 16

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Session 3Level B AB pages 61, 62 / I Wish I Had a Monster AB pages 7, 8

Key words

• mouse • eyes

• monster

Active language

• ‘Max is in the kitchen’ chant • ‘Hickory-dickory dock’ song

• He’s painting • It’s a …

• He’s washing plates • Two red eyes

• It’s a mouse

Passive language

• What’s … doing? • up

• Is the mouse/monster scary? • down

• No, it’s a … mouse! • in

• Yes, he’s scary! • outside

• What is it? • above

Activities

• Make a mouse puppet • ‘Hickory-dickory dock’ song

• Find the mice and spiders (Level B AB p.61 / I Wish I Had a Monster AB p.7)

• My monster (Level B AB p.62 / I Wish I Had a Monster AB p.8)

Resources


• A stick, some string (for the tail) and glue for each mouse puppet

• Draw a clock (or use a real one) where the time is set to 1 o’clock

• PCM 11 (p.98) Mouse puppet

Preparation

• Make enough copies of the mice puppets on PCM 11 so that there is one

for each child. To make them more durable, you could mount each one on

card and add a stick.

• Make two green monster eyes from cardboard.

Chant

• Tostartthesession,encouragethechildrentojoininwiththechant(audioCD

track15),clappingastheysay:




With his Dad.




With his Dad.

• NowholdthemousepuppetupinfrontofthekitchensceneswhereMax

andhisDadaredepicted(BigBookpages4and5).Teachthechildrena

newverse:

Mouse is in the kitchen



With Max and Max’s Dad.

Opener (5 mins)

Audio CD track 15

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Painting pictures … washing plates!• Readpages2and3fromtheBigBooktothechildren.AskthechildrenWhat’s

Max doing?Thechildrenshouldreplyinfirstlanguagethatheispainting.Say

He’s paintingandencouragethechildrentorepeatthis.

• NowaskthechildrenwhatDadisdoing.Thechildrenwillsaythatheis

washingtheplates.SaytothemHe’s washing plates.Askthechildrenagain

What’s Dad doing?andencouragethemtorepeatHe’s washing plates.

• Askonechildtocomeup.Startpretendingtopaintapictureandencourage

thechildtocopyyou.AsktheclassWhat’s (Paulo) doing?andgetthemto

repeatwithyouHe’s painting.

• Nowcallupasecondchildandmimewashingdishes.AskWhat’s (Pepe)

doing? He’s washing plates.Again,encouragethechildrentorepeatthis.

• Finally,encourageallthechildrentostandupandmimepaintingpicturesand

thenwashingplates.Makeitfunbyspeedinguptheinstructions:Wash plates

… Paint pictures … Wash plates …andvarythepatterne.g.Paint pictures …

Paint pictures …(someoneisboundtoautomaticallywashplates!).

Activity (10 mins) Make a mouse puppet• Giveeachchildacut-outmouse(fromPCM11–page98)tocolourin.They

canalsoaddastringtail.Whentheyhavefinished,theycanglueortapea

sticktothebackofthepuppet.(Youwillalreadyhavemadeyourownmouse

puppetforsession1.)

• Whenthechildrenhavemadetheirmicepuppets,askIs the mouse scary?Mime

scaryandthensayNo, it’s a friendly mouse. It’s a kind mouse. It’s a sweet mouse!

‘Hickory-dickory dock’ song• HoldupyourmousepuppetandsayWhat is it?ThechildrenshouldreplyIt’s

a mouse.

• Nowplaythesong‘Hickory-dickorydock’ontheaudioCD(track17).Letthe

childrenlistenandthenencouragethemtojoininwiththewords:

Hickory-dickory dock

The mouse ran up the clock

The clock struck one

The mouse ran down

Hickory-dickory dock!

• Asyousing,useyourmousepuppettorunupanddowntheclock(eitherreal

ordrawn–seePreparationabove).

Find the mice and spiders


aMonsterABpage7.Thechildrenneedtofindandcirclethefivemiceand

fourspidersthatarehiddeninthepicture.Oncetheyhavefinished,youcan

pointtothemiceinthepicturetoreinforcethewordsforup, down, in, above

andoutside.

