They're monkeys They'r - Pearson Argentina · They're [monkeys]. They're [brown]. ... Ask or help the children to cut out the mini flashcards. Say Cut out the cards. Call out colour

Topic •Animalsatthezoo•Colours

Language New:orange, purple, grey, brown; elephant, lion, snake, giraffe, tiger, monkey; What are these? They're [monkeys]. They're [brown]; numbers 1, 2, 3Review:brown, pink, black, white, red, green, blue, yellow; cow, sheep, horse, chicken, duck, goat; legs, mouth, nose, eyes, ears, head; What's this? It's a [lion]. It's [brown]; plural 's'Receptive:What colour is it? What colour are they? Are they [lions]? Is it a [lion]? How many [legs]? Jump! Hop! Clap! Stretch! Who's this?

Story 1They're monkeys. ReaderTobyandKimareteachingRickyaboutanimalsatthezoo.RickyissoexcitedaboutmeetingthenewanimalfriendsthathesurprisesTobyandKimwithhisspecialpowers.

Songs and chants•Routines:Hello, Ricky; Happy birthday; Tidy up

time; Goodbye time. CD1tracks1-4•Chant:Animal chant. CD1track10•Vocabularysong:Toby, Kim, Ricky too.

CD1track8 Zoo song. CD1track12

•Numberchant:1, 2, 3. CD1track16•Unitsong:The snakes at the zoo.

CD1track17

Cross-curricular activities•Crafts:lionmask,animaljigsaws,animalfan.•Pre-readingandwritingskills:spiralshapes,

matchingconcepts,finemotorskills,visualdiscriminationskills.

•Numberwork:recognitionandformationofnumbers1,2,3;countingto3.

•Musicanddrama:physicalrepresentationofstoryconceptsbyacting;musicandmime;understandingrhythm,expressionthroughsinging.

Kindergarten Education objectivesSelf awareness and autonomy•Understandingtherelationshipsofothers •Acceptanceofdifferences•Awarenessofpreferences

The outside world (physical, social and cultural environment)•Identifyingandvaluinglivingbeings •Understandingwhatanimalsgiveus•Awarenessoftheattributesofanimals

Development of language and communication skills•Enjoymentoflanguageasameansofcommunication•Understandingcommunicationthroughpicturesandpicturestorysequences•Developoraluseofaforeignlanguageindailysituations;developapositiveattitudetoforeignlanguage

learning•Developmentofmusicalcommunicationthroughsongs,instruments,appreciationofrhythmandtone•Understandingofstoriesandrhymes•Confidentinteractionthroughtechnology•Communicationthroughartandcraftworkandexplorationofmaterials•Communicationthroughactionandbodylanguage•Symbolicrepresentationthroughroleplayandphysicalexpression

1 They're monkeysThey're monkeys

Ricky the Robot 2 - Teacher’s Book14

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They're monkeysThey're monkeys

Dear parents,Welcome to the exciting world of Ricky the Robot!

The materials your child will be using this year are designed using an innovative teaching methodology that works in conjunction with their mother tongue curriculum. This makes their first experiences natural, productive and fun. Throughout the course we will keep you up to date on your child's learning and on his/her achievements.

Your child will learn to speak and understand English at the same time as Ricky, a fun and cute robot that needs help from the children to learn how to manage in the real world.

There are six stories in Level 2. The children will learn to understand them and act them out. The stories tell the exciting adventures of Ricky the Robot and his two human friends, Toby and Kim.

At the moment your child is just about to start Unit 1, They're monkeys. In this unit he/she will be revising colours: orange, purple, grey, brown and learning zoo animal words: elephant, lion, snake, giraffe, tiger, monkey. He/she will also be practising simple phrases like: What are these? They're [monkeys]. They're [brown].

In the unit story, Toby and Kim teach Ricky about animals at the zoo. Ricky is so excited about meeting the new animal friends that he surprises Toby and Kim with his special powers.

Your child will also learn to sing along and do the actions to the songs. Ask him/her to show you the actions. Here are the words for the main song in Unit 1, The snakes at the zoo.

Song The snakes at the zoo

The lions at the zoo goRoar and roar [x3]The lions at the zoo goRoar and roarLions! Lions! Lions!

The snakes at the zoo goWiggle and wiggle…

The monkeys at the zoo jumpUp and down…

The elephants at the zoo go

Wave and wave…

The tigers at the zoo goClaw and claw…

The giraffes at the zoo goStretch and stretch…

During the course of the year you will have lots of opportunities to help your child learn English. You will be able to enjoy sharing stories, songs, craft activities and class work. You will also receive reports on your child's progress and regular letters keeping you up to date on what they are learning at school.

We hope you have fun with Ricky!

Best wishes

The class teacher

1

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Lesson StarterLesson objectiveIntroductionsandextensionofcolourwords

Language New: orange, purple, grey, bag

Review: Toby, Kim, Ricky; hello, goodbye; red, yellow, green, blue, black, white, brown, pink; crayon, It's hot/cold/ raining/snowing. What's this? It's a [crayon]. It's [orange]; plural 's'.

Language for recognition: Stand up. What's the weather like? Happy birthday. Point to the cake. Who's this? You're [Toby]. Jump! Stand like a robot. What colour is it? Who's this? Help Ricky! Colour Ricky's bag [orange]. Cut out the cards. Hold up the [orange] card.

TRB

photocopiable 1Starter lessonColour and say.

Ricky the Robot 2 • Photocopiable © Pearson Educación S.A. Photocopiable 1

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Starting the lesson SingHello,Ricky[ CD1track1](seepage13).

Routines time Routinesposter(seepage13).

Active timeWarmer

AskWho's this?ElicitRickyfromtheclass.MovearoundtheclasssothatRickycangreeteachchild,byshakinghandsortappingthemonthehead.Rickycanalsokissthem on the cheek. Make Ricky say Hello, [name] toeachchildandencouragethemtosayHello, Ricky.

DisplaytheCharactersposterandpointtothepicturesofToby,KimandRicky.Point toeachcharacterandelicitHello, [Toby].

1 Listen and say. Language.

If available, use the Level 1 flashcards to revise thepreviously learned colours. Alternatively, use paintpotsorcrayonsintheindicatedcolours.

Displaytheflashcards(orcrayons).SayPoint to [green] orPoint to the [green] crayon.Thechildrenpointtothecorrectflashcardorcrayon.

Holdupeachflashcard(orcrayon)andaskWhat colour is it?toelicitIt's [colour].

