Hooray! starter teacher's book

GiiOler GerOgrOSS • Herberl Puchla

Con~nb -

Syllabus Hooray! Starter . ........ .......... . . .

Introduction

Course components

Structure ......... . .

Activities .... . . . .

Songs

Action Stories ..

Stories .......... . .

Thinking Skills

Some teaching tips ................... .

Working with the flashcards

Flashcard list .

Working with the mini flashcards

Working with the hand puppet

Working with the Student's Book

Working with the Story cards

Working with the mini storybooks

How young learners learn .

The SMILE approach® ................................................ . .

How to manage your class

Overview of routines .

How parents can help

Units

Unit 1: Hello

Unit 2: My toys ..

Unit 3: Animals.

Unit 4: My body ..

Unit 5: My clothes ............. .

Unit 6: Food .

Extra Unit: Christmas

Extra Unit: Easter

Appendix

Legend

~ G.ii Class Audio CD

~~$ij Worksheet on DVD-ROM

[@~~J Student's Book

8 Hooray! STARTER © Helbling Languages

3

5

5

6

7

7

7

8

8

8

8

9

10

10

11

11

11

12

13

14

17

17

.. ... . .... 19

37

55

73

91

. . ..... . . . . ... 109

........... 127

.. .. . . . . . .... 137

. 144

:r: o o QJ '<

VI

~ ;;>:J ---1 m ;;>:J

@ :r: ~ 0-

::> ID rQJ

::> ID c QJ

ID CD Vl

CD

Syllabus Hooray! Starter

Unit Aims

Unit 1 • to identify the two characters in Hooray! Starter Hello • to say hello and bye-bye

• to count to th ree • to recognise and name the colours red and blue • to follow some simple instructions and lesson

routines in English

Unit 2 • to recognise and name some toys My toys • to recognise and name the colour yellow

• to find the odd one out in a group of similar items • to join in with actions and mimes for playing with

toys and use these in the action story and the songs

Unit 3 • to recognise and name some animals Animals • to recognise and name the colour green

• to count to four • to join in with some actions to mime different

animals in the action story and the songs • to learn noises that anima ls make in English and use

these in songs

Unit4 • to recognise and name some body parts My body • to play a game called Simon says to practise

fo llowing instructions in English • to join in with some actions that involve body parts,

for example 'wash your hands' and 'brush your teeth'

• to work together with the other children in the class to play games such as Memory

Vocabulary and phrases Activities and skills

Key Words Song: How are you? • Peter the panda, Rosie the rabbit • Colouri ng activity. • one, two, three Action story: Hello • red, blue • Acting out and putting the story in order. • butterfly

Story and song: The butterfly story and the It's red and blue song • Value: friendship • Tracing and colouring.

Thinking Skills: • Matching and adding a sticker.

Key Words Song: Look at the teddy/teddy bear (AmEJ • teddy/teddy bear (Am E), doll, plane, • Colouring activity.

train Action story: My toys • yellow • Acting out and putting the story in order. • old, new

Story and song: The toy shop/store (AmEJ story and the Look at the toy shop/store (AmEJ song • Value: appreciating what you have • Adding stickers and colouring.

Thinking Skills: • Finding and circling the odd one out.

Key Words Song: One dog, two dogs • dog, cat, cow, spider • Counting and circling. • green Action story: Animals • four • Acting out and putting the story in order. • big, small

Story and song: The baby cats story and The happy animals song • Va lue: caring for animals • Adding stickers and circling.

Thinking Skills: • Finding and matching.

Key Words Song: Wash your hands • hands, teeth, eyes, nose, mouth • Colouring activity. • robot Action story: My body !

• Acting out and putting the story in order. I

Story and song: The robot story and the Let's make a robot song • Va lue: being creative • Adding stickers and tracing the lines.

Thinking Skills: • Finding and matching.

et :r: o o QJ '<

Vl

~ ;;U -l m ;;U

© :r: ro Q:' ::J

\.0 r (lJ

::J \.0 c (lJ

\.0 ro V1

Unit 5 My clothes

Unit 6 Food

Extra Unit Christmas

Extra Unit Easter

• to recognise and name some clothes • to follow instructions about putting on some clothes • to compliment some of their classmates' clothes and

how they look • to work together with other children in the class to

play games and create a collage (optional activity)

• to recognise and name some foods • to listen to and join in with a song about food • to name the foods the children like eating using

'I like ... ' and 'Yummy' • to work together with other children in the class to

play games • to continue a colour sequence

• to learn about Christmas traditions in English speaking countries

• to listen to and join in with an English Christmas song

• to play some games connected with Christmas

• to identify and name some Easter items in English • to learn about Easter traditions in English speaking

countries • to listen to and join in with an English Easter song

KeyWords Song: Look at my T-shirt • T-shirt, trousers/pants (Am E), shoes, • Colouring activity.

skirt Action story: My clothes • Acting out and putting the story in order.

Story and song: The You look great story and the What a lovely/nice (AmE) T-shirt song • Value: complimenting someone on their looks • Adding stickers and colouring.

Thinking Skills: • Colouring the puzzle pieces.

Key Words Song: I'm so hungry • pizza, salad, soup, milk, spaghetti • Colouring and adding stickers.

Action story: Food • Acting out and putting the story in order.

Story and song: The dinner story and the Yummy song • Value: eating together • Circling and colouring.

Thinking Skills: • Continuing a colour sequence.

Key Words Song: We wish you a Merry Christmas • Christmas tree, present • Tracing and colouring. • Merry Christmas Thinking Skills:

• Finding and circling.

Key Words Song: Easter bunny • Easter bunny, Easter eggs • Colouring activity.

"

Introduction

Hooray! Starter is a comprehensive course for teaching Engl ish to 3-year-old children in kindergarten. Its main aim is to teach learning through play. Hooray! introduces children to basic listening and speaking skills in English using simple principles for young learners:

Jeveloping listening skills is extremely important at • is age, so children are encouraged to listen and understand right from the beginning. They are also encouraged to use all of their senses to understand and reproduce the language they are introduced to so ~ is learned and retained.

e course also focuses on building intell igence with the inclusion of a number of activities designed to stimu late children to think and process necessary nformation. In addition, there is a strong emphasis on he development of the memory via the use of music,

movement and rhymes. Stories and games are also used widely to stimulate children's interest.

Who is the book for? Hooray! Let's play! is a three-level course (Starter, Level A, Level B) for children between the ages of 3 and 5. The course is suitable for all pre-school classrooms learning English, regardless of the number of hours or lessons per week . The course emphasises the use of songs and stories within the classroom -tools which help young children to engage and interact confidently with English at a low level .

Hooray! Starter is aimed at 3-year-olds and can be used with children who have not had English classes before.

Main aims of the course

The main aims of Hooray! Starter are: • that children use all their senses to learn but, at the

same time, enjoy themselves and have fun • that children see language as a means of

communication • that listening and speaking skills are developed

slowly and accurately (although speaking skills shou ld be allowed to develop naturally when ch ildren feel confident enough)

• to offer a wide range of activities that help the learning process

• to encourage the development of the children 's social, emotional and spatial skills by encouraging them to work together, to play, resolve problems and reproduce actions and key language

• that children experience the act of language learning as a positive one right from the beginning and are enthusiastic and motivated by the activities they are required to do

• to develop and encourage an open and inclusive attitude to other people and cultures and to underline and encourage key social values such as the value of friendship and caring for animals

• to provide teachers with teaching notes, games and activities for original and up-to-date lessons in the kindergarten classroom

COURSE COMPONENTS

Student's Book

The Student's Book has 56 full -colour pages consisting of four activity worksheets for each of the six main units, with a variety of simple tasks, all featuring Peter the panda and Rosie the rabbit. The worksheets are perforated so they can be easily torn out and used. In addition to the six main units of the book, there are two final shorter units focusing on Christmas and Easter, each with their own worksheets.

There is one page of stickers at the end of the Student's Book for children to complete the worksheets with. Children may need help to peel the stickers from the sticker sheet You might also want to cut out the relevant stickers needed for a lesson rather than presenting child ren with a full page of stickers .

The Student's Book also includes a Songs Audio CD. The audio CD contains all the songs from the course so children can practise them at home with their parents.

Teacher's Book The Teacher's Book includes detailed teacher's notes for using Hooray! Starter, a Teacher's DVD-ROM and a Class Audio CD.

The detailed teacher's notes include a unit overview and a lesson overview outlining the main objective, key words, receptive and classroom language and activities with a materials checklist There are full teaching notes for each stage of the lessons, including step-by-step instructions for all the activities and stories plus scripts of the songs and suggestions for the language that can be used during an activity. Each main unit also has two optional extra lessons for teachers who want more lesson material. These lessons allow teachers to revise the material from the unit and develop it by adding some new activities.

Teacher's DVD-ROM The Teacher's DVD-ROM contains: • A Teacher Training Video which shows one of the

authors of the course, Herbert Puchta, at work within the kindergarten classroom with children of 3-5 years. It shows how some of the materials and activities can be used within the classroom, applying multi-sensory teaching techniques which focus on the needs and cognitive capabilities of very young learners.

• Printable Letters to Parents which can be edited on-screen and inform the parents of their child's progress (See p. 17f. for details).

Hooray! STARTER © Helbling Languages et

• Extra orksheets are used throughout all lessons. works .eets can e pnnted out and used in class

or a home. Some of he worksheets w il l work better if copied onto thicker paper or card . A list of all the extra worksheets can be found in the appendix of the Teacher's Book (See p. 144f.).

Class Audio CD The audio CD in the Teacher's Book is for class use and contains all the songs and stories from Hooray! Starter. It also contains the routine songs, TPR action stories and karaoke versions of the songs.

Hand Puppet

The Peter the panda hand puppet is used in all lessons and can be used to welcome and praise the children, as well as introduce the vocabulary and demonstrate some of the games and activities.

Flashcards and Story Cards

The Flashcards can be used to introduce and practise key vocabulary. A number of games and activities using the flashcards are listed later in the introduction section (See p. Sf.), and more specific suggestions are included in the lesson plans for each unit.

The Story Cards can be used when listening and retelling the stories from the CD to the children . Each scene appears on an individual card with the script on the back of each.

STRUCTURE

Unit structure

Each of the six main units in the Student's Book consists of six Key Lessons, all focusing on a specific topic. The key lessons from each unit provide a complete overview of a topic. The Teacher's Book also provides two Optional Extra Lessons focusing on revising material from the key lessons. These optional lessons are for teachers who teach more lessons per week, for longer courses, or simply for extra practice of the songs and stories when necessary.

The vocabulary and topics are introduced through a song and then practised through songs and stories as well as a range of other games and activities .

Lesson 1 introduces the children to the new vocabulary through different games and activities. There is no Pencil and Paper activity in this lesson to give the children time to feel confident with the new vocabulary.

et Hooray! STARTER © Helbling Languages

Lesson 2 uses a song to practise the target vocabulal) for the unit. The worksheet during the Pencil and Paper part of the lesson then reinforces the vocabulary and the order of the vocabu lary in the song.

Lesson 3 gives further practice of the target vocabulary through revision of the song as well as more games and activities . There is no Pencil and Paper activity in this lesson to give the children a little extra time to work with the target vocabulary.

Lesson 4 introduces a TPR (Total Physical Response) action story to the children, which uses the target vocabulary in short phrases. During the Pencil and Paper section of the lesson, the children are encouraged to put the pictures of the action story in the correct order.

Lesson 5 introduces the children to a story in English using the Story cards and the audio CD. Each story reuses the target vocabulary of the unit in a fun way which demonstrates an important life value, such as friendship or sharing . The worksheet activity uses one scene from the story.

Lesson 6 completes the unit by using a variety of games to practise the vocabulary from the current and previous units. In addition, during the Pencil and Paper section of the lesson, the worksheet focuses on Thinking Skills, such as focusing attention, recognising items which are the same, or sequencing.

Optional Extra Lesson 1 gives the children chance to repeat the action story and, if they are confident with the order, you can mix up the order of the actions.

Optional Extra Lesson 2 gives the children a second chance to listen to the story from the unit, and the opportunity to sing the song from the story. The Pencil and Paper activities in the optional extra lessons are craft based and encourage the children to make items to display in the classroom or to take home and share with their family.

Lesson structure

Each lesson is split into three or four sections of about ten minutes each (although the length of some activities will depend on the number of children in your class) . An overall lesson should last between 30-35 minutes. For longer lessons, there is an If there is time activity described at the end of each lesson in the Teacher's Book which you may wish to use. Alternatively, any games and activities which the children have enjoyed from previous lessons can be repeated.

Lessons start with a Warm-up section. Children sing the Hello song and the Circle song, greet the Peter the panda hand puppet and the rest of the class. This is followed by Carpet Time. During Carpet Time, the children are introduced to new vocabulary, stories and songs as well as playing a variety of games. (It is not necessary for Carpet Time to be done on a carpet, any space where the children can sit together in a circle or semi-circle on the floor can be used.) The Table song is used to help move the children from the floor to the tables and for the Pencil and Paper section of the lesson. During this part of the lesson, the children practise vocabulary and songs while completing worksheets or art and craft activities. (There is no Pencil and Paper activity in Lessons 1 and 3 to give the children a little extra time to work with the new vocabulary.) Each lesson ends with a Rounding Off section which includes the Bye-bye song.

ACTIVITIES

Each unit contains the following activities:

• Songs • Action Stories • Stories • Thinking Skills

In order for the children to retain their knowledge of a foreign language, they need to enjoy it and to feel inspired. Knowledge is more firmly fixed in children's memories when it appeals to them. Most information that reaches our brains via various senses is quickly forgotten. The information which is retained is normally information which is most relevant to us. Thus, using stories and songs which children can relate to is a good way to inspire and motivate their interest. The activities in Hoorayl Starter are designed to be compatible with the interests of 3-year-old children and to facilitate their learning. They involve as many of the children's senses as possible so they are engaged at a variety of levels in learning and producing the language.

Songs

Children generally enjoy songs at kindergarten age. Singing in groups is fun and children learn many songs during the course. The songs in the course have been written specially for each unit. They revise the language presented so teachers can easily see how much of the language students are able to produce and understand. The first time the children listen to a new song, sing along and use gestures or mimes. The children will then gradually join in with you, over a period of time. Once the children seem confident singing a song, don't be afraid to use the karaoke version. You can also adapt some of the songs by changing the words, the order of the verses, and, if appropriate, using the children's names in the song.

Action Stories

James Asher 1 created a method of language teaching based on Total Physical Response (TPR) where teachers are encouraged to teach children to understand and use language using all their senses. Action stories use actions, gestures and mime. This total engagement of the children in the story makes learning an active rather than a passive experience and allows them to retain and experience the language more profoundly. It also encourages them to develop good listening skills. Children hear a phrase then act it out by copying the teacher, thus linking comprehension directly to action and, in so doing, fixing the information firmly in their brains.

Action stories use all senses and benefit children's learning process in a number of ways: • Acting out stories allows children to develop skills in

following instructions and working with other people. As language and action are closely linked, meaning is learned directly through action.

• Acting out stories is fun. Children can relax and enjoy the experience. Also, the group provides security, particularly for those children who take longer to speak. In this case, they can use other children in the group as models for the appropriate language to use.

• From the beginning, children learn that they can achieve something in English. This increases their confidence in learning a foreign language.

• Development of listening skills is important. However, at this level, children concentrate more on developing their vocabulary and their awareness of the language in general. Listening is concentrated on more specifically in the next level of the course. Action stories allow children to listen to the teacher and thus gain confidence in pronunciation and intonation of key words. The learning goal is achieved when children can act out an action story independently after practising it. They do not need to be able to recite the story or even to be able to reconstruct it freely - it is good enough that they can act it.

We suggest that you keep the action story mimes and gestures different from the mimes and gestures used when introducing the vocabulary. One way to do this is to always do the mimes and gestures for the action story standing up, and to do the vocabulary mimes and gestures sitting down in a circle or semi-circle.

1 Asher, J. (1988), Learning Another Language Through Actions: The Complete Teacher's Guide Book, Los Gatos, Ca.: Sky Oaks Publications.

Hooray! STARTER © Helbling Languages e

Stories It is well known that stories make an essential contribution to the cultural, socia l and emotional development of a child:

The story is a cultural universal; everyone everywhere enjoys stories. The story, then, is not just some casual entertainment; it reflects a basic and powerful form in which we make sense of the world and experience. 2

In the foreign-language classroom, children learn to understand sequences of events via stories. They enjoy good, motivating stories and usually remember them well if they are presented appropriately and interestingly. They can also be used to develop children's enjoyment and appreciation of theatre. Teachers use the Story cards w ith the audio CD or tell the story themselves. (The script is on the back of the cards .) Students can use the character cut-outs from Worksheet 6a+b (Unit 1, Extra Lesson 1) to act out the scenes (See p. 11 for details) In addition, each story has its own cut-out mini storybook for students to colour. (For detailed description of how to work with the mini storybook see p. 11.)

The stories in the course are also used to teach children moral values such as helping each other and the importance of friendship .

Thinking Skills

The Pencil and Paper activity in Lesson 6 of each main unit focuses on Thinking Skills, such as focusing attention, recognising similarities and differences and continuing sequences. These Thinking Skills activities aim to cognitively engage the chi ldren in the task as well as develop and improve the skills they will need before and after kindergarten.

SOME TEACHING TIPS

Working with the flashcards

Flashcards visually introduce key words and are an indispensable part of most pre-school courses. Here are some teachings tips as to how to use the flashcards in your lessons. • Remember that when trying to convey the meaning

of a new word to children, the word should be shown first, so use the flashcards at the beginning of every lesson to introduce the new vocabulary.

• Make sure that children always hear the word a number of times before you start to use it w ithin the lesson. Children need to hear and really understand the pronunciation and intonation of the

2 Egan. K. (1986). Teaching as Story Telling. Chicago. University of Chicago

Press. p. 2.

e Hooray! STARTER © Helbling Languages

word a number of times . Use the CD, your voice, the songs and any other listening devices to really anchor the word in the child's memory.

• Get active! Use the children's bodies, ears, and eyes to reinforce the new words and language they are learning. Pictures, pronunciation and motorprocessing techniques used together all help the children retain the word and its meaning in an active way.

• Repeat the new words using the flashcards. Keep repeating until you feel the children have absorbed the meaning and relevance of a word. You can use different voices to keep their interest as we suggest within the Teacher's Book notes.

Below are some games using flash cards we have suggested based on the principles outlined above.

Vocabulary games using memory

Point to ... • Put the flashcards on the floor in front of the

children with the picture facing up. • Point to each of the cards and elicit the correct

word for each picture. • Say Point to ... and name one of the flashcards.

Then encourage the children to point to the correct flashcard .

• You could also say Touch the ... and let the children touch the flashcard you have named.

• If the children are likely to hit instead of gently touch the cards, roll some sheets of paper into batons and let the children touch the flashcards with the paper batons. You could also give the paper batons to half the children, and after they have touched a flashcard, all children pass their baton to a child without a baton so everyone gets a turn.

Where's the ... ? • Show the children each of the flashcards and elicit

the correct word as you place each card face down on the floor.

• Mix up the cards by sliding them around the floor. • Make Peter ask the children for one of the

flashcards. • Allow the children to take it in turns to try turning

over a card to find the flashcard Peter wants.

Yes or no game • Show the children the flashcards and elicit the

words. Then show the children that you are mixing the cards in your hands so neither you nor the children know the order of the cards.

• Take one of the flashcards and hold it above your head so that the children can see which flashcard you are holding but you can't.

• With your free hand, point to the flashcard and name one of the possible flashcard items. Encourage the children to say Yes. if you guessed correctly and No, sorry. if not.

• If the answer was No, sorry., keep guessing until the children say Yes.

• Repeat this with some of the other flashcards.

Hold it up • Give the flashcards out to some of the children. • Say Hold up (green). and encourage the child

holding the appropriate flashcard to hold it in the air.

• Repeat a couple of times using different words and then change the children holding the flashcards so different children get a chance to play.

Vocabulary games for speaking

Uncover the card • Cover a flashcard with a piece of card (or another

flashcard). • Gradually move the piece of card up/down or

across the flashcard to show some of the picture on the card.

• Encourage the children to guess which flashcard is hidden as it is being revealed.

Flash the flashcard • Show the children the flashcards and elicit the

correct words. • Show the children that you are mixing the

flashcards in your hands so neither you nor the children know the order of the cards.

• Hold the flash cards so you can see the first card but the children can't. Quickly rotate or fan the cards so the children get a quick look at the first flashcard and say What is it?

• Encourage the children to name the flashcard they think they can see .

• Gradually reduce the speed that you rotate or fan the flashcard until the children can correctly name the card.

What's missing? • Elicit the vocabulary for the flashcards you are using

and then put all the cards on the floor face down so the picture can't be seen.

• Mix the cards up and then turn them over one at a time. Elicit the name of the picture on the card until only one card remains face down .

• Encourage the children to name the card which is missing (and is face down). Ask What's missing?, then turn the card over to check if the children were correct.

• If the children are interested, play the game again and leave a different card face down.

Find the flashcard • Choose a confident child from the class and ask

him or her to choose a flashcard then stand near you. Ask this child to close his or her eyes and give him or her Peter to hold.

• Tell the other children to be quiet and show them that you are hiding the flashcard, for example under a cushion, in a toy box, on the bookcase, etc.

• Ask the child who is holding Peter to open his or her eyes and ask the child where he or she thinks the flashcard is.

• Make it clear to the other children that they are not to say where the flashcard is hidden.

• Encourage the child holding Peter to walk around the classroom to find the hidden flashcard. Keep saying the name of the picture on the flashcard as the child moves around.

• As the child gets closer to the flashcard, say the word from the flashcard more loudly and show that they are correct (for example, nod your head). As the child gets further away, say it more quietly and show that they are wrong (for example, shake your head).

• Once the child has found the card, the child should return to the circle with Peter and the flashcard and another child can hold Peter.

Flashcard list

Hello My body 1 Peter the panda 22 hands 2 Rosie the rabbit 23 teeth 3 red 24 eyes 4 blue 25 nose 5 one 26 mouth 6 two 27 robot 7 three 8 butterfly My clothes

28 T-shirt My toys 29 trousers/pants (AmE) 9 teddy/teddy bear 30 shoes

(Am E) 31 skirt 10 doll 11 plane Food 12 train 32 pizza 13 yellow 33 salad 14 old toys 34 soup 15 new toys 35 milk

36 spaghetti Animals 16 dog Christmas 17 cat 37 Christmas tree 18 cow 38 present 19 spider 20 green Extra Unit Easter 21 four 39 Easter bunny

40 Easter eggs

Hooray! STARTER © Helbling Languages Cl»

Working with the mini flashcards

Note: To make the mini flashcards last longer, you could print

them onto card or thick paper before the children colour

them, or you could laminate the cards after the children

have coloured them ,

On the Teacher's DVD-ROM there are sets of mini flashcards for each main unit of Hooray! Starter, If you have extra time available, the children can colour and make the mini flashcards during the lesson, or you can colour and make them yourself. The mini flashcards can be used to play some of the games in the lessons, for example Bingo!, Snap! and Musical chairs, or, if parents want to use them with their children, extra copies could be made to take home.

Bingo! • Put the teacher's flashcards face down on the floor

in front of Peter (everyone must be using the same vocabulary set) .

• Help the children to move so that they have a space in front of them, Help them to choose some of their mini flashcards and put them on the floor with the picture facing up.

• Make Peter turn over one of the flashcards from his set, and show and name the flashcard for the children, Then encourage the children to turn over the mini flashcard with the same picture so the picture can't be seen.

• Repeat this until some of the children have turned over all of their mini flashcards and encourage them to shout Bingo! Peter can then kiss, hug or high-five with the children who have 'Bingo',

• If the children are still interested, then turn all the cards back over and repeat the activity, this time calling the names of the flashcards a little quicker,

Snap! • Help the children to move so that they have a space

in front of them, Help them to choose some of their mini flashcards and put them on the floor with the picture facing up.

• Hold the teacher's flashcards in a fan. Make Peter select one of the cards and hold it so the children can't see which card has been chosen.

• Encourage the children to choose one of their mini flashcards and hold it up in the air so you can see which card they have selected,

• Make Peter show the card which he selected and name the card for the children.

• Make Peter hug, kiss or high-five the children who are holding up the same card and say Snap!

• Put all the cards back to the starting position and repeat the activity with Peter and the children selecting a different flashcard,


Musical chairs • Put chairs, cushions or laminated mini flashcards in

a place where the children can easily walk around (and sit on) them. If you are using chairs or cushions, a mini f lashcard should be clearly attached to each chair or cushion,

• Play some music for the children to move around to,

• Stop the music and say Sit down. and encourage the children to sit down on the nearest seat that is available.

• Randomly select one of the teacher's flashcards and name the picture on the flashcard.

• All the children sitting on a chair with that mini flashcard are 'out'. Ask these children to stand near you for the next round and then allow them to join back in the game the round after.

• Play the music again and allow the remaining children to move around the chairs and repeat the activity,

If you are keeping the children's mini flashcards in the classroom, you could put them in envelopes or boxes with the children's name so they are easy to find .

Working with the hand puppet

The Peter the panda hand puppet performs a variety of functions in the classroom . It can be used to help classroom management by: • demonstrating activities to the children • quietening the class down • choosing children to take part in activities • comforting children who are upset by giving them a

hug or a kiss

Peter can also help with using and practising Eng lish by: • making mistakes for the children to correct • modelling language for the children to copy or

repeat • getting embarrassed and asking the chi ldren to

help him with their English • giving more opportunities for using English for

example saying Hello. and Bye-bye., waking Peter up, or guessing flashcards that Peter is thinking of

The following methodology tips make the use of Peter particularly effective in the lesson: • Use a distinctive voice for Peter by changing your

voice slightly. You can also copy the voice of Peter in the stories. This helps to give Peter his own identity in the children's perception, i.e. it makes him seem as real as possible.

• Only make Peter look like he is speaking when he is speaking. When you are speaking as yourself Peter should not move, This is an important aid to comprehension for the children.

• When children speak to Peter in their first language (L 1) he repeats the request in English or doesn't understand them. Peter should never be used in an L 1 lesson because he serves as an important psychological anchor for foreign language use.

Working with the Student's Book The Student's Book is used during the Pencil and Paper section. In order for you to use the worksheets in the Student's Book effectively we suggest the following: • If possible, keep the Student's Books in the

classroom, or in the kindergarten. This prevents the children from colouring them at home and ensures that you always have the sheets you need for the lesson.

• Only hand out the Student's Book when it is needed during the Pencil and Paper section of the lesson. Alternatively, you can tear out the appropriate page and give this to the children.

• At the end of the Pencil and Paper section, all worksheets should be collected. These can then be stored in a folder for the children or displayed on the walls in the classroom.

• Parents can be invited to look at their child's book or folder at the end of the lessons, or you can send the worksheets for a unit home at the end of the unit

Working with the Story cards

The Story cards are used to tell the story with the audio CD. While showing the children the Story cards you can either play the story from the audio CD or you can read the script for the story from the back of each card. In order for you to use the Story cards effectively we suggest the following: • Check the order of the Story cards before the

lesson, to make sure they are in the correct order. • Only show the children one Story card at a time

while you are telling the story and point to characters and items in the picture while the children listen to the story.

• You might find it easiest to have the cards in a pile with the pictures face down and the first card on the top of the pile. In this way, you can pick up the top card from the pile to show the children and you can see the script on the back of the card.

• If you are reading the script on the back of the Story cards, try to use a different voice for each character so the children know which character is talking.

On the Teacher's DVD-ROM there are character cut-outs that can be used to play the characters or act out parts of the stories (Worksheet 6a+b).

Working with the mini storybooks

On the Teacher's DVD-ROM, there are worksheets for mini storybooks for each story presented in Hooray! Starter. If there is time, children get to choose and colour one picture from the story during the Pencil and Paper section of Lesson 5. The children can then take their storybook home and look at the story with their parents, or even describe the events from the story using their first language.

How to make the mini storybook

1) Print the two worksheets onto one A4 page (front and back). Or print the two sheets separately and stick them together.

2) Cut around the story on the worksheets.

3) Fold the sheet in half horizontally.

4) Fold the sheet in half vertically.

5) Staple or use sticky tape

tv ®

along the fold on the left hand side of the book to fix it

6) Cut along the fold at the top.

Hooray! STARTER © Helbling Languages _

HOW YOUNG LEARNERS LEARN

Methodology

Children of this age are already in the process of learning their first language (L 1) so they are already equipped with basic skills to learn a second language. Second language learning allows them to use these skills as well as developing others.

Understanding without words Before young learners start to use words, they decode meaning from intonation, mime, gesture and overall context. This is of great value when learning a foreign language as these skills can be applied to the new language and children can begin to understand using a process they are already familiar with. This develops confidence and a sense of achievement.

Using limited words Young learners are encouraged to express themselves as much as they can within their second language, however, as their grasp of the language is limited, they will often resort to playing and/or creating new words within it, or transferring what they have learnt from other contexts. They may, for example, use words from their native language but say them with an English accent. These sorts of strategies give the teacher an important insight into how the child is progressing with second language acquisition.

Learning indirectly At this age, grammar, punctuation or other structural aspects of language are not key to the learning process. Children of this age love stories, the sound of new words and songs that they can sing along to and do the actions to. They like games where they are challenged to think and guess and, in so doing, use structures they have learnt. They also enjoy copying movements from a story or imitating the voices of the characters. The way they pronounce a word is often almost identical to the model they have heard on the CD . By doing this, children are learning new skills and experiencing language as a means of communicating.

Interacting and speaking Most young learners have a natural need to communicate. Using this as a starting point, both teachers and parents can help, improve and stimulate their child in the second language by interacting as much as possible in it and helping them to read, listen and talk when appropriate . Sometimes you may just want them to listen rather than communicate so the teacher needs to establish a good balance of speaking and listening within the classroom .


Holistic language learning

We use language to understand others and to make ourselves understood. Most adult learners want to understand how a second language works and what rules it follows, for example, how verbs are formed and used . They use this cognitive knowledge to learn systematically. Children, however, learn in a much more holistic way. Listening comprehension is a fundamental part of this process. Learners speculate about what they hear and are helped in their comprehension by mime, gesture and visual prompts like photos and pictures. Likewise, young learners will gradually start to understand the instruction 'Stand up!' because the teacher actually stands up each time the phrase is used . By doing this, the children interpret the meaning visually, they imitate and so learn its meaning and sound through action and repetition . This repetition allows the children to fix both meaning and sound into their long-term memory.