Presentation

(10 mins)

Activity (5 mins)

Audio CD track 17

o

Activity (10 mins)

Level B AB p.61


AB p.7

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My monster


aMonsterABpage8.Theyneedtodrawtwogreeneyesandthencolourthe

monster.

• Nowholduponeofthetwogreenmonstereyes(seePreparationabove).Ask

What is it?andsayIt’s a green eye.Encouragethechildrentorepeatthis.

• ShowthechildrenthesecondgreenmonstereyeandsayTwo green eyes.Now

sayMax painted two green eyesandencouragethechildrentosayTwo green

eyes.

• AskIs the monster scary?andmimebeingveryscary!SayYes, he’s scary.Grrr!

etc.

• NowsayBut the mouse is not scary.Oh no, he’s sweet.Actoutcuddlingand

strokingyourmousepuppet.SayYou can take him home.He’s not scary.

Home fun

• Thechildrencanlookathomeforpicturesofmiceandtoymice.

Activity (10 mins)

Level B AB p.62


AB p.8

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Key words

• kitten • spoon

• knife • towel

• fork

Active language

• It’s a … • Yes/No

• miaow! • ‘Max wants a monster’ chant

• purr!

Passive language

• What is it? • Show me the …

• What does the kitten say? • Where’s …?

• Is it a …?

Activities

• Kittens eating spaghetti (Level B AB p.63 / I Wish I Had a Monster AB p.9)

• Is it yellow? (Level B AB p.64 / I Wish I Had a Monster AB p.10)

• Max wants a monster • Flashcards

Resources


• Flashcards (kitten, towel, fork, knife, spoon)

• A toy kitten or picture of a kitten

• As many of the following items as you can find: water jar, paint brush, paint

box, cup, saucer, egg cup, egg, plate, bread, pan, spaghetti, mouse and spider

Preparation

• Paint a blue monster with green eyes (you could copy the monster on Level

B AB p.62 / I Wish I Had an Monster AB p.8 in the children’s Activity Books).

• Draw and cut out some ‘yellow, terrible teeth’ that you can stick onto the blue

monster. Also, cut out small yellow teeth for each child to stick on Level B AB

p.62 / I Wish I Had an Monster AB p.8

• Prepare a piece of card or paper for each child to take home headed ‘Yellow

things’.

Opener (5 mins) Meet the kitten

• Holdupatoykittenorapictureofakitten.SayWhat is it? It’s a kitten.The

childrenshouldrepeatIt’s a kitten.Explainthatakittenisababycat.

• Nowencouragechildrentomakekittennoisessuchas‘miaow’and‘purr’and

sayWhat does the kitten say? Miaow, miaow, miaow!Thechildrenrepeat

Miaow, miaow, miaow!

• NowaskagainWhat does the kitten say? Purr, purr, purr!andencouragethe

childrentorepeatPurr, purr, purr!

• Showthechildrenthetoykitten(orpicture)again.Pointtoeachfeatureand

say:

A kitten has

Four paws

Two ears

Long whiskers

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Session 4


Two gleaming eyes

And a long, furry tail.

• Repeatthisand,asyoumentioneachfeature,thechildrenshouldpointtoit

ontheirownbodyormimetheme.g.wavinghandsforpaws,usingfingersfor

whiskersetc.

Kittens eating spaghetti


aMonsterABpage9.

• Thechildrenmusttracethespaghettistrandstodiscoverwhichpairsof

kittensareeatingthesamepieceofspaghetti.(Kittens1and3areeating

thesamepieceofspaghettiandkittens2and4areeatinganotherpiece

ofspaghetti.)

(10 mins) Review

• Readpages1to7oftheBigBook.Revisethechildren’sknowledgeofthe

kitchenobjectsthatwerenamedinthepreviouslessonse.g.waterjar,paint-

brush,paintbox,cup,saucer,eggcup,egg,plate,bread,saucepan,spaghetti,

mouseandspider.

• Nowshowthechildrenthecollectionofkitchenitemsthatyouhavegathered

together(seeResourcesabove).Asyouholdupeachone,askWhat is it?The

childrenshouldreplyIt’s a pan/mouse/spideretc.