Use your flashcards and Ricky to teach the newcolourwords:orange, purple, grey.HolduptheorangeflashcardandshowittoRicky.Sayorange.AskRickyWhat colour is it? Make Ricky shake his head as hedoesn't know. Ask the class What colour is it? Help Ricky!Sayorangeandasktheclasstorepeat.Continuewith the remaining flashcards. Make Ricky repeat,usinghisrobotvoice.

Puttwoflashcardsbehindyourback.TakeoutoneandshowittoRickyandtheclass.AskRickyWhat colour is it?WhenRickydoesnotanswer,sayHelp Ricky! TheclasstellsRickytheword.Continueinthisway.

Display the flashcards. Play the recording. Pauseaftereachlineforthechildrentopointtothecorrectflashcard.Callvolunteerstothefronttopointtothecorrectpictureontheposter.

Teachthewordbagusingarealbagortheflashcard.Usetheprocedureabove,askingWhat's this?toelicitIt's a bag.

Putsomeschoolbagsontoyourtableandaskaboutthecoloursofthebags.AskWhat colour is it?toelicitIt's [colour].

1 orange, orangepurple, purplegrey, greybag, bag

track 7

2 Song: Toby, Kim, Ricky too. Listen and sing.

Say It's song time. Play the song recording rightthrough.Thechildrenlisten.

Call three children to the front and give each acharacter facemasktowear.SayYou're Toby. You're Kim. You're Ricky.

Singthesongwiththechildren.Pointtothechildrenatthefrontwiththefacemasksasyoudoso.WhentheysingHello, friends,showthechildrenhowtowavetotheirclassmates.

Repeat.Thistimethechildatthefrontjumpsintheairwhentheircharacternameismentioned.SayanddemonstrateJump!


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Ricky the Robot 2 - Teacher’s Book 17

extra activities1 Toby, Kim, Ricky too.

Hello, friends.How are you?track 8

Toby, Kim, Ricky too.Hello, friends.I'm fine, thank you.[x2]

Quiet time PlayStandlikearobot(seepage13).

Book time3 Photocopiable 1, TRB. Colour and say.

Displaythecolourflashcardsorange,purple,greyandgiveeachchildacopyofPhotocopiable1.PointtothefirstpictureandaskWho's this?toelicitRicky.PointtoRicky'sbagandaskWhat's this?toelicitIt's a bag.

HolduptheorangeflashcardandaskWhat colour is it?toelicitIt's orange.NowsayColour Ricky's bag orange.ContinueinthiswaywithTobyandKim.AskthemtocolourToby'sbaggreyandKim'sbagpurple.

Move around the class while they are working. AskWho's this? What's this? What colour is it?

SayGood work. Get your stamp! UsetheRickystamp.SayBring me your worksheets, please.SayThank you whentheygivethemtoyou.Praisethechildrenagain,writetheirnamesonthesheetsandputthesheetsinthechildren'sfiles.

Ending the lesson ChantTidyuptime[ CD1track3](seepage13).

SingGoodbyetime [ CD1track4](seepage13).

+ Photocopiable 2, TRB. Colour, cut and play.

Photocopyontocardorstrongpaper.

DisplaythecolourflashcardsandaskWhat colour is it? toelicitIt's [colour].

AskWhat are these?toelicitcrayons.Askthechildrentocoloureachcrayononthephotocopiableinadifferentcolour.SayColour the crayons.

Whiletheyareworking,askWhat's this? What colour is it?

Askorhelpthechildrentocutouttheminiflashcards.SayCut out the cards.

Calloutcolourwordsrandomly.Thechildrenholdupthecorrectcard.SayHold up the [orange] card.

+ Photocopiable 47, TRB. Make an envelope.

Thechildrenwillbemakingminiflashcardsfortheunitwordsineachunitandwillneedanenvelopetokeepthemin.

GiveeachchildacopyofPhotocopiable47.

Helpthechildrentocutaroundtheenvelopeshape.Foldalongtheindicatedlinesandsecurethesideflapswithadhesivetape.

Askthechildrentowritetheirnamesontheenvelopes.SayWrite your names.

Ricky

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Routines

1 2 3 4 5 6 7 8 9 10

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Routines poster and stickers

Starter lessonColour, cut and play.


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Envelope.


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Photocopiable 2 Photocopiable 47

CD1 tracks 7, 8

Flashcards

• orange• purple• grey• bag

Level 1 • brown• black• white• pink

Ricky the Robot 2 © Pearso

n Educación, S.A

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orange

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Ricky the Robot 2 © Pearson Educación, S.A.

grey


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Ricky the Robot 2 © Pearson Educación, S.A. purple

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Materials

Character masks

Optional Crayons or coloured pencils, bags

Ricky the Robot 2 Poster stickers

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Lesson 1Lesson objective Presentationofzooanimalwords

Language New:lion, tiger, giraffe

Review: It's a [animal]; It's [colour]; orange, brown, yellow; legs, mouth, nose, eyes, ears, head; cow, sheep, horse, chicken, duck, goat, dog, cat, mouse, bird

Language for recognition: Stand up. Help Ricky! What's this? What colour is the giraffe? Is it a lion? Point to the tiger. Colour the lion brown. Is it black? How many [legs]? Clap your hands. Jump! Stand like a robot. Good work. Get your stamp.

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1 They're monkeys

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Active timeWarmer

Review the animals learned in Level 1 (cow, sheep, horse, chicken, duck, goat).

Display an animal flashcard and say the word. Thechildrenrepeat,thenmovearoundtheroom,mimingbeingtheanimalandmakingtheappropriatesoundeffects.


DisplayPoster1andintroducethetopicofthezoo.

Option: you could use a little L1 to talk about thechildren's experiences of visiting a zoo and whatanimalstheycanseethere.

UseyourflashcardsandRickytoteachthenewwords:lion,tiger,giraffe.HoldupthelionflashcardandshowittoRicky.Saylion.AskRickyWhat's this?MakeRickyshakehisheadashedoesn'tknow.

Ask the class What's this? Help Ricky! Say lion andasktheclasstorepeat.Continuewiththeremainingflashcards.MakeRickyrepeat,usinghisrobotvoice.

Put two flashcards behind your back. Take out oneand ask the class What's this? Encourage them tousefullsentenceswithIt's a …,forexample,It's a lion. Continueinthisway.

Displaytheflashcards.Playtherecording.Pauseaftereach line for thechildren to repeatandpoint to thecorrectflashcard.Callvolunteerstothefronttopointtothecorrectpictureontheposter.

Pointtotheposterandflashcardsandaskaboutthecoloursoftheanimals.AskWhat colour is the giraffe? toelicitIt's orange and yellow.Repeatforlionandtiger.