For successful learning to take place, children also need to feel relaxed and at ease within the classroom. Positive feedback and praise are fundamental in encouraging them to experiment and push back the boundaries of the language in so far as they feel able. Patience is also necessary for when they have misunderstood or need more time to understand and absorb relevant language or words.

Content is also of crucial importance and needs to be meaningful and interesting. Songs and stories encourage children to connect with the second language at a basic sensory level via movement and sound. Their ability to understand, for example, a story in the second language, is a good way to increase self-esteem and confidence in the second language and heightens their motivation to learn .

Speaking skills are also important to develop. Songs allow children to practise pronunciation and intonation and repeat important words and expressions in fun ways that fix them in their memories. Stories help children memorise important expressions and improve their understanding of connections. Eventually, they are confident enough to act out simple utterances in communicative contexts.

THE SM ILE APPROACH®

While researching and writing for young learners, we have formalised a set of principles with a handy acronym to help ourselves and teachers appreciate the key basic principles for teaching in a systematic and clear way. Our approach is called The SMILE Approach® and you can find a breakdown of its main points below with how they affect and inform our writing and your teaching.

S M L E

Skill-oriented learning

The development of second language skills does not take place independently of general cognitive development. When children try to understand the meaning of a sentence, they draw on skills that they also use for solving problems, establishing relationships, drawing conclusions etc. Because of this, it makes sense to integrate second language learning into the curriculum as early as possible . As we have said, children of this age learn holistically so integrating second language learning into the curriculum encourages the development not only of the child's general intellectual skills but also of his or her linguistic ones.

S M I L E

4 Multi-sensory learner mot ivation

You need only watch children playing to understand how important learning through the senses is at this age. Hooray! Let's play! aims to involve as many senses as possible during the language-learning process. This is based on the following principles: • When pupils learn, they do so through their senses:

they learn what they see, hear and do. • Our 'hearing' sense is located on the so-called left

side of the brain. Processing information kinaesthetically - by concrete activity - is closely connected to the right side of the brain . The visual reception of information can be controlled by either the left or the right side of the brain.

• The better the senses are integrated at the presentation of information stage, the better children will receive the information (multisensory reception) .

• Receiving and processing information activates the visual, auditory and kinaesthetic neurological systems. During the processes of thinking and remembering, the brain's multisensory activation heightens students' ability to pay attention, concentrate and store linguistic information in their long-term memory.

• The fact that most children have different learning styles and a preference for one sensory channel over another (and therefore weaknesses in one or two of the other sensory channels) underlines the importance of a teaching methodology that takes into account the differing needs of different learners and one which strikes a balance between visual, auditory and kinaesthetic presentation, processing and practice.

• Children love stories. When presented in an appropriate multi-sensory way, these stories remain in the memory. Words, parts of sentences and sentences can thus be fixed in the long-term memory.

S M L E

4 Intelligence-building activit ies

' Intelligence' is a term that covers a range of different human abilities all independent of one another. Researchers into intelligence speak of a multiplicity of 'intelligences' . Howard Gardner claims that there are seven different areas of intelligence, i.e. 'multiple intelligences' 3 Modern research into intelligence indicates that intelligence is not totally dependent on what we are born with . Intelligence is also quite clearly influenced by how we learn. Simply put, intelligence can be learned. Learning a second language early on develops and stimulates a child's intelligence in a number of ways. All the intelligences outlined by Howard Gardner are brought into play and used by the SMILE approach:

Area of Activation in Hooray! Let's intelligence play ! by:

Linguistic Promoting the enjoyment of intelligence playing with language.

Offering materials for learning vocabulary and phrases.

Musical Developing the skill of intelligence differentiating tunes and

rhythm through songs.

Interpersonal Developing basic social skills as intelligence an intrinsic principle : learning

to listen to each other, tolerance of language errors, patience, etc.

3 Gardner, H. (1983), Frames of Mind' The Theory of Multiple Intelligences. Basic Books.


Introduction

Area of Activation in Hooray! Let's intelligence play! by:

Kinaesthetic Using the body when doing intelligence action stories, songs and action

games. Developing fine motor skills through various types of activities: stickers, drawing, colouring and craftwork.

Visuospatial Improving visuospatial intelligence perception through picture

searches (discovery pictures). Developing the visual memory through picture puzzles.

Mathematical- Improving mathematical-logical logical intelligence

Intra personal intelligence

5 M

intelligence through exercises where students sort and match. Encouraging logical perception through sequences and activities requiring putting things in order.

Developing the ability to reflect as a basis for one's own speaking.

L E

4 Long-term memory storage through music, movement, rhythm and rhyme

Many adults can remember and retell the rhymes and songs they learned in childhood easily and rhythmically. Often the reason is because they have been learnt using actions and movement. The ability to grasp and retell a story using the rhythmic structuring of the words is an indication of the level of language development of a child. The main function of this rhythmic differentiation ability is that it combines perception and understanding and so is important for remembering words, writing and recognising sentence patterns.

5 M L E

4 Exciting stories and games

When children identify with what has been learned, they remember it. They remember phrases, parts of sentences and often whole sentences (so-called chunks of language). Good foreign-language learners can repeatedly transfer such chunks of language to other contexts and so practise and consolidate the foreign language through play.


HOW TO MANAGE YOUR CLASS

Children of this age group have naturally got a short attention span, are restless and get excited very easily. We believe that it is better to try and divert their energy towards activities rather than try to control it or ask them to be silent or still.

What does the teacher do?

The English teacher has a number of different tasks: • managing and focusing the attention of the

learners • giving linguistic input with the aid of interactive

materials and checking this has been understood • establishing a routine in the classroom • encouraging the children to speak in the foreign

language • using the first language in small amounts • managing the seating in the classroom to suit the

activity.

Managing and focusing attention

Some tools you can use to manage their attention and focus their attention during the lesson are: • Get the children used to hearing you speaking in

English . • Follow a similar pattern of activities each lesson and

mark changes in the lesson using the routines. • Use the Calm down song when the children are

becoming too energetic as a signal that everyone needs to calm down (See p. 17).

• Plan for quiet periods in your lessons, for example Pencil and Paper time, to give the children the chance to work independently and for you to give attention to individuals.

• Alternate between activities with lots of movement and very little movement. Movement and making noise tends to excite children of this age. If you allow too much movement and noise, a class of kindergarten children can quickly get overexcited and difficult to control. By following a loud or energetic activity with a quieter activity, you can calm the children down a little and stop them from becoming too excited.

• Be flexible, occasionally it is better to go with distractions and interruptions and try to use them in the lesson rather than trying to make the children ignore them.

-

Checking understanding

We can't understand everything that we hear in a foreign language . We often work out the meaning from the context. A good teacher will try to help children understand as much as possible by using the children's sensory channels (auditory, visual and motor) . In order to check comprehension, many teachers use the following methods which are slightly counterproductive: • Repeatedly translating individual words. This makes

children feel that they can only understand when they know every single word. This is not necessary as when you teach action stories, you teach the whole phrase rather than individual words. Translating each word hinders comprehenshion . There are some circumstances where the teacher may need to use the child's L 1 to explain a phrase. If, for example, a child displays aggressive or frustrated behaviour because they can't understand, it would benefit the child to give the L 1 equivalent as well as showing the required action again .

• Asking the question Do you understand? is often not helpful. Children will say Yes. rather than explaining. It is better to watch how the children behave. This wil l enable you to determine if you need to help them with their comprehension or not.

• Teachers often give an instruction in English then translate it straight into the students' native language. This may make children lazy as they realise that each instruction is also given in their first language so they stop listening. It is better for the teacher to speak in short sentences, give the children time to think, then repeat the instructions slowly using mimes, gestures, pictures or demonstrations if necessary.

Teacher talk and classroom language

Teaching in kindergarten is mainly about communication. It is required, therefore, that the children understand their teacher when performing activities in English . That is why vocabulary is acquired in a playful way at the beginning of every unit and should be reinforced with facial expressions, gesture, intonation and visual aids such as the Story cards and flashcards . The children can thus tryout important strategies for successful contact with the foreign language.

It is important to expose the children to as much English as possible during their English lessons. Research indicates that children of this age can acqu ire a foreign language and good levels of pronunciation by a natural exposure to the foreign language. However, for this to be successful the children need as much exposure to the foreign language as possible.

Therefore, we recommend that you try to speak as much English as possible during the lesson, and try to conduct the lesson as much as possible in only English. It is especially important that classroom language, the everyday instructions and directions that you use to keep the children on task and focused is in English as this w ill give the children the most natural exposure to English.

The teacher can assume that the children are able to decode new language when it is presented with gestures and visual clues. Therefore, from a very early stage of the foreign language lesson, simple instructions such as Sit down. and Colour the plane blue. can be given only in English. Using L 1 might be helpful when something needs to be explained quickly in order to not disturb the continuity of an activity or when you want to give some pre-information for the activities. However, avoid using translations unless they are necessary.

Essential classroom language is clearly indicated in the lesson notes throughout the course and some useful examples of classroom language are listed below.

Questions Where's the .. . ? What's this? What are these? Who's this? How many .. ? What c%ur?

Praise Well done! Very good! Great! Excellent! Yes, that's right!

Activity instructions Point to ... Show me ... Look! Listen. Touch. Let's sing.

Pencil and Paper instructions C%ur .. Draw .. Find. .. How many .. ? Count. .. Stick in .. . Cut out .. .


Using English names within the classroom

Many teachers give their students English names when working in the classroom. Two reasons given for this are: • children like to assume the identity of someone else • when the teacher says, for example, Greta, sit

down please. most of the sentence is in English, the child's name isn't, so it makes sense to change it too .

We think it is better to retain the chi ld's own name in the classroom for the fol lowing reasons: • The children - and sometimes the teacher - keep

forgetting the English names of their classmates. This leads to confusion about who is meant to be following the instructions that are given.

• If children are communicating in the foreign language, this means that they are stating their own feelings, state of health, preferences, etc. If they are using a different name, they are using this as their identity. For example, if the teacher asks Ben (who is actually called Martin) to name his favourite colour, Ben talks about Ben . Martin's identity is not present.

• If Martin meets another child in the holidays and this child can only communicate in English, if he is asked his name, he will answer Ben and not Martin.

How to arrange seating in the classroom

Although it is unrealistic to expect the tables in the classroom to be moved for short periods of teaching, the following points should be considered: • It is easiest to focus and keep children's attention

when they can see you clearly and you can see each of them. For this reason, most games and activities should be played with the children sat on chairs or on the floor in a circle or semi-circle.

• When doing Pencil and Paper activities, the children should be sat on chairs at a table, but the chairs and tables should be arranged in such a way that the children have enough room in their places to be able to move.

• All children should have a clear view of you and any materials you are showing or demonstrating at any stage of the lesson.


Tips for teaching very young learners

This most important tip we can give for teaching very young learners is be flexible and enjoy it!

The lesson plans provided in the Teacher's Book are guidelines only. You know your class and can make the best decisions about what will work for you and your class in your English classroom area . Don't be afraid to try new games and activities in your classroom, but constantly listen, watch and react to the children in your class during everything you do.

Some suggestions to help you teach your young learners successfu lly: • Encourage the children to join in with the actions

for the stories and songs. Children will learn the actions quickly and this can give them the confidence to join in with the English lessons even though they might not feel confident enough to speak. Actions can also prompt the children and help them remember words and phrases they have produced in previous lessons.

• Plan for all activities to be short but allow activities and games to be repeated as long as the children are happy to continue doing them.

• Remember to reuse games and activities the children particularly enjoyed in later lessons.

• If the children don't react well to an activity, just stop and move on to something new. Try it again later in another lesson perhaps with different vocabulary or a different topic.

• Be aware of the children's energy levels depending on the time of the day/the day of the week/the weather. Try to structure your lesson to allow for this. If they arrive at the lesson excited, you can start with a qu iet activity to calm them down, or if they have low energy you can do something energetic to wake them up.

• Don't think that you have to do all the activities in the Teacher's Book. Choose the activities that you think your children will react best to .

• Experiment with the materials and let the children guide you in adapting the games and activities.

• Listen to the children and make them feel that you value their opinions .

• Allow the children to produce English words or phrases at their own speed. Some children take longer than others but most will want to produce when they are having fun and feel confident enough.

• Encourage the children's natural enjoyment of songs, stories and characters and build on this enjoyment in your lessons.

• Have fun and enjoy the lessons yourself. Children can tell when you are having fun and will want to have fun with you .

OVERVIEW OF ROUTINES

Children of this age group work better w ithin a clear structure where they know what to expect and what is expected of them . Therefore, it is important to set up clear routines and indicators at the start of the course for the children to follow through all of their English lessons.

In Hooray! Starter each stage of the lesson can be introduced using a song which is on the audio CD. The children are not expected to learn these songs themselves, but you might find that they join in singing them as the course progresses.

Hello routine This marks the start of each lesson for the children. Use the Peter the panda hand puppet to greet the children and encourage them to wave and say hello back .

Hello song Hello, hello, It's nice to see you. Hello, hello, It's nice to see you.

Bye-bye routine This marks the end of each lesson for the children. The Peter hand puppet should say bye-bye to each child as they leave the English lesson.

Bye-bye song Bye-bye, bye-bye, It's time to go. Bye-bye, bye-bye, It's time to go. Bye-bye!

Transition routines These are to help the transition from one area of the classroom to another in a calm and organised manner. Encourage the children to join hands during the song and then lead them in a snake to the new area of the classroom.

Circle song Come with me, Come with me, Make a circle.

Come with me, Come with me, One, two, three.

Table song Come with me, Come with me, Sit at a table, One, two, three.

Story routine This tells the children that the next activity is listening to a story. As you sing the song, make appropriate actions and encourage the children to sit down quietly ready to listen.

Story song It's time for a story <mime opening a book> Listen and look. <hold hand to ear and point to

your eye> It's time for a story <mime opening a book> Listen and look. <hold hand to ear and point to

your eye>

Tidying up routine/Cleaning up routine (AmE) This marks the end of a Pencil and Paper activity and can be used to encourage the children to help you tidy up before you move on to the next activity. Sing the Tidy up song / Clean up song (AmEJ and start to tidy up while encouraging the children to help you.

Tidy up song / Clean up song (AmE) Let's help each other And tidy up / clean up (AmEJ. Let's help each other And tidy up / clean up (AmEJ.

Calm down routine This can be used any time the children get overexcited and need to be calmed down. As you sing the song get quieter, put your fingers on your lips and encourage the children to sit down quietly with you. You might need to sing the song more than once to get the class to calm down completely.

Calm down song Let's be quiet, Let's calm down. Let's be quiet, Let's calm down.

HOW PARENTS CAN HELP

Parents of young children generally have a positive attitude towards learning a foreign language and will want to actively support their children's development. You should encourage this involvement by keeping the parents fully informed about what is happening in the language lessons. If appropriate, you could also invite parents to visit their child 's lesson to watch them perform the action stories. If parents have time and are willing to try and speak in English, they could even help out with some of the art and craft activities.

The Teacher's DVD-ROM includes letters that you can edit and send home to the parents at the beginning or at the end of each unit. These not only inform the parents about the topic and materials their children will be covering or have covered in class, but also include the lyrics for the songs in each unit and some information about how children learn a foreign language.

Hoorayl STARTER © Helbling Languages e

If parents want to speak to you about their child's learning, it is recommended that the following points are made: • You want the child's early experiences of learning a

foreign language to be positive ones so they gain confidence and lose their shyness about expressing themselves in a foreign language.

• Parents should not expect their children to speak at the beginning. Children need to learn to understand first and then respond using simple language.

• Using Hoorayl Starter will develop a variety of the children's skills - intellectual, social, emotional and motor.

• Learning a foreign language at an early age encourages an open-minded attitude towards other cultures.

• It is very important to praise children for their progress in learning.

• If children want to show you what they can do, show interest. Errors are a sign of progress in learning.


• Parents should encourage their children to learn the foreign language holistically and not translate it. They may be able to understand the meaning of the sentences and phrases but not understand them in their first language. This is okay. It is better not to translate.

• Parents should not be disappointed if their child cannot say something that they have learned.

• Parents can help their children to learn English with Hooray! Starter in the following ways: - Songs can be listened to and revised using the

Songs Audio CD in the Student's Book. - Parents can play 'at school' with their children

taking the role of the pupil. Children take great pleasure in teaching their parents a foreign language.

- Parents can look at the worksheets and art and craft objects with the children and talk to them in their first language about what they did .

LANGUAGE OVERVIEW • UNIT 1

Key Words Peter Rosie red blue one two three butterfly

Receptive language It's nice to see you . Look, it's Peter/Rosie. Is it Peter or Rosie? Where are you, Peter? It's time to go. How are you? I'm fine . Sit in a circle. Clap your hands. Hello, Peter/Rosie . Look. It's red and blue. Wonderful. One, two, three. Dear Rosie, it's for you . Thank you. Bye-bye, Peter/Rosie. Red or blue? WhatlWho is it? What colour is it?

Classroom language Hello! / Bye-bye! Look. Freeze! Close/Open your eyes. Point to (Peter). Colour them blue.

Listen. Hold up (two). Stand up / Sit down, everyone. Where's (one)? Look, it's a butterfly. Trace/Draw the line. Stick in the butterfly. Cut out (Peter). What's missing?

Objectives Children learn: • to identify the two characters from Hooray!

Starter • to count to three in English • to recognise and name the colours red and blue in

English • to say hello and bye-bye in Engl ish • to follow some simple instructions and lesson

routines in English

Competences Children can: • recognise the characters from Hooray! Starter • act out a three part action story • join in with a song • show interest in a story read by the teacher or

played on a CD • show their understanding using gestures and

mimes, as well as through participation in the games and activities

Values • to develop appreciation for the value of friendship

Thinking Skills • focusing on details and matching a coloured

picture to the appropriate silhouette


Unit 1

LESSON 1 • NEW CHARACTERS

Main Objective To introduce the characters from Hooray! Starter

Key Words Peter, Rosie

Receptive language It's nice to see you . Look, it's Peter/Rosie. Is it Peter or Rosie? Where are you, Peter? It's t ime to go.

Classroom language Hello ! I Bye-bye! Look. Freeze!

Activities Introduce Peter and Rosie. Play Peter or Rosie? and Where are you, Peter?

Materials Checklist o Peter hand puppet o CD 2, 8 (routine songs) o flashcards 1-2 (Peter, Rosie) o If there is t ime: character mini f lashcards

(Worksheet 1) (optional)

Notes


Warm-up

1. Welcome the children and make a circle. • Hold the Peter puppet on your hand and, as the

children enter the classroom, say Hello! and make Peter say Hello! to each child.

• Encourage the children to sit in a circle or a semicircle with you.

• When all the child ren are sitting, make Peter say Hello, I'm Peter.

• Then make Peter say Hello! to each child again using their name.

• Allow each child to stroke, shake hands with or pat Peter. More confident children should be encouraged to say Hello! back.

2. Sing the Hello song. @: G", • Play the song and make Peter look like he is singing

too.


Carpet Time

3. Introduce Peter and Rosie. • Show the children the flashcard for Peter the panda

and say Look, it's Peter. • Stand up and pretend to walk around in a small

circle like a bear (big heavy steps) and encourage the children to join in and copy your movements.

• When you want the children to stop moving say Freeze ! and encourage the children to freeze with you .

• Hold up the flashcard for Rosie the rabbit so all the children can see and say Look, it's Rosie.

• Hop around in a small circle like a bunny rabbit and encourage the children to join in and copy your movements.

• Repeat the activity until the children seem confident with copying your movements.

4. Play Peter or Rosie? • Take one of the flashcards (either Peter or Rosie)

and, without showing the children the card, mime the action for the character.

• Say Is it Peter or Rosie? and mime the action again .

• Encourage the children to tell you which character you are miming .

• You can ask more confident children to mime the character for the other children to guess.

g

'a

:J

It

5. Play Where are you, Peter? • Hold the Peter puppet on your hand and put it

beh ind your back. • Look around the group of children, as if you are

looking for Peter and say Where are you, Peter? • Pretend to search around the group a little, perhaps

even look under children's legs. • Make Peter jump out from behind your back and

make him say Here' am! Hello, everyone! • Repeat the activity and encourage the children to

join in asking Where are you, Peter? and saying Hello, Peter. when they find him.

Rounding Off

6. Say bye-bye to the children. • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! to each child

using their name. • Allow each child to stroke, shake hands with

or pat Peter. More confident children should be encouraged to say Bye-bye! back to Peter.

7. Sing the Bye-bye song. ~ ij,,:, • Signal to the children that it is the end of the

Eng lish lesson by singing or playing the Bye-bye song:

Bye-bye song Bye-bye, bye-bye, It's time to go. Bye-bye, bye-bye,

It's time to go. Bye-bye!

If there is time ...

Play the Peter and Rosie treasure hunt.

9m~$" Before the lesson, prepare several

Preparation Tip!

copies of the Peter and Rosie flashcards or mini

flashcards and hide them around the classroom. If

you have extra time available, the children can colour

and make the mini flashcards during a lesson, or you can colour and make them yourself.

Make sure it is possible for the children to find and

reach the cards. If it is nice weather and you have a

safe area to use outside, you might want to hide the flashcards outside for the children to find.

• Tell the children which character they are looking for, for example say Can you find Rosie?

• Encourage the children to search the classroom or

the outside area and bring you any pictures of Rosie which they find.

• When the children have found all the copies of Rosie, then ask them to look for Peter and bring you these pictures.

• If there is time, you can encourage the children to

close their eyes and hide the pictures for the children to find again.


Unit 1

LESSON 2 • SONG

mmD Hello

Main Objective To sing a song asking 'How are you?'

Key Words Peter, Rosie red, blue

Receptive Language It's nice to see you . Look, it's Peter/Rosie. How are you? I'm fine . It's time to go.

Classroom Language Hello! / Bye-bye! Look. Freeze! Close/Open your eyes. Point to Peter/Rosie. Colour them blue.

Activities Play Move like Peter and Rosie and Red or blue? Sing the How are you? song. Colour Peter's trousers/pants (AmE).

Materials Checklist o Peter hand puppet o CD 2- 5, 8 (routine songs), CD 9 o flashcards 1-4 (Peter, Rosie, red, blue) o Student's Book, p. 3 o coloured pencils or crayons

Notes

fa Hooray! STARTER © Helbling Languages

Warm-up

1. Welcome the children and make a circle. • Hold Peter on your hand and, as the children enter

the classroom, say Hello! and make Peter say Hello! to each child.

• Encourage the children to sit in a circle or a semicircle with you.

• When all the children are sitting, make Peter say Hello, I'm Peter.

• Then make Peter say Hello! to each child again using their name.

• Allow each child to stroke, shake hands with or pat Peter. More confident children should be encouraged to say Hello! back to Peter.

2. Sing the Hello song. @: G,'I • Sing or play the Hello song and make Peter look

like he is singing too.


Carpet Time

3. Play Move like Peter and Rosie. • Show the children the flashcard for Peter and say

Look, it's Peter. • Stand up and pretend to walk around in a small

circle like a bear (big heavy steps) and encourage the children to join in and copy your movements.

• When you want the children to stop moving say Freeze! and encourage them to freeze with you.

• Hold up the flashcard for Rosie so all the children can see and say Look, it's Rosie.

• Hop around in a small circle like a bunny rabbit and encourage the children to join in.

• Repeat the activity until the children seem confident with moving like Peter and Rosie.

4. Play Red or blue? • Show the children the red flashcard and say Red.

Then show the children the blue flashcard and say Blue. Repeat the words several times.

• Say Close your eyes. and demonstrate by holding your hands over your eyes, then peek to check the children have copied you.

• Once all the children have covered their eyes, put either the red or blue flashcard on the board or in the centre of the circle.

• Say Open your eyes. and encourage the children to open their eyes.

• Say Red or blue? and point to the flashcard on the board or in the centre of the circle. Encourage the children to name the card you are pointing to.

• Repeat this a few times changing the flashcard until the children seem confident with naming the colours.

nt

g

5. Sing the How are you? song. @ Ii-l. • Attach the flashcards of Peter and Rosie to the

board or put them in the centre of the circle where all the children can see them.

• Play the How are you? song and encourage the children to wave or point to the correct character (the one that is being sung about) on the flashcards.

How are you? Hello, Rosie. Hello, Rosie. Hello, how are you? Hello, how are you?

I'm fine, I'm fine. I'm fine, I'm fine.

Hello, Peter. Hello, Peter. Hello, how are you? Hello, how are you?


Pencil and Paper

6. Sing the Table song. @ G.,i • Say It's time to sit at the table. and indicate to

the children that you would like them to go and sit down at the tables.

• While the children are moving to the table, sing or play:

Table song Come with me, Come with me. Sit at a table, One, two, three. (Repeat)

7. Colour Peter's trousers/pants (AmE). @D]@mI

• Hold up the page so the children can see. Play the How are you? song again and point to Rosie and Peter on the page as you sing about them.

• Give the children their Student's Books open to the correct page and hold up a copy so all the children can see clearly.

• Point to Peter and say Look, it's Peter. , then point to Rosie and say Look, it's Rosie.

• Say Point to Peter. and encourage the children to point to Peter. Then say Point to Rosie. and encourage the children to point to Rosie.

• Point to Rosie's T-shirt and say It's red. • Point to Peter's trousers and say Colour them blue.

and show the children a blue pencil or crayon. • If the children need help, show them the flashcard

for Peter or the hand puppet and name the colour Blue.

• Say Colour them blue. again and demonstrate by starting to colour Peter's trousers/pants (AmE) blue.

• While the children are colouring, monitor the class and praise the children for neat colouring. You can also point to each of the characters on the page and ask the children Is it (Peter)?

8. Sing the Tidy up song / Clean up song (AmE). @ G'li

• If you would like the children to tidy away their crayons and other materials, say It's time to tidy up / clean up (AmE).

• Start to collect the Student's Books and crayons and encourage the children to help you.

• While you are picking things up, sing or play:

Tidy up song / Clean up song (AmE) Let's help each other And tidy up / clean up (AmE). Let's help each other And tidy up / clean up (Am E).

Rounding Off

9. Sing the Bye-bye song. @ 1i.1:. • While the children are still at the table, look at Peter

and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage

the children to wave and say Bye-bye! back to Peter.

• Signal to the children that it is the end of the English lesson by singing or playing:



Play Musical statues. • Show the children the flashcards for Peter and Rosie. • Ask the children to stand in the centre of the

classroom or an area that the children can move around in.

• Play some English music for the children to listen and dance to.

• After a short time, stop the music and say Freeze. It's Peter. Hold up the flashcard for Peter and encourage the children to stop dancing and show you the action for Peter.

• Play the music again and encourage the children to dance.

• When you stop the music the second time, say Freeze. It's Rosie. and encourage the children to

stop dancing and show you the action for Rosie.

• While the children are interested, continue to play the music and when you stop the music, ask the children

to freeze and do the action for the character on the flashcard.


nt

g

5. Sing the How are you ? song. @ G,,' • Attach the flashcards of Peter and Rosie to the

board or put them in the centre of the circle where all the children can see them.

• Play the How are you? song and encourage the children to wave or point to the correct character (the one that is being sung about) on the flashcards .

How are you? Hello, Rosie. Hello, Rosie. Hello, how are you '?

Hello, how are you?


Hello, Peter. Hello, Peter. Hello, how are you '?

Hello, how are you?


Pencil and Paper

6. Sing the Table song. @ G'" • Say It's time to sit at the table. and indicate to


• While the children are moving to the tab le, sing or play:


7. Colour Peter's trousers/pants (AmE).

@DJ @ti'" • Hold up the page so the children can see . Play the

How are you'? song again and point to Rosie and Peter on the page as you sing about them .

• Give the children their Student's Books open to the correct page and hold up a copy so all the children can see clearly.

• Point to Peter and say Look, it's Peter., then point to Rosie and say Look, it's Rosie.

• Say Point to Peter. and encourage the children to point to Peter. Then say Point to Rosie. and encourage the children to point to Rosie .

• Point to Rosie's T-shirt and say It's red. • Point to Peter's trousers and say Colour them blue.

and show the children a blue pencil or crayon . • If the children need help, show them the flashcard

for Peter or the hand puppet and name the colour Blue.

• Say Colour them blue. again and demonstrate by starting to colour Peter's trousers/pants (Am E) blue.

• While the children are colouring, monitor the class and praise the children for neat colouring. You can also point to each of the characters on the page and ask the children Is it (Peter) ?

8. Sing the Tidy up song / Clean up song (AmE). @ G'ii


• Start to collect the Student's Books and crayons and encourage the children to help you.

• While you are picking things up, sing or play:

Tidy up song / Clean up song (AmE) Let's help each other And tidy up / clean up (AmEJ. Let's help each other And tidy up / clean up (AmEJ.

Rounding Off

9. Sing the Bye-bye song. @ ti,):, • While the children are sti ll at the table, look at Peter



• Signal to the children that it is the end of the English lesson by singing or playing:



Play Musical statues. • Show the children the flashcards for Peter and Rosie. • Ask the children to stand in the centre of the

classroom or an area that the children can move around in.

• Play some English music for the children to listen and dance to.

• After a short time, stop the music and say Freeze. It's Peter. Hold up the flashcard for Peter and encourage the children to stop dancing and show you the action for Peter.

• Play the music again and encourage the children to dance.

• When you stop the music the second time, say Freeze. It 's Rosie. and encourage the children to

stop dancing and show you the action for Rosie.

• While the children are interested, continue to play the music and when you stop the music, ask the children

to freeze and do the action for the character on the f lashcard .


Unit 1

LESSON 3 • NUMBERS 1 TO 3

Main Objective To count to three .

Key Words one, two, three

Receptive Language It's nice to see you. Sit in a circle. How are you? I'm fine. It's time to go.

Classroom Language Listen. Point to (one). Hold up (two).

Activities Sing the How are you? song. Introduce the numbers one to three. Introduce the number flashcards. Play Point to ... and Hold it up.

Materials Checklist o Peter hand puppet o CD 3, 8 (routine songs), CD 9-10 o flashcards 5-7 (one, two, three) o If there is time: number mini flashcards


Notes

Warm-up

1. Welcome the children and make a circle. ~G,U

• Hold Peter on your hand and, as the children enter the classroom, say Hello! and make Peter say Hello! to each child. Encourage the more confident children to say Hello! back to Peter.