Activity (10 mins) Flashcards

• Holduptheflashcardsforthekitchenobjects:towel, fork, knifeandspoon.

Sayeachitemandgetthechildrentorepeatthewordswithyou.

• Playaflashcardgame.HoldoneofthecardsclosetoyourchestandsayIs it

a fork?AllthosewhosayYescanstandup,nodtheirheadsorholduptheir

thumbs(ifthisactionisnotoffensiveinyourculture).Iftheythinkitisa

differentobjecttheyactoutthenegative,bystayingseated,shakingtheirheads

orgivingathumbsdown.

• Nowshowwhichcardyouhavebeenholdingandapplaudthosewhoguessed

correctly.Repeatthisprocessforeachofthecardsandcarryonplayinguntil

thechildrentireofthegame.

Page 6

• Readpage6tothechildrenandencouragethechildrentojoinin.

• Bringoutyourpaintedmonsterpicture(seePreparationabove).Nowshowthe

childrenthecut-out‘yellow,terribleteeth’andstickthemontothepicture.Say

tothechildren:Show me the green, gleaming eyesandShow me the yellow,

terrible teeth.

• ThechildrencanturnbacktotheircopiesofthemonsteronLevelBABpage

62/IWishIHadanMonsterABpage8intheirActivityBooks.Theycanadd

the‘yellow,terribleteeth’youhavecutoutforthem.

Activity (5 mins)

Level B AB p.63


AB p.9

Big Book time

(5 mins)

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Session 4


Max wants a monster

• Teachthechildrenthechantbelow(audioCDtrack18).Youcanmimethe

adjectives:

Max wants a monster

Max wants a monster

A big, hairy, scary one

With green, gleaming eyes

And yellow, terrible teeth!

Is it yellow?


aMonsterABpage10.Thechildrenshouldcolourthesun,teeth,flower,star,

bananaandchickeninyellow.

Story time

• Playthestoryallthewaythrough(audioCDtrack14).Focusonthemouse,

spiderandmonsterandthephraseWhere’s …?Pauseinplacesandask

Where’s the mouse? Where’s Max?etc.

Home fun

• Askthechildrentofindpicturesofyellowthingsandaskthemtostickthem

onthepieceofcardorpaperwhichyouhavegiventhemtotakehome

(headed‘Yellowthings’–seePreparationabove).

Activity (5 mins)

Audio CD track 18

o

Activity (5 mins)

Level B AB p.64


p.10

(5 mins)

Audio CD track 14

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Key words• dog • legs• rabbit • feet• eyes • nose• bottom • ears• teeth • goat

Active language• ‘The big, hairy spider’ song

Passive language• Has it got …? • What’s this?• Yes, one, two … • Who’s this?• Show me … • Put the … on the monster

Activities• ‘The big, hairy spider song’ • Monster features• Which way home? (Level B AB p.65 / I Wish I Had a Monster AB p.11) • Dog’s friends (Level B AB p.66 / I Wish I Had a Monster AB p.12)• Body parts

Resources• Big Book (pp.1–11) • Audio CD (track 16) • Flashcards (eyes, teeth, legs, feet, nose, ears)• A large ball of string

Preparation• Make five or six copies of a monster on plain paper – this should be a blank

outline and as similar to Max’s picture as you can make it. You also need to make cut-outs of the monster’s features e.g. his eyes, teeth and legs so that the children can stick them onto the monster using Blu-tack. Again, these should be made from plain paper.

‘The big, hairy spider’ song

• Tellthechildrenthatyouarenowgoingtosing‘Thebig,hairyspider’song

again.LetthemlistentothesongontheaudioCDfirst(track16).Then

encouragethemtosingalong,mimingtheactions:




And it’s climbing down the wall!




And it’s climbing up the wall!

Which way home?

• Layoutatrailofstringaroundtheclassroome.g.fromyourdesktothechair

ofaparticularchild.Askonechildtofollowthetrailtoseewhereitgoes.

• Nextdrawamaze-likerouteontheboardforadogtofinditsfriend,the

rabbit.Usetheflashcardsoratoydogandrabbittoteachthesenewwords.