1 lion, lion tiger, tiger giraffe, giraffetrack 9

2 Chant: Animal chant. Chant and do the actions.

Displaythezooanimalflashcards.Playtherecording.Pointtotheflashcardsastheylisten.

Repeat. The children chant and clap to the rhythm.SayClap your hands.

Teachactionstoaccompanythechant. Look over there.[armoutstretched,pointing] What can you see?[pointingtoeyes] A lion and a tiger looking at me.[mimingbeingscared

–openmouthandarmsinair] Lion, lion. Tiger, tiger.[mimingclawingactionswith

hands] A tall giraffe[standuptallwitharmsintheairto

represent‘tall'] Giraffe, giraffe. [standuptall,stretching]

1 Look over there.What can you see?A lion and a tigerLooking at me.

track 10

Lion, lion.Tiger, tiger.Look over there.What can you see?A tall giraffe


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Looking at me.Giraffe, giraffeGiraffe, giraffe.


Book time 3 Worksheet 1. Trace and colour.

Display the zoo flashcards and show the classWorksheet1.

SayPoint to the lion.Thechildrenpointtothecorrectpicture.SayTrace the lion.Thechildrentraceoverthedotstocompletethepicture.

Drawtheirattentiontotheflashcard.AskWhat colour is the lion?ElicitIt's brown.SayColour the lion brown.

ReviewbodywordsfromLevel1.AskWhat's this? toelicitIt's a nose/mouth.AskHow many legs/eyes/ears?

Continueinthiswaywiththetigerandgiraffe.

Move around the class while they are working. AskWhat's this? What colour is it? Is this a tiger? Is it black? Praisetheirattemptstoansweryourquestions.

SayGood work. Get your stamp!UsetheRickystampontheirworksheetsorontheirhands.SayWrite your name.ThensayBring me your worksheets, please.SayThank youwhentheydoso.Praisethechildrenagainandputtheworksheetsinthechildren'sfiles.



extra activities+ Game: Pass the cards.

Seatthechildreninacircle.Playmusic.Passthethreezooanimalflashcardsaroundthegroup.Stopthemusic.

PointtoeachchildwithacardinturnandaskWhat's this?toelicitIt's a [lion].Ifthechilddoesnotwanttospeakordoesnotremembertheword,sayHelp [name].Thewholeclassthensaysthewordorsentence.Askthechildrenwiththecardstomimebeingtheanimal.Continueinthisway.

+ Photocopiable 3, TRB. Cut, match and say.

GiveeachchildacopyofPhotocopiable3.Eachzooanimalwillbecutintothreesectionstomakeaninterchangeableanimaljigsaw.

PointtoeachanimalinturnandaskWhat's this?toelicitIt's a [lion].

Option:thechildrencancoloureachanimal.

Askthechildrentocutouteachsectionoftheanimalstoproduceninebodysections.

Thechildrennowtrytoputtheanimalsbacktogetheragainsothatthesectionsmatch.

Forextrafun,askthemtoputtheanimalstogetherindifferentcombinations,tocreatetheirownfantasyanimals.

Giveeachchildasheetofpaperonwhichtosticktheircompletedanimals.

Ricky

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Poster 1

Cut, match and say.


Unit 1 Lesson 1

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Photocopiable 3

Flashcards • lion• tiger• giraffe

Level 1 • cow• sheep• horse• chicken• duck• goat

CD1 tracks 9, 10

Materials


n Educación, S.A

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lion


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giraffe


10/05/15 18:53

Ricky the Robot 2 © Pearson Educación, S.A. tiger


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Lesson 2Lesson objective Extensionofzooanimalwords

Language New:snake, monkey, elephant

Review: What's this? It's a [animal]; It's [colour]; lion, tiger, giraffe; purple, yellow, brown, black, grey

Language for recognition: big, little, tall, long; Stand up. What's this? Help Ricky! What colour is the [snake]? Is it a [monkey]? Is it [black]? It's song time. Stand like a robot. Trace the line with your finger. Good work. Get your stamp. Bring me your worksheets, please. Thank you. Cut out the cards. Snap!



Active timeWarmer

DisplaytheanimalflashcardsfromLesson1.RepeatAnimal chant from Lesson 1 [ CD1 track 10] toreviewlion,tiger,giraffe.Encouragetheclasstopointtothecorrectcardswhiletheychantandperformtheactions.


UseyourflashcardsandRickytoteachthenewwords:snake,monkey,elephant.HoldupthesnakeflashcardandshowittoRicky.Saysnake.AskRickyWhat's this? MakeRickyshakehishead.

AsktheclassWhat's this? Help Ricky!Saysnakeandasktheclasstorepeat.MakeRickyrepeat,usinghisrobotvoice.

Continuewiththeremainingflashcards.

Display the flashcards. Play the recording. Pauseafter each word for the children to repeat, point tothecorrectflashcardand then to thepictureon theposter.

Pointtotheposterandflashcardsandaskaboutthecoloursoftheanimals.AskWhat colour is the snake? to elicit It's purple and yellow. Repeat with elephantandmonkey.

1 snake, snakemonkey, monkeyelephant, elephant.track 11

2 Song: Zoo song. Listen and sing.

Displaytheflashcardssnake,monkey,elephant.

Say It's song time. Play the song recording rightthrough.Thechildrenlisten.

Sing the song with the children a couple of times.Pointtotheflashcardswhileyoudosoandencouragethechildrentodothesame.

Demonstrateactionsforthesong. We are going to the zoo today.[marchingonthespot] Hip, hip, hip, hurray.[jumpingintheair] Hear the snakes, Sss, sss, sss.[wiggleastheymake

thesnakesound] Hear the monkeys, Ugg, ugg, ugg.[beatchestasthey

makethesound] Hear the elephants, Stamp, stamp, stamp.[stampfeet

astheymakethesound]

Play thesongagain.This time thechildrenperformtheactionswhiletheysing.

1 We are going to the zoo today.Zoo today. Zoo today.We are going to the zoo today.Hip, hip, hip, hurray.

track 12

Hear the snakes, Sss, sss, sss. [x3]Hear the snakes, Sss, sss, sss.Hip, hip, hip hurray.

Hear the monkeys,Ugg, ugg, ugg…


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Hear the elephants,Stamp, stamp, stamp…

We are going to the zoo today.Zoo today. Zoo today.We are going to the zoo today.Hip, hip, hip, hurray.


Book time3 Worksheet 3. Trace the spiral shapes.

PointtothefirstpictureandaskWhat's this?toelicitIt's a snake.AskWhat colour is the snake?toelicitIt's purple and yellow.Askthechildrentotracethespiralshape inside the snake's body with their finger. SayTrace the line with your finger.Thenaskthemtotracethelinewithapencilorcolouredcrayon.