• Ask the children to sit in a circle or semi-circle. Say Sit in a circle. and, while you move the children to the circle, encourage them to sit down as you sing or play:




2. Sing the How are you? song. ~ ti,,",' • Sing or play the How are you? song and encourage

the children to join in waving to say hello as well as clapping.

How are you? Hello, Rosie. Hello, Rosie. Hello, how are you? Hello, how are you?


Hello, Peter . ..

• If there is time, repeat the song using the karaoke track or without music and say hello to each of the children in class, for example:

How are you? Teacher: Hello, (Sophie). Children: Hello, (Sophie). Teacher: Hello, how are you? Children: Hello, how are you?

All children and teacher: I'm fine, I'm fine . ...

• You will probably need to sing the children's line as well. Encourage them to join in with you as much as possible.

Carpet Time

3. Introduce the numbers one to three. • Hold up one finger, wiggle the finger in the air and

say One. • Hold up two fingers so the children can see them,

wiggle both fingers in the air and say Two. • Hold up three fingers so the children can see them,

wiggle all three fingers and say Three. • Repeat counting to three and holding up the

fingers in order, but this time encourage the children to join in and hold up the same number of fingers as you and wiggle them.

• Repeat this and count a little quicker each time you do it.

4. Introduce the number flashcards. • Show the children the flashcard for number one,

point to the spot on the dice and count One. You can also hold one finger in the air and wiggle it.

• Show the children the flashcard for number two, count the spots by pointing at each spot in turn and saying One, two.

• Repeat the same thing when you show the children the flashcard for number three. Point to the spots on the dice and count the spots for the children One, two, three.

5. Play Point to ... • Put the number flashcards on the floor in the centre

of the circle and name each flashcard. • Say Point to one. and encourage the children to

point to the flashcard for number one. • Praise the children who pointed at the correct

flashcard and point to the flashcard for number one yourself.

• Repeat saying a different number each time.

6. Play Hold it up. • Give the number flashcards out to three of the

children. • Say Hold up one. and encourage the child holding

the flashcard for number one to hold their flashcard in the air.

• Repeat a couple of times using different numbers and then change the children holding the flashcards so different children get a chance to play.

Rounding Off

7. Say bye-bye to the children. • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! to each child

using their name. • Allow each child to stroke, shake hands with or pat

Peter and the more confident children should be encouraged to say Bye-bye! back to Peter.

8. Sing the Bye-bye song. ~ ti.I:1 • Signal to the children that it is the end of the

English lesson by singing or playing:



Play the Number treasure hunt. ~*fJ

Before the lesson, prepare several Preparation Tip!

copies of the number flashcards or number mini

flashcards and hide them around the classroom. If


and make the mini flashcards during a lesson, or you can colour and make them yourself.

When the worksheet is used for the first time, only

use the mini flashcards for the numbers the children

have learnt so far. Make sure it is possible for the

children to find and reach the cards. If it is nice weather and you have a safe area to use outside,

you might want to hide the flashcards outside for the children to find.

• Tell the children which number they are looking for, for example say Can you find one? and show the

children the flashcard for number one. • Encourage the children to search the classroom or the

outside area and bring you any cards with one that they find.

• When the children have found all the copies of one, then ask them to look for two and bring you these cards.

• Then the children can look for the cards with three, and bring these to you.

• If there is time and the children are still interested, you can encourage them to close their eyes and hide

the cards for the children to find again.

Hooray! STARTER © Helbl ing Languages fa

Unit 1

LESSON 4 • ACTION STORY

000

o

Main Objective To listen to and join in w ith a simple action story.

Key Words one, two, three

Receptive Language Clap your hands.

Classroom Language Listen. Stand up / Sit down, everyone. Where 's (one)?

Activities Introduce and mime the Hello action story. Play Where 's one? Order the action story.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 11 o flashcards 5-7 (one, two, three) o Student's Book, p. 5 o coloured penci ls or crayons o action story cut-outs (Worksheet 3) (optional) o scissors, glue and spare paper (optional) o If there is time: colour mini flashcards

(Worksheet 4)

Warm-up

1. Welcome the children and make a circle. @lm

• Hold Peter on your hand and, as the children enter the classroom, make Peter say Hello! to each child. Encourage the children to say Hello! back.

• Ask the children to sit in a circle or semi-circle. Say Sit in a circle. and, while the children are moving and sitting down, you can sing or play:




2. Sing the Hello song. @liiii • Sing or play the Hello song and make Peter look

like he is singing too.


Carpet Time

3. Introduce the Hello action story. • Say Listen. and then stand where all the children

can clearly see you. • Say the lines from the action story and show the

correct action as you say the line.

Hello action story Hello! (wave or salute to say hello) Clap your hands! (clap your hands) Bye-bye! (wave goodbye and turn

around as if walking away)

• If you still have the children's attention, repeat the story so they watch you do it twice .

4. Mime the action story. • Ask the children to stand up . Say Stand up,

everyone. and encourage the children to stand up in the circle.

• Repeat the action story and encourage the children to join in and copy your actions as you say each line.

• If the children are interested, do this a couple of times, telling the action story in the correct order.

• If the children seem confident with the action story, you can mix up the order of the lines and check the children still do the correct actions.

5. Play Where's one? • Ask the children to sit down in the circle. Say Sit

down, everyone. • Show the children the number flashcards in the

correct order and elicit the number on each of the cards by counting the spots on the dice.

• Mix up the flashcards and put them on the floor in the centre of the circle with the picture facing down.

• Say Where's one? and hold up one finger. • Encourage the children to point to the flashcard

they think is number one, then select a child to turn the card over.

• If it is the correct card, praise the children and repeat the activity asking the children to find another number.

Ip

~n

ry, le

Irn

• If it is not the flashcard for number one, say No, sorry. Put the flashcard back on the f loor face down and encourage the children to guess again where number one is.

Pencil and Paper

6. Sing the Table song. @: G'" • Say It's time to sit at the table. and indicate to

the children that you would like them to go and sit down at the tab les.

• While the chi ldren are moving to the table, sing or play:


7. Order the action story. §:}] @: G·li. m.,.l,jj

If you th ink the children w ill find it difficult

to order the pictures in the Student's Book, you can use

the action story cut-outs (Worksheet 3) instead . You can I cut out the pictures on the worksheet before the lesso~n J I or help the children with cutting if they are not able to

use scissors yet.

• Hold up your copy of the Student's Book open to the correct page and show the chi ldren the pictures f rom the action story.

• Point to each of the pict ures and say the actions. You can also encourage the children to do the actions at the table.

• Give the children their Student's Books open to the correct page. Say the act ions from the action story again and encourage the children to point to the correct picture.

• Say Listen. and play the action story on the CD . Encourage the chi ldren to point to the correct pict ure of each act ion again.

• Help the children to draw one spot in the square for the first picture in t he story, two spots for the second picture and three for the third .

• If you are using t he act ion story cut-outs (Worksheet 3), give each child a copy of the worksheet.

• The children can t hen move the pictures around and put them in the correct order on the table in front of them . You ca n also repeat the actions from the action story and ask the children to hold up the correct picture for each action.

• Once t he children have ordered the cut up pictures, they can use these to help them number the pictures in the Student's Book.

• If there is time, the children could stick the cut up pictu res in the correct order on a clean sheet of paper. This can be taken home to show the parents .

8. Sing the Tidy up song / Clean up song (AmE). @l&i


• Start to col lect the materials and encourage the children to help you.

• While you are picking things up, si ng or play:

Tidy up song / Clean up song (AmE) Let's help each other And tidy up I clean up (AmEJ. Let's help each other And tidy up I clean up (AmEJ.

Rounding Off

9. Sing the Bye-bye song. @: 'i.):' • While at the table, look at Peter and say It's time

to go, Peter. • Make Peter wave and say Bye-bye! and encourage


• Signal to t he chi ldren that it is the end of the Engl ish lesson by singing or playing:

Bye-bye song Bye-bye, bye-bye, It 's time to go. Bye-bye, bye-bye, It's time to go. Bye-bye!


Play Stand on red. 1ImII Before the lesson, colour and

Preparation Tip!

laminate copies of the red and blue mini flashcards

(Worksheet 4) so there are enough for each child to

have one of each colour.

• Spread the laminated copies of the mini flashcards around the room.

• Play some music (either songs from Hooray! Starter or other English songs) and encourage the children to

dance to the music.

• Stop the music and say, for example, Stand on red. and encourage all the chi ldren to find a red mini

flashcard to stand on .

• Play the music again, and when the music stops, tell the children which colour to stand on.

• Continue playing, changing which colour the children should stand on each time.

Hooray! STARTER © Helbling Languages fa

Unit 1

LESSON 5 • STORY AND SONG

o

Main Objective To listen to a story and a song about a butterfly.

Key Words Peter, Rosie red, blue butterfly

Receptive Language Hello, Peter/Rosie. Look. It's red and blue. Wonderful. One, two, three. Dear Rosie, it's for you. Thank you. Bye-bye, Peter/Rosie .

Classroom Language Look, it's a butterfly. Close/Open your eyes. Trace the line. Colour the butterfly.

Value To develop appreciation for the value of friendship.

Activities Introduce butterfly. Introduce The butterfly story. Play Peter or Rosie? Trace and colour the butterfly.

Materials Checklist o Peter hand puppet o CD 2-6, 8 (routine songs), CD 12 o flashcards 1-4, 8 (Peter, Rosie, red, blue,

butterfly) o Story cards 1-6 (The butterfly) o Student's Book, p. 7 o coloured pencils or crayons o The butterfly mini storybook (Worksheet 5a+b)

(optional)


Warm-up

1. Welcome the children and make a circle. ~Ii'ii

• Make Peter greet the children and say Hello! Encourage the children to wave and say Hello! back.

• When the children are all in the classroom, encourage them to sit in a circle. While you are making a circle, you can sing or play the Circle song (See Introduction, p. 17).

2. Sing the Hello song. @Jiiii • Sing or play the Hello song and make Peter look

like he is singing too (See Introduction, p. 17).

Carpet Time

3. Introduce butterfly. • Show the children the butterfly flashcard and say

Look, it's a butterfly. • Make a butterfly shape with your hands by linking

your thumbs and moving your fingers up and down together like butterfly wings.

• Point to the butterfly's wings on the flashcard and say What colour is it? then elicit the colours red and blue from the children.

• Say Can you make a butterfly? and help the children to make butterflies with their hands. If there is time, they can make their butterflies fly around the classroom.

4. Introduce The butterfly story. ~ ",IMfJ • If you want to use a transition marker to tell the

children that the next activity is a story, then sing or play the Story song (CD 6):

Story song It's time for a story Listen and look. (Repeat)

• Either read the story from the back of the Story cards, or play the CD 12 and show the Story cards.

.----------------------------------------------------------,

, The butterfly

, Peter: Hello, Rosie. , Rosie: Hello, Peter. , , : Peter:

Look. A butterfly It's red and blue. Ahhh I

Wonderful.

Close your eyes, Rosie.

Rosie: OK.

Peter One, ... two, ... three.

(singing): It's red and blue.

It's red and blue.

It's red and blue.

Dear Rosie, it's for you.

Rosie: Thank you!

Bye-bye, Peter.

Peter: Bye-bye, Rosie.

• If there is time, allow the children to listen to the story more than once.

5. Play Peter or Rosie? • Say Close your eyes. and demonstrate by holding

your hands over your eyes, then peek to check the children have copied you .

• Once all the children have covered their eyes, put either the flashcard for Peter or the flashcard for Rosie on the board or in the centre of the circle.


• Say Peter or Rosie? and point to the flashcard on the board or in the centre of the circle . Encourage the children to name the card you are pointing to .

• Repeat this a few times changing the flashcard until the children seem confident with naming the two characters .

Pencil and Paper

6. Sing the Table song. ~ 1i,,1 • Say It's time to sit at the table. and indicate to


• While the children are moving to the table, sing or play the Table song (See Introduction, p. 17).

7. Trace and colour the butterfly. §1] • Hold up your Student's Book open to the correct

page so the children can all see it clearly. Point to the butterfly on the page and elicit the word Butterfly. from the children .

• Say Trace the line. and demonstrate how to trace the path from the butterfly to the window.

• Give the children their Student's Books open to the correct page and allow them to trace the line. Praise the children for following the line carefully.

• Then say Colour the butterfly red and blue. and start to colour some of the butterfly using red or blue.

• Encourage the children to use only red and blue to colour the butterfly.

• While the children are colouring, monitor the class and ask the children about the colour they are using or point to different parts of the butterfly and elicit the colour the children have coloured it.

You can also print a copy of the mini Preparation Tip!

storybook (Worksheet 5a+b) for each of the children to take home at the end of the lesson . If there is time, the

children could colour one of the pages in the lesson, or

they can colour it at home with their parents . You will

need to cut and fold the mini storybooks for the children before the lesson (See Introduction, p. 11 ).

8. Sing the Tidy up song / Clean up song

(AmE). ~ ti'" • If you would like the children to tidy away their

crayons and other materials, say It's time to tidy up / clean up (Am E).

• Start to collect the materials and encourage the children to help you.

• While you are picking things up, sing or play the Tidy up song / Clean up song (AmE) (See Introduction, p. 17).

Rounding Off

9. Sing the Bye-bye song. @: U,i:1 • While at the table, look at Peter and say It's time


the children to wave and say Bye-bye! back. • Signal to the children that it is the end of the

English lesson by singing or playing the Bye-bye song (See Introduction, p. 17).


Play Musical flashcards. • Put the butterfly, Peter and Rosie flashcards around

the classroom in a place where they can easily be

seen by the children and the children can safely move

between the cards (attached to a wall or something that can't move is best).

• Point to each of the cards around the room and elicit the name of the picture on the card from the

children .

• Play some music for the children to move around to. You could use some of the songs that the children have learnt so far.

• Stop the music and encourage the children to choose a card to stand next to.

• Once all the children are by a flashcard, randomly name one of the pictures. All the children standing by

that flashcard are 'out' . Ask these children to stand

near you for the next round and then allow them to

join back in the game the round after.

• Play the music again and al low the remaining children to move around the room and repeat the activity.


Unit 1

LESSON 6 • THINKING SKILLS

Main Objective

To match the characters with their silhouettes.

Ke Words Peter, Rosie red, blue one, two, three butterfly

Rece tive Language It's red and blue. Dear Rosie, it's for you.

Classroom Language Hold up (one). Draw a line. Stick in the butterfly.

Thinkin Skills

Focusing on details and matching a coloured picture to the appropriate silhouette.

Activities

Play Say it louder! Sing the It's red and blue song. Play Hold it up. Match the silhouettes and stick in the butterfly.

Materials Checklist Cl Peter hand puppet Cl CD 2-5, 8 (routine songs), CD 13-14 Cl flashcards 1-8 (Peter, Rosie, red, blue, one,

two, three, butterfly) Cl Student's Book, p. 9

o

Cl sticker from the appendix of the Student's Book (butterfly)

Cl coloured pencils or crayons Cl If there is time: number mini flashcards

(Worksheet 2)

CD Hooray! STARTER © Helbling Languages

Warm-up

1. Welcome the children and make a circle.

~ ti.'. • Make Peter greet the children and say Hello!

Encourage the children to wave and say Hello! back.

• When the children are all in the classroom, encourage them to sit in a circle. While you are making a circle, you can sing or play the Circle song (See Introduction, p. 17).

2. Sing the Hello song. ~ U." • Sing or play the Hello song and make Peter look

like he is singing too (See Introduction, p. 17).

Carpet Time

3. Play Say it louder! • Show the children the red flashcard and elicit the

colour from the children. • Make Peter say Shh! and whisper Red. Encourage

the children to whisper it with Peter. • Say Red. repeatedly, each time a little louder, and

have the children repeat until the last time you shout it and then say Shh! and whisper Red. again.

• Repeat this with the blue flashcard or with some of the other vocabulary from this unit.

• After some time you can try different voices, for example, try singing the word, or saying it with a high squeaky voice and then a deep low voice. Or try saying the word while you are holding your nose or wobbling your lips using your finger.

4. Sing the It's red and blue song.

~ti·I"d • Hold up the flashcard for the butterfly and elicit the

word Butterfly. from the children. • Play or sing the song from the story:

It's red and blue It's red and blue. It's red and blue. It's red and blue. Dear Rosie, it's for you. Dear Rosie, it's for you I Dear Rosie, it's for you! (Repeat)

• On the last line of the song, make Peter give the butterfly flashcard to the Rosie flashcard.

• Continue to sing the song. You can change Rosie's name to one of the children's names and give the butterfly flashcard to the child instead using the karaoke track (CD 14).

s

• In a normal voice say What is it? and again whisper or silently say Peter.

• Encourage the children to try and guess which f lashcard you were naming. Peter can praise the children who guess correctly by giving them a kiss, hug or high five.

• Repeat the activity by whispering or silently saying different words for the children to guess .

Pencil and Paper

5. Sing the Table song. ~ G'" • Say It's time to sit at the table. and indicate to

t he children that you would like them to go and sit down at the tables.


6. Make a Rosie or Peter puppet. '!M~%j*,,;j

If the children are not able to cut, or if Preparation Tip!

you don't have much time in the lesson, you might want to cut out the puppets before the lesson. The puppets need to be printed or stuck onto thick paper or card.

• Hold up the worksheets so all the children can see them clearly.

• Point to the front of Rosie or Peter on the worksheet and ask the children Who is it? and elicit the name Rosie. or Peter.

• Give each child a copy of the worksheet and say Colour (Peter). Demonstrate by starting to colour the front of the puppet.

• Monitor the class and praise the children for neat colouring .

• Once the children have coloured the front of the puppet, encourage them to colour the back of the puppet.

• Then say Cut out (Peter). and demonstrate by showing the chi ldren how to cut out the front of the puppet.

• Once the children have cut out their puppets, help the children stick the front and back piece together with a straw or lollipop stick in the midd le for the chi ldren to hold the puppet.

7. Sing the Tidy up song / Clean up song (AmE) . ~ G'ii

• If you would like the chi ldren to tidy away their crayons and other materials, say It's time to tidy up / clean up (AmE).



Rounding Off

8. Say bye-bye to the children. • Look at Peter and say It's time to go, Peter. • Make Peter say Bye-bye! to each child using their

name. • Allow each child to stroke, shake hands with or pat


9. Sing the Bye-bye song. ~ G'):' • Signal to the children that it is the end of the

Eng lish lesson by singing or playing the Bye-bye song (See Introduction, p. 17).


Play Bean bag toss. '!MW'j

You will need enough copies of Preparation Tip!

the number flashcards or number mini flashcards (Worksheet 2) to be able to give one card to each child . If you have extra time available, the children can colour and make the mini flashcards during a lesson, or you can colour and make them yourself before the lesson.

If you have a large class, you might want only half the children to play. The other children can stand behind a friend and swap places after a short time. You also need a soft bailor a bean bag.

• Ask the children to sit in a circle and put a flashcard or mini flashcard on the floor in front of each child (or if the children are sat on chairs, put the card face up under each chair).

• You should stand in the middle of the circle and say one of the numbers, then pass the bean bag or ball to a child with a card showing that number.

• If children are not confident throwing and catching, you might want to roll the ball along the floor to the child instead of throwing it.

• Say another number and encourage the child with the bailor bean bag to pass it to another child with the number you have just named.

• If the children seem confident with the game, a child can stand in the middle of the circle and name the numbers for the others to pass the bailor bean bag to .


EXTRA LESSON 2 (OPTIONAL)

~~/lJ; tf/;ftfi;r;?;fHt'/1 introduced in lesson 5)

Main Obiec:tive \0 \\st.en to and 5\\\9 a song about. co\ours.

red, blue one, two, three butterfly

Receptive Language Hello, Peter/Rosie. Look. It's red and blue. Wonderful. One, two, three. Dear Rosie, it's for you. Thank you. Bye-bye, Peter/Rosie. What colour is it?

Classroom Language What's missing? Colour I Cut out the butterfly.

Activities Tell The butterfly story again . Sing the It's red and blue song. Play What's missing? Make a butterfly.

Materials Checklist o Peter hand puppet o CD 2, 4-6, 8 (routine songs), CD 12-14 o flashcards 1-8 (Peter, Rosie, red, blue, one,

two, three, butterfly) o Story cards 1-6 (The butterfly) o butterfly outline (Worksheet 7) o coloured pencils or crayons o scrap pieces of coloured paper or other

materials o glue and scissors o If there is time: character, number or colour

mini flashcards (Worksheets 1, 2, 4)

Notes


Warm-up

r! ./1r~dff'u&'Jt//1j/-8«1 • Make Peter greet the children. Make the puppet

say Hello! and encourage the children to wave and say Hello! back to Peter.

• ':,\"9 at »\o.'} '-'ne Hello song 0."0 ~aKe ?e,-et \oOK \",kp np ic;;. , ·,,·"'H,inr1 T ................ (C=c. \ ....... +..-,...,,.....1, • • ..-+; ...... ~ ~ ..,----.,

Carpet Time

2. Tell The butterfly story again. ~U,.tl • If you want to use a transition marker to tell the

children that the next activity is a story, then sing or play the Story song (C D 6):



• Encourage the children to join in with some parts of the story, for example, they can wave to say hello to the characters in the story, and can copy some of your facial expressions or movements. They can also hold up the Rosie or Peter puppet they made in Extra Lesson 1.

• You can also point to the characters or the butterfly on the Story cards and elicit the correct words from the children. Or the children can join in counting to three with Peter while he is drawing the butterfly.

• If there is time and the children are interested, allow them to listen to the story more than once.

3. Sing the It's red and blue song.

~Ii"i'd • Hold up the flashcard for the butterfly and elicit the

word Butterfly. from the children. • Say What colour is it? and encourage the children

to say and point to the colours red and blue on the butterfly.

• Play or sing the song from the story:

It's red and blue It's red and blue. It's red and blue. It's red and blue. Dear Rosie, it's for you. (Repeat)


• Continue to sing the song while the children are interested. You can also change Rosie's name to one of the children's names and give the butterfly flashcard to the child instead using the karaoke track (CD 14).

in

y

. Play What's missing? • Choose some of the flashcards from this unit and

elicit the vocabulary from the children. • Put the cards on the floor face down so the picture

can't be seen. • Turn the cards over one at a time and elicit the

name of the picture on the card until only one card remains face down.

• Encourage the children to name the card which is missing (and is face down). Ask What's missing?, then turn the card over to check if the children were correct.


Pencil and Paper

5. Sing the Table song. @1i!iI • Say It's time to sit at the table. and indicate to



6. Make a butterfly. ~WU

If the children are not able to cut, or if Preparation Tip!

you don't have much time in the lesson, you might want

to cut out the butterflies before the lesson.

• Hold up the worksheet so all the children can see it clearly and ask the children What is it?

• Say Colour the butterfly. and demonstrate by starting to draw a pattern on the butterfly and colour some of it.

• Give each child a copy of the worksheet and allow them to colour their butterfly.

• Alternatively, if you have time, provide the children with scrap pieces of coloured paper and other materials and allow the children to stick these onto their butterfly to decorate it.

• Once the children have finished their butterfly, say Cut out the butterfly. and demonstrate by cutting out your copy of the butterfly.

• At the end of the table activity collect all the butterflies from the children and, if possible, display them on a wall or in a window in the classroom.

7. Sing the Tidy up song / Clean up song (AmE). ~ G",




Rounding Off

8. Say bye-bye to the children. • Look at Peter and say It's time to go, Peter. • Make Peter say Bye-bye! to each child using their

name. • Allow each child to stroke, shake hands with or pat


9. Sing the Bye-bye song. ~ R,I:. • Signal to the children that it is the end of the



Play Snap! ~WIHJ

You will need enough mini flashcards Preparation TIp!

for each child to have one set of the vocabulary items

which you would like to practise. If you have extra time available, the children can colour and make the

mini flashcards during a lesson, or you can colour

and make them yourself before the lesson.

Make sure to only use the mini flashcards for the

numbers and colours the children have learnt so far.

• Encourage the children to move so that they have a space in front of them.

• Help the children to put some of the mini flashcards

from this unit on the floor in front of them. Make

sure all the children have the same cards in front of

them.

• Hold up the teacher'S flashcards in a fan and make Peter select one of the cards and hold it so the

children can't see which card has been chosen.

• Encourage the children to choose one of their mini flashcards and hold it up in the air so you can see

which card they have selected.

• Make Peter show his card and name the picture for the children. Then Peter can hug, kiss or high-five the children who held up the same card and say Snap!

• Put all the cards back to the starting position and repeat the activity with Peter and the children

selecting a different flashcard.

Hoorayl STARTER © Helbl ing Languages G

... - -~

@ffiill My toys . . ~ ~


Key Words teddy/teddy bear (AmE) doll plane train yellow old new

Receptive language It's red and blue. Dear (Rosie), it's for you . Look at the (teddy/teddy bear (AmE)). It's red/yellow and blue. Old or new? Pick up your teddy/teddy bear (Am E). Put it on the plane. Teddy/Teddy bear (AmE) flies off/away (AmE). Woooo! Bye-bye, (doll). Look. A (doll) . Ah! I've got an idea. / I have an idea (Am E). Let's wash the (doll). Let's paint the (plane). Wow! Let's make a shop/store (AmE). OK. Wonderful. Look at the toy shop/store (AmE). It's for you . Girls and boys, come and play. I've got a (teddy) and a (doll). / I have a (teddy bear) and a (doll) (AmE).

Classroom language Look, a (teddy/teddy bear (Am E)). Point to the (doll) . Which toy? A (plane), please. Where's the (plane)? Yes. / No, sorry. Thank you . Close/Open your eyes. Look, a (teddy/teddy bear (AmE)).

Colour the (teddy/teddy bear (AmE)). What have I got? What's in the (magic) bag? Listen. Stand up, everyone. Is it a (plane)? Stick in the teddy/teddy bear (AmE)/plane. Colour the shop stall . What's missing? Find the odd one out. Circle the odd one out. What is it? Cut out the toys. Stick the toys together. Let's colour the sign .

Objectives Children learn: • to recognise and name the colour yellow in

English • to recognise and name some toys in English • to find the odd one out in a group of similar items • actions and mimes for playing with toys and use

these in some songs and an action story

Competences Children can: • recognise the difference between old and new • use English to say if a toy is old or new • follow the English instructions and lesson routines • act out a three part action story • join in with a song • show interest in a story read by the teacher or



Values

• appreciating what you have

Thinking Skills

• focusing on details to find the odd one out

Hooray! STARTER © Helbl ing Languages e

Unit 2

LESSON 1 • TOY VOCABULARY

Main Objective To introduce the new toy vocabulary for this unit.

Key Words teddy/teddy bear (Am E), doll, plane, train

Receptive Language It's red and blue. Dear Rosie, it's for you.

Classroom Language Look, a (teddy/teddy bear (AmE». Point to the (doll). Which toy? A (plane), please. Where's the (plane)? Yes. / No, sorry. Thank you.

Activities Sing the It's red and blue song. Introduce the toy vocabulary. Play Point to ... and Wheres the plane? Mime the toys.

Materials Checklist o Peter hand puppet o CD 2-3, 8 (routine songs), CD 13-14 o flashcards 2, 8-12 (Rosie, butterfly, teddy/teddy

bear (AmE), doll, plane, train)

Notes

Warm-up

1. Welcome the children. ~ A,'A' • When the children are all in the classroom,

encourage them to sit in a circle. While you are making a circle, you can sing or play the Circle song (See Introduction, p. 17).

• Make the puppet say Hello! and encourage the children to wave and say Hello! back to Peter.

• Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 17).


2. Sing the ft's red and blue song.

~G,i"" • Hold up the flashcard for the butterfly and elicit the

word Butterfly. from the children. • Play or sing the song from the story:

It's red and blue It's red and blue. It's red and blue. It's red and blue, Dear Rosie, it's for you. Dear Rosie, it's for you! Dear Rosie, it's for you! (Repeat)


• Continue to sing the song . If the children are interested, you can change Rosie's name to one of the children's names and give the butterfly flashcard to the child instead using the karaoke track (CD 14).

Carpet Time

3. Introduce the toy vocabulary. • Show the children the flashcard for teddy/teddy

bear (AmE) and say Look, a teddy/teddy bear (AmE). Mime hugging a teddy/teddy bear (Am E) and put the flashcard on the floor.

• Say A teddy/teddy bear (AmE). again and encourage the children to join in with the action for teddy/teddy bear (AmE).

• Then show the children the flashcard for doll and say Look, a doll.

• Mime rocking a baby and say A doll. again. Encourage the children to join in with the action.

• Continue to name the toys on the flashcards and encourage the children to copy the actions which you show them. Suggested actions: teddy/teddy bear (AmE) - pretend to hold and hug a big teddy/teddy bear (AmE) doll - pretend to hold and rock a baby in your arms plane - hold your arms out to the side like aeroplane wings and, if you are standing up, run around in a small circle train - move your arms in a small circle beside the body with the elbows bent (like train wheels) and then pretend to pull a handle down to make the train whistle saying choo-choo

•

the

l for

l.

Id :h

d

arms

n

the ld e

4. Play Point to .. . • Put the toy flashcards on the floor in front of the

children with the picture facing up. Say Point to the doll. Mime holding and rocking a baby in your arms, then point to the doll flashcard or make Peter point to the flashcard.

• Encourage the children to do the action and point to the flashcard with you.

• Continue to name the toys, do the actions and point to the correct flashcard.

5. Play Where's the plane? • Show the children each of the toy flashcards . Say

Look, a (plane). as you show each card then place the card face down on the floor.

• Mix up the cards by sliding them around the floor. Then look at Peter and say Which toy, Peter? Make Peter say A plane, please. and show the children the action for plane.

• Ask Where's the plane? and invite one of the children to turn over a card and try to find the plane flashcard. If the child turns over the card with the plane, say Yes. and allow the child to give the card to Peter. Peter should say Thank you. and can reward the child by giving a kiss, hug or high five . If the card is not the plane, then say No, sorry. and choose a new child to turn over a card.

• Continue playing the game until each child has had at least one turn to look for a toy for Peter.

6. Mime the toys. • Encourage all the children to stand up in an area

that is safe for them to move around in. • Say Look, a doll. Show the action for doll and

encourage the children to join in with you . • Once most of the children are doing the action,

change the toy and say Look, a train. and change to the action for train.