Opener (5 mins)

Audio CD track 16

o

Activity (5 mins)

Level B AB p.65


p.11

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Session 5



aMonsterABpage11.Explainthatthechildrenaregoingtofindaroutefor

thespider.Theycanthentracethespider’spaththroughthemaze.

Game (10 mins) Body parts

• Drawarabbitontheboardandteacheyes, teeth, legs, feet, noseandears.

• Playagamewhereyousayabodyparte.g.footandthechildrenhaveto

toucheachother’sbodypartwiththeirowne.g.foottofoot,legtoleg.

However,besensitivetoculturalexpectationsandsafetyissueshere.

Pages 1–11

• ReadtheBigBookuptopage11,pointingoutthefollowingfeatures:the

monster’seyes,teeth,legs,spotsandbottomandalsomouse,kitten,rabbit,dog

andgoat.

• Notethatgoatisanewwordforthechildren.UsethepictureintheBigBook

toteachitandtorevisebodypartse.g.Has it got legs? Yes, one, two, three,

four legs. Has it got eyes? Yes, one, two eyes.

• Readthestoryagainstoppingtoaskindividualchildrentopointoutthe

differentfeaturesandcreaturese.g.Show me two eyes/a rabbitetc.

Dog’s friends

• RevisethenamesoftheanimalsshownonLevelBABpage66/IWishIHad

aMonsterABpage12withthechildreni.e.kitten, dog, rabbit, spider, mouse

andgoat.

• Stresstheinitialletterofeachnameandpractisepronunciation.Saytheanimal

andgetthechildrentoproducetheinitialsounde.g.rabbit=r-r-r.


aMonsterABpage12.Explainthatdogonlylikessomeoftheotheranimals.

Thechildrenmustlistenandjointhedogtotheanimalshelikes.SayDog

likes Rabbit. Dog likes Goat. Dog likes Spider. Dog likes Mouse.Askthechildren

whichanimalthedogdoesnotlike.

Monster features

• Dividetheclassintofourorfiveteamsorintopairs,thenputcopiesofthe

monster(withoutanyfeatures—seePreparationabove)aroundthewalls.

• Giveeachteamtheirownsetofthemonster’sfeaturesandsaye.g.Put the legs

on the monster.

• ReadtheBigBookagainuptopage11andpointoutthefeaturesoneachpage:

‘With green, gleaming eyes’

‘Yellow, terrible teeth’

‘Wild, waving legs’

• Explain‘wild,wavinglegs’intheirfirstlanguageandgetthechildrentolieon

theirbacksandpedalintheairtoexperiencewild,wavinglegs!

Home fun

• Givethechildrensomeplasticinetotakehomeandaskthemtomakeasmall

modelrabbitthattheycanbringbacknexttime.

Final activity

(10 mins)

Activity (10 mins)

Level B AB p.66


AB p.12

Big Book time

(5 mins)

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Session 6Level B AB page 67 / I Wish I Had a Monster AB pages 13–16

Key words

• rubbish • bin

Active language

• ‘Max wants a monster’ chant • In the bin

• ‘Incy-wincy spider’ song

Passive language

• What does Max want? • My spider has …

• … put the rubbish in the bin • What’s this?

• Where …? • Who’s this?

• I made a monster … • Where’s …?

Activities

• ‘Incy-wincy spider’ song • Flashcards

• My spider (Level B AB p.67 / I Wish I Had a Monster AB p.13)

• Make a monster

• Animal shadows (I Wish I Had a Monster AB p.14)

• Make a book (I Wish I Had a Monster AB pp.15, 16)

Resources


• Flashcards (monster, eyes, spider)

• Some ‘rubbish’ for the children to put in the bin

• Plenty of scrap materials for each child to make their own monster

• PCM 14 (p.101) Incy-wincy spider

Preparation

• Make enough copies of PCM 14 so that there is one for each child to follow

as you sing ‘Incy-wincy spider’.

• Make three copies of each of the following flashcards and place them

around the room: monster, eyes and spider.

• Make and decorate a monster from scrap materials (old boxes, egg cartons,

coloured paper). Make sure it has very distinctive features e.g. one eye, four

arms, six legs etc.