Continueinthiswaywiththeremainingpictures.

Move around the class while they are working. AskWhat's this? What colour is it? Is it a [snake]? Is it [green]?

UsetheRickystampandcollecttheworksheets(seepage13).



extra activitiesPhotocopiable 4, TRB. Colour, cut and play.

Photocopyontocardorstrongpaperforaddeddurabilityoftheminiflashcards.

Displaythezooanimalflashcards:elephant,lion,tiger,monkey,giraffe,snake.

Askthechildrentocolourthepicturesoftheanimals.Whiletheyareworking,movearoundtheclassandaskWhat's this? What colour is it?

Askorhelpthechildrentocutouttheminiflashcardsusingsafetyscissorsoranawl.SayCut out the cards.

Game: Memory snap.

Seatthechildrenaroundthemat.Taketwosetsofcardsandlaythemfacedown.Movethemaroundsothattheirpositionsarerandom.

Askachildtoturnoveracard.Elicitthecorrectwordfromtheclass.Askanotherchildtoturnoveranothercard.Ifthetwocardshavethesamepicture,theclassshoutsSnap!Thechildwhofoundthematchingcardpicksupandholdsthetwocards.Ifthecardisdifferent,turnbothcardsoveragain.Thegameendswhenallthecardshavebeencollected.

Option:ifyouhaveenoughspaceinyourclassroom,thechildrencanplaythisgameinpairs.

Askthechildrentoaddtheirnewminiflashcardstotheirenvelopes.Collectandstoretheenvelopes.

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2

Routines

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Poster 1 Routines poster

Unit 1 Lesson 2Colour, cut and play.


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Photocopiable 4

Flashcards

• lion• tiger• giraffe

• snake• monkey• elephant CD1

tracks 11, 12

Materials


n Educación, S.A

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lion


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giraffe


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Lesson 3Lesson objective Presentationofthestory:They'remonkeys

Language New:What are these? They're [lions]. They're [big].

Review: What's this? It's a [lion]; plural 's'; elephant, lion, snake, giraffe, tiger, monkey; big, little, tall, long

Language for recognition: Where's the teddy? Point to the lions. What colour are they? How many [lions]? Ricky is [big]. Good work. Get your stamp. Bring me your worksheets, please. Thank you. Listen and point. Stick the [lion] on the poster.



Active timeWarmer

DisplayPoster1andlayoutallsixoftheunitstickersonyourtable.Sayaword.Theclassrepeatsit.Callavolunteertothefronttostickitinthecorrectplaceontheposter.SayStick the [lion] on the poster.Continueinthisway.

Display the flashcards monkey, lion, giraffe, snake.Revisebig,little,tallandlong,usingmime.Saybig.Thechildrenstretchtheirarmsinfrontoftheirbody,asifholdingabigball.Continueinthisway.

1 Point and say.

Introduce the active structure: They're [lions]. ShowRicky the lionsonPoster1andaskWhat are these? MakeRickyreplylions.SayThey're lions.MakeRickyrepeat the sentence. Then ask the whole class torepeatthesentence.EmphasiseThey're.Continueinthiswaywiththeremaininganimals.

Coveroneofthelionsonthepostersothatonlyoneisvisible.AskWhat's this?toelicitIt's a lion.ThenrevealtheotherlionandaskWhat are these?toelicitThey're lions.Emphasisethepronunciationoftheplural ‘s'.

2 Story 1: They're monkeys. Reader

Before they hear the story, talk about the pictures.Askthemtofindthehiddenteddyoneachpage.AskWhere's the teddy?Callchildrentothefronttopointto

theteddy.AskWho's this?toelicitthecharacternames,What are these?toelicitThey're [lions],What colour are they?toelicitThey're [colour],Are they [lions]?toelicitYesorNo.

Playtherecording.PointtothecorrespondingpicturesintheReader.

Repeat.Thistimepauseforthechildrentorepeatthetextindicatedinblue.Continuetopointtothepictures.Callvolunteerstothefronttopointtothepictures.

1 [Page2]Toby, Kim and Ricky are at the zoo. Mum and Dad are at the zoo too. They can see lions, tigers, giraffes, snakes, elephants and monkeys.

track 13

[Page3]Ricky points to the monkeys. ‘What are these?' asks Ricky. ‘They're monkeys,' says Toby. ‘They're little.'‘They're monkeys,' says Ricky. ‘Little, little, little.'Now Ricky is little too! ‘Hello, monkeys,' he says. ‘Ricky is a monkey!' says Toby.[Page4]Ricky points to the giraffes. ‘What are these?' asks Ricky. ‘They're giraffes,' says Kim. ‘They're tall.'‘They're giraffes,' says Ricky. ‘Tall, tall, tall,'Now Ricky is tall too! ‘Hello, giraffes,' he says. ‘Ricky is a giraffe!' says Kim.[Page5]Ricky points to the elephants. ‘What are these?' he asks. ‘They're elephants,' says Toby. ‘They're big.'‘They're elephants,' says Ricky. ‘Big, big, big.'Now Ricky is big too! ‘Hello, elephants,' he says. ‘Ricky is an elephant!' says Toby.


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extra activities[Page6]

Ricky points to the snakes. ‘What are these?' he asks. ‘They're snakes,' says Kim. ‘They're long.'‘They're snakes,' says Ricky. ‘Long, long, long.'Now Ricky is long too! ‘Hello, snakes!' he says. ‘Ricky is a snake!' says Kim.[Page7]Toby, Kim and Ricky are at home. ‘What's your favourite animal?' asks Mum.‘A giraffe,' says Kim. ‘A snake,' says Toby. Ricky is yellow and brown now. ‘Roar!' says Ricky. ‘A tiger!' say Toby and Kim Ricky chases Toby and Kim. Everyone laughs.


Book time3 Worksheet 5. Look and match. Then say.

Pointtothefirstpictureinthetoprow.AskWhat are these?toelicitThey're monkeys.SayThey're little.DrawtheirattentiontothepicturesofRickybelowandsayRicky is little. Point.ThechildrenpointtothepictureofRickymakinghimselflittle.SayMatch. Draw a line.Thechildrendrawalinetomatchthetwopictures.

Continueinthiswaywiththeremainingpictures.

Nowaskaboutthematchedpictures.SayThey're long. What are these? to elicit They're snakes. Continue inthiswaywithbig,littleandtall.

UsetheRickystampandcollecttheworksheets.



Story 1: They're monkeys. Reader, page 8Listen and point to the correct picture.