• Continue to name toys as the children join in with the actions and try to make the change happen a little faster each time .

• As the children become comfortable with the activity, name the toy and let the children do the action before you join in with them.

Rounding Off

7. Sing the Bye-bye song. ~ R.I:I • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage


• Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 17)


Play Musical statues. • Play some music for the children to move to and

name one of the toys. Encourage the children to

dance or move using the action for the toy which you

have named.

• After some time, stop the music and encourage the

children to freeze in position.

• When you start the music again, name a different toy for the children to use for their movements.

• Alternatively, if you don't want to stop and start music, you can sing Look, a (plane), a (plane), a (plane). repeatedly while the children are moving.

Then say Freeze! when you want the children to stop

moving.


Unit 2

tmBD My toys

Main Objective To sing a song about toys.

Key Words teddy/teddy bear (Am E), doll, plane, train red, blue, yellow

Receptive Language Look at the (teddy/teddy bear (AmE)). It's (red) and blue. Dear (Rosie), it's for you.

Classroom Language Close/Open your eyes. Look, a (teddy/teddy bear (AmE)). Colour the (teddy/teddy bear (AmE)).

Activities Revise the toy vocabulary. Play Red, blue or yellow? Sing the Look at the teddy/teddy bear (AmE) song. Colour the toys.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 15 o flashcards 3-4, 9-13 (red, blue, teddy/teddy

bear (AmE), doll, plane, train, yellow) o Student's Book, p. 11 o coloured pencils or crayons o If there is time: colour or toy mini flashcards

(Worksheet 4 or 8)

Warm-up

1. Welcome the children. @: G.'.' • When the children are all in the classroom,

encourage them to sit in a circle. You can sing or play the Circle song (See Introduction, p. 17).

Cl) Hooray! STARTER © Helbl ing Languages



Carpet Time

2. Revise the toy vocabulary. • Show the children the flashcard for train and say

Look, a train. Mime being a train and put the flashcard on the floor.

• Say A train. again and encourage the children to show you the action for train .

• Then show the children the flashcard for plane and say Look, a plane.

• Say A plane. again and encourage the children to show you the action for plane.

• Continue to name the toys on the flashcards and encourage the children to show you the actions for each toy. Suggested actions: teddy/teddy bear (AmE) - pretend to hold and hug a big teddy/teddy bear (AmE) doll- pretend to hold and rock a baby in your arms plane - hold your arms out to the side like aeroplane wings and if you are standing up, run around in a small circle train - move your arms in a small circle beside the body with the elbows bent (like train wheels) and then pretend to pull a handle down to make the train whistle saying choo-choo

3. Play Red, blue or yellow? • Show the children the blue and red flashcards and

elicit the colours. • Show the children the yellow flashcard and say

Yellow. • Say Close your eyes. and demonstrate by holding

your hands over your eyes, then peek to check the children have copied you.

• Once all the children have covered their eyes, put one of the colour flashcards on the board or in the centre of the circle.


• Say Red, blue or yellow? and point to the flashcard on the board or in the centre of the circle. Encourage the children to name the card you are pointing to .

• Repeat this a few times changing the flashcard until the children seem confident with naming the colours.

4. Sing the Look at the teddy/teddy bear (AmE) song. @: ti.I"

• Attach the toy flashcards to the board or put them in the centre of the circle in the order of the song .

• Play the song and point to each toy as you hear it in the song .

or

11S

Look at the teddy/teddy bear (AmE) Look at the teddy/teddy bear (AmE). It's red and blue. Look at the teddy/teddy bear (AmE). Dear Rosie, it's for you. Dear Rosie, it's for you. Dear Rosie, it's for you.

Look at the doll. It's yellow and blue. Look at the doll. Dear Peter, it's for you. Dear Peter, it's for you. Dear Peter, it's for you.

Look at the plane. It's yellow and blue. Look at the plane. Dear Rosie, it's for you. Dear Rosie, it's for you. Dear Rosie, it's for you.

Look at the train. It's red and blue. Look at the train. Dear Peter, it's for you. Dear Peter, it's for you. Dear Peter, it's for you.

• Play the song again and encourage the children to do the action for each toy as they hear it.

Pencil and Paper

5. Sing the Table song. @: R,,' • Say It's time to sit at the table. and indicate to



6. Colour the toys. [s~~1jJ @: G,I" • Hold up your Student's Books so all the children can

see clearly. • Play or sing the Look at the teddy/teddy bear (AmE)

song again and point to each toy on the page as you hear it in the song.

• Give the children their Student's Books open to the correct page and say Point to the (plane). and check the children point to the correct toy.

• Point to the teddy/teddy bear (Am E) and say Look at the teddy/teddy bear (AmE). It's red and blue. Colour the teddy/teddy bear (AmE) red and blue. and demonstrate by colouring the teddy/ teddy bear (AmE) so it is red and blue.

• Monitor the children and check they are using the correct colours to colour the teddy/teddy bear (AmE)

• Continue to repeat the information from the song for each of the toys and help the children to colour the toys on the page.


(AmE). @: G'" • If you would like the children to tidy away their

crayons and Student's Books, say It's time to tidy up / clean up (AmE).

• Start to collect the books and crayons and encourage the children to help you.

• While you are picking things up, sing or play the Tidy up song / Clean up song (Am E) (See Introduction, p. 17).

Rounding Off

8. Sing the Bye-bye song. @: G'):' • While the children are still at the table, look at Peter




I f there is time ...

Play Bingo! ~*iiJ

You wil l need enough colour (or toy) Preparation Tip!

mini flashcards for each child to have one set of the vocabulary items which you would like to practise.

If you have extra time available, the children can

colour and make the mini flashcards during a lesson,

or you can colour and make them yourself before the

lesson.

When Worksheet 4 is used for the first time, only use

the mini flashcards for the colours the children have

learnt so far.

• Put the colour flashcards face down on the floor in

front of Peter.

• Help the children to move so that they have a space in front of them. The children should choose two

colour mini flashcards to put on the floor in front of

them with the colour facing up.

• Make Peter turn over one of the colour flashcards from his set, and show and say the colour to the

children. Then encourage the children to turn over

the mini flashcard with the same colour so the colour

can't be seen.

• Repeat this until some of the children have turned over both their mini flashcards and encourage them

to shout Bingo! Peter can then kiss, hug or high-five

the children who have 'Bingo'.

• If the children are still interested, then turn all the

cards back over and repeat the activity, this time

calling the colours a little quicker, or using the toy flashcards instead of the colour flash cards.


Unit 2

LESSON 3 • OLD AND NEW

Main Objective To introduce the concept of old and new.

Key Words teddy/teddy bear (Am E), doll, plane, tra in old, new

Receptive Language Look at the (teddy/teddy bear (AmE)). It's (red) and blue. Dear (Rosie), it's for you . Old or new?

Classroom Language Close/Open your eyes. What have I got? Look, a magic bag. What's in the magic bag?

Activities Sing the Look at the teddy/teddy bear (AmE) song. Introduce old and new. Play Old or new?, What have I got? and What's in the magic bag?

Materials Checklist o Peter hand puppet o CD 2-3, 8 (routine songs), CD 15-16 o flashcards 2, 9-1 2, 14- 15 (Rosie, teddy/teddy

bear (Am E), doll, plane, train, old toys, new toys)

o a (magic) bag o small toy plane, t rain, doll and teddy/teddy

bear (AmE)

Notes


Warm-up

1. Welcome the children. C2 ti,'A' • When the children are all in the classroom,

encourage them to sit in a circle. While you are making a circle, you can sing or play the Circle song (See Introduction, p. 17)

• Make Peter greet the children . Make the puppet say Hello! and encourage the children to wave and say Hello! back to Peter.


2. Sing the Look at the teddy/teddy bear (AmE) song. ~ ij,i&'H

• Play the song and encourage the children to do the action for each toy as they hear it in the song (See Lesson 2 for the song lyrics).

• Alternatively, use the karaoke version of the song and, instead of giving the toys to Peter and the Rosie flashcard, you could give the toys or toy flashcards to different children in the class (C D 16).

Look at the teddy/teddy bear (AmE) Look at the teddy/teddy bear (AmE). It's red and blue. Look at the teddy/teddy bear (AmE). Dear (Tomas), it's for you.

Look at the doll. It's yellow and blue. Look at the doll. Dear (Sophie), it's for you . . ..

Look at the plane It's yellow and blue. Look at the plane. Dear (David), it's for you . ...

Look at the train. It's red and blue. Look at the train. Dear (Clara), it's for you.

Carpet Time

3. Introduce old and new. • Show the child ren the flashcard fo r the old toys and

say What is it? • Elicit the toy words for the toys on the flashcard

then say Oh, no! and point to the old toys. Then say Oh, no! They're old.

• Show the children the flashcard for the new toys and say They're new.

)9

le e

3).

and

~n

/s

4. Play Old or new? • Say Close your eyes. and demonstrate by holding


• Once all the children have covered their eyes, put either the old toys or new toys flashcard on the board or in the centre of the circle.


• Say Old or new? and point to the flashcard on the board or in the centre of the circle . Encourage the children to say if the flashcard shows old or new toys.

• Repeat this a few times changing the flashcard until the children seem confident telling you if the toys are old or new.

5. Play What have I got? • Show the children the small toys you brought to

class and, if there is time, let the chi ldren feel each of them.

• Put all of the toys into the middle of the circle . • Say Close your eyes. and demonstrate by holding


• Once all the children have covered their eyes, take one of the small toys and hold it behind your back.

• Say Open your eyes. and encourage the children to open their eyes .

• Say What have I got? and indicate the toy that you have hidden behind your back.

• Encourage the children to guess which toy you have behind your back and then show the children to check if they were correct.

• Repeat this a few times taking a different toy to hide behind your back each time.

6. Play What's in the magic bag? • Show the children the magic bag and say Look, a

magic bag. What's in the magic bag? • Look inside the magic bag and pretend to be very

excited about what is in the bag . • Pretend to take a train out of the magic bag and

then pretend to play with the train. • Ask the children again What's in the magic bag?

and encourage the children to guess what toy you are playing with.

• Once the children guess the toy, you can pretend to give all the chi ldren a train from the magic bag and everyone can pretend to play with their train.

• Continue taking toys from the magic bag and encouraging the children to guess which toy you have taken.

• Once the children are familiar with the magic bag, you could invite confident children to take a toy from the magic bag and play with it while the other children guess which toy the child has.

Rounding Off

7. Sing the Bye-bye song. ~ R,i:' • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage


• Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 17).


Play Musical flashcards. • Place some of the toy flashcards around the classroom

in a place where they can easily be seen by the children and the children can safely move between

the cards (attached to a wall or something that can't

move is best)

• Point to each of the cards around the room and elicit the toys from the children.

• Play some music for the children to move around to. You could use some of the songs that the ch ildren

have learnt so far.

• Stop the music and encourage the chi ldren to choose a toy and stand near the flashcard for that toy.

• Once all the children are by a flashcard, randomly say a toy. All the children standing by that toy flashcard

are 'out'. Ask these children to stand near you for the next round and then allow them to join back in the

game the round after.

• Play the music again and allow the remaining children

to move around the room and repeat the activity.


Unit 2


Main Objective To listen to and join in with a simple action story.

Key Words teddy/teddy bear (Am E), doll, plane, train old, new

Receptive language Pick up your teddy/teddy bear (AmE). Put it on the plane. TeddylTeddy bear (AmE) flies off/away (Am E). Woooo!

Classroom language Listen. Stand up, everyone. Is it a (plane)?

Activities Introduce and mime the My toys actions story. Play the Yes or no game. Order the action story.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 17 o flashcards 9-12 (teddy/teddy bear (AmE), doll,

plane, train) o Student's Book, p.13 o coloured pencils or crayons o action story cut-outs (Worksheet 9) (optional) o scissors, glue and spare paper (optional) o If there is time: toy mini flashcards



Warm-up

1. Welcome the children. ~ R .... • When the children are all in the classroom,


• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back to Peter.


Carpet Time

2. Introduce the My toys action story. • Say Listen. and then stand where all the children



My toys action story Pick up your teddy/teddy bear (AmE). Put it on the plane. Teddy/Teddy bear (AmE) flies off/away (AmEJ. Woooo!

• If you still have the children's attention, repeat the story 50 they watch you do it twice.

3. Mime the action story. • Ask the children to stand up. Say Stand up,





4. Play the Yes or no game. • Show the children the toy flashcards and elicit the

toys. Then show the children that you are mixing the cards in your hands 50 neither you nor the children know the order of the cards.

• Take one of the flashcards and hold it above your head 50 that the children can see which toy you are holding but you can't.

• With your other hand point to the flashcard and say Is it a (plane)? and encourage the children to say Yes. if you are holding up the plane and No, sorry. if not. If the answer was No, sorry., keep guessing until the children say Yes.


mg

Ind

Pencil and Paper




6. Order the action story.

[@l~J @: G,'fj '1!bWf'l If you think the children will find it difficult

Teaching Tip!

o order the pictures in the Student's Book, you can use

he action story cut-outs (Worksheet 9) instead. You can

cut out the pictures on the worksheet before the lesson

or help the children with cutting if they are not able to use scissors yet.

• Hold up your copy of the Student's Book open to the correct page and show the children the pictures from the action story.

• Point to each of the pictures and say the actions. You can also encourage the children to do the actions at the table.

• Give the children their Student's Books open to the correct page. Say the actions from the action story again and encourage the children to point to the correct picture.

• Say Listen. and play the action story on the CD. Encourage the children to point to the correct picture of each action again.

• Help the children to draw one spot in the square for the first picture in the story, two spots for the second picture and three for the third.

• If you are using the action story cut-outs (Worksheet 9), give each child a copy of the worksheet.

• The children can then move the pictures around and put them in the correct order on the table in front of them. You can also repeat the actions from the action story and ask the children to hold up the correct picture for each action.

• Once the children have ordered the cut up pictures, they can use these to help them number the pictures in the Student's Book.

• If there is time, the children could stick the cut up pictures in the correct order on a clean sheet of paper. This paper could be taken home to show the parents.

7. Sing the Tidy up song / Clean up song (AmE). @: ti.11




Rounding Off

8. Sing the Bye-bye song. ~ ti.I:1 • While at the table, look at Peter and say It's time





Play Treasure hunt. '!R Before the lesson, prepare several

Preparation Tip!

copies of the toy flashcards or toy mini flashcards and

hide them around the classroom. If you have extra

time available, the children can colour and make the

mini flashcards during a lesson, or you can colour

and make them yourself before the lesson.



safe area to use outside, you might want to hide the

flashcards outside for the children to find.

• Tell the children which toy they are looking for, for example say Can you find the doll? and show the children the flashcard for the doll.

• Encourage the children to search the classroom or the outside area and bring you any cards with the doll that they find.

• When the children have found all the copies of the doll flash card, then ask them to look for the plane and bring you these cards.

• Then the children can look for the other flashcards and bring these to you.

• If there is time and the children are still interested,

you can encourage them to close their eyes and hide the cards for the children to find again

Hooray! STARTER © Helbling Languages CD

Unit 2


Main Objective To listen to a story about a toy shop/store (AmE).

Key Words teddy/teddy bear (Am E), doll, plane, train

Receptive Language Bye-bye, (doll). / Look. A (doll). Ah! I've got an idea . / I have an idea (AmE). Let's wash the (doll). Let's paint the plane/train. Wow! Let's make a shop/store (AmE). OK. Wonderful. Look at the toy shop/store (AmE). It's for you .

Classroom Language Point to the (teddy/teddy bear (Am E)). Stick in the (plane). Colour the shop stall.

Value Appreciating what you have.

Activities Play Old or new? Introduce The toy shop/store (AmE) story. Pretend to have a toy shop/store (Am E). Stick in the teddy/teddy bear (AmE) and plane.

Materials Checklist o Peter hand puppet o CD 2-6, 8 (routine songs), CD 18 o flashcards 14-15 (old toys, new toys) o Story cards 7-12 (The toy shop/store (AmE)) o Student's Book, p. 15 o stickers from the appendix of the Student's

Book (teddy/teddy bear (AmE), plane) o coloured pencils or crayons o The toy shop/store (AmE) mini storybook

(Worksheet 1 Oa+b) (optional) o toy dolls, teddies/teddy bears (Am E), etc.


Warm-up

1. Welcome the children. ~ "".' • When the children are all in the classroom,




Carpet Time

2. Play Old or new? • Say Close your eyes. and demonstrate by holding


• Once all the children have covered their eyes, put either the old toys or new toys flashcard on the board or in the centre of the circle.


• Say Old or new? and point to the flashcard on the board or in the centre of the circle. Encourage the children to say if the flashcard shows old or new toys.

• Repeat this a few times changing the flashcard until the children seem confident telling you if the toys are old or new.

3. Introduce The toy shop/store (AmE) story. ~G,I.':i

• If you want to use a transition marker to tell the children that the next activity is a story, then sing or play the Story song (CD 6):



• If there is time, listen to the story more than once.

The toy shop/store (AmE)

Boy: Bye-bye, dol/.

Bye-bye, teddy/teddy bear (AmE)

Bye-bye, plane.

Bye-bye, train.

Rosie Look. A dol/.

Peter: Look. A teddy/teddy bear (AmE)

Rosie: Look. A plane.

Peter: Look. A train.

ng

nd

19 le

~n

:he le

Intil 's

y.

lor

ds. :e.

osie: Ah! I've got an idea. / I have an idea (AmE)

Let's wash the dol/.

Peter OK and let's wash the teddy/teddy bear (Am£) Rosie: Let's paint the plane.

Peter OK and let's paint the train.

Peter Wow! Let's make a shop/store (AmE). Rosie: OK. Wonderful.

Peter & Rosie (singing)

Look at the toy shop/store (AmE), hey, hey, hey It's for you, it's for you.

Look at the toy shop/store (AmE), hey, hey, hey It's for you, it's for you

4. Pretend to have a toy shop/store (Am E). • Put some teddies/teddy bears (Am E), dolls, planes

and trains on a table and invite the children to look at them.

• Say Look, a toy shop/store (AmE). We've got a teddy/teddy bear (AmE), a doll, .. . and show the children some of the toys as you name them.

• Invite some of the children to stand in front of the table and pretend they are shopping . They should ask for one or two of the toys, for example Teddy/ Teddy bear (AmE), please.

• After you have sold all the toys on the table, ask the children to return the toys and play again until all the children have had a turn to 'shop'.

• If there is time, you might also want to let more confident children stand behind the table and 'sell' the toys.

Pencil and Paper

5. Sing the Table song. ~ G,,' • Say It 's time to sit at the table. and indicate to



6. Stick in the teddy/teddy bear (AmE) and plane. §:~J

• Give the children their Student's Books open to the correct page.

• Say Point to the train. and check the children are pointing to the train. Say Point to the teddy/ teddy bear (AmE). and check the children are pointing to the place for the teddy/teddy bear (AmE) sticker. Repeat encouraging the children to point to the doll and the place for the plane sticker.

• Then say Stick in the teddy/teddy bear (AmE)., monitor the children and help them to stick the teddy/teddy bear (Am E) sticker in the correct place.

• Then do the same to get the children to stick the plane sticker on the page.

• After the children have finished putting the stickers on the page, say Colour the shop stall. Point to where the children should colour and then let them colour it accordingly.


storybook (Worksheet 1 Oa+b) for each of the children to

take home at the end of the lesson. If there is time, the children could colour one of the pages in the lesson, or

they can colour it at home with their parents.

You will need to cut and fold the mini storybooks for the children before the lesson (See Introduction, p. 11).

7. Sing the Tidy up song / Clean up song (AmE). ~ G,II

• If you would like the children to tidy away their crayons and materials, say It's time to tidy up / clean up (AmE).

• Start to collect the materials and encourage the children to help you .


Rounding Off

8. Sing the Bye-bye song. ~ 'i,I:' • While at the table, look at Peter and say It's time





Sing the songs you remember. • Ask the children which English songs they remember

from the lessons so far and allow them to choose

which songs they would like to sing.

Hoorayl STARTER © Helbling Languages CD

Unit 2


Main Objective To find the odd one out from a group of items.

Key Words teddy/teddy bear (Am E), doll, plane, train old, new

Receptive Language Look at the toy shop/store (AmE). Girls and boys, come and play. I've got a (teddy) and a (doll). / I have a (teddy bear) and a (doll) (AmE).

Classroom Language What's missing? Find the odd one out. Circle the odd one out. What is it?

Thinking Skills Focusing on details to find the odd one out.

Activities Play What's missing? Sing the Look at the toy shop/store (AmE) song. Find and circle the odd one out.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 19 o flashcards 9-12, 14-15 (teddy/teddy bear

(A mE), doll, plane, train, old toys, new toys) o several small toy trains, planes, dolls and

teddies/teddy bears (AmE) o Student's Book, p. 17 o coloured pencils or crayons o If there is time: toy mini flashcards

(Worksheet 8)


Warm-up

1. Welcome the children. ~ A"" • When the children are all in the classroom,




Carpet Time

2. Play What's missing? • Choose some of the toy flashcards, including the

old toys and new toys flashcards, and elicit the vocabulary from the children.

• Put the cards on the floor face down so the picture can't be seen.

• Turn the cards over one at a time and elicit the name of the picture on the card until only one card remains face down .

• Encourage the children to name the card which is missing (and is face down), then turn the card over to check if the children were correct.


3. Sing the Look at the toy shop/store (AmE) song. ~ Xi'iQ

• Play the song from the story using some actions for the children to copy, for example pretend to look at the toy shop/store (Am E), use your hands to say Come and play., and show the actions for the toys as you sing the song.

Look at the toy shop/store (AmE) Look at the toy shop/store (AmE), hey, hey, hey Girls and boys, come and play Look at the toy shop/store (AmE), hey, hey, hey Girls and boys, come and play

I've got a teddy and doll. / I have a teddy bear and a doll (AmE) . ...

Look at the toy shop/store (AmE), hey, hey, hey Girls and boys, come and play

I've got a train and a plane. / I have a train and a plane (Am E) . ...


• Play the song again and encourage the children to join in with you.

g

d

's

4. Find the odd one out. • Put three toy planes and one toy doll on the floor in

the centre of the circle. • Point to each toy and elicit the name of the toy

from the children. • Then say Find the odd one out. Train, train,

train and doll. Put the trains together and the doll separate so the children can see the doll is different.

• Again say Find the odd one out. Point to the doll and elicit the word Doll. from the children. You might also want to give the children a translation for Find the odd one out if they seem confused.

• Put four new toys in the circle (three the same and one different) and ask the children to tell you the odd one out.

• Continue to put groups of toys in the circle for the children to name the odd one out.

Pencil and Paper

5. Sing the Table song. ~ G,,' • Say It's time to sit at the table. and indicate to



6. Circle the odd one out. [~~i?J • Give the children their Student's Books open to the

correct page. • Hold your book up so all the children can see

clearly. • Point to each of the pictures on the first line, name

the toys and encourage the children to point at the same pictures in their book.

• Say An old plane, a new plane, an old plane and an old plane. Find the odd one out. and encourage the children to tell you which one is the odd one out.

• For the second and third line, name and point to each of the pictures and then ask the children to name the odd one out.

• Then say Circle the odd one out. and circle the odd one out in the first line to show the children what to do.

• Monitor the children while they are circling the pictures and ask What is it?

7. Si ng the Tidy up song / Clean up song (AmE). ~ G,il



• While you are picking things up, sing or play the Tidy up song / Clean up song (AmEJ (See Introduction, p. 17).

Rounding Off

8. Sing the Bye-bye song. @liiiI • While at the table, look at Peter and say It's time





Play Touch the flash ca rd. ~*j:1

if you have extra time available, the Preparation Tip!

children can colour and make the toy mini flashcards during a lesson , or you can colour and make them yourself before the lesson.

• Attach some toy mini flashcards to the board or put them in the centre of the circle. it is best to use two or three sets of mini flashcards so that there is more than one of each card.

• Choose between two and four children to stand in front of the board or in the centre of the circle.

• Select one of the normal flashcards and name the toy for the children as you show them the picture, or you can elicit the name of the toy from the children.

• The children in front of the board or in the centre of the circle should touch all the mini flashcards with the same toy.

• Repeat the game with a different group of children each time.

• As the children become confident with the game, you can name the toy without showing them the picture on the flashcard.


EXTRA LESSON 1 (OPTIONAL) (Can be used after the action story has been introduced in Lesson 4)

Main Objective To practise a song and an action story about toys.

Ke Words teddy/teddy bear (AmE), doll, plane, train old, new

Rece tive Language Look at the (teddy/teddy bear (AmE)). It's (red) and blue. Dear (Rosie), it's for you. Pick up your teddy/teddy bear (AmE). Put it on the plane. Teddy/Teddy bear (AmE) flies off/away (AmE). Woooo!

Classroom Language What's in the bag? What is it? Cut out the toys. Stick the toys together.

Activities Sing the Look at the teddy/teddy bear (AmE) song. Mix up the My toys action story. Play What's in the bag? Match halves of toys to make a complete picture.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 15-16 o flashcards 9-12, 14-15 (teddy/teddy bear

(AmE), doll, plane, train) (optional) o a (magic) bag o small toy planes, trains, dolls and teddies/teddy

bears (AmE) o toy halves (Worksheet 11 a+b) o coloured pencils or crayons o A4 paper (optional) o scissors and glue o If there is time: toy mini flashcards

(Worksheet 8)

Notes

e Hoorayl STARTER © Helbling Languages

Warm-up

1. Welcome the children. @ A.' .. • When the children are all in the classroom,




Carpet Time

2. Sing the Look at the teddy/teddy bear (AmE) song. @ A,IEld

• Play the song and encourage the children to do the action for each toy as they hear it in the song (See Lesson 2 for the song lyrics and suggested actions)

• Alternatively, use the karaoke version of the song and instead of giving the toys to Peter and the Rosie flashcard, you could give the toys or toy flashcards to different children in the class (C D 16).

Look at the teddy/teddy bear (AmE) Look at the teddy/teddy bear (AmE). It's red and blue. Look at the teddy/teddy bear (Am E). Dear (Laura), it's for you . ...

3. Mix up the My toys action story. • Tell the children the three actions from the action

story and do the actions as you name each one. • Encourage the children to join in with the actions as

you name them. • Then say the actions, but in a different order from

the action story. Encourage the children to try and do the correct action when they hear it.

• Continue asking the children to do different actions, while they are interested.

• If they are confident with the actions, you can say them quicker or encourage some of the children to join in saying some of the actions with you.

4. Play What's in the bag? • Put one of the small toys you brought to class in

the bag without the children seeing the toy. • Show the children the bag and say What's in the

bag? • Allow each child to put their hand(s) in the bag to

feel the toy and try to guess which toy is hidden in the bag.

• Once all the children have felt the toy and have tried to guess what is in the bag, take the toy out of the bag and show the children if they w ere correct.

• While the children are interested, continue to put different toys in the bag and encourage the children to guess which toys are hidden in the bag.

nd

,).

).

as

)

Pencil and Paper

5. Sing the Table song. @ Ii'" Say It's time to sit at the table. and indicate to the children that you would like them to go and sit down at the tables.

• While the children are moving to the table, sing or play the Table song (See Introduction, p. 17)

6. Match halves of toys to make a complete picture. ~~'jIlM'

If you don't have much time or the children Teaching Tip!

are not able to use scissors yet, you can cut out the toy

halves for the children before the lesson.

• Hold up a copy of the worksheets so all the children can see them.

• Point to one of the toy halves on one of the pages and ask the children What is it?

• Continue to point to different toy halves until the children have named all the toy halves.

• Say Cut out the toys. and demonstrate by cutting out one or two of the toy halves.

• Give the children their copies of the worksheet and allow them to cut out the toy halves.

• When the children have finished cutting out all t he toy halves, say Make a train. and monitor the class to check they use the correct halves to make a train.

• Ask the children to make a few different toys, and then say Stick the toys together. Demonstrate by taking two halves that make a toy and sticking them on a piece of clean paper.

• The children should stick all the toys on the same piece of paper.

• If there is time, the children can also colour the toys.

• Let the children take their worksheet home at the end of the lesson to show to their parents .

7. Si ng the Tidy up song / Clean up song (AmE). ~

• If you would like the children to tidy away their crayons and other materials, say It's time to tidy up / clean up (Am E).



Rounding Off

8. Sing the Bye-bye song. @ 1i,1:1 • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Musical chairs. ~*i:1

Before the lesson, copy and cut up a Preparation Tip!

set of the toy mini flashcards. You need enough sets

to have one min i flashcard per child . If you have extra

time available, the children can colour and make the

mini flashcards during a lesson, or you can colour and make them yourself before the lesson .

Stick the mini flashcards on the children 's chairs so

that the children can easily see them. If there aren't enough chairs available in the classroom, then you

could use cushions or laminated copies of the mini

flashcards instead.

• Put the chairs (cushions or laminated flashcards) in a place where the children can easily walk around them

and sit on them.

• Play some music for the children to move around to. You could use some of the songs that the children

have learnt so far in Hooray! Starter. • Then stop the music and say Sit down. and

encourage the children to sit down on the nearest

seat that is available .

• Randomly select one of the toy flashcards and show the children the toy. All the children sitting on a chair

with a mini flashcard of the same toy are 'out'. Ask

these children to stand near you for the next round

and then allow them to join back in the game the

round after.

• Play the music again and allow the remaining children to move around the chairs and repeat the activity.


Unit 2

EXTRA LESSON 2 (OPTIONAL) (Can be used after the story has been introduced in Lesson 5)

Main Ob·ective To sing a song from the story.

Ke Words teddy/teddy bear (AmE), doll, plane, train old, new

Rece tive Language Look at the toy shop/store (Am E). Girls and boys, come and play. I've got a (teddy) and a (doll). / I have a (teddy bear) and a (doll) (Am E). Bye-bye, (doll). / Look. A (doll). Ah! I've got an idea. / I have an idea (AmE). Let's wash the (doll). Let's paint the (plane). Wow! Let's make a shop/store (AmE). OK. Wonderful.

Classroom Language What is it? Look, a magic bag. What's in the magic bag? Let's colour the sign.

Activities Tell The toy shop/store (AmE) story again . Sing the Look at the toy shop/store (AmE) song. Play What's in the magic bag? Make a shop/store (AmE) sign.