Opener (5 mins) Chant

• ReadtheBigBookuptopage13andencouragethechildrentojoinin.Ask

What does Max want?Helpthechildrentosay:

Max wants a monster



• Repeatthisprocesswith‘theyellow,terribleteeth’andthe‘wild,wavinglegs’

andthensaythechantagainwiththechildren(notethatanewlastlinehas

beenadded):

Max wants a monster

Max wants a monster



Yellow, terrible teeth

And wild waving legs!

• Nowpointtothefeaturesinturnandencouragethechildrentocalloutthe

phraseornamee.g.yellow, terrible teethorjustteeth.

I Wish I H

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Session 6

Level B AB page 67 / I Wish I Had a Monster AB pages 13–16

‘Incy-wincy spider’ song

• Playthesong‘Incy-wincyspider’(audioCDtrack19)andletthechildrenlisten

toit.

• HandoutcopiesofPCM14(page101)tothechildrenand,asyousingeach

line,pointtothecorrespondingpicture.

• Nowencouragethechildrentosingthesongwithyou:

Incy-wincy spider climbed the water spout

Down came the rain and washed the spider out

Out came the sunshine and dried up all the rain

So Incy-wincy spider climbed the spout again.

My spider


aMonsterABpages13–16.Eachchilddrawsapictureofaspiderontheend

ofitsthread.Encouragethechildrentotellyouwhatcolouritis,andtopoint

outitseyesandlegs.Practisecounting1–8andmakesureeachspiderhas8

legs.

Big Book time (5 mins) Whole book

• ReadtheBigBookasfaraspage13.PointouttherubbishDadhasputinthe

binandsayDad put the rubbish in the bin.

• Giveeachchildsomescrappaper,strawsandboxesetcandinvitethechildren

tocomeoutonebyoneandputtheir‘rubbish’inthebin.Astheydososay

(Canto) put the rubbish in the bin.

• Aftereachchildhasdonethis,say(Canto), where did you put the rubbish?

HelpeachchildtosayIn the bin.

• Readpages12and13againandaskthechildrentopredictwhatislikelyto

happenonthenextpagewhenMaxseesthespider.Nowreadpages14,15

and16tothechildren.ThechildrenactoutMax’sreactiontothespider.

• FinishreadingthebookandaskthechildrenwhyMaxwishesforamouseat

theend.

Animal shadows

• Makesureeveryoneknowsthewordforeachanimal.Playcharadeswhere

achildactsoutoneoftheanimalsandtheothershavetoguesswhatitis.

Anothergoodactivitytopractisevocabularywouldbetoshowacardofthe

animalbuthaveonlyasmallpartshowing,e.g.afootoranear.Theclasshave

totrytoguesstheanimal.Ifitistoohard,exposealittlemoreofthecardeach

time.

• NowopenuptheActivityBookstopage14andexplainthattheymustjoin

eachanimaltotheirshadow.

• Ifit’sasunnyday,gooutintotheplaygroundandletthechildrenusechalks

todrawaroundeachother’sshadowsonthegroundorupawall.Whose

shadowisthelongest?Whoseisthebiggest?

• Whatmakesshadows?Teachsun / sunshine.Askthechildrentolookfor

shadowsinpicturesandstorybooks.

Activity (10 mins)

Audio CD track 19

o

Activity (5 mins)

Level B AB p.67


AB p.13

Activity (15 mins)


AB p.14

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Activity (5 mins) Flashcards

• Showthechildrentheflashcardsformonster, eyesandspiderandencourage

themtorepeatthewords.

• Putthechildrenintopairsandtellthemthatyouhaveplacedthreecopiesof

eachflashcardaroundtheroom.Whenyouholduponeoftheflashcards,the

childrenhavetosearchforthematchingcard.

• Whenallthecardshavebeenshown,eachpairofchildrencanshowtheir

matchingcardsandnametheobjectsonthem.Thepairwiththemostcards

wins.

Make a book

• Usemimeandobjectstoteach I wish I had ...Forexample:

– I want to brush my teeth ... I wish I had a ...(toothbrush)

– I want to write ... I wish I had a ...(produceapen)

– I want to sleep ... I wish I had a ...(produceapillow)

– I want a pet ... I wish I had a ...(produceatoycat)

• (Ifyoufeelitisappropriate,youcouldalsouseflashcardstoteachthe

opposite:Idon’twanta...Forexample:I don’t want an elephant, I want a

dog …)

• Nowcheckeveryoneknowstheanimalsonpages15and16byusing

flashcards.