Playtherecording,pausingafterthefirstsentence.Askthechildrentopointtothecorrectpicture.SayListen and point.

Option:youcanpauseafterthefirstsentenceforeachpictureandelicitthesecondsentence.

Continueinthiswaywiththeremainingsentences.

1 [1] They're little. They're monkeys. [2] They're long. They're snakes. [3] They're tall. They're giraffes. [4] They're big. They're elephants.

track 14

Listen and say the missing word.

Pointtothefirstpictureandplaytherecording.Pauseafterthebleepforthechildrentosaythemissingword.SaySay the word.JoininwithRicky,usingarobotvoice.Continueinthiswaywiththeremainingpictures.

1 [1] Ricky is an [elephant]![2] Ricky is a [snake]![3] Ricky is a [monkey]![4] ‘Roar,' says Ricky. A [tiger] say Toby and Kim.

track 15

Ricky

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Routines

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Poster 1 and stickers

Routines posterwww.pearsonELT.com.ar/Ricky

Reader

2

Story 1 – They are monkeys (page 1)

Story 2 – I’m hungry (page 9)

Story 3 – The three little robots (page 17)

Story 4 – I’ve got a train (page 25)

Story 5 – I like sausages (page 33)

Story 6 – I can smell flowers (page 41)

2Re

ader

Nao

mi S

imm

ons

Includes activity pages

Naomi Simmons

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Reader Story 1: They're monkeys

Flashcards

• elephant• lion• snake

• giraffe• tiger• monkey

CD1 track 13, 14, 15

Materials


They're monkeys1

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Puppet theatre and character finger puppets


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photocopiable 5Unit 1 Lesson 4Colour and fold to make a fan.


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Lesson 4Lesson objective Actingthestoryandpracticeoftheunit'sactivestructure:What are these? They're [lions].

Language Review: What are these? They're [lions]. They're [big]. What's this? It's a [monkey]. These are [lions]. plural 's'; elephant, lion, snake, giraffe, monkey, tiger; big, little, tall, long; cow, sheep, horse, chicken, duck, goat, dog, cat, mouse, bird

Language for recognition: It's acting time. Stand like a robot. Be lions. Colour the picture. Are they big or little? Fold the paper. Make a fan. It's puppet theatre time. Everyone clap.



Active timeWarmer

Story 1: They're monkeys. Reader.Playtherecordingagain[ CD1track13]forthechildrentoenjoy.Pointtothepictureswhileyoudoso.

1 Act the story: They're monkeys. Reader

Say It's acting time! Call fourchildren to the front totaketherolesofRicky,Toby,KimandMum.Givethemthecharactermaskstowear.

Organise the rest of the class into groups to be themonkeys,giraffes,elephantsandsnakes.

Repeatthestoryrecording.Encouragethechildrentoactoutthestoryusingmimeandtorepeatthewordsinthestory.Demonstratetheactions.

Asktheclasstoclapattheendofeachperformance.SayEveryone clap.Repeatwithnewvolunteerstotaketheroles.

ActionsPage2Havetheanimalgroupsatdifferenttablesorindifferentparts of the classroom. Ask them to mime being theanimals.Toby,KimandRickypointtoeachanimal.Page3Ricky,TobyandKimapproachandpointtothegroupofmonkeys. Ensure that the monkeys continue to mimebeing monkeys (beating chest, saying Ugg, etc.). Tobymimesthemeaningof‘little'byplacinghishandsclose

together.Rickycrouchesdownnext tothemonkeystomakehimselflittle.Kimpointstohim.

Page4Ricky, Toby and Kim approach and point to the groupof giraffes. Ensure that the giraffe group continues tomime being giraffes (arms in air to show long neck).Tobymimesthemeaningof‘tall'byraisinghisarmsintheair.Rickyraiseshisarmsintheairtoshowthatheismakinghimselftall.Kimpointstohim.

Page5Ricky,TobyandKimapproachandpointtothegroupofelephants. Ensure that the elephant group continuestomimebeingelephants (arms in frontofnose tobetrunks).Tobymimesthemeaningof‘big'bystretchinghisarmsinfrontofhim.Rickydoesthesame.

Page6Ricky, Toby and Kim approach and point to the groupof snakes. Ensure that the snake group continues tomimebeingsnakes (lyingonfloororwigglingbody insnake-likeway).Tobymimes themeaningof ‘long'bystretchinghisarmsoutwide.Rickyliesonthegroundandwigglestoshowthatheismakinghimselflong.Kimpointstohim.

Page7Mummimesholdingupabrochure(orholdsuparealanimalbook).ShepointstoKim.Kimhasherarmsintheairandismimingbeingagiraffe.Tobyislyingontheground,wigglinglikeasnake.Rickygetsontoallfoursandmimesbeingatiger.HeroarsandchasesTobyandKim.

2 Game: Be lions.

Playsomelivelymusicwhilethechildrenmovearoundtheroom.Stopthemusic.SayBe lions.Thechildrenallmimebeinglions,crawlingonthefloorandroaring.SayStop!Thechildrenstayasstillastheycan.


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Continue in this way with the remaining animals.Ensureeveryone isverystillbeforeyousay thenextanimalword.


Book time3 Photocopiable 5, TRB. Colour and fold to make a fan.

Ifpossible,prepareafanbeforetheclasstoshowthechildrenwhattheywillbemaking.SayIt's hot.Mimebeinghotandshowhowtousethefantocoolyourself.SayIt's a fan.

Talkaboutthezoopicturewiththeclass.AskWhat are these?toelicitThey're [lions].

Say Colour the picture. Move around the class whilethey are working to ask about the animals and thecolours.AskWhat are these? What colour are they? Are they big or little?

Demonstratehowtofoldthefanalongthedottedlines,foldinginalternatedirectionstoformafan.SayFold the paper. Make a fan.Stickasmallpieceofadhesivetapetothebottomofthefantosecure it.Assistthechildren.

SayIt's hot.Theclassusetheirfanstocoolthemselves.

Writetheirnamesonthefansanddisplaythemintheclassroom.

Ending the lesson ChantTidyuptime[ CD1track3].

SingGoodbyetime [ CD1track].

extra activities Game: Giraffe, giraffe, lion.

Seatthechildreninacircle.Startbyslowlywalkingaroundtheoutsideofthecircle.Asyoupasseachchild,saygiraffeandlightlytouchthepersonontheshoulder(orpoint).Continuearoundthecircle,clearlypronouncing,giraffe, giraffe, giraffeforeachchild.