Materials Checklist o Peter hand puppet o CD 2-6, 8 (routine songs), CD 18-20 o Story cards 7-12 (The toy shop/store (AmE)) o a (magic) bag o shop/store (AmE) sign (Worksheet 12) o coloured pencils or crayons o paints (optional) . o small pieces of coloured paper or other matenal

(optional) o If there is time: flashcards 9-12, 14-15 (teddy/

teddy bear (AmE), doll, plane, train, old toys, new toys)

Notes


Warm-up

1. Welcome the children. @: G" •• • When the children are all in the classroom,

encourage them to sit in a circle. You can sing or play the Circle song (See Introduction, p. 17).



Carpet Time

2. Tell The toy shop/store (AmE) story again. @:G·I.,:i

• If you want to use a transition marker to tell the children that the next activity is a story, then sing or play the Story song (C D 6):



• Encourage the children to join in with some parts of the story, for example, they can wave bye-bye to the toys and can copy some of your facial expressions or movements.

• You can also point to the characters or the toys and elicit the correct words from the children.


3. Sing the Look at the toy shop/store (AmE) song. @: G,'"j,.

• Play the song from the story using some actions for the children to copy, for example pretend to look at the toy shop/store (Am E), use your hands to say Come and play., and show the actions for the toys as you sing the song.


I've got a teddy and doll. / I have a teddy bear and a doll (Am E).


I've got a train and a plane. / I have a train and a plane (AmE) . ...


n.

J or

ds. :s

and

lE)

for k ,ay

toys

y.

y.

'Y

da

'Y

Play the song again and encourage the children to join in with you. Once the children are confident singing the song, you can also use the karaoke version (CD 20).

. Play Wha t's in the magic bag? • Show the children the magic bag and say Look, a


excited about what is in the bag. • Pretend to take a train out of the magic bag and

then pretend to play with the train. • Ask the children again What's in the magic bag?

and encourage the children to guess what toy you are playing with.

• Once the children guess the toy, you can pretend to give all the children a train from the magic bag and everyone can pretend to play with their train.

• Continue taking toys from the magic bag and encouraging the children to guess which toy you have taken, while the children are interested.

• Once the children are familiar with the magic bag, you could invite confident children to take a toy from the magic bag and play with it while the other children guess which toy the child has.

Pencil and Paper

5. Sing the Table song. ~ Ii." • Say It's time to sit at the table. and indicate to



6. Make a shop/store (AmE) sign. 11*.11 If you have a large class, you might want to

Teaching Tip!

make more than one sign so that all the children can take part colouring and decorating.

If you have time and the materials, you could also let the children paint the sign or decorate it by sticking on small pieces of different materials or paper as well as colouring.

• Hold up a copy of the worksheet so all the children can see it and say Look, a shop/store (AmE).

• Point to some of the toys on the shop/store (AmE) sign and elicit the vocabulary from the children.

• Say Let's colour the sign. and arrange the children so that they can all help to colour and decorate the shop/store (AmE) sign.

• If you have a larger class, you might want to make more than one sign so that all the children can take part in colouring and decorating.

• While the children are colouring or decorating, praise them for neat work and talk to them about the colours and toys which they know in English.

• Once the sign is finished, attach it to a table and ask the children to choose a few toys from the classroom to put in their shop/store (Am E) .

• If there is time, you could let the children play in the shop/store (AmE) for a while. They can ask for toys by saying to the shop/store (AmE) keepers, for example, Teddy/Teddy bear (AmE), please. The shop/store (AmE) keepers can say Here you are. / Here you go (AmE). and the customer can be encouraged to reply Thank you.

7. Sing the Tidy up song / Clean up song (AmE). @ Xi.11

• If you would like the children to tidy away their crayons and other materials, say It 's time to tidy up / clean up (AmE).



Rounding Off

8. Sing the Bye-bye song. ~ U •• :. • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage



If there is t ime ...

Play Pass the flashcards. • Ask the children to sit in a circle. • Select some of the toy flashcards and give each card

to a different child in the circle. • Play some music. You could use some of the songs

the children have learnt so far in Hooray! Starter or other English songs which the children know.

• While the music is playing, encourage the children to pass the flashcards around the circle.

• After a short time stop the music. Encourage the children who are holding flashcards when the music stops to name the picture on their card.

• Play the music again and try to stop it so different children are holding the flashcards each time.


~ Animals - ~ ~- -


Key Words dog cat cow spider green four big small

Receptive Language Look at the toy shop/store (AmE). Girls and boys, come and play. I've got a (teddy) and a (doll). / I have a (teddy bear) and a (doll) (Am E). One dog, two dogs, three dogs, four. Woof, meow, moo, climb. Oh, yeah! Run like a dog . Scratch like a cat. Climb like a spider. Look. A doglcow/three small cats. How sweet! Wow. It's big. Lovely/Sweet (AmE) baby cats. Listen! Help! It's the big cat. Let's help! Look, they are happy! Come and see the happy (cats).

Classroom Language Look, a (dog). Close/Open your eyes. Red, blue, yellow or green? Point to the (dogs). Count the (cows). Circle the (cats) with (red). Look, I'm (big). Make yourself (big). Look, it's a (dog). Freeze! Look, a magic bag. What's in the (magic) bag? Stand up, everyone. Listen carefully.

What's my favourite animal? It isn't the (dog). What is it? Which animal, Peter? A (dog), please. Thank you. Yes. / No, sorry. Whose tail is it? Stick in the (dog's) tail. Is it a (dog)? Is it big/small? Join the big (cow) and the small (cow). What's missing? Colour / Cut out the animals. Stick the animals.

Objectives Children learn: • to recognise and name the colour green in English • to recognise and name some animals in English • actions to mime different animals in the action

story and the songs • the noises that animals make in English and use

these in songs

Competences Children can: • recognise big and small versions of the same

animals • use English to say if an animal is big or small • understand that animal noises may differ in

English from their first language • act out a three part action story, and join in with

the songs and games during the lesson • show an interest in a story read by the teacher or



Values • to develop appreciation for the value of caring for

animals

Thinking Skills • matching objects that are the same but different

sizes

Hoorayl STARTER © Helbl ing Languages Cl»

LESSON 1 • ANIMAL VOCABULARY

Main Objective To introduce the animal vocabulary for this unit.

Key Words dog, cat, cow, spider red, blue, yellow, green

Receptive Language Look at the toy shop/store (AmE). Girls and boys, come and play. I've got a (teddy) and a (doll). II have a (teddy bear) and a (doll) (AmE).

Classroom Language Look, a (dog). OpenlClose your eyes. Red, blue, yellow or green?

Activities Sing the Look at the toy shop/store (AmE) song. Introduce the animal vocabulary. Play Red, blue, yellow or green? and Say it louder! Mime the animals.

Materials Checklist Q Peter hand puppet Q CD 2-3, 8 (routine songs), CD 19 Q flashcards 3-4, 13, 16-20 (red, blue, yellow,

dog, cat, cow, spider, green)

Notes

Warm-up

1. Welcome the children. @ G,'#' • When the children are all in the classroom,





2. Sing the Look at the toy shop/store (AmE) song. @ ti,'PI

• Play the song from The toy shoplstore (AmE) story and encourage the children to join in with the actions.


I've got a teddy and a doll. / I have a teddy bear and a doll (AmE) . ...


I've got a train and a plane. / I have a train and a plane (AmE) . ...


Carpet Time

3. Introduce the animal vocabulary. • Show the children the flashcard for dog and say

Look, a dog. Mime being a dog or calling a dog. • Say A dog. again and encourage the children to

join in with the action for dog. • Then show the children the flashcard for cat and

say Look, a cat. • Say A cat. again and encourage the children to join

in with the action for cat. • Continue to name the animals on the flashcards

and encourage the children to copy the actions which you show them. Suggested actions: dog - stick your tongue out and pant like a dog, you can also woof a little too cat - pretend to lick your hand and then wipe your hand over your head or ear like a cat cleaning itself cow - put your hands with fists and the little finger sticking up at either side of your head to look like cow horns and make a mooing sound spider - link your hands using your thumbs and wiggle your fingers like eight spider legs

Unit 3

LESSON 1 • ANIMAL VOCABULARY

Main Objective To introduce the animal vocabulary for this unit.

Key Words dog, cat, cow, spider red, blue, yellow, green

Receptive Language Look at the toy shop/store (Am E). Girls and boys, come and play. I've got a (teddy) and a (doll). / I have a (teddy bear) and a (doll) (AmE).

Classroom Langua e Look, a (dog). Open/Close your eyes. Red, blue, yellow or green?

Activities Sing the Look at the toy shop/store (AmE) song. Introduce the animal vocabulary. Play Red, blue, yellow or green? and Say it louder! Mime the animals.

Materials Checklist o Peter hand puppet o CD 2-3, 8 (routine songs), CD 19 o flashcards 3-4, 13, 16-20 (red, blue, yellow,

dog, cat, cow, spider, green)

Notes

Warm-up

1. Welcome the children. @: G, •• ' • When the children are all in the classroom,





2. Sing the Look at the toy shop/store (AmE) song. @: G,ID

• Play the song from The toy shop/store (AmE) story and encourage the children to join in with the actions.


I've got a teddy and a doll. / I have a teddy bear and a doll (AmE) . ...


I've got a train and a plane. / I have a train and a plane (Am E) . ...


Carpet Time

3. Introduce the animal vocabulary. • Show the children the flashcard for dog and say

Look, a dog. Mime being a dog or calling a dog. • Say A dog. again and encourage the children to

join in with the action for dog. • Then show the children the flashcard for cat and

say Look, a cat. • Say A cat. again and encourage the children to join

in with the action for cat. • Continue to name the animals on the flashcards

and encourage the children to copy the actions which you show them. Suggested actions: dog - stick your tongue out and pant like a dog, you can also woof a little too cat - pretend to lick your hand and then wipe your hand over your head or ear like a cat cleaning itself cow - put your hands with fists and the little finger sticking up at either side of your head to look like cow horns and make a mooing sound spider - link your hands using your thumbs and wiggle your fingers like eight spider legs

Main Objective To sing a song about animals.

Key Words dog, cat, cow, spider one, two, three, four

Receptive language

~@~

~~.

One dog, two dogs, three dogs, four. Woof, meow, moo, climb. Oh, yeah!

Classroom language Look, a (dog). Point to the (dogs). Count the (dogs). Circle the (cats) with (red).

Activities Revise the animal vocabulary. Introduce number four and revise numbers one to three. Listen to the One dog, two dogs song. Circle the groups of animals.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 21 o flashcards 16-19 (dog, cat, cow, spider) o Student's Book, p. 19 o coloured pencils or crayons o If there is time: animal mini flashcards

(Worksheet 13)

Warm-up

1. Welcome the children. ~ G"" • When the children are all in the classroom,


e Hooray I STARTER © Helbling Languages



Carpet Time

2. Revise the animal vocabulary. • Show the children the flashcard for dog and say

Look, a dog. Mime being a dog or calling a dog and put the flashcard on the floor.

• Say A dog. again and encourage the children to join in with the action for dog .

• Then show the children the flashcard for cat and say Look, a cat.

• Say A cat. again and encourage the children to join in with the action for cat.

• Continue to name the animals on the flashcards and encourage the children to copy the actions which you show them. Suggested actions: dog - stick your tongue out and pant like a dog, you can also woof a little too cat - pretend to lick your hand and then wipe your hand over your head or ear like a cat cleaning itself cow - put your hands with fists and the little finger sticking up at either side of your head to look like cow horns and make a 'moo'ing sound spider - link your hands using your thumbs and wiggle your fingers like eight spider legs

3. Introduce number four and revise numbers one to three.

• Hold up one finger, wiggle the finger in the air and elicit the number One. from the children.

• Hold up two fingers so the children can see them, wiggle both fingers in the air and elicit the number Two.

• Hold up three fingers so the children can see them, wiggle all three fingers and elicit the number Three.

• Hold up four fingers so the children can see them, wiggle all four fingers and say Four.

• Count to four, holding up the fingers in order, and encourage the children to join in and hold up the same number of fingers as you are and wiggle them.

• Count a little quicker each time you do it.

4. Listen to the One dog, two dogs song. ~G"JI

• Attach the animal flashcards to the board or put them in the centre of the circle where all the children can see them in the order of the song .

• Play the song and point to each animal as you hear it in the song .

nd 4. Play Red, blue, yellow or green? • Show the children the red, blue and yellow

flashcards and elicit the colours. • Show the children the green flashcard and say

Green. • Say Close your eyes. and demonstrate by holding




• Say Red, blue, yellow or green? and point to the flashcard on the board or in the centre of the circle . Encourage the children to name the card you are pointing to.

• Repeat this a few times changing the flashcard until the children seem confident with naming the colours .

5. Play Say it louder! • Show the children the cat flashcard and say the

word Cat. to the children. • Make Peter say Shh! and whisper Cat. Encourage

the children to whisper it with you. • Say Cat. repeatedly, each time a little louder, and

have the children repeat until the last time you shout it and then say Shh! and whisper Cat. again.

• Repeat this with some of the other animals in this unit.

• After some time you can try different voices, for example, try singing the word, or saying it with a high squeaky voice and then a deep low voice. Or try saying the animal while you are holding your nose or wobbling your lips using your finger.

6. Mime the animals. • Encourage all the children to stand up in an area

that is safe for them to move around in. • Say Look, a cat. Show the action for cat and

encourage the children to join in with you . • Once most of the children are doing the action,

change the animal and say Look, a spider. and change to the action for a spider.

• Continue to say the names while the children join in with the actions. Change the names a little faster each time.

• As the children become more comfortable with the activity, say the names and let the children do the action before you join in with them .

Rounding Off

7. Sing the Bye-bye song. ~ R,':' • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Musical flashcards. • Place all the animal flashcards around the classroom

in a place where they can easily be seen by the

children and the children can safely move between

the cards (attached to a wall or something that can't move is best) .

• Point to each of the cards around the room and elicit the names from the children.


• Stop the music and encourage the children to choose and stand near a flashcard .

• Once all the children are by a flashcard, say a name. All the children standing by that flashcard are 'out'.

Ask these children to stand near you for the next round and then allow them to join back in the game the round after.




n

5

One dog, two dogs One dog, two dogs, three dogs, four Woof, woof, woof, woof, woof, oh, yeah' One dog, two dogs, three dogs, four Woof, woof, woof, woof, woof, oh, yeah' Woof, woof, woof, woof, woof, oh, yeah!

One cat, two cats, three cats, four Meow, meow, meow, meow, meow, oh, yeah' One cat, two cats, three cats, four Meow, meow, meow, meow, meow, oh, yeah' Meow, meow, meow, meow, meow, oh, yeah!

One cow, two cows, three cows, four Moo, moo, moo, moo, moo, oh, yeah' One cow, two cows, three cows, four Moo, moo, moo, moo, moo, oh, yeah! Moo, moo, moo, moo, moo, oh, yeah'

One spider, two spiders, three spiders, four Climb, climb, climb, climb, climb, oh, yeah' One spider, two spiders, three spiders, four Climb, climb, climb, climb, climb, oh, yeah! Climb, climb, climb, climb, climb, oh, yeah!

• Play the song again and encourage the children to do the action for each animal as they hear it in the song.

Pencil and Paper




6. Circle the groups of animals.

[~~ ~J ~ fi"l' • Hold up your copy of the Student's Book so all the

children can see it clearly. • Play or sing the One dog, two dogs song again and

point to each group of animals on the page as you hear it in the song.

• Give the children their Student's Book open to the correct page.

• Say Point to the dogs. and check the children are pointing to the correct group of animals.

• Say Count the dogs. and count the dogs with the children.

• Continue to ask the children to point and count the cats, the spiders and the cows .

• Then say Point to the cats. and check the children are pointing to the correct group of animals.

• Say Circle the cats with red. and demonstrate by circling the cats in your book using a red pencil.

• Monitor the children while they circle the groups of animals using the colour on the page for each circle (green for the dogs, red for the cats, blue for the cows and yellow for the spiders).

• While the children are working, you can ask them about the animals they are circling, they can count the animals and tell you the colour they are using .

7. Sing the Tidy up song / Clean up song (AmE). ~ fi'ii

• If you would like the children to tidy away their crayons and Student's Books, say It's time to tidy up / clean up (AmE).

• Start to collect the books and crayons and encourage the children to help you .

• While you are picking things up, sing or play the Tidy up song / Clean up song (AmEJ (See Introduct ion, p. 17).

Rounding Off

8. Sing the Bye-bye song. ~ ti,I:' • While the chi ldren are still at the table, look at Peter





Play Treasure hunt. '!I~$I"


copies of the animal mini flashcards and hide them around the classroom. If you have extra time available, the children can colour and make the mini

flashcards during a lesson, or you can colour and

make them yourself.




mini flashcards outside for the children to find.

• Tell the children which animal they are looking for, for

example say Can you find the cat? and show the

children the flashcard for cat. • Encourage the children to search the classroom or

the outside area and bring you any pictures of the

cat which they can find. When they have found all the copies of the cat, they can bring them to Peter to show him. Then ask them to look for another animal.

• Encourage them to close their eyes and hide the pictures for the children to find again.


LESSON 3 • BIG AND SMALL

Main Obiective To introduce the concept of big and small.

KeyWords dog, cat, cow, spider one, two, three, four big, small

Receptive language One dog, two dogs, three dogs, four. Woof, meow, moo, climb. Oh, yeah .

Classroom language Look, I'm (big). Make yourself (big). Look, it's a (dog). Look, a magic bag. What's in the magic bag? Freeze!

Activities Sing the One dog, two dogs song. Introduce big and small. Move like an animal and make animal noises. Play What's in the magic bag?

Materials Checklist o Peter hand puppet o CD 2-3,8 (routine songs), CD 21-22 o flashcards 16-19 (dog, cat, cow, spider) o a magic bag

Notes

_ Hooray! STARTER © Helbling Languages

1. Welcome the children. , When the d7(ldren are all/(7 the classroom,


• Make Peter greet the children . Make the puppet say Hello! and encourage the children to wave ana' say Hello! back to Peter.


2. Sing the One dog, two dogs song.

@h'.l'iJ • Play the song and encourage the children to do the

action for each animal as they hear it in the song (See Lesson 2 for the song lyrics and suggested actions).

• Alternatively, use the karaoke version of the song -the children can choose the order, or you can sing about other animals that the children know in English.

Carpet Time

3. Introduce big and small. • Stand in front of the children and make yourself as

big as possible, for example stretch your arms up in the air.

• Say Look, I'm big. Big. then encourage the children to stand up and make themselves as big as they can.

• Then make yourself as small as possible, for example kneel down on the floor and curl yourself into a ball, and say Look, I'm small. Small. Then encourage the children to make themselves as small as possible.

• Say Make yourself big. and encourage the children to make themselves look as big as they can.

• Then say Make yourself small. and encourage the children to make themselves look as small as possible.

• Continue to say Big. and Small., encouraging the children to make themselves the correct size as quickly as possible.

• Once the children seem confident, you can also try to catch them out by saying Small. or Big. twice and checking that the children stay in the correct position.

4. Move like an animal. • Show the children the dog flashcard and say Look,

it's a dog. • Pretend to move like a dog (walk around on hands

and knees and pretend to wag your tail) and encourage the children to join in and copy your movements.

ng

nd

[he

J

g-19

f as p in

g as

self en small

y

e as

the

o try ice ect

~ook,

lands

ur

• When you want the children to stop moving, say Freeze! and encourage the children to freeze with you .

• Hold up the cat flashcard so all the children can see and say Look, it's a cat.

• Pretend to move like a cat (walk on hands and knees like a cat, stretch and use your hand to pretend to wash yourself).

• Move like a cow and a spider as well. Suggested actions: cow - put hands and feet on the floor and stand still and pretend to chew grass spider - move your arms and legs quickly as if you have lots of arms and legs and pretend to climb

• If you have time, you can also ask the children to move like big and small animals.

5. Make animal noises. • Show the children the dog flashcard and say Look,

it's a dog. • Say A dog. Meow meow. Yes? and encourage

the children to say No. and tell you what sound a dog makes.

• Continue to discuss the sounds the different animals make: dog - woof cat - meow cow- moo

• Allow the children to try making the different animal noises.

• If the children seem confident with the animal noises, name one of the animals and encourage the children to make the appropriate animal sound.

: Note: : A spider doesn't make a noise so you can leave the spider

: out of this activity, or if you want to use the spider you

: can say Climb. as in the animal song in the previous

: lesson.



excited about what is in the bag. • Pretend to take a cat out of the magic bag and

then pretend to pat and stroke the cat You can also make cat noises.

• Ask the children again What's in the magic bag? and encourage the children to guess what animal you are holding .

• Once the children guess the animal, you can pretend to give all the children a cat from the magic bag. They can pretend to pat their cat and make cat noises.

• Continue taking animals from the magic bag and encouraging the children to guess which animal you have taken.

• Once the children are familiar with the magic bag, invite confident children to take an animal from the magic bag, make the animal noise and pat the animal. The other children can guess which animal the child has.

Rounding Off

7. Sing the Bye-bye song. @:R,):I • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Musical statues. • Play some music for the children to move to and

name one of the animals. Encourage the children to dance or move using the action for the animal which

you have named.

• After some time, stop the music and encourage the

children to freeze in position.

• When you start the music again, name a different animal for the children to use for their movements.

• Alternatively, if you don't want to stop and start music, you can sing Look, a (dog), a (dog), a (dog). repeatedly while the children are moving. Then say

Freeze! when you want the children to stop moving.

Hooray! STARTER ©

Unit 3


----lD D D---

n J.

~ kOII .t'#,j 1'-. I- •

l: ~'" r' Pj.,

\. -~

'"'" .,.


KeyWords dog, cat, cow, spider big, small

Receptive language Run like a dog. Scratch like a cat. Climb like a spider.

Classroom language Stand up, everyone. Listen carefully. What's my favourite animal? It isn't the (dog). What is it?

Activities Introduce and mime the Animal action story. Play What's my favourite animal? Order the action story.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 23 o flashcards 16-19 (dog, cat, cow, spider) o Student's Book, p. 21 o coloured pencils or crayons o action story cut-outs (Worksheet 14) (optional) o scissors, glue and spare paper (optional) o If there is time: animal mini flashcards

(Worksheet 13)


Warm-up

1. Welcome the children. @: G,'A' • When the children are all in the classroom,


• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back to Peter .


Carpet Time

2. Introduce the Animal action story. • Say Listen. and then stand where all the children



Animal action story Run like a dog. Scratch like a cat. Climb like a spider

• Repeat the story so the children watch you do it twice.




• Do this a couple of times, telling the action story in the correct order.

• If the children seem confident with the action story, you can mix up the order of the lines and check they still do the correct actions.

4. Play What's my favourite animal? • Put the animal flashcards in the centre of the circle

where all the children can see clearly and say the names of each of the animals .

• Choose one of the cards for the children to guess and say, for example, Listen carefully. What's my favourite animal? It isn't the cat. It isn't the cow. It isn't the spider. What is it?

• Then encourage the children to name the animal they think is your favourite .

• If the children are finding it hard, you can point to each flashcard as you say the word and show that this is wrong (for example, shake your head). Then point to the last flashcard, show that this is correct (for example, nod your head) and encourage the children to name the animal on that flashcard.

ng

nd

up

en

in

xy,

:Ie

oS

7ly

to at en :ct

Pencil and Paper

5. Sing the Table song. ~ G.,. • Say It's time to sit at the table. and indicate to



6. Order the action story.

[~:~ ~ li.,D ~~i"W""'·t·,J"i

If you think the children will find it difficult Teaching Tip!


the action story cut-outs (Worksheet 14) instead. You can

cut out the pictures on the worksheet before the lesson or help the children with cutting if they are not able to use scissors yet.










7. Sing the Tidy up song / Clean up song (AmE). ~ G.,.


• Start to collect the materials and crayons and encourage the children to help you.

• While you are picking things up, sing or play the Tidy up song / Clean up song (Am E) (See Introduction, p. 17).

Rounding Off

8. Sing the Bye-bye song. ~ G.':i • While at the table, look at Peter and say It's time





Play Snap! 9m~$'€'

You will need enough animal mini Preparation Tip!

flashcards for each child to have one set of the

vocabulary items which you would like to practise. If


and make the mini flashcards during a lesson, or you

can colour and make them yourself.

• Encourage the children to move so that they have a space in front of them.

• Help the children to put the animal mini flashcards on the floor in front of them. Make sure all the children

have the same cards in front of them.

• Hold up the teacher's flashcards in a fan and make Peter select one of the cards and hold it so the

children can't see which card has been chosen.


which card they have selected.

• Make Peter show his card and name the animal for the children. Then Peter can hug, kiss or high-five the

children who are holding up the same card and say

Snap! • Put all the cards back to the starting position and

repeat the activity with Peter and the children

selecting a different animal flashcard .

Hooray! STARTER © Helbl ing Languages Cl

Unit 3


Main Objective To listen to a story and a song about animals.

Key Words dog, cat, cow, spider

Receptive Language Look. A dog/cow/three small cats. Wow. It's big. Lovely/Sweet (AmE) baby cats. Listen! It's the big cat Help! Let's help! Look, they are happy! Come and see the happy (cats). Meow, woof, moo.

Classroom Language Which animal, Peter? Whose tail is it? Stick in the dog'sicat'sicow's tail.

Value To develop appreciation for the value of caring for animals.

Activities Play Where's the dog? Introduce The baby cats story. Play Uncover the flashcard. Stick in the animal tails.

Materials Checklist Cl Peter hand puppet Cl CD 2-6, 8 (routine songs), CD 24 Cl flashcards 16-19 (dog, cat, cow, spider) Cl stickers from the appendix of the Student's

Book (animal tails) Cl Students Book, p. 23 Cl coloured pencils or crayons Cl Story cards 13-18 (The baby cats) Cl The baby cats mini storybook

(Worksheet 1 5a+b) (optional)


Warm-up

1. Welcome the children. ~ G".' • When the children are all in the classroom,




Carpet Time

2. Play Where's the dog? • Show the children each of the animal flashcards.

Say Look, a (dog). as you show each card, then place the card face down on the floor.

• Mix up the cards by sliding them around the floor. Then look at Peter and say Which animal, Peter? Make Peter say A dog, please. and show the children the action for dog.

• Invite one of the children to turn over a card and try to find the dog flashcard. If the child turns over the card with the dog, say Yes. and allow the child to give the card to Peter. Peter should say Thank you. and can reward the child by giving a kiss, hug or high five. If the card is not the dog, then say No, sorry. and choose a new child to turn over a card.

• Continue playing the game until each child has had at least one turn to look for an animal for Peter.

3. Introduce The baby cats story. @ A,litJI • If you want to use a transition marker to tell the

children that the next activity is a story, then sing or play the Story song (CD 6).


• Either read the story from the back of the Story cards, or play the CD 24 and show the Story cards .


Peter: Rosie: Peter: Rosie: Rosie: Peter: Cat:

Look. A dog.

It 's big. Look. A cow

Wow. It's b/~J. Look. Three small cats. How sweet!

Lovely/Sweet (AmE) baby cats.

Meowl Meow!

Rosie: Listen!

Cat: Meow! Meow! Help! Meow!

Peter: It's the big cat.

ong

and

lr. r?

er ild

ug 10,

J. lad

!I or

s.

Peter: Look, Rosie. The small cat.

Rosie: Let's help!

Hooray!

Peter: Look, they are happy! Peter (singing):

Come and see the happy cats,

Meow, meow, meow

Come and see the happy cats, Meow, meow, meow, meow

4. Play Uncover the flash ca rd. • Show the children the animal flashcards. Ask Wha t

is it? and elicit the name for each of the animals . • Hold the cards so the pictures are all face down and

show the children that you are mixing the cards. • Take a piece of paper or card and cover the animal

picture of one of the cards. Hold the card so the children can see it.

• Gradually move the paper or card up or down the flashcard to reveal the picture of the animal.

• Encourage the children to guess which animal is hidden as the picture is being revealed .

• Repeat the activity, covering a different flashcard with the piece of paper or card.

Pencil and Paper

5. Sing the Table song. ~ G'" • Say It 's time to sit at the table. and indicate to



6. Stick in the animal tails. ~ • Hold up your Student's Book so all the children

can see. Point to the animals on the page and say Look, a (dog).


• Say Point to the dog. and check the children are pointing to the dog. Then say Point to the big cat. and check the children are pointing to the cat. Repeat for the cow and encourage the children to point to the cow.

• Hold up the stickers for this page so the children can see them clearly. Point to one of the tails and say Whose tail is it? and encourage the children to tell you the animal the tail belongs to.

• Then say Stick in the dog's tail., monitor the children and help them to stick the dog tail sticker in the correct place.

• Continue to help the children stick on the tails for the other animals on the page.

• When they have finished, ask the children to find the four baby cats in the picture and circle them.

• Monitor the class and praise the children.

•. " .. ... rr, JII You can also print a copy of the mini storybook (Worksheet 15a+b) for each of the children to take home at the end of the lesson . If there is time, the children could colour one of the pages in the lesson , or they can colour it at home with their parents.

You will need to cut and fold the mini storybooks for the children before the lesson (See Introduction, p. 11 ).





Rounding Off

8. Sing the Bye-bye song. ~ ij,l:i • While at the table, look at Peter and say It's time





Sing the songs you remember. • Ask the children which Engl ish songs they remember

from the lessons so far and allow them to choose which songs they would like to sing.

Hooray! STARTER © Helbling Languages <iD

Unit 3


@~

~ ~

~ G

Main Ob'ective To match animals that are the same but different sizes.

KeyWords dog, cat, cow, spider one, two, three, four big, small

Receptive language Come and see the happy (cats). Meow, woof, moo.

Classroom language Look, I'm (big). Make yourself big. Point to an animal, please. Is it a (dog)? Is it (big)? Join the big (cow) and the small (cow).

Thinking Skills Matching objects that are the same but different sizes.

Activities Play Big and small. Sing The happy animals song. Play What are you pointing at? Match the big and small animals.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 25 o flashcards 16-19 (dog, cat, cow, spider) o Student's Book, p. 25 o coloured pencils or crayons o If there is time: animal mini flashcards

(Worksheet 13)

Cl Hooray! STARTER © Helbling Languages

Warm-up

1. Welcome the children. @ G,'A. • When the children are all in the classroom,



• Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 17)

Carpet Time

2. Play Big and small. • Stand in front of the children and make yourself as

big as possible. • Say Look, I'm big. Big. Encourage the children to

stand up and make themselves as big as they can. • Then make yourself as small as possible, for

example kneel down on the floor and curl yourself into a ball, and say Look, I'm small. Small. Then encourage the children to make themselves small.