• Youcoulduseblackcardcut-outsofeachanimal,andalamporprojector

tomakeshadowsofeachanimalonthewalloftheroom.Thechildrencan

alsomakeshadowpuppetsoftheanimalsusingtheirfingersandhandse.g.a

rabbitoraspiderarequiteeasy.

• Now,tomakethebook,explainthatthechildrenhavetocutoutthepage

alongthedottedlinesandthenfolddownthemiddle.Thepagescannowbe

gluedtogether(ortheteachercanstapleorthreadthepagestogetherwith

ribbonorstring).Thepagenumbersshouldfollowcorrectly1–8.

• Showthechildrentheirstickersandgothroughthestory,pagebypage.

Childrencandrawtheirownmonsteronpage1,thendrawaheadontothe

boy’sbodyonp.2andstickamousestickerintothethoughtbubble.On

pages3–7childrencandrawtheirownfacebeneaththethoughtbubbleand

stickstickersontothepicturesofanimalsiftheywish.Onpage8children

canchoosefromthestickersofeyes,nosesandmouthstomaketheirown

monster.Theycanthengetintopairsandretellthestoryusingtheirmini-

booksasprompts.Latertheycantakethebookshometorecyclethelanguage

theyhavelearned.

Make a monster

• Showthemonstermodelthatyoumadeinadvanceofthesession(see

Preparationabove)andsayI made a monster.Pointoutthedistinctive

featuresofyourmonstere.g.My monster has one eye/four arms/six legsetc.

• Nowgivethechildrensomescrapmaterialssothattheycanmaketheirown

monster.Askthemtothinkaboutoneofthespecialfeaturesoftheirmonster.

TheycanincorporatethisintothesentenceMy monster has …(youcan

completetheEnglishword(s)forthem).

Optional extension

activity (10 mins)

Activity (15 mins)


AB pp.15, 16

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Session 6


Review

• Playthestoryallthewaythroughagain,twice(track14).Dothisoncewithout

stopping,andoncewithyouusingthepausebutton,askingWhat’s this? Who’s

this? Where’s Max?etc.

‘Incy-wincy spider’ song

• Playthesong‘Incy-wincyspider’(audioCDtrack19)againandencouragethe

childrentosingalong.Thistime,mimeyouractions:

Home fun

• GiveeachchildPCM14(Incy-wincyspider–page101)totakehomeand

colour.

Incy-wincy spider climbed the water spout

Down came the rain and washed the spider out

Out came the sunshine and dried up all the rain

So Incy-wincy spider climbed the spout again.

(10 mins)

Audio CD track 14


Audio CD track 19

o

o

I Lo

oke

d Th

roug

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y W

indo

wPCM 1 Make a whale bookmark

Jamboree Storytime Activity Guide B © Pearson Education, 201188

PCM 1 Missing window panes

Jamboree Storytime Activity Guide B© Pearson Education, 2011

PCM 1 Make a whale bookmark

89

The Mo

nster PetPCM 2 Monsters



PCM 3 Find the wordTh

e M

ons

ter

Pet



91

You N

oisy M

onkey!

PCM 4 Monkey puppets



PCM 5 Chasing noisy monkeyYo

u N

ois

y M

onk

ey!



93

PCM 6 Picture cardsThe C

at and the Mo

nkey’s Tail



The

Cat

and

the

Mo

nkey

’s T

ail

PCM 7 Pin the tail on the monkey



95

The Cat and the M

onkey’s Tail

PCM 8 Match my tail



The

Cat

and

the

Mo

nkey

’s T

ail

PCM 9 Weather cards



97

The Cat and the M

onkey’s Tail

PCM 10 What’s in a face?



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99

I Wish I H

ad a Mo

nsterPCM 12 Max and Max’s Dad



I Wis

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101

I Wish I H

ad a Mo

nsterPCM 14 Incy-wincy spider

Documents

Jamboree Storytime Activity Guide B for Teachers and Parents