Chooseonechildandloudlysaylion.Immediatelystartrunningawayontheoutsideofthecircle,smilingandgesturingforthechildtostandupandchaseyou.Trytomakeitallthewayaroundtheoutsideofthecircleandsitdowninthespotwherethechildwasjustsitting.Ifyousitdownbeforethechildcantagyou,youaresafeanditisnowthechild'sturntodothegiraffe, giraffe, lionandbechased.Ifthechildmanagestotagyou,however,thenhe/shecansitbackdownandyouare‘it'again.

Aftergiraffe, giraffe,… lionhasbeendoneafewtimes,changetheanimals.

Puppet theatre.

SayIt's puppet theatre time.

CallthreechildrentothefrontandgivethemthefingerpuppetsofToby,KimandRicky.Afourthchildcanusehis/herfingerstomimebeingtheanimalstheymeet.

Playthestoryrecording[ CD1track13]orreadtheReaderstory.Thechildrenusethefingerpuppetstoactoutthestory.Whiletheyareacting,therestoftheclassrepeatsthewordsinblue.Demonstrate.

Ricky

Routines poster Reader Story 1: They're monkeys

Flashcards


• giraffe• tiger• monkey CD1

track 13

Materials

Puppet theatre and character finger puppets

Character masks

2

Routines

1 2 3 4 5 6 7 8 9 10

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www.pearsonELT.com.ar/Ricky

Reader

2

Story 1 – They are monkeys (page 1)

Story 2 – I’m hungry (page 9)

Story 3 – The three little robots (page 17)

Story 4 – I’ve got a train (page 25)

Story 5 – I like sausages (page 33)

Story 6 – I can smell flowers (page 41)

2Re

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ons

Includes activity pages

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Lesson 5Lesson objective Reviewofnumbers1,2,3

Language Review: Numbers 1–3; lion, tiger, monkey, elephant, giraffe, snake. What's this? It's a [lion]. What are these? They're [snakes].

Language for recognition: What number is it? Show me 1 finger. Draw 2 in the air. Trace number 1 with your finger. Listen and clap. Jump! Clap! Hop! Stretch! It's sticker time. What colour is number 3? How many [giraffes]? Trace the number. Draw the number.

Starting the lesson SingHello,Ricky[ CD1track1].


Active timeWarmer

SingZoosongfromLesson2[ CD1track12]andchantAnimalchantfromLesson1[ CD1track10]toenergizetheclassandtoreviewtheanimalwords.

1 Count and say: 1, 2, 3. Draw the numbers in the air.

Drawlargenumbers1,2,3ontheboard.

Point tonumber1andaskRickyWhat number is it?Ricky does not answer. Say to the class Help Ricky! Say1. Theclass repeats.MakeRickysay1,usingarobotvoice.

SayShow me 1 finger.Demonstrate.

Repeatthisprocedurewithnumbers2and3.

SayListen and clap.Saynumbers1,2,and3randomly.Theclassclapsonce,twiceorthreetimes.Demonstratefirst.

Callvolunteerstothefronttodrawthenumbersintheair.AskthemtosaythenumberinEnglishastheydoso.Demonstrate.

Option:inpairs,thechildrencandrawthenumbersoneachother'sbackusingtheirfingers,whilesayingthenumber1,2or3.

2 Chant: 1, 2, 3. Chant and do the actions.

Playthechantrightthrough.Thechildrenlisten.Pointtothenumbersontheboard.

Playthechantagain.Encouragethechildrentojoinin.Demonstratehowtoperformtheappropriateactionineachverse.

Option:thechildrencanusedrumsorshakerstoshowtherhythmandofferadditionalaccompaniment.

1 1, 2, 3Jump with me.Jump, jump, jump.track 16

1, 2, 3Clap with me.Clap, clap, clap.

1, 2, 3Hop with me.Hop, hop, hop.

1, 2, 3Stretch with me.Stretch, stretch, stretch.



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Book time3 Worksheet 7. Stick. Count and trace the number.

ShowthechildrenWorksheet7.Say It's sticker time. Ensure that each child has number stickers 1, 2, 3.Draw their attention to the number line. Ask What colour is number [1]? toelicit [blue].Repeatwith theother numbers and colours. Ask them to stick thestickers onto the correct numbers. Say Stick the stickers.

Draw their attention to the pictures below. Point tothefirstpicturesetandaskWhat are these? toelicitThey're giraffes.

AskHow many giraffes?Countthemwiththeclassandelicit2.SayTrace number 2.

Continueinthiswaywiththeremainingpictures.Forthefinalpictureofthetiger,remembertoaskWhat's this?andelicitIt's a tiger,asitisasingleanimal.

UsetheRickystampandcollecttheworksheets


SingGoodbyetime[ CD1track4].

extra activities Photocopiable 6, TRB. Trace, then write the

number.

Displaynumberflashcards1,2,3.

Drawthechildren'sattentiontothefirstpictureset.AskWhat are these?toelicitThey're elephants.SayTrace the elephant.Thechildrencompletethepicture.

AskHow many elephants? toelicit2.Drawtheirattentiontothenumbersatthetopofthepage.SayPoint to number 2.

Askthechildrentodrawnumber2inthespaceprovided.SayDraw the number.Theycancopytheshapeofthenumberatthetopofthepageorlookattheflashcardnumber.

Continueinthiswaywiththeremainingpicturesandnumbers.

Game: Count and say.

Drawthechildren'sattentiontothenumbersontheRoutinesposter.SaytoRickyPoint to number 3.MakeRickypointtonumber2.AsktheclassIs Ricky right? toelicitNo.

DemonstratehowRickyiswrongbysayingCount the bags.AsktheclasstocountthebagswithRickyoutloud.AskHow many bags?toelicit2.

AgainsaytoRickyPoint to number 3.CallachildtothefronttoshowRickythecorrectnumber,thencountthecorrectnumberofbagswiththeclass.

Ricky

2

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Ricky the Robot 2 Pupil’s Book

1 2 3

5 61 They're monkeys

I'm hungryI'm hungryI'm hungry2

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Routines poster

CD1 track 10, 12 y 16

Materials

Unit 1 Lesson 8Draw and colour a picture of you at the zoo.


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Photocopiable 8 Number stickers 1, 2, 3

Flashcards

• Numbers 1, 2, 3

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Active timeWarmer

Blindfold stickers.

DisplayPoster1.Callachildtothefrontandaskhim/hertochooseapostersticker.AskWhat's this?toelicitIt's a [lion]fromtheclass.

Blindfoldthechildwithascarfandgivehim/herthesticker. Say Stick the [lion] on the poster. The childsticksthestickeron,ascloseaspossibletoitscorrectplace.