• Say Make yourself big. and encourage the children to make themselves look as big as they can.

• Then say Small. and encourage the children to make themselves look as small as possible.

• Continue to say Big. and Small. , encouraging the children to make themselves the correct size as quickly as possible.

• Once the children seem confident, you can also try to catch them out by saying Small. or Big. twice and checking that the children stay in the correct position.

3. Sing The happy animals song. @ g,.l' • Play the song from the story and encourage the

children to join in with the song and the actions for the animals .

Come and see the happy cats, Meow, meow, meow Come and see the happy cats, Meow, meow, meow Come and see the happy cats, Meow, meow, meow Come and see the happy cats, Meow, meow, meow, meow

Come and see the happy dog, Woof, woof, woof. Come and see the happy dog, Woof, woof, woof. Come and see the happy dog, Woof, woof, woof. Come and see the happy dog, Woof, woof, woof, woof.

:ong

and

as

to n.

elf 1

Ill.

try

t

for

Come and see the happy cow, Moo, moo, moo. Come and see the happy cow, Moo, moo, moo. Come and see the happy cow, Moo, moo, moo. Come and see the happy cow, Moo, moo, moo, moo.

4. Play What are you pointing at? • Attach some of the animal flashcards to the board

or put them in the centre of the circle . • Choose one child to stand near the flashcards. • Stand with your back to the flashcards on the board

or in the circle. • Ask one of the children to point to one of the

flashcards and say Point to an animal, please. • Then try to guess which animal the child is pointing

at. Ask Is it a (dog)? and encourage all the children to join in answering your question.

• Continue to guess the animal until the children tell you that you are correct.

• Repeat the game asking a different child to choose one of the flashcards to point to.

• Alternatively, you could invite confident children to take your place and guess which animal another child is pointing at.

Pencil and Paper

5. Sing the Table song. ~ ti", • Say It's time to sit at the table. and indicate to



6. Match the big and small animals. [~~~J • Hold up your copy of the Student's Book 50 all the

children can see it clearly. • Point to each of the animals on the page and ask

the children questions about the animals and their size. Ask Is it a (cow)? and Is it (big)?

• Give each of the children their Student's Book open to the correct page.

• Say Point to the big cow. and then check the children are pointing to the correct animal .

• Continue to ask the children to point to some of the animals on the page.

• Then say Draw a line between the big cow and the small cow. and demonstrate by drawing a line from the big cow to the small cow.

• Monitor the children and check they are drawing the line between the correct animals and then encourage the children to join the other big and small animals.


(AmE). ~ G'II • If you would like the children to tidy away their

crayons and Student's Books, say It's time to tidy up / clean up (AmE).



Rounding Off

8. Sing the Bye-bye song. ~ G,i:' • While at the table, look at Peter and say It's time





Play Touch the flash card. ~Wlg

If you have extra time available, Preparation Tip!

the children can colour and make the animal mini flashcards during a lesson, or you can colour and

make them yourself before the lesson.

If you don't want to use the animal mini flashcards

(Worksheet 13), you could draw some extra pictures of dogs, cats, etc. on the board around the normal flashca rds instead.

• Attach some animal mini flashcards to the board or put them in the centre of the circle. It is best to use

two or three sets of mini flashcards so that there is

more than one of each card.


• Select one of the normal flashcards and name the

animal for the children as you show them the picture,

or you can elicit the name of the animal from the children.

• The children in front of the board or in the centre of the circle should touch all the mini flashcards (or drawings) with the same animal.


• As the children become confident with the game, you can name the animal without showing them the

picture on the flashcard.

Hooray! STARTER © Helbling Languages G

Unit 3


Main Objective

To listen to a song and an action story about animals.

Ke Words

dog, cat, cow, spider one, two, three, four big, small

Receptive Language

One dog, two dogs, three dogs, four. Woof, meow, moo, climb. Oh, yeah! Run like a dog. Scratch like a cat. Climb like a spider.

Classroom Language What is it? Look, a spider.

Activities

Sing the One dog, two dogs song. Mix up the Animal action story. Play Uncover the flashcard. Place the spider on the web.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 21-22 o flash cards 16-19 (dog, cat, cow, spider) o coloured pencils or crayons o cobweb (Worksheet 16) o finger paints

Notes

(I Hooray! STARTER © Helbling Languages

Warm-up

1. Welcome the children. ~ 'i" .. • When the children are all in the classroom,

encourage them to sit in a circle . While you are making a circle, you can sing or play the Circle song (See Introduction, p. 17).



Carpet Time

2. Sing the One dog, two dogs song.

~G"l';j • Play the song and encourage the children to do the

action for each animal as they hear it in the song (See Lesson 2 for the song lyrics and suggested actions).

• Alternatively, use the karaoke version of the song, let the children choose the order of the animals, or you can sing about other animals that they know in English.

3. Mix up the Animal action story. • Say the three actions from the action story and do

the actions. • Encourage the children to join in with the actions as



• As they become more confident with the actions, say them quicker or encourage some of the children to join in saying the actions with you.

4. Play Uncover the flashcard. • Show the children the animal flashcards and elicit

the name for each of the animals . • Hold the cards so the pictures are all face down and

show the children that you are mixing the cards. • Take a piece of paper or card and cover the animal

picture of one of the cards and hold the card so the children can see it.

• Gradually move the paper or card up or down the flashcard to reveal the picture of the animal.

• Encourage the children to guess which animal is hidden as the animal is being revealed. Peter can reward the children who guess correctly first by giving them a kiss, hug or high five.

• Repeat the activity, covering a different flashcard with the piece of paper or card .

iong

t and

the

"J

g, or v in

10

n d

nd

31 he

ncil and Paper

- Sing the Table song. @ G'" Say It's time to sit at the table. and indicate to -he children that you would like them to go and sit down at the tables. While the children are moving to the table, sing or play the Table song (See Introduction, p. 17).

Place the spider on the web.

..: you have time, do some finger

~~"tJ IjJi§MNU.UiffiD

intings of a spider before the lesson by painting

ur thumb and pressing it down in the middle of the

.'Orksheet and using your little finger to make the spider's

ead. Also draw the legs with crayons so children can see • hat they have to do.

~e children will need to use finger paints so make sure

these are provided. If no finger paints are avai lable, have

children draw their own spider and decorate it.

• Hold up a copy of the worksheet with the fingerprinted spider you have made before the class and ask the children What is it? If the children can see it is a spider, then praise them, otherwise say Look, a spider. and show the children the action for the spider.

• Hand out the worksheets to each child and have them trace the dotted lines on the web. Then divide the class into groups and give each group a set of finger paints. Children should paint their thumb one colour and press it down in the middle of the worksheet, then use one of their finger tips to do the head. Have the children draw the legs on the side. They can also draw a face on the head if they like.

• If you want bigger spiders, have children press down with their whole fist then with their thumb at the end.

• If no finger paints are available, have children draw their own spider, then decorate it and stick it in the middle of the worksheet web.

7. Sing the Tidy up song / Clean up song (AmE). @li!I1I

• If you would like the children to tidy away their worksheets and other materials, say It's time to tidy up / clean up (AmE).

• Start to collect the materials and encourage the ch ildren to help you.


Rounding Off

8. Sing the Bye-bye song. @ G,I:' • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage


• Signal to the children that it is the end of the Eng lish lesson by singing or playing the Bye-bye song (See Introduction, p. 17).


Play Pass the flashcards . • Ask the children to sit in a circle.

• Select some of the animal flashcards and give each card to a different child in the circle.

• Play some music. You could use some of the songs the child ren have learnt so far in Hooray! Starter or other English songs which the children know.


• After a short time stop the music. Encourage the children who are holding flashcards when the music stops to name the picture on their card.

• Play the music again and try to stop it so different

children are holding the flashcards each time.


Unit 3

EXTRA LESSON 2 (OPTIONAL) (Can be used after the story has been introduced in lesson 5)

Main Objective To sing a song from the story.

Key Words

dog, cat, cow, spider big, small

Receptive language Look. A dog/cow/three small cats . Wow, it's big. Lovely/Sweet (AmE) baby cats. Listen! It's the big cat. How sweet. Let's help! Look, they are happy! Come and see the happy (cats). Meow, woof, moo.

Classroom language What's in the bag? What's missing?

Activities Tell The baby cats story again. Sing The happy animals song. Play What's missing? Make an animal mobile.

Materials Checklist o Peter hand puppet o CD 2-6, 8 (routine songs), CD 24-26 o flashcards 16-19 (dog, cat, cow, spider) o Story cards 13-18 (The baby cats) o animal mobile (Worksheet 17) o coloured pencils or crayons o scissors and glue o string o If there is time: animal mini flashcards

(Worksheet 13)

Warm-up

1. Welcome the children. ~ U,'., • When the children are all in the classroom,




• Hooray' STARTER © Helbling Languages

Carpet Time

2. Tell The baby cats story again. ~ ij'''}' • If you want to use a transition marker to tell the

children that the next activity is a story, then sing or play the Story song (CD 6).



• Encourage the children to join in with some parts of the story, for example, they can wave to say hello to the animals in the story, and they can copy some of your facial expressions or movements.

• You can also point to the characters or animals and elicit the correct words from the children.


3. Sing The happy animals song. ~ ij,,;,Jij • Play the song from the story using some of the

animal actions for the children to copy.

The happy animals Come and see the happy cats, Meow, meow, meow. Come and see the happy cats, Meow, meow, meow. Come and see the happy cats, Meow, meow, meow. Come and see the happy cats, Meow, meow, meow, meow.

Come and see the happy dog, Woof, woof, woof. Come and see the happy dog, Woof, woof, woof. Come and see the happy dog, Woof, woof, woof. Come and see the happy dog, Woof, woof, woof, woof.

Come and see the happy cow, Moo, moo, moo. Come and see the happy cow, Moo, moo, moo. Come and see the happy cow, Moo, moo, moo. Come and see the happy cow, Moo, moo, moo, moo.


• Once the children are confident singing the song, you can also use the karaoke version (CD 26).

I or

5.

of

)

Play What's missing? Choose some of the animal flashcards f rom this unit and elicit the vocabulary from the children . Put the cards on the floo r face down so the picture can't be seen .

• Turn the cards over one at a time and elicit the name of the animal on the card until only one card remains face down. Encou rage the children to name the card which is missing (and is face down). Ask What's missing?, then turn the card over to check if the children w ere correct. If the children are interested, play the game again and leave a different card face down.

Pencil and Paper

5. Sing the Table song. (2t;". • Say It's time to sit at the table. and indicate to

t he children that you would like t hem to go and sit down at the tables.

• Whi le the children are moving to the table, sing or p lay t he Table song (See Introduction, p. 17).

6. Make an animal mobile. [I b$'" If the children are not used to using scissors,

Teaching Tipf

you might want to cut out the animals for the children so that they can just colour and stick them.

If you only have a short amount of time, you could ask the children to colour and cut out only one or two animals. The an imals could then be collected and after class you could use all the animals to make a few class mobiles.

• Hold up the page so all the children can see it clearly. Point to each of the anima ls (the front of the animals and the back) and ask the chi ldren What is it? and elici t the correct animal from the chi ldren .

• Give the children a copy of the worksheet and say Colour the animals. Demonstrate by starting to colour one of the animals.

• Monitor the children whi le they are colouring and ask them which animal they are colouring or the colour they are using if t hey can name it in English .

• When the children have finished, say Cut out the animals. and demonstrate. Praise the children for neat and careful cutting.

• Say Stick the animals. and demonstrate by folding and sticking one of the animals with a piece of string in the middle.

• Monitor the class and help the children to fold and stick their an imals onto their own piece of string.

• The strings of animals can then be displayed in the classroom, or the children can take them home.

7. Si ng the Tidy up song / Clean up song (AmE). (2 ti",

• If you would like the children to tidy away their crayons and ot her materials, say It's time to tidy up / clean up (AmE).



Rounding Off

8. Sing the Bye-bye song. (2 R,I:' • Look at Peter and say It's time to go, Peter. • Make Peter w ave and say Bye-bye! and encourage


• Signal to the chi ldren that it is the end of the Eng lish lesson by singing or playing the Bye-bye song (See Introduction, p. 17).


Play Musical chairs. '1b$'" Before the lesson, copy and cut up at

Preparation Tip!

least one set of the animal mini flashcards. You need enough sets to have one mini flashcard per child . If you have ext ra time available, the children can colour and make the min i flashcards during a lesson, or you can colour and make them yourself.

Stick the mini flashcards on the children's chairs so that the child ren can easily see them. If there aren't enough chairs available in the classroom, then you could use cushions or laminated copies of the animal mini flashcards instead.

• Put the chairs (cushions or laminated flashcards) in a place where the children can easily walk around them and sit on them.

• Play some music for the children to move around to. You could use some of the songs that the children have learnt so far in Hooray! Starter.

• Then stop the music and say Sit down. and encourage the children to sit down on the nearest seat that is available.

• Randomly select one of the normal animal flashcards and show the children the animal. All the children sitting on a chair with a mini flashcard of the same animal are 'out'. Ask these children to stand near you for the next round and then allow them to join back in the game the round after.



,


Key Words hands teeth eyes nose mouth robot

Receptive langua e Come and see the happy (cats). Meow, woof, moo. Which body part, Peter? The (nose), please. Wash your hands. Splish, splash. Brush your teeth. Round and round. Touch your eyes. Blink. Touch your nose. Tap. Peter's washing his hands. Rosie's brushing her teeth. Touch your teeth. There's a spider on your nose. Eek! Let's make a robot. Great idea. / Good idea. Let's make the (hands). Let's draw the (eyes). Yes, a big mouth. And now the nose. Lovely. / Great (AmE). Oh, no! Let's start again. Let's have some fun.

Classroom language Look, (hands). Close/Open your eyes. Yes. / No, sorry. Thank you. Point to (Peter)'s (nose). Red, blue, yellow or green? Touch your (nose). Look, it's Peter and Rosie. Colour the towels. What is it? Wash your hands.

Simon says ... Point to a body part, please. Is it (teeth)? Stand up, everyone. Listen. Stick in the robot's (eyes). Trace the lines. Are the robot's eyes here? Where are the robot's eyes? Draw a line from the (eyes) to the robot. C ut out Peter. Where does it go? Stick on the (nose). Colour / Cut out the robot.

Objectives Children learn: • to recognise and name some body parts in English • a game called Simon says to practise following

instructions in English • to name some actions in English that involve body

parts, for example 'wash your hands' and 'brush your teeth'

• to work together with the other children in the class to play games such as Memory

Competences Children can: • recognise and point to body parts on different

animals, teddies/teddy bears (Am E), dolls and robots

• follow simple instructions in English and carry out various actions

• act out a three part action story, and join in with the songs and games during the lesson

• show an interest in a story read by the teacher or played on the CD

• show their understanding using gestures and mimes, as well as through participation in the games and activities

Values • to develop appreciation for the value of being

creative

Thinking Skills • matching parts of a picture to the same part

within the picture

Hooray! STARTER © Helbling Languages I»

Unit 4

LESSON 1 • BODY VOCABULARY

Main Objective To introduce the vocabulary for some body parts.

Key Words hands, teeth, eyes, nose

Receptive Language Come and see the happy (cats). Meow, woof, moo. Which body part, Peter? The (nose), please.

Classroom Language Look, (hands). Close/Open your eyes. Yes. / No, sorry. Thank you. Point to (Peter),s (nose). Red, blue, yellow or green?

Activities Sing The happy animals song. Introduce the body vocabulary. Play Where's the nose?, Point to Peter's nose and Red, blue, yellow or green?

Materials Checklist o Peter hand puppet o CD 2-3, 8 (routine songs), CD 25 o flashcards 3-4, 13, 20, 22-25 (red, blue,

yellow, green, hands, teeth, eyes, nose) o dolls and/or teddies/teddy bears (AmE)

(optional)

Notes


Warm-up

1. Welcome the children. ~ G".' • When the children are all in the classroom,

encourage them to sit in a circle. While you are making a circle, you can sing or play the Circle song (See Introduction, p. 17)



2. Sing The happy animals song. ~ tR"l' • Play the song from The baby cats story in Unit 3

and encourage the children to join in with the song and the actions for the animals (See Unit 3, Lesson 6 for the song lyrics).

Carpet Time

3. Introduce the body vocabulary. • Show the children the flashcard for hands, show

them your own hands and say Look, hands. • Say Hands. again and mime washing your hands. • Then show the children the flashcard for teeth,

point at your own teeth and say Look, teeth. • Say Teeth. again and mime brushing your teeth.

Encourage the children to mime brushing their teeth with you.

• Continue to name the body parts on the flashcards, point to the body part on your body and encourage the children to copy the actions which you show them. Suggested actions: hands - wash your hands teeth - brush your teeth eyes - blink your eyes nose - touch or rub your nose

4. Play Where's the nose? • Show the children each of the body part flashcards.

Say Look, (a nose)., then place the card face down on the floor.

• Mix up the cards by sliding them around the floor. Then look at Peter and say Which body part, Peter? Make Peter say The nose, please. and point to your own or Peter's nose.

• Invite one of the children to turn over a card and try to find the nose flashcard. If the child turns over the correct card, say Yes. and allow the child to give the card to Peter. Peter should say Thank you. and can reward the child by giving a kiss, hug or high five. If the card is not the nose, then say No, sorry. and choose a new child to turn over a card.

• Continue playing the game until each child has had at least one turn to look for a body part for Peter.

;ong

t and

I

l,

v

]s.

I.

lrds, rage v

Irds. own

or.

d try r the

and Ih rry.

had 2r.

. Play Point to Peter's nose.

: you have a large class, you could use Teaching Tip!

-eddies/teddy bears (Am E) and dolls that are in the

dassroom as well as the Peter hand puppet Try to let all

- e children have a turn at pointing to one of Peter's body

parts or they can point to the body part you name on eir teddy/teddy bear (AmE) or doll.

• Put the body part flashcards on the floor in front of the children.

• Hold up the Peter hand puppet and invite individual children to come and point to Peter's eyes, hands and nose.

• Say (Marie), point to Peter's nose. and encourage the child to come and point to Peter's nose.

• If the children are unsure which body part you have named, you can point to the flashcard as well as giving the instruction to the children again.

• Continue asking children to point to Peter's body parts until all the children have had a turn.

• Alternatively, you can play Point to ... using just the flashcards (See Introduction, p. 8 for information about how to play).

6. Play Red, blue, yellow or green? • Show the children the red, blue, yellow and green

flashcards and elicit the colours. • Say Close your eyes. and demonstrate by holding




• Say Red, blue, yellow or green? and point to the flashcard on the board or in the centre of the circle. Encourage the children to name the card you are pointing to.

• Repeat this a few times changing the flashcard each time.

Rounding Off

7. Sing the Bye-bye song. @liii • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Pass the flashcards. • Ask the children to sit in a circle.

• Select some of the body part flash cards and give each card to a different child in the circle.

• Play some music. You could use some of the songs the children have learnt so far in Hooray! Starter or

other English songs which the children know.


• After a short time stop the music. Encourage the children who are holding flashcards when the music

stops to name the picture on their card.


• You could also revise some of the vocabulary from previous units by giving children some other flashcards that the children can name in English.


Unit 4

LESSON 2 • SONG

wmtJ My body

Main Ob·ective To sing a song about different body parts.

Ke Words hands, teeth, eyes, nose

Receptive language Wash your hands. Splish, splash. Brush your teeth. Round and round. Touch your eyes. Blink . Touch your nose. Tap . Peter's washing his hands. Rosie's brushing her teeth.

Classroom language Look, (hands). Touch your (nose). Look, it's Peter and Rosie. Point to (Peter)'s (nose). Colour the towels.

Activities Revise the body vocabulary. Play Touch your nose. Listen to the Wash your hands song. Colour the picture.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 27 o flashcards 22-25 (hands, teeth, eyes, nose) o Student's Book, p. 27 o coloured pencils or crayons o If there is time: body part mini flashcards

(Worksheet 18)


Warm-up

1. Welcome the children. @ G,'.' • When the children are all in the classroom,




Carpet Time

2. Revise the body vocabulary. • Show the children the flashcard for hands, point at

one of your own hands and say Look, hands. • Say Hands. again and mime washing your hands. • Then show the children the flashcard for teeth,

point at your own teeth and say Look, teeth. • Say Teeth. again and mime brushing your teeth.

Encourage the children to mime brushing their teeth with you.

• Continue to name the body parts on the flashcards, point to the body part on your body and encourage the children to copy the actions which you show them. Suggested actions: hands - wash your hands teeth - brush your teeth eyes - blink your eyes nose - touch or rub your nose

3. Play Touch your nose. • Put the body part flashcards on the floor in front of

the children. • Say Touch your nose. and encourage the children

to point to their own nose. • If the children are unsure which body part you have

named, you can point to the flashcard as well as giving the instruction to the children.

• Continue asking the children to point to different body parts.

4. listen to the Wash your hands song.

@G"a • Attach the body part flashcards to the board or

put them in the centre of the circle where all the children can see them in the order of the song.

• Play the song and point to each body part as you hear it in the song. You can also mime the actions that are described in the song.

Wash your hands Wash your hands, wash your hands. Splish, splash, splish, splash. Wash your hands, wash your hands. Splish, splish, splash.

mg

say say

at

).

ds, 1ge

of

Ive

s

Brush your teeth, brush your teeth . Round and round, round and round. Brush your teeth, brush your teeth. Round and round and round.

Touch your eyes, touch your eyes. Blink, blink, blink, blink. Touch your eyes, touch your eyes. Blink, blink, blink.

Touch your nose, touch your nose. Tap, tap, tap, tap. Touch your nose, touch your nose. Tap, tap, tap.

.. Play the song again and encourage the children to join in with the actions for each body part as they hear it in the song.

Pencil and Paper



.. While the children are moving to the table, sing or play the Table song (See Introduction, p. 17).

6. Colour the picture. §~~J ~ G'ID .. Give the children their Student's Books open to the

correct page and say Look, it's Peter and Rosie. • Ask the children to point to Peter. Say Point to

Peter. and check the children are pointing to the correct part of the picture.

.. Then ask the children to point to Rosie.

.. Say Look, Peter's washing his hands. and mime washing your hands. Then point to Rosie and say Rosie's brushing her teeth. and mime brushing your teeth.

.. Ask the children to point to different body parts in the picture, for example say Point to Peter's nose.

.. Continue to ask the children to point to body parts until they have pointed to most of those that can be seen in the picture.

.. Then say Colour the towels. and point to the parts in the picture which need colouring.

.. Allow the children to choose which colours they would like to use. Play the Wash your hands song while they are colouring.

7. Sing the Tidy up song / Clean up song (AmE). @]&I

.. If you would like the children to tidy away their crayons and other materials, say It's time to tidy up / clean up (AmE).

.. Start to collect the materials and encourage the children to help you.

.. While you are picking things up, sing or play the Tidy up song / Clean up song (AmEJ (See Introduction, p. 17).

Rounding Off

8. Sing the Bye-bye song. ~ .. While the children are still at the table, look at Peter

and say It's time to go, Peter. .. Make Peter wave and say Bye-bye! and encourage


.. Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 17).


Play Memory. 1D*" :' You will need enough body part mini

Preparation Tip!

flashcards (Worksheet 18) for each child to have one

set. If you have extra time available, the children can


or you can colour and make them yourself before the lesson.

• Put the children in pairs and help them move so that

they have a space in front of them to put both their sets of mini flashcards on the floor.

• Encourage each pair of children to mix their sets of mini flashcards and spread the cards on the floor in front of them with the picture facing down.

• The children should take it in turns to turn over two

cards and name the pictures on the cards they turn over.

• If the cards match, the children can keep the cards, otherwise they should put the cards back face down

and the other child takes a turn.

• The children should continue the game until all their cards are in pairs.


Unit 4

LESSON 3 • A NEW GAME

Main Objective To play a game called Simon says to practise actions with different body parts.

Key Words hands, teeth, eyes, nose

Receptive language Wash your hands. Splish, splash. Brush your teeth. Round and round . Touch your eyes. Blink. Touch your nose. Tap.

Classroom language What is it? Touch your (nose). Wash your hands. Simon says ... Point to a body part, please. Is it (teeth)?

Activities Sing the Wash your hands song. Play Whispered words, Simon says, What are you pointing at? and What's missing?

Materials Checklist o Peter hand puppet o CD 2-3, 8 (routine songs), CD 27-28 o flashcards 22-25 (hands, teeth, eyes, nose) o If there is time: body part mini flashcards

(Worksheet 18)

Notes

_ Hooray! STARTER © Helbling La nguages

Warm-up

1. Welcome the children. @ G,,#. • When the children are all in the classroom,




2. Sing the Wash your hands song.

@G"ik1:i • Play the song and encourage the children to do the

action for each body part as they hear it in the song (See Lesson 2 for the song lyrics and suggested actions).

• Alternatively, use the karaoke version of the song and have the ch ildren join in .

Carpet Time

3. Play Whispered words. • Put the body part flashcards on the floor in the

centre of the circle. Point to each of the cards and elicit the word from the children .

• Say Shh! and then w hisper or silently mouth one of the body words from the flashcards, for example say Nose. and point to your mouth as you say it to indicate that the children should read from your lips.

• In a normal voice say What is it? and again whisper or silently say Nose.

• Encourage the children to try and guess which flashcard you were naming. Peter can praise the children who guess correctly by giving them a kiss, hug or high five .

• Repeat the activity by whispering or silently saying different body words for the children to guess.

4. Play Simon says. • Say Touch your nose. and encourage the children


named, you can point to the flashcard as well as giving the instruction to the children .

• Also ask the children to do some of the actions from the Wash your hands song, for example, say Wash your hands. and encourage the children to mime washing their hands.

• Once the children seem confident and are doing the correct actions when asked, you can introduce Simon says.

• Explain the game to the children by demonstration (and using their first language if necessary) .

'e ? song

pet ve and

)ok ).

do the le song :ed

song

the ds and

hone example say it lm your

1

lich ie the n a kiss,

V saying less.

~ children

you have well as

::tions lple, say lildren to

~ doing introduce

)nstration y).

..; an instruction is given after saying Simon says ... , - en the children should do the action. If you do -.ot say Simon says ... , then the children should ~ot do the action. Continue to play the game sometimes saying 5imon says ... and sometimes just giving an

struction. raise the children who are listening carefully and

only do the action when you say Simon says ...

- Play What are you pointing at? Attach some of the body part flashcards to the Doard or put them in the centre of the circle. Choose one child to stand near the flashcards. Stand with your back to the flashcards on the board or in the circle. Ask the child to point to one of the flashcards and say Point to a body part, please. Then try to guess which body part the child is pointing at. Ask Is it (teeth)? and encourage all the children to join in answering your questions.

• Continue to guess the body part until the children tell you that you are correct.

• Repeat the game asking a different child to choose one of the flashcards to point to.

• Alternatively, you could invite confident children to take your place and guess which body part another child is pointing at.

• Or, if the children seem confident with the body vocabulary, you could add a few flashcards from previous units in Hooray! Starter.

6. Play What's missing? • Show the children the body part flashcards from

this unit and elicit the vocabulary from the children. • Put the cards on the floor face down so the picture

can't be seen. • Turn the cards over one at a time and elicit the


• Encourage the children to name the card which is missing (and is face down). Ask What's missing?, then turn the card over to check if the children are correct.


Rounding Off

7. Sing the Bye-bye song. @:R,I:' • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Musical chairs. ~~;il:'

Before the lesson, copy and cut up Preparation Tip!

at least one set of the body part mini flashcards. You need enough sets to have one mini flashcard per

child. If you have extra time available, the children

can colour and make the mini flashcards during the

lesson, or you can colour and make them yourself.

Stick the mini flashcards on the children's chairs so

that the children can easily see them. If there aren't

enough chairs available in the classroom, then you

could use cushions or laminated copies of the mini

flash cards instead.

When the worksheet is used for the first time,

only use the mini flashcards for the body parts the children have learnt so far.

• Put the chairs (cushions or laminated flashcards) in a place where the children can easily walk around them and sit on them.


have learnt so far in Hooray! Starter • Then stop the music and say Sit down. and

encourage the children to sit down on the nearest seat that is available.

• Randomly select one of the normal body part flashcards and show and name the body part. All the

children sitting on a chair with a mini flashcard of the

same body part are 'out'. Ask these children to stand

near you for the next round and then allow them to join back in the game the round after.


Hoorayl STARTER © Helbling Languages _

Unit 4


ODD


Key Words hands, teeth, eyes, nose spider

Receptive Language Touch your eyes. Touch your teeth . There's a spider on your nose. Eek!

Classroom Language Listen. Stand up, everyone.

Activities Introduce and mime the My body action story. Play Touch the flashcard. Order the action story.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 29 o Student's Book, p. 29 o coloured pencils or crayons o action story cut-outs (Worksheet 19) (optional) o scissors, glue and spare paper (optional) o body part mini flashcards (Worksheet 18) o If there is time: number or colour mini

flashcards (Worksheets 2, 4) (optional)

Notes

__ Hooray! STARTER © Helbling Languages

Warm-up

1. Welcome the children. @ A,'.' • When the children are all in the classroom,




Carpet Time

2. Introduce the My body action story. • Say Listen. and then stand where all the children



My body action story Touch your eyes. Touch your teeth. There's a spider on your nose. Eek!





• Do this a couple of times, telling the story in the correct order.


4. Play Touch the flash card. '!.I~$II:'

If you have extra time available, the PreparatiOrlTij:)!

children can colour and make the body part mini

flashcards (Worksheet 18) during a lesson, or you can

colour and make them yourself before the lesson .

If you don 't want to use the mini flashcards, you could

draw some extra pictures of hands, eyes, etc. on the

board around the normal flashcards instead .

• Attach the body part mini flashcards to the board or put them in the centre of the circle. It is best to use two or three sets of mini flashcards so that there is more than one of each card.


;ong

t and

I up

Iren

tory,

rd

at

-~ ect one of the normal flashcards and name the :-ody part for the children as you show them the : cture, or you can elicit the name of the body part -rom the children.

e child ren in front of the board or in the centre of the circle should touch all the mini flashcards (or Grawings) with the same body part.

epeat the game with a different group of children each t ime.

the children become confident with the game, ou can name the body part without showing them

:'le picture on the flashcard .

encil and Paper

.. Sing the Table song. ~ G'" • Say It's time to sit at the table. and indicate to

he chi ldren that you would like them to go and sit down at the tables. Whi le the children are moving to the table, sing or play the Table song (See Introduction, p. 17).