Remove the blindfold so that the child can see howcloseto thecorrectplacethesticker is.Continue inthiswaywiththeremainingposterstickers.

1 Song: The snakes at the zoo. Listen and sing.

SayIt's song time!DisplaytheUnit1flashcardsontheboard.

Playthesongrecordingthrough.Thechildrenlisten.

Teach the song, line by line, pointing to thecorrespondingflashcardsasyoudoso.

Singthesongseveraltimeswiththeclass.

Option: use the Ricky-Rom so that the children canenjoytheanimatedversionofthesong.

The lions at the zoo goRoar and roar [x3]

track 17

11

The lions at the zoo goRoar and roarLions! Lions! Lions!

The snakes at the zoo goWiggle and wiggle…

The monkeys at the zoo jumpUp and down…

The elephants at the zoo goWave and wave…

The tigers at the zoo goClaw and claw…

The giraffes at the zoo goStretch and stretch…

2 Sing and do the actions.

Teachthechildrentheactionsforthesong,whiletheylisten.

The lions at the zoo go roar and roar…[openmouthwidetomimeroaring]

The snakes at the zoo go wiggle and wiggle…[wigglingactionofbody]

The monkeys at the zoo jump up and down… [armscurledinwardsunderarmpits,squatting,jumpingupanddown]

The elephants at the zoo go wave and wave… [wavingarminfrontofnosetoimitateatrunk]

The tigers at the zoo go claw and claw…[clawingactionwithhands]

The giraffes at the zoo go stretch and stretch… [armstogetherbehindhead,stretchinguptall]

Singthesongagain.Thistime,thechildrenperformtheactionsastheysing.SayDo the actions.

Dividetheclassintosixgroups,oneforeachanimal.Repeatthesongwitheachgroupmimingandmakingsoundeffectsfortheircorrespondinganimal.

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Lesson 6Lesson objective Unitsong:The snakes at the zoo

Language Review: What are these? They're [lions]; What's this? It's a [lion]; plural 's'; lion, tiger, elephant, monkey, giraffe, snake; numbers 1–3

Language for recognition: Stick the [lion] on the poster. It's song time. Do the actions. What's different? They're the same. How many [lions]? Draw a circle. What's missing? Who wants to play the [drum]?


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Book time3 Worksheet 9. Find and circle 5 differences.

Toreviewtheconceptsof‘same'and‘different'drawthree identical simple snakes on the board in red.PointtothemandsayThey're the same.ChangeonetoacontrastingcolourandsayIt's different. It's [blue].

Draw the children's attention to the two similarpictures.AskWhat's different?Givethemacoupleofminutestostudythepicturesandfindthedifferences.

Helpthechildrenfindthefirstdifference.PointtothefirstpictureandaskHow many lions?toelicit2.ThenpointtothesecondpictureandaskHow many lions? toelicit3.Askthemtodrawacirclearoundthelionsinthesecondpicturetoshowthatthisisdifferent.SayDraw a circle.

Encourage them to find the remaining differences.Elicittheanswersfromthechildrenorprovidehelpintheformofquestionsifnecessary:2 lions/1 lion; purple and yellow snakes/red and orange snakes; 2 monkeys/3 monkeys; 1 elephant/2 elephants; It's sunny/It's cloudy.

UsetheRickystampandcollecttheworksheets(seepage13).


SingGoodbyetime [ CD1track4].

extra activities Game: What's missing?

Seatthechildreninacircle.Placethesixanimalflashcardsinthemiddleforthemtosee.

PointtoeachinturnandaskWhat's this?Turnthecardsfacedown,movethemaroundandremoveonecard.

Turnthecardsfaceupagain.AskWhat's missing?Thechildrentrytoguesswhichcardyouremoved.Showthemthemissingcardtoseeiftheyguessedcorrectly.Replacethecardandcontinueinthisway.

Option:removetwocardsoraddtheanimalsfromLevelsAandBforadditionalreview.

Song with musical accompaniment.

PlaythesongrecordingThesnakesatthezoo[ CD1track17].

Callagrouptothefronttoplaymusicalinstrumentsintimetotherhythm.Youcanusedrums,maracas,triangles,etc.

HoldupeachinstrumentandaskWho wants to play the [drum]?

Eachtimeyourepeatthesong,givenewindividualstheopportunitytoplaytheinstruments.


Ricky

Poster 1 and stickers

Optional Musical instruments

(drum, triangle, maracas)

Routines poster

CD1 track 17

Materials

Flashcards


• giraffe• tiger• monkey

2

They're monkeys1

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They're monkeys1

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Active timeWarmer

RepeatthesongThesnakesatthezoofromLesson6[ CD1track17].

Encourage the children to perform actions as theysing(seepage28).

Option:askWho wants to play the [triangle]?Distributethemusicalinstruments.

1 Game: Guess the animal.

Laytheunitflashcardsfacedownonthetable.Callasmallgroupofchildrentothefront.Showthemazooanimalflashcard,withouttherestoftheclassseeingit.

Say Be the animal. The children at the front mimebeing the animal shown on the flashcard, makingsoundeffects.

Therestoftheclasswatchesandtriestoguesstheanimal.AskWhat are these?ElicitThey're [lions].ElicitYes or No to their guesses from the children at thefront.

Replace the flashcard and call additional groups ofchildren to the front and continue in this way untileachchildhashadaturn.


Artwork2 Photocopiable 7, TRB. Make a lion mask.

Ifpossible,preparealionmaskbeforethelessonandshowittotheclass,sothattheycanseewhattheyaregoingtomake.

AskWhat's this?toelicitIt's a lion,What colour is it?toelicit It's brown.

Helpthechildrentocutouttheoutsideofthemaskusinganawlorsafetyscissors.SayCut it out.

Display the lion flashcard as reference. Ask thechildren to decorate the lion mask with brown andyellowballsoftissuepaper.Forthelion'smane,theycan stick pieces of brown wool or strips of tissuepaper.Theycanstickgreyorblackstringtoformthelion'swhiskers.

Helpthechildrenuseanawlorholepunchtomakethe holes for the string. Say Make holes. Help themthreadstringthoughtheholes.Securethestringwithaknot.

Reward and praise their work. Say Well done! Good boy/girl!

Writeeachchild'snameonthebackofthemask.

TRB

photocopiable 7Unit 1 Lesson 7Make a lion mask.


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Lesson 7Lesson objective Topicextension:makealionmask

Language Review: What are these? They're [lions]; What's this? It's a [lion]; plural 's'; lion, tiger, elephant, monkey, giraffe, snake

Language for recognition: Be the animal. What colour is it? Cut it out. Make holes. Put on your masks. Be [giraffes]. Pass the ball.