- . Order the action story.

[~~~J ~ (i'.I. ~"b~~'I!'!I!ll!P.pJ"i

S you think the children will find it difficult Teaching Tip!

:0 order the pictures in the Student's Book, you can use

the action story cut-outs (Worksheet 19) instead. You can


or help the children w ith cutting if they are not able to use scissors yet.

• Hold up your copy of the Student's Book open to the correct page and show the children the pictures f rom the action story.

• Point to each of the pictures and say the actions. You can also encourage the children to do the actions at the table .

• Give the children their Student's Books open to the correct page. Say the actions from the action story again and encourage the children to point to the correct picture .

• Say Listen. and play the action story on the CD . Encourage the children to point to the correct picture of each action again .



• The children can then move the pictures around and put them in the correct order on the table in front of them . You can also repeat the actions from the action story and ask the children to hold up the correct picture for each action.




(AmE). ~ G'" • If you would like the children to tidy away their

crayons and other materials, say It's time to tidy up / clean up (AmE).


• While you are picking things up, sing or play the Tidy up song / Clean up song (AmE) (See Introduct ion, p. 17).

Rounding Off






Play Bingo! 'D*,,:. You will need enough body part mini

Preparation Tip!

flashcards (Worksheet 18) for each child to have one set. If you have extra time available, the chi ldren can


or you can colour and make them yourself before the lesson.

• Put the body part flashcards face down on the floor in front of Peter.

• Help the children to move so that they have a space in front of them and help them to choose three of their mini flashcards to put on the floor with the

picture showing.

• Make Peter turn over one of the body part flashcards from his set, and show and say the body part to the

children. Then encourage the children to turn over

the mini flashcard w ith the same body part so the picture can 't be seen .

• Repeat this until some of the children have turned over all of the ir mini flashcards and encourage them


w ith the children w ho have 'Bingo'.

• Turn all the cards back over and repeat the activity, or you could use other sets of cards, for example the number or the colour cards.


Unit 4


Main Objective To listen to a story about making a robot.

Key Words hands, teeth, eyes, nose, mouth, robot

Receptive Language Let's make a robot. Great idea. / Good idea. Let's make the (hands). Let's draw the (eyes). Yes, a big mouth . And now the nose. Lovely. / Great (AmE). Oh, no! Let's start again. Let's have some fun.

Classroom Language Look, a mouth/robot. Point to (Rosie) / the robot's (eyes). Stick in the robot's (eyes). Trace the lines.

Value To appreciate the value of being creative.

Activities Introduce mouth and robot. Introduce The robot story. Play What is it? Draw the lines on the robot.

Materials Checklist o Peter hand puppet o CD 2-6,8 (routine songs), CD 30 o flash cards 22-27 (hands, teeth, eyes, nose,

mouth, robot) o Story cards 19-24 (The robot) o Student's Book, p. 31 o coloured pencils or crayons o stickers from the appendix of the Student's

Book (robot's eyes and mouth) o The robot mini storybook (Worksheet 20a+b)

(optional)


Warm-up

1. Welcome the children. @ G".' • When the children are all in the classroom,




Carpet Time

2. Introduce mouth and robot. • Show the children the flashcard for mouth, and say

Look, a mouth. Then point to your own mouth. • Say Mouth. again and move your mouth while you

are pointing at it. Encourage the children to move their mouths with you.

• Then show the children the flashcard for robot and say Look, a robot. You can also pretend to be a robot an walk around in a circle using robotic movements.

• Say Robot. again and pretend to be a robot again.

3. Introduce The robot story. @ 1i,IMt" • If you want to use a transition marker to tell the

children that the next activity is a story, then sing or play:



The robot

Peter: Let's make a robot.

Rosie: Great idea.

Let's make the hands.

Peter: Yes.

Let's draw the eyes.

Rosie: Good idea.

Peter: Let's draw the mouth.

Rosie: Yes, a big mouth.

Peter: And now the nose.

Rosie: Lovely / Great (Am E).

Peter: Oh, nol

Rosie: Let's start again!

Rosie & Peter (singing): Let's have some fun.

Let's have some fun.

Let's make a robot.

Let's have some fun. o

-------------------------------------------------- -------_.


50ng

:t ~and

d say th. e you lOve

It to botic

19ain.

I the 5ing or

Dry cards .

- - - - - - - - , ,

ted, allow

Play What is it? Show the children the body part flashcards. Elicit the body part on each f lashcard and show the children the appropriate actions. Encourage the children to join in doing the actions "'or each of the body parts. Shuff le the cards and put them in a pile on the "'Ioor in the middle of the circle with the pictures Lacing down.

• nvite one confident child to take the top card without showing it to the others and encourage the child to mime the action for the body part on the flashcard. Ask What is it? and encourage the other children to te ll you what body part the child is miming.

• Continue the game, allowing different children o come to the centre of the circle and take a

flashcard.

Pencil and Paper

5. Sing the Table song. ~ G,i' • Say It's time to sit at the table. and indicate to


• Wh ile the chi ldren are moving to t he table, sing or play the Table song (See Introduction, p. 17).

6. Draw the lines on the robot. [~~~J • Hold up your copy of the Student's Book so all the

children can see it clearly. • Point to the robot in the picture. Ask the children

What is it? and elicit the word from them. • Give the children their Student's Books open to the

correct page. • Say Point to PeterIRosie., then ask the children

to point to the body parts on the robot and check they are pointing to the correct area of the picture.

• For the robot's eyes and mouth, say Point to the robot's (eyes). and check the children are pointing to the place for the eyes and mouth stickers. Say Stick in the robot's (eyes). , monitor the children and help them to st ick the stickers in the correct place.

• After the children have finished putting the stickers on the page, say Trace the lines. Encourage the children to trace the lines with their fingers first. Then demonstrate tracing the lines on the robot with a pencil.

• Monitor the class while the children trace the lines and praise them for accurate tracing.


storybook (Worksheet 20a+b) for each of the children to

take home at the end of the lesson. If there is time, the

children could colour one of the pages in the lesson, or they can colour it at home with their parents.

You will need to cut and fold the mini storybooks for the children before the lesson (See Introduction, p. 11 ).

7. Sing the Tidy up song / Clean up song (AmE). @liiii

• If you would like the children to tidy away their crayons and other materials, say It's time to tidy up I clean up (AmE).



Rounding Off

8. Sing the Bye-bye song. ~ ij,I:. • While at the table, look at Peter and say It's time





Play Pass the flash cards. • Ask the children to sit in a circle .

• Select some of the body part flashcards and give each card to a different child in the circle.



• While the music is playing encourage the children to pass the flashcards around the circle.

• After a short time stop the music. Encourage the children who are holding flashcards when the music



• You could also revise some of the vocabulary from previous units by giving children some other

flashcards that the children can name in English .


Unit 4


• (!J

.~

• @ (jl

Main Objective To match pictures of body parts to the correct place in a picture.


Receptive Language Let's make a robot. Let's have some fun. Let's make the (hands).

Classroom Language Simon says ... Touch your (nose). Wash your hands. Are the robot's eyes here? Where are the robot's eyes? Draw a line from the (eyes) to the robot.

Thinkin Skills Matching parts of a picture to the same part within the picture.

Activities Play Simon says. Sing the Lets make a robot song. Play Touch the flashcards. Match the body part to the correct part of the robot.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 31 o Student's Book, p. 33 o body part mini flashcards (Worksheet 18) o coloured pencils or crayons

CD Hoorayl STARTER © Helbling Languages

Warm-up

1. Welcome the children. @. D.'. • When the children are all in the classroom,



• Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 17) .

Carpet Time

2. Play Simon says. • Say Touch your nose. and encourage the children


named, you can point to the flashcard as well as giving the instruction to the children.

• Also ask the children to do some of the actions from the Wash your hands song, for example, say Wash your hands. and encourage the children to mime washing their hands.

• Once the children seem confident and are doing the correct actions when asked, you can start playing Simon says.

• Explain the game to the children by demonstration (and using their first language if necessary).

• If an instruction is given after saying Simon says ... , then the children should do the action. If you do not say Simon says ... , then the children should not do the action.

• Continue to play the game sometimes saying Simon says ... and sometimes just giving an instruction .

• Praise the children who are listening carefully and only do the action when you say Simon says ...

3. Sing the Let's make a robot song.

@.G'SI • Play the song from the story and encourage the

children to join in .

Let's make a robot

Chorus: Let's have some fun, let's have some fun. Let's make a robot, let's have some fun.

Let's make the hands for a robot. Let's make the hands for a robot.

Chorus

Let's make the eyes for a robot. Let's make the eyes for a robot.

ve

o

n

Chorus

Let's make the mouth for a robot. Let's make the mouth for a robot.

Chorus

Let's make the nose for a robot. Let's make the nose for a robot.

Chorus

.a Play the song again and encourage the children to join in with you.

Play Touch the flash ca rd. 9!)W" :'

you have extra time available, the children Teaching Tip!

can colour and make the mini flashcards during a lesson,

or you can colour and make them yourself before the '5son.

you don't want to use the body part mini flashcards

Worksheet 18), you could draw some extra pictures of hands, eyes, etc. on the board around the normal f1ashcards instead.

• Attach the body part mini flashcards to the board or put them in the centre of the circle. It is best to use two or three sets of mini flashcards so that there is more than one of each card.


• Select one of the normal flashcards and name the body part for the children as you show them the picture, or you can elicit the name of the body part from the children.

• The children in front of the board or in the centre of the circle should touch all the mini flashcards (or drawings) with the same body part.


• As the children become confident with the game, you can name the body part without showing them the picture on the flashcard.

Pencil and Paper

5. Sing the Table song. ~ Ii'" • Say It's time to sit at the table. and indicate to



6. Match the ~~~~tart to the correct part of the robot. S8 33

• Hold up your Student's Book open to the correct page so all the children can see it clearly.

• Point to each of the body parts on the right side of the page in turn and ask the children What is it?

• Point to the robot's tummy and say Are the robot's eyes here? When the children say No! invite one of the children to point to the eyes on the robot. Say Where are the robot's eyes?


• Say Draw a line from the (eyes) to the robot. and demonstrate by drawing a line from the eyes on the right side of the page to the correct place on the robot picture

• Monitor the children while they are working and encourage them to join all the body parts on the right side of the page to the picture of the robot. Praise the children for good work.

7. Sing the Tidy up song / Clean up song (A mE). ~ G'II




Rounding Off








which songs they would like to sing .


Unit 4


Main Ob' ective

To sing a song about body parts and join in with ,. an action story.

Key Words

hands, teeth, eyes, nose

Receptive Language

Wash your hands. Splish, splash. Brush your teeth . Round and round . Touch your eyes. Blink. Touch your nose. Tap.

Classroom Language Who is it ? What is it? Cut out Peter. Where does it go? Stick on the (nose).

Activities Sing the Wash your hands song. M ix up the My body action story. Play What is it? Cut and stick Peter's face.

Materials Checklist

o Peter hand puppet o CD 2-5, 8 (routine songs), CD 27-28 o flashcards 22-26 (hands, teeth, eyes, nose,

mouth) o Peter face outl ine and body parts

(Worksheet 21 ) o scissors and glue

Notes

_ Hooray! STARTE R © Helbling Languages

Warm-up

1. Welcome the children. @: G".I1 • When the children are all in the classroom,

encourage them to sit in a circle. While you are making a circle, you can sing or play the Circle song (See Int roduction, p. 17).


• Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 17)

Carpet Time

2. Sing the Wash your hands song. @:G.'U'j:i

• Play the song and encourage the children to do the action for each body part as they hear it in the song (See Lesson 2 for the song lyrics and suggested actions).

• Alternatively, use the karaoke version of the song (CD 28).

3. Mix up the My body action story. • Tell the children the three actions from the action




• Continue asking the children to do different actions while they are interested .

• If they become confident with the actions, you can say them quicker or encourage some of the children to join in saying some of the actions with you.

4. Play What is it? • Show the children the body part flashcards. Elicit

the body part on each flashcard and show the children the appropriate actions.

• Encourage the children to join in doing the actions for each of the body parts.

• Shuffle the cards and put them in a pile on the floor in the middle of the circle with the pictures facing down.

• Invite one confident child to take the top card without showing it to the others and encourage the child to mime the action for the body part on the flashcard.

• Ask What is it? and encourage the other children to tell you what body part the child is miming .

• Continue the game, allowing different children to come to the centre of the circle and take a flashcard.

d

le 19

as

ns

s

he

1

Pencil and Paper

5. Sing the Table song. ~ R"I Say It's time to sit at the table. and indicate to the chi ldren that you would like them to go and sit down at the tables. While the ch ildren are moving to the table, sing or play the Table song (See Introduction, p. 17).

6. Cut and stick Peter's face. 19W*ll

.- the children are not able to use scissors PreparatiOf. TIp!

j et, you might need to cut out the face outline and the

oody parts before the lesson.

• Hold up the worksheet so all the children can see it clearly. Point to the outline of Peter's face and ask the children Who is it?

• Then point to the nose, mouth and eyes and ask What is it? and elicit the correct body words from the children.

• Give each of the children a copy of the worksheet and say Cut out Peter. Demonstrate by cutting around Peter's face outline. Then ask the children to cut out the body parts.

• Monitor the children and praise them for neat and careful cutting.

• When the children have cut out all of the pieces, hold up the outline of Peter's face and one of the cut out body parts (for example the nose).

• Say Where does it go? and encourage the children to show you where you should stick each of the body parts.

• Then say Stick on the (nose). and monitor the children while they stick the body parts on the face.

• When the children have finished, you can collect and display the faces in the classroom, or the children can take them home to show to their parents.


(AmE). ~ R'ii • If you would like the children to tidy away their

materials, say It's time to tidy up / clean up (AmE).


• While you are picking things up, sing or play the Tidy up song / Clean up song (AmEJ (See Introduction, p. 17)

Rounding Off

5. Sing the Bye-bye song. ~ R,':I • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Musical flashcards. • Place all the body part flashcards around the

classroom in a place where they can easily be seen

by the children and the children can safely move between the cards (attached to a wall or something that can't move is best).

• Point to each of the cards around the room and elicit the body part from the children.


• Stop the music and encourage the children to choose a body part and stand near the flashcard.

• Once all the children are by a flashcard say a body part. All the children standing by that flashcard are

'out'. Ask these children to stand near you for the next round and then allow them to join back in the





Unit 4


Main Objective To sing a song about making a robot.


Receptive language Let's have some fun. Let's make a robot. Let's make the (hands).

Classroom language What is it? Colour / Cut out the robot.

Activities Tell The robot story again . Sing the Lets make a robot song. Play Flash the flashcard. Make a robot.

Materials Checklist U Peter hand puppet U CD 2-6, 8 (routine songs), CD 30-32 U flashcards 22-26 (hands, teeth, eyes, nose,

mouth) U Story cards 19-24 (The robot) U robot outline (Worksheet 22) U coloured pencils or crayons U scissors and glue U If there is time: body part mini flashcards

(Worksheet 18)

Notes

_ Hooray! STARTER © Helbling Languages

Warm-up

1. Welcome the children. @ G.,.I1 • When the children are all in the classroom,




Carpet Time

2. Tell The robot story again. @ G.gt" • If you want to use a transition marker to tell the




• Encourage the children to join in with some parts of the story, for example, they can copy some of your facial expressions or movements.

• You can also point to the characters or the robot and elicit the correct words from the children.


3. Sing the Let's make a robot song. @i,,"'fJ

• Play the song from the story and mime doing the actions that are described in the song.

Let's make a robot Chorus: Let's have some fun, let's have some fun. Let's make a robot, let's have some fun.

Let's make the hands for a robot. Let's make the hands for a robot.

Chorus

Let's make the eyes for a robot. Let's make the eyes for a robot.

Chorus

Let's make the mouth for a robot. Let's make the mouth for a robot.

Chorus

Let's make the nose for a robot. Let's make the nose for a robot.

Chorus

g

or

s. of

Jr


• Once the children are confident singing the song, you can also use the karaoke version (CD 32).

. Play Flash the flashcard. Show the children the body part flashcards and elicit the body parts.

• Mix the cards in your hands so neither you nor the children know the order of the cards.

• Make Peter hold the flashcards so you can see the first card but the children can't. Quickly rotate or fan the cards so the children get a quick glimpse of which flashcard is on top and say What is it?

• Encourage the children to name the body part they think they can see. Gradually slow down the speed with which you rotate or fan the card until the children can correctly name the body part.

• Repeat this with different body parts or to make it harder, add some flashcards from other units as well .

Pencil and Paper

5. Sing the Table song. ~ R,,' • Say It's time to sit at the table. and indicate to



6. Make a robot. tD~'f;j • Hold up the worksheet so all the children can see it

clearly. Point to the outline of the robot and ask the children What is it?

• Then point to the nose, mouth, eyes and hands and elicit the words from the children .

• Say Colour the robot and demonstrate by starting to colour your copy of the robot worksheet.

• Give each of the children a copy of the worksheet and allow them to colour the robot.

• If the children can use scissors, say Cut out the robot. and demonstrate by cutting out the robot on your worksheet. The children will need to cut out the arms and then glue them to the robot.

• Help the children to fold along the dotted lines, glue the robot's body and stick the arms to the sides .

• At the end of the Pencil and Paper activity, collect the robots from the children and display them in the classroom, or let the children take the robots home to show to their parents.

7. Sing the Tidy up song / Clean up song (A mE). ~




Rounding Off

5. Sing the Bye-bye song. ~ t.,':1 • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Treasure hunt. tD~'jl:1


copies of the body part flashcards or body part mini flashcards and hide them around the classroom. If


and make the mini flashcards during a lesson, or you

can colour and make them yourself.

Make sure it is possible for the children to find and reach the cards. If it is nice weather and you have a

safe area to use outside, you might want to hide the mini flashcards outside for the children to find.

• Tell the children which body part they are looking for, for example say Can you find the nose? and show

the children the flashcard for nose. • Encourage the children to search the classroom or the

outside area and bring you any nose flashcards that they find .

• When the children have found all the copies, then

ask them to look for other body parts and bring you these.

• If there is time, you can encourage the children to close their eyes and hide the cards for them to find again .

Hooray! STARTER © Helbling Languages Cl)

NGUAGE OVERVIEW • UNIT 5

Key Words

Receptive Language _et's have some fun . _et's make a robot. _et's make the (hands) for a robot. ~:)ok at my (T-shirt) .

s (green) and blue. - ey're (red) and (blue). Put on your (T-shirt). Oh, no! _ook, a (T-sh irt). And (shoes). Put on / Take off the (T-shirt). Look, (Rosie). Ha ha ha ha ha! You look funny, Peter. You look great, (Rosie). Thank you! What a lovely/nice (AmE) (T-shirt). Oh, what lovely/nice (AmE) (shoes).

Classroom Language Look, (a T-shirt). Point to (the skirt). Close/Open your eyes. One, two, three or four? What is it? Look, it's Peter and Rosie. Point to (Peter) . Colour (Peter's) (T-shirt). Is it a (skirt)? Put on your (T-shirt). What's in the magic bag? Simon says ... Touch your (nose). Listen (carefully). Stand up / Sit down, everyone. Which one, Peter? A (skirt), please. Yes. / No, sorry. Thank you.

What lovely/nice (AmE) (shoes), (Victor). Stick in the (shoes). Colour the (T-shirt). Is it (red)? What colour is it / are they? Colour it (green). What's my favourite picture? It isn't the (T-shirt). What clothes? What colour is the (T-shirt)? What colour are the (shoes)? Cut out the dominoes.

Objectives Children learn: • to recognise and name some clothes in English • to follow instructions about putting on some

clothes • to compliment some of their classmates' clothes

and how they look • to work together with other children in the class

to play games and create a collage (optional activity)

Competences Children can: • recognise and point to clothes which they and

their classmates are wearing • follow simple instructions in English, including

instructions about miming putting on clothes • describe the colours of some of the clothes they

are wearing, or Peter and Rosie are wearing • act out a three part action story, and join in with


played on the CD • show their understanding using gestures and


Values

• complimenting someone on their looks

Thinking Skills

• focusing on details to be able to complete a puzzle picture


Unit 5

LESSON 1 • CLOTHES VOCABULARY

Main Objective To introduce the vocabulary for some clothes.

Key Words T-shirt trousers/pants (AmE) shoes skirt

Receptive Language Let's have some fun . Let's make a robot. Let's make the (hands).

Classroom Language Look, (a T-shirt) . Point to (the skirt). Close/Open your eyes. One, two, three or four?

Activities Sing the Let's make a robot song. Introduce the clothes vocabulary. Play Point to ... , Say it louder and One, two, three or four?

Materials Checklist o Peter hand puppet o CD 2-3,8 (routine songs), CD 31 o flashcards 5-7, 21, 28-31 (one, two, three,

four, T-shirt, trousers/pants (Am E), shoes, skirt) o If there is time: clothes mini flashcards

(Worksheet 23)

Notes


Warm-up

1. Welcome the children. ~ *i.'.' • When the children are all in the classroom,




2. Sing the Let's make a robot song.

~G"II • Play the song from The robot story and encourage

the children to join in (See Unit 4, Lesson 6 for the lyrics).

Carpet Time

3. Introduce the clothes vocabulary. • Show the children the flashcard for T-shirt, point to

your T-shirt if you are wearing one or point to some of the children's T-shirts and say Look, a T-shirt.

• Say T-shirt. again and mime putting on a T-shirt. • Then show the children the flashcard for trousers/

pants (AmE), point to your own trousers/pants (AmE) and say Look, trousers/pants (AmE).

• Say Trousers/Pants (AmE). again and pretend to put on your trousers/pants (AmE) and fasten them. Encourage the children to pretend to put on and fasten their trousers/pants (AmE) as well.

• Continue to name the clothes on the flashcards and point to the clothes if you or any of the children are wearing them. Suggested actions: T-shirt - pretend to put on a T-shirt trousers/pants (AmE) - pretend to put on your trousers/pants (Am E) and fasten them shoes - pretend to put on shoes and fasten them skirt - pretend to put on a skirt, then pretend to hold the bottom of the skirt and sway as if you are showing off your pretty skirt

4. Play Point to ... • Put the clothes flashcards on the floor in front of

the children with the picture facing up. Say Point to the skirt. Pretend to put on and then hold out the edges of your skirt, then point to the skirt flashcard (or make Peter point to the flashcard) .


• Continue to name the clothes, do the actions and point to the correct flashcard while the children are interested .

)

e

d e

_ Play Say it louder. Show the children the flashcard for trousers/pants (AmE) and elicit or tell the word to the children. Make Peter say Shh! and whisper Trousers/Pants (AmE). Encourage the children to whisper it with Peter. Say Trousers/Pants (AmE). repeatedly, each time a little louder, and have the children repeat until the last time you shout it and then say Shh! and whisper Trousers/Pants (AmE). again.

• Repeat this with some of the other clothes flashcards.

• After some time you can try different voices, for example, try singing the word, or saying it with a high squeaky voice and then a deep low voice. Or try saying the word while you are holding your nose or wobbling your lips using your finger.

6. Play One, two, three or four? • Show the children the number flashcards and elicit

the number on each card. • Say Close your eyes. and demonstrate by holding


• Once all the children have covered their eyes, put one of the number flashcards on the board or in the centre of the circle.


• Say One, two, three or four? and point to the flashcard on the board or in the centre of the circle. Encourage the children to name the card you are pointing to.

• If the children are finding it hard to name the number, then encourage them to count the spots on the dice with you to find the correct number.

• Repeat this a few times, changing the flashcard until the children seem confident with naming the numbers.

Rounding Off

7. Sing the Bye-bye song. ~ ti,I:. • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Hold up the flash ca rd. ~Wf.li'

You will need enough clothes mini Preparation Tip!

flashcards (Worksheet 23) to give each child one flashcard .

If you have extra time available, the children can

colour and make the mini flash cards during a lesson,

or you can colour and make them yourself before the lesson .

• Show the children the clothes flashcards and elicit the words from the children.

• Give the clothes mini flashcards out so that each child is holding one card.

• Say Hold up the shoes. and encourage any children holding a mini flashcard for shoes to hold their

flashcard up in the air so you can see it.

• Repeat a couple of times asking for different items of clothing and then ask the children to swap their cards so the children have to think about a different clothes word.

• Repeat the activity as many times as you can while the children are interested .


Unit 5

LESSON 2 • SONG

My clothes

Main Objective To sing a song about clothes.

Key Words T-shirt, trousers/pants (Am E), shoes, skirt

Receptive Language Look at my (T-shirt). It's (green) and blue. They're (red) and (blue).

Classroom Language Look, (a T-shirt). What is it? Look, it's Peter and Rosie. Point to (Peter). Colour (Peter's) (T-shirt).

Activities Revise the clothes vocabulary. Play Flash the flash card. Sing the Look at my T-shirt song. Colour the clothes.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 33 o flashcards 3-4, 13,20,28-31 (red, blue,

yellow, green, T-shirt, trousers/pants (AmE), shoes, skirt)

o Student's Book, p. 35 o coloured pencils or crayons o If there is time: clothes mini flashcards

(Worksheet 23)


Warm-up

1. Welcome the children. ~ R,'.' • When the children are all in the classroom,




Carpet Time

2. Revise the clothes vocabulary. • Show the children the flashcard for T-shirt, point to

your T-shirt if you are wearing one or point to some of the children's T-shirts and say Look, a T-shirt.

• Say T-shirt. again and mime putting on a T-shirt. • Then show the children the flashcard for trousers/

pants (AmE), point to your own trousers/pants (AmE) and say Look, trousers/pants (AmE).

• Say Trousers/Pants (AmE). again and pretend to put on your trousers/pants (AmE) and fasten them. Encourage the children to pretend to put on and fasten their trousers/pants (AmE) as well .

• Continue to name the clothes on the flashcards and point to the clothes if you or any of the children are wearing them. Suggested actions: T-shirt - pretend to put on a T-shirt trousers/pants (AmE) - pretend to put on your trousers/pants (AmE) and fasten them shoes - pretend to put on shoes and fasten them skirt - pretend to put on a skirt, then pretend to hold the bottom of the skirt and sway as if you are showing off your pretty skirt

3. Play Flash the flashcard. • Show the children the colour flashcards and elicit

the colours . Mix the cards in your hands so neither you nor the children know the order of the cards.

• Make Peter hold the flashcards so you can see the first card but the children can't. Quickly rotate or fan the cards so the children get a quick glimpse of which flashcard is on top and say What is it?

• Encourage the children to name the colour they think they can see . Gradually slow down the speed with which you rotate or fan the card until the children can correctly name the colour.

• Peter can reward the children who say the colour quickest.

• Repeat this with different colours or, to make it harder, add some of the other flashcards for items the children know.

Ind

to me

i/

J

11.

3nd are

Ire

) .

of

~ed

flS

. Sing the Look at my T-shirt song. ~ G"" Attach the clothes flashcards to the board or put hem in the centre of the circle in the order of the

song. Play the song and point to each item of clothing as you hear it in the song. You can also pretend to put on the items of clothing.

Look at my T-shirt Look at my T-shirt, it's green and blue, It's green and blue. Look at my T-shirt, it's green and blue, It's green and blue.

Look at my trousers/pants (AmE), they're red and blue, they're red and blue. Look at my trousers/pants (AmE), they're red and blue, they're red and blue.

Look at my shoes, they're yellow and red, They're yellow and red. Look at my shoes, they're yellow and red, They're yellow and red.

Look at my skirt, it's yellow and blue, It's yellow and blue. Look at my skirt, it's yellow and blue, It's yellow and blue.

• Play the song again and encourage the children to join in and pretend to put on the clothes they hear in the song.

Pencil and Paper




6. Colour the clothes. [~~~J ~ G,',' • Hold up the page so the children can see. Play the

Look at my T-shirt song again, and point to the items of clothing on the page as you sing about each of them.

• Give the children their Student's Books open to the correct page and say Look, it's Peter and Rosie.

• Ask the children to point to Peter. Say Point to Peter. and check the children are pointing to the correct part of the picture.

• Then ask the children to Point to Rosie. • Hold up your copy of the page so all the children

can see clearly and say Colour Peter's T-shirt green and blue. Then demonstrate by starting to colour Peter's T-shirt green and blue.

• Encourage the children to finish colouring Peter's trousers/pants (AmE) and Rosie's skirt as well.

• Monitor the children while they are colouring and talk to the children about the colours of Peter's and Rosie's clothes.

• If some of the children finish quickly, you can ask them to point to an item of clothing in the picture while they are waiting for the other children to finish colouring.

7. Sing the Tidy up song / Clean up song (AmE). @liPD




Rounding Off

8. Sing the Bye-bye song. ~ R,I:' • While the children are still at the table, look at Peter





Play Treasure hunt. m**J' Before the lesson, prepare several

Preparation Tip!

copies of the clothes flashcards or clothes mini flashcards (Worksheet 23) and hide them around

the classroom. If you have extra time available, the

children can colour and make the mini flashcards during a lesson, or you can colour and make them

yourself.


reach the cards. If it is nice weather and you have a safe area to use outside, you might want to hide the

flashcards outside for the children to find.

• Tell the children which item of clothing they are looking for, for example say Can you find the shoes? and show the children the shoes flashcard .

• Encourage the children to search the classroom or the outside area and bring you any cards with shoes that they find.

• When the children have found all the copies of the shoes, ask them to look for the T-shirt flashcards and

bring you these cards.

• Then the children can look for the cards with trousers/

pants (AmE) and skirt and bring these to you.

• If there is time you can encourage the children to

close their eyes and hide the cards for them to find

again.

Hooray! STARTER © Helbling Languages __

Unit 5

LESSON 3 • PUT ON YOUR ...

Main Objective To introduce the chi ldren to the structure 'Put on your (T-shirt).'

Key Words T-shirt, t rousers/pants (Am E), shoes, skirt

Receptive language Look at my (T-shirt). It's (green) and blue. They're (red) and (blue) .

Classroom language Is it (a skirt)? Put on your (T-shirt). Look, a magic bag. What's in the magic bag? Simon says ... Touch your (nose).