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3 Game: Lion game.

Askthechildrentoputontheirlionmasks.SayPut on your masks.

MakeRickycalloutanimalwordsatrandom.SayBe [giraffes]. The children stand still until they hear Be lions. They then move around the room roaring andimitatingalion.

Say Stop! The children stand still. Continue in thisway.


SingGoodbyetime [ CD1track4].

extra activities Game: Slow reveal.

Coveraunitflashcardwithasheetofpaper.

Very,veryslowlyrevealthefirstpartofthepicture.AskWhat's this?toelicitIt's a [lion].

Revealalittlemoreofthepictureandrepeatthequestion.Continueuntilallthechildrenhaverespondedcorrectly.

Continuewiththeremainingflashcards.

Game: Pass the ball.

Seatthechildreninacircle.Placetheunitflashcardsfacedowninthemiddle.

Playsomelivelymusic.Thechildrenpassaballaroundthecircle.SayPass the ball.

Stopthemusic.Thechildwiththeballchoosesaflashcardfromthemiddleofthecircleandshowsittotheclass.

Ask What's this?andelicitIt's a [lion]fromthewholeclass.Thechildtakestheflashcardbacktohis/herplace.

Playthemusicagainandcontinueinthiswayuntilallthecardshavebeencollected.Timewhenyoustopthemusiccarefullysothatasmanychildrenaspossiblehavethechancetochooseacard.


Ricky


Flashcards • lion• tiger• giraffe

• snake• monkey• elephant

CD1 track 17

Materials

Optional

Musical instruments (drum, triangle, maracas)

You will also needFinished lion mask, safety scissors or awls, brown and yellow tissue paper, brown wool, black string, glue, string or elastic

2

They're monkeys1

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2

Routines

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Pupil's Book w

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Lesson 8Lesson objective Unitconsolidation

Language Review: What are these? They're [lions]; What's this? It's a [lion]; plural 's'; lion, tiger, elephant, monkey, giraffe, snake; numbers 1–3

Language for recognition: Ricky says… You're [elephants]; What number is it? Who's this? How many [elephants]? What colour are the [elephants]? What colour is the [lion]? Is it [white]? Are they [lions]?



Active timeWarmer

RepeatthesongThesnakesatthezoofromLesson6[ CD1track17].Encouragethechildrentoperformactionsastheysing.

Option:askWho wants to play the [triangle]?Distributethemusicalinstruments.

1 Game: Ricky says …

UseRickytogivethecommands.

Explainthattheyshouldonlycarryoutthecommandifyousay‘Ricky says',first.Ifyoudon'tsay‘Ricky says',theyshouldnotdoanything.Demonstratefirst.

Ask the class to stand. Say Ricky says… You're elephants.Thechildrenmimebeingelephants(wavingarminfrontofnoselikeatrunk).ContinuewithRicky says … You're snakes.Theclassmimeswigglinglikeasnakeandmakingthecorrespondingsound.ThensayYou're giraffes. The class should not mime anythingasyouhavenotsaid‘Ricky says'.Iftheydoso,remindthem,shakingyourheadandsayingI didn't say Ricky says …Thencontinue.

2 Game: Number sorting.

Seat the children in a circle and place a number ofdifferentobjectsinthemiddle(crayons,pencils,books,bags).

Placethenumber1,2,3flashcardsinthemiddle,withaspaceinfrontofeach.PointtooneoftheflashcardsandaskWhat number is it?

Say2 crayons.Askachildtopickuptwocrayonsandputthemnexttothenumber2flashcard.

Continueinthiswaywithnumbers1–3.Ensurethatthechildrenarecounting thecorrectnumberofobjectsandputtingthemnexttothecorrectcard.

Praisetheirattempts.SayGood boy/girl.


Book time3 Worksheet 11. Find and stick.

Talkaboutthepicturewiththeclass.AskWho's this? toelicitthecharacternames,What's this?toelicitIt's an elephant/a lion.andWhat are these?toelicitThey're snakes/giraffes/tigers/monkeys.

Ask How many [giraffes]? The children count theanimalsandsaythenumberwords.

Askaboutthecolouroftheanimals.SayWhat colour are the [monkeys]? toelicitThey're [brown].SayWhat colour is the [elephant]?toelicitIt's [grey].

MakesurethateachchildhasaUnit1stickerset.SayIt's sticker time.

Askthechildrentomatchthestickerstotheanimalsontheworksheetbystickingtheminthecorrectplace.SayStick the stickers.

UsetheRickystampandcollecttheworksheets.


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SingGoodbyetime[ CD1track4].

extra activities Photocopiable 8, TRB. Draw and colour

a picture of you at the zoo.

Talkaboutthelittlepicturesofthezooanimalsintheborderoftheframetoreviewwhatwecanfindwhenvisitingazoo.

Askthechildrentodrawandcolourapictureofthemselvesandtheirfamilyatthezoo.Thisisafreepersonalisationactivity,soallowthemtodrawwhatevertheylikeandincludetheirfavouriteanimals.

Movearoundtheclassgivinglotsofpraiseandencouragement.Talkaboutthepictureswitheachchild.AskWho's this? What's this? What are these? What colour is it?

Displaytheirworkandtalkaboutthepictureswiththechildren.


Classroom frieze.

Onaverylargesheetofstrongpaper,createazooclassroomfriezeasawholeclassactivity.Assignpupilstopaintthegrassandsky.Drawinthezooenclosures.Askthechildrentodrawandpainttheanimals.

Whiletheyareworking,askWhat's this? What are these? What colour is it? What colour are they? How many [legs]? How many [giraffes]? Are these [lions]? Who's this?

Displaythefriezeintheclassroomforalltoadmire.Talkaboutthefriezewiththeclassusingthequestionsabove.

Ricky


Unit 1 Lesson 8Draw and colour a picture of you at the zoo.


RTR_TRB_02ARG_9788498378375.indd 8 13/05/15 20:49

Photocopiable 8

Flashcards

• lion• tiger• giraffe• snake

• monkey• elephant• Numbers 1-3 CD1

track 17

Materials

Optional Musical instruments (drum, triangle, maracas)

You will also need Crayons, coloured pencils, books, bags

Unit 1 sticker set

Ricky the Robot 2 Pupil’s Book

1 2 3

5 61 They're monkeys

I'm hungryI'm hungryI'm hungry2

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They're monkeys1

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2

Routines

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Documents

They're monkeys They'r - Pearson Argentina · They're [monkeys]. They're [brown]. ... Ask or help the children to cut out the mini flashcards. Say Cut out the cards. Call out colour