Activities Sing the Look at my !-shirt song. Play the Yes or no game. Introduce the phrase 'Put on your. . .' Play What's in the magic bag? and Simon says.

Materials Checklist o Peter hand puppet o CD 2-3, 8 (routine songs), CD 33- 34 o f lashcards 28-31 (!-shirt, trousers/pants (AmE),

shoes, skirt) o flashcards 22-26 (hands, teeth, eyes, nose,

mouth) (optional) o a magic bag o a T-shirt and a pair of shoes

Notes


Warm-up

1. Welcome the children. ~ A.'A' • When the children are all in the classroom,


• Make Peter greet the children . Make the puppet say Hello! and encourage the children to wave and say Hello ! back to Peter.


2. Sing the Look at my T-shirt song.

~ R·iOOi • Play the song and encourage the children to

pretend to put on the clothes from the song (See Lesson 2 for the song lyrics).

• Alternatively, use the karaoke version of the song and the children can choose the order of the clothes or colours . If children know any other clothes or colours in English, you can also help them make new verses for these.

Carpet Time

3. Play the Yes or no game. • Show the children the clothes flashcards and elicit

the words . Then show the children that you are mixing the cards in your hands so neither you nor the children know the order of the cards.

• Take one of the flashcards and hold it above your head so that the children can see which item of clothing you are holding but you can't.

• With your other hand point to the flashcard and say Is it (a skirt)? and encourage the children to say Yes. if you are holding up the skirt flashcard and No, sorry. if not. If the answer was No, sorry. , keep guessing until the children say Yes.


4. Introduce the phrase 'Put on your .. : • Show the children the real T-shirt and shoes you

brought to class and elicit the words from the children.

• Say Put on your T-shirt. and then put on the T-shirt . Encourage the ch ildren to pretend to put on a T-shirt with you .

• Then say Put on your shoes. and put on the shoes. Encourage the children to pretend to put on shoes with you. If children are wearing shoes, you could encourage them to take their shoes off and then put them back on .

• Continue to ask children to put on different items of clothing and encourage them to mime doing the action .

g

j

• If you have time, you could also let some of the children put on the T-shirt and shoes which you brought to class.

• If children seem confident putting on clothes, you could also ask them to mime taking off clothing as well.



excited about what is in the bag . a Pretend to take a T-shirt out of the magic bag and

then pretend to put the T-shirt on. • Ask the children again What's in the magic bag?

and encourage the chi ldren to guess what item of cloth ing you have taken out of the magic bag.

• Once the children guess the item of clothing, you can pretend to give all the children a T-shirt from the magic bag and everyone can pretend to put their T-shirt on .

a Continue taking clothes from the magic bag and encouraging the children to guess wh ich item of clothing you have taken, while the children are interested.

a Once the chi ldren are familiar with the magic bag, you could invite confident children to take an item of clothing from the magic bag and pretend to put it on while the other children guess which item of clothing the child has.

6. Play Simon says. • Say Touch your (nose). and encourage the

children to point to their own nose. a If the children are unsure which body part you have

named, you can point to the flashcard as well as giving the instruction to the chi ldren.

• Once the children seem confident and are doing the correct actions when asked, you can start playing Simon says.

• If an instruction is given after saying Simon says ... , then the children shou ld do the act ion. If you do not say Simon says ... , then the children shou ld not do the action .

• Continue to play the game sometimes saying Simon says ... and sometimes just giving an instruction .

• Praise the children who are listening carefully and only do the action when you say Simon says ...

• If the children seem confident with touching their body parts, you can add Put on your T-shirt! trousers/pants (AmE)/skirt!shoes. to the game.

Rounding Off

7. Sing the Bye-bye song. @: U,I:i • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage

the chi ldren to wave and say Bye-bye! back to Peter.

• Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (see Introduction, p. 17).

I f there is time ...

Play Pass the flash ca rds. • Ask the children to sit in a circle .

• Select some of the clothes flashcards and give each card to a different child in the circle.

• Play some music. You could use some of the songs the ch ildren have learnt so far in Hooray! Starter or other English songs which the children know.

• While the music is playing, encourage the children to pass the flashcards around the circle .

• After a short time stop the music. Encourage the ch ildren who are holding flashcards when the music


• Play the music again and try to stop it so different children are holding the flashcards each time .

Hooray ! STARTER © Helbling Languages e

Unit 5


ODD

Main Objective To listen to and join in w ith a simple action story.


Receptive Language Put on your (T-shirt). Oh, no!

Classroom Language Listen. Stand up, everyone. Look, a (T-shirt). Which one, Peter? A (skirt), please. Yes. / No, sorry. Thank you.

Activities Introduce and mime the My clothes action story. Play Where's the skirt? Order the action story.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 35 o flashcards 28-31 (T-shirt, trousers/pants (AmE),

shoes, skirt) o Student's Book, p. 37 o coloured pencils or crayons o action story cut-outs (Worksheet 24) (optional) o scissors, glue and spare paper (optional) o If there is time: pairs of flashcards from earlier

units

Notes

fa) Hoorayl STARTER © Helbling Languages

Warm-up





Carpet Time

2. Introduce the My clothes action story. • Say Listen. and then stand where all the children



My clothes action story Put on your T-shirt. Put on your trousers/pants (AmE). Put on your shoes. Oh, no!







4. Play Where's the skirt? • Show the children each of the clothes flashcards.

Say Look, (a T-shirt). as you show each card, then place the card face down on the floor.

• Mix up the cards by sliding them around the floor. Then look at Peter and say Which one, Peter? Make Peter say A skirt, please. and show the children the action for skirt.

• Invite one of the children to turn over a card and try to find the skirt flashcard. If the child turns over the card with the skirt, say Yes. and allow the child to give the card to Peter. Peter should say Thank you. and can reward the child by giving a kiss, hug or high five. If the card is not the skirt, then say No, sorry. and choose a new child to turn over a card.

• Continue playing the game until each child has had at least one turn to look for an item of clothing for Peter.

song

~t

'and

k

~n

e

~r.

tory,

s. hen

or.

d Iver hild k lUg

No, rd.

had fo r

Pencil and Paper

5. Sing the Table song. @ G.,. • Say It's time to sit at the table. and indicate to

the children that you would like them to go and sit down at t he tables.


6. Order the action story. §:~J @ G·.IO' ~.ij~*i9!'!I!'.l:.i)"J

If you think the children will find it difficult Teaching Tip!


he action story cut-outs (Worksheet 24) instead. You can cut out the pictures on the worksheet before the lesson

or help the children with cutting if they are not able to use scissors yet.

• Hold up your copy of the Student's Book open to the correct page and show the children the pictures f rom the action story.








• If there is time, the children could stick the cut up pictures in the correct order on a clean sheet of paper. This paper could be taken home to show the parents .

7. Sing the Tidy up song / Clean up song (AmE). @ G.ii




Rounding Off

8. Sing the Bye-bye song. @ G.I:. • While at the table, look at Peter and say It's time





Play Pairs. • Place the pairs of flashcards face down on the floor.

You could use a selection of two toys, two items of

clothing, two colours, two numbers, two body parts, two animals and Peter and Rosie .

• Allow the children to take it in turns to turn over two cards and try and find pairs (flashcards from the same category).

• If a child finds a pair, the child can keep the cards and then the next child takes his or her turn.

• Once all the pairs have been found, praise the children who have found pairs and collect all the cards.

• Repeat the game until all the children have had at

least one turn to turn over some cards.

• Alternatively, if there are a lot of children in the class, allow the children to play in smaller groups using mini flashcards.


Unit 5


Main Objective To listen to a story about trying on different clothes.


Receptive language Look, a (T-shirt). And (shoes). Put on / Take off the (T-shirt). Ha ha ha ha ha! You look funny, Peter. You look great, (Rosie). What a lovely/nice (Am E) T-shirt.

Classroom language Stand up / Sit down, everyone. What lovely/nice (AmE) (shoes), (Luca). Stick in the (shoes). Colour the (T-shirt).

Value Complimenting someone on their looks.

Activities Play Stand up and sit down. Introduce the You look great story. Play Guess the picture. Stick in the shoes and skirt and colour the other clothes.

Materials Checklist o Peter hand puppet o CD 2-6, 8 (routine songs), CD 36 o flashcards 28-31 (T-shirt, trousers/pants (AmE),

shoes, skirt) o Story cards 25-30 (You look great) o Student's Book, p. 39 o stickers from the appendix of the Student's

Book (shoes, skirt) o coloured pencils and crayons o You look great mini storybook

(Worksheet 25a+b) (optional)


Warm-up

1. Welcome the children. @ G,'A' • When the children are all in the classroom,




Carpet Time

2. Play Stand up and sit down. • Look at the clothes which the children are wearing

and encourage the children to point to their own shoes, trousers/pants (Am E), skirts and T-shirts.

• Hold the flashcard for shoes so that the children can see which flashcard you are holding and say Shoes, stand up. Then indicate to any children who are wearing shoes to stand up.

• Encourage all the children to look at each other's shoes and you can also compliment the children by saying What lovely/nice (AmE) shoes, (Victor).

• Then say Sit down, everyone. and encourage all the children to sit down.

• Continue saying a different item of clothing each time and ensuring that only children wearing that item of clothing stand up.

• As the children become more confident, you can say the clothes faster, or you can encourage the children to tell you some of the colours of the clothes .

• If the children are already excited before the activity, you may want to just ask them to put their hands in the air rather than stand up and sit down.

3. Introduce the You look great story.

@N'l#ti • If you want to use a transition marker to tell the



• Either read the story from the back of the Story cards, or play the CD and show the Story cards.

• If there is time, listen to the story more than once.

You look great

Peter: Look, a T-shirt.

Rosie: And trousers/pants (AmE).

Peter: Look, a skirt.

Rosie : And shoes.

y. n

=asie: Put on the T-shirt.

Put on the trousers/pants (AmE).

Put on the shoes.

'c er: Look, Rosie.

-osie: Ha ha ha ha ha! You look funny, Peter.

=osie: Take off the T-shirt.

Take off the trousers/pants (AmE).

Take off the shoes.

=osie: Look, Peter!

=eter: You look great, Rosie.

=<osie: Thank you!

:>eter (singing):

What a lovely/nice (AmE) T-shirt.

You look great.

What a lovely/nice (AmE) T-shirt.

You look great.

. Play Guess the picture. • Start to draw the first bit of one of the items of

clothing on the board. Ask the children to put their hand up when they think they know what it is. If their answer is correct, let them come to the board to draw another item of clothing for the class to guess. Continue like this until all the items of clothing have been drawn.

Pencil and Paper

5. Sing the Table song. @ R"I • Say It's time to sit at the table. and indicate to



6. Stick in the shoes and skirt and colour the other clothes. [S8 ~



• Then ask the children to Point to Rosie. • Encourage the children to point to some of the

clothes in the picture, for example say Point to the skirt. and again check the children are pointing to the correct part of the picture.

• Say Stick in the shoes and skirt. and show the children the shoes and skirt stickers.

• Monitor the children while they are sticking in the stickers and help them if they need help peeling the stickers from the sticker sheet.

• You can also ask the children the colour of the clothes as they are sticking them in.

• Once the children have stuck the stickers in, say Colour the (T-shirt). and point to the clothes which need colouring .

• You can also demonstrate by starting to colour the clothes on your copy of the page.

• Monitor the children while they are colouring and praise them for neat work.



take home at the end of the lesson. If there is time, the children could colour one of the pages in the lesson, or


You will need to cut and fold the mini storybooks for the children before the lesson (See Introduction, p. 11).

7. Sing the Tidy up song / Clean up song (A mE). @ li'll



Rounding Off

8. Sing the Bye-bye song. @ ti'):' • While at the table, look at Peter and say It's time





Sing the songs you remember. • Ask the children w hich English songs they remember

from the lessons so far and allow them to choose which songs they w ould like to sing.


Unit 5


Main Objective To complete a colour coded picture puzzle.

Key Words T-shirt, trousers/pants (AmE), shoes, skirt

Receptive language What a lovely/nice (AmE) (T-shirt). Oh, what lovely/nice (AmE) (shoes). You look great.

Classroom language Look, a magic bag. What's in the magic bag? Point to a card, please. Is it (a T-shirt)? Is it red? What colour is it / are they? Colour it (green). Point to the shoes.

Thinking Skills Focusing on details to be able to complete a puzzle picture.

Activities Play What's in the magic bag? Sing the What a lovely/nice (AmE) T-shirt song. Play What are you pointing at? Colour the puzzle picture to find the hidden clothes.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 37-38 o flashcards 28-31 (T-shirt, trousers/pants (AmE),

shoes, skirt) o Student's Book, p. 41 o coloured crayons or pencils o a magic bag o If there is time: clothes mini flashcards

(Worksheet 23)


Warm-up

1. Welcome the children. @: R,'. • When the children are all in the classroom,




Carpet Time



excited about what is in the bag. • Pretend to take a T-shirt out of the magic bag and

then pretend to put the T-shirt on. • Ask the children again What's in the magic

bag? and encourage them to guess what item of clothing you have taken out of the magic bag.

• Once the children guess the item of clothing, you can pretend to give all the children a T-shirt from the magic bag and everyone can pretend to put their T-shirt on.

• Continue taking clothes from the magic bag and encouraging the children to guess which item of clothing you have taken, while the children are interested.

• Once the children are familiar with the magic bag, you could invite confident children to take an item of clothing from the magic bag and pretend to put it on while the other children guess which item of clothing the child has.

3. Sing the What a lovely/nice (AmE) T-shirt song. @: ij,ifj¥1

• Play the song from the story and pretend to admire yourself in the mirror wearing the clothes as you hear them in the song.

What a lovely/nice (AmE) T-shirt What a lovely/nice (AmE) T-shirt. You look great. What a lovely/nice (AmE) T-shirt. You look great. You look great. You look great. Doo-bee doo-bee doo-bee doo. You look great. Doo-bee doo-bee doo-bee doo. You look great.

Oh, what lovely trousers / nice pants (AmE). You look great. Oh, what lovely trousers / nice pants (AmE). You look great. You look great. You look great. Doo-bee doo-bee doo-bee doo. You look great. Doo-bee doo-bee doo-bee doo. You look great.

=

t

e

What a lovely/nice (AmE) skirt. You look great. What a lovely/nice (AmE) skirt. You look great. You look great. You look great. Doo-bee doo-bee doo-bee doo. You look great. Doo-bee doo-bee doo-bee doo. You look great.

Oh, what lovely/nice (AmE) shoes. You look great. Oh, what lovely/nice (AmE) shoes. You look great. You look great. You look great. Doo-bee doo-bee doo-bee doo. You look great. Doo-bee doo-bee doo-bee doo. You look great.


. Play What are you pointing at? • Attach the clothes flashcards to the board or put

them in the centre of the circle. • Choose one child to stand near the flashcards. • Stand with your back to the flashcards on the board

(or to the flashcards in the ci rcle) . • Ask the child to point to one of the flashcards, say

Point to a card, please. • Then try to guess which item of clothing the child is

pointing at. Ask Is it (a T-shirt)? and encourage all the ch ildren to join in answering your questions.

• You can also ask the child ren about the colours of the clothes on the f lashcards, for example Is it (red)?

• Continue to guess until you are correct. • Repeat the game, asking a different child to choose

one of the flashcards to point to. • Alternatively, you could invite confident children to

take your place.

Pencil and Paper

5. Sing the Table song. @ G", • Say It's time to sit at the table. and indicate to

the children to sit down at the table. • While the children are moving to the table, sing or

play the Table song (See Introduction, p. 17).

6. Colour the PUZZI§':~jUre to find the hidden clothes. S841

• Hold up your Student's Book open to the correct page so all the chi ldren can see it.

• Point to one of the puzzle pieces which has a coloured dot in it and ask the children What colour is it? Then elicit the colour of the dot.

• Continue to point to more puzzle pieces and elicit the colour of the dots from the children.

• Give the children their Student's Books, then point to one of the puzzle pieces with a coloured dot. Elicit the colour of the dot and say Colour it (green). Demonstrate by colouring the puzzle piece the same colour as the dot.

• Monitor the children and check they are colouring the puzzle pieces the same colour as the dot inside each piece .

• The chi ldren should only colour the puzzle pieces with dots - the other pieces should be left white.

• If some of the children finish quicker, you can ask them to point to the clothes in the puzzle which they coloured, for example say Point to the shoes.

7. Sing the Tidy up song / Clean up song (AmE). @ ti'll



• While you are picking things up, sing or play the Tidy up song / Clean up song (AmE) (See Introduction, p. 17)

Rounding Off

8. Sing the Bye-bye song. @ R,I:' • While at the table, look at Peter and say It's time





Play Snap! 19**1' You will need enough clothes mini

Preparation Tip!

flashcards for each child to have one set of the mini flashcards . If you have extra time available, the

children can colour and make the mini flashcards

during a lesson, or you can colour and make them

yourself before the lesson .

• Encourage the children to move so that they have a space in front of them .

• Help the children to put the clothes mini flashcards on the floor in front of them with the picture facing

up . Make sure all the children have the same cards in

front of them.

• Hold up the teacher's flashcards in a fan and make Peter select one of the cards and hold it so the children can 't see which card has been chosen .


which card they have selected .

• Make Peter show his card and name the picture for the ch ildren . Then Peter can hug, kiss or high-five the

ch ildren who held up the same card and say Snap! • Put all the cards back to the starting position and

repeat the activity with Peter and the children

selecting a different flashcard .


Unit 5

EXTRA LESSON 1 (OPTIONAL) (Can be used after the action story has been introduced in lesson 4)

Main Objective To sing a song about clothes and join in with an" action story.


Receptive Language Look at my (T-shirt). It's (green) and blue. They're (red) and (blue). Put on your (T-shirt). Oh, no!

Classroom Language Listen carefully. What's my favourite picture? It isn't the (T-shirt). What is it? What clothes? What colour is the (T-shirt)? What colour are the (shoes)?

, Activities

Sing the Look at my T-shirt song. Mix up the My clothes action story. Play What's my favourite picture? Make a textured clothes collage.


shoes, skirt) o a big piece of paper (big enough to draw

around one of the children from the class) o coloured crayons or pencils o paints (optional) o scrap materials and/or paper with different

textures (optional) o glue (optional)

Notes


Warm-up

1. Welcome the children. ~ G,'.' • When the children are all in the classroom,




Carpet Time

2. Sing the Look at my T-shirt song.

~ G"",. • Play the song and encourage the children to do the

action for each item of clothing as they hear it in the song (See Lesson 2 for the song lyrics).

• Alternatively, use the karaoke version of the song -the children can choose the order or colour of the clothes. Or you could sing about some of the clothes that the children in the class are wearing. If children know any other clothes or colours in English, you can also help the children make new verses for the song .

3. Mix up the My clothes action story. • Tell the children the three actions from the action




• Continue asking the children to do different actions.

• If they become confident with the actions, you can say them quicker or encourage some of the children to join in saying some of the actions with you.

4. Play What's my favourite picture? • Put the clothes flashcards in the centre of the circle

where all the children can see clearly and say the names of each of the items of clothing.

• Choose one of the cards for the children to guess and say for example, Listen carefully. What~ my favourite picture? It isn't the T-shirt. It isn't the trousers/pants (AmE). It isn't the skirt. What is it?

• Then encourage the children to name the picture they think is your favourite.

• If the children are finding it hard, you can point to each flashcard as you say the word and show that this is wrong (for example, shake your head). Then point to the last flashcard, show that this is correct (for example, nod your head) and encourage the children to name the clothes on the flashcard.

j

Pencil and Paper

5. Sing the Table song. @: G,,' • Say It 's time to sit at the table. and indicate to



6. Make a textured clothes collage. • Show the children the big piece of paper and

ask one of the children to lie down on the paper. Then draw around the child to get the outline of a person .

• Ask the children Wha t clothes? and encourage the children to help you choose what clothes the drawing will wear.

• Draw the outlines of the clothes for the children and then encourage the children to tell you what colour each item of clothing should be, for example say What colour is the T-shirt? or What colour are the shoes?

• Allow the children to colour and decorate the clothes on the drawing. To avoid conflict, it might be best to tell the children which part they are colouring.

• If you have paint and scrap materials or paper available, you could also let the children use these to give the clothes texture (for example use coloured sand, sweet wrappers, cotton wool, etc.).

• If there are a lot of children in the class, you might want to make more than one outline of a child for the children to decorate.

• Once the children have decorated the drawn person, display it in the classroom and encourage the children to feel the different textures (if you have used them) and talk to the children about the clothes and colours that they have used.

7. Sing the Tidy up song / Clean up song (AmE). @: G'li

• If you would like the children to tidy away their crayons and worksheets, say It's time to tidy up / clean up (AmE).



Rounding Off

8. Sing the Bye-bye song. @: A,':I • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Musical flashcards. • Place all the clothes flashcards around the classroom

in a place where they can easily be seen by the

children and the children can safely move between

the cards (attached to a wall or something that can 't move is best).

• Point to each of the cards around the room and elicit the clothes from the children .


have learnt so far.

• Stop the music and encourage the children to choose a flashcard to stand next to.

• Once all the children are by a flash card, randomly say

an item of clothing . All the children standing by that flashcard are 'out' . Ask these children to stand near

you for the next round and then allow them to join back in the game the round after.



Hooray! STARTER © Helbling Languages et

Unit 5


Main Objective To sing a song about complimenting someone on their clothes and how they look.

KeyWords T-shirt, trousers/pants (Am E), shoes, skirt

Receptive language Look, a (T-shirt) . And (shoes). Put on / Take off the (T-shirt). Look, (Rosie). Ha ha ha ha ha! You look funny, Peter. You look great, (Rosie). Thank you! What a lovely/nice (AmE) (T-shirt). Oh, what lovely/nice (shoes).

Classroom language Stand up / Sit down, everyone. What lovely/nice (AmE) (shoes), (Ricky). Colour the (T-shirts) (red). Cut out the dominoes.

Activities Tell the You look great story again. Sing the What a lovely/nice (AmE) T-shirt song. Play Stand up and sit down. Make some clothes dominoes.


shoes, skirt) o Story cards 25-30 (You look great) o clothes dominoes (Worksheet 26) o coloured crayons or pencils o scissors o If there is time: a bean bag or soft ball, clothes

mini flashcards (Worksheet 23)

Warm-up

1. Welcome the children. @ fi".l1 • When the children are all in the classroom,





Carpet Time

2. Tell the You look great story again. @fi,'·'ij

• If you want to use a transition marker to tell the children that the next activity is a story, then sing or play:


• Either read the story from the back of the Story cards, or play the CD and show the Story cards.

• Encourage the children to join in with some parts of the story, for example, they can copy some of your facial expressions or movements.


3. Sing the What a lovely/nice (AmE) T-shirt song. @ G'Nt:.

• Play the song from the story and pretend to admire yourself in the mirror wearing the clothes as you hear them in the song.

What a lovely/nice (AmE) T-shirt What a lovely/nice (AmE) T-shirt. You look great. What a lovely/nice (AmE) T-shirt. You look great. You look great. You look great. Doo-bee doo-bee doo-bee doo. You look great. Doo-bee doo-bee doo-bee doo. You look great.

Oh, what lovely trousers / nice pants (Am E). You look great. Oh, what lovely trousers / nice pants (Am E). You look great . ...

What a lovely/nice (AmE) skirt. You look great. What a lovely/nice (Am E) skirt. You look great.

Oh, what lovely/nice (AmE) shoes. You look great. Oh, what lovely/nice (AmE) shoes. You look great.


• Once the children seem confident singing the song, you can also use the karaoke version (CD 38).

4. Play Stand up and sit down. • Look at the clothes which the children are wearing

and encourage the children to point to their own shoes, trousers/pants (Am E), skirts and T-shirts.

• Hold the flashcard for shoes so that the children can see which flashcard you are holding and say Shoes, stand up. Then indicate to any children who are wearing shoes to stand up.

f

• Encourage all the children to look at each other's shoes and you can also compliment the children by saying, for example, What lovely/nice (AmE) shoes, (Ricky).

• Then say Sit down, everyone. and encourage all the children to sit down.

• Continue saying a different item of clothing each time and ensuring that only children wearing that item of clothing stand up.

• As the children become more confident, you can say the clothes faster, or you can encourage the children to tel l you some of the colours of the clothes (if they are colours that the children know in English).

• If the children are already excited before the activity, you may want to just ask them to put their hands in the air rather than stand up and sit down.

Pencil and Paper




6. Make some clothes dominoes. 'IU%*JI If the children are not confident using

Teaching Tip!

scissors, you might want to cut the dominoes out for the

children. It is probably easier to do this after the lesson

and let the children play with the dominoes in the next

lesson. You could also laminate the dominoes if you

would like them to last longer.

• Hold up the dominoes worksheet so all the children can see it clearly. Point to the different clothes on the dominoes and elicit the words from the children.

• Point to some of the clothes on the dominoes and say Colour the (T-shirts) (red). Then demonstrate by starting to colour one or two of the items of clothing on the dominoes.

• Give each of the children a copy of the worksheet and tell the children what colour to use to colour the T-shirt, skirt, shoes, and trousers/pants (AmE).

• Monitor the children while they are colouring, praise the children for neat work and talk to the children about the clothes or the colours they are using if they can name them in English.

• When the children have coloured the dominoes, say Cut out the dominoes. and point to the lines that the children should cut along, then demonstrate by cutting out one or two of the dominoes.

• Monitor the children while they are cutting and praise the children for cutting neatly and following the lines.

• Let the children play dominoes with a partner using their own domino cards. You might need to show the children how to play before they are able to do this on their own.

7. Si ng the Tidy up song / Clean up song (AmE). @: G",




Rounding Off

8. Sing the Bye-bye song. @: ti'I:1 • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Bean bag toss. '11'4*11

You will need enough clothes mini Preparation Tip!

flashcards to be able to give one mini flashcard

to each child. If you have extra time available, the children can colour and make the mini flashcards


yourself before the lesson.

If you have a large class, you might want only half

the children to play. The other children can stand

behind a friend and swap places after a short time.

You also need a soft bailor a bean bag.

• Ask the children to sit in a circle and put a mini flashcard on the floor in front of each child, or, if the

children are sat on chairs in the circle, you can put the mini flashcards under each chair.

• You should stand in the middle of the circle and say one of the items of clothing, then pass the bean bag

to a child w ith a card show ing that item of clothing.

• Say another item of clothing and encourage the

ch ild to pass the bean bag to a child who has an

appropriate mini flashcard .

• If the children seem confident with the game, a confident child can stand in the middle of the circle

and name the clothes to pass the bean bag to.

Hooray! STARTER © Helbling Languages G


Key Words

pizza salad soup milk spaghetti

Receptive Language What a lovely/nice (AmE) (T-shirt). Oh, what lovely/nice (AmE) (shoes). You look great. I'm so hungry/thirsty. Have some (pizza). Yummy, yummy, yummy. Make some soup. Eat it. It's wonderful. Yummy. Mmmh/Mmm (AmE). What's for dinner? Spaghetti? No, sorry. So here we go. Yummy. I like (milk). FantastidGreat (AmE)! Oh, Peter! That's wonderful/great (AmE). Pizza, soup and milk. Thank you. (Pizza) is great.

Classroom Language Look, (pizza). Point to the (soup). Is it (milk)? Yes. / No, sorry. Where's the (salad)? What's missing? Look, it's (Peter and Rosie). Point to (Rosie). Stick in the milk and the salad. Colour the pizza and the soup. I like (pizza). Do you like (pizza)? Yummy. Stand up / Sit down, (everyone). Listen (carefully). What's my favourite picture?

It isn't the (soup). What is it? What's in the magic bag? Does Rosie eat (pizza)? Circle the (pizza). Close/Open your eyes. What have I got? What colour is it? Colour the cup (red). Let's make a pizza. Colour / Cut out the pizza and the toppings. Make your pizza. Let's decorate the picture frame.

Objectives Children learn: • to recognise and name some foods in English • to name the foods they like eating using 'I like .. .'

and 'Yummy' • to work together with other children in the class

to play games

Competences Children can: • recognise and point to foods which are named or

which they like eating • follow simple instructions in English • describe the colours of some foods • name the foods which have been eaten in a story

about having dinner • act out a three part action story, and join in with


played on the CD • show their understanding using gestures and


Values

• to develop appreciation for the value of eating together

Thinking Skills

• focusing on the colour of items in order to continue a colour sequence


Unit 6

LESSON 1 • FOOD VOCABULARY

Main Objective To introduce the vocabulary for some food.

KeyWords pizza salad soup milk

Receptive Language What a lovely/nice (AmE) (T-shirt). Oh, what lovely/nice (AmE) (shoes). You look great.

Classroom Language Look, (pizza). Point to the (soup). Is it (milk)? Yes. / No, sorry. Where's the (salad)?

Activities Sing the What a lovely/nice (AmE) T-shirt song. Introduce the food vocabulary. Play Point to ... , the Yes or no game and Find the flashcard.

Materials Checklist o Peter hand puppet o CD 2-3, 8 (routine songs), CD 37 o flashcards 32-35 (pizza, salad, soup, milk) o If there is time: food mini flashcards

(Worksheet 27)

Notes


Warm-up





2. Sing the What a lovely/nice (AmE) T-shirt song. ~G,m

• Play the song from the You look great story in Unit 5 and encourage the children to join in with the actions and the song (See Unit 5, Lesson 6 for the song lyrics).

Carpet Time

3. Introduce the food vocabulary. • Show the children the flashcard for pizza, pretend

to cut and eat a big slice of pizza and say Look, pizza.

• Say Pizza. again and mime eating another slice of pizza.

• Then show the children the flashcard for salad, pretend to toss the salad using your hands and say Look, salad.

• Say Salad. again and repeat pretending to toss the salad.

• Continue to name the food on the flashcards, miming preparing and eating or drinking each item as you introduce it. Suggested actions: pizza - pretend to cut and eat a big slice of pizza salad - pretend to toss the salad soup - pretend to hold a bowl and eat soup with a spoon milk - pretend to pour a glass of milk and then pretend to drink it

4. Play Point to ... • Put the food flashcards on the floor in front of

the children with the picture facing up. Say Point to the soup. Pretend to hold a bowl of soup and mime eating the soup with a spoon.


• Continue to name the food items, do the actions and point to the correct flashcard.

e

n

a

t

5. Play the Yes or no game. • Show the children the food flashcards and elicit the

words. Then show the children that you are mixing the cards in your hands so neither you nor the children know the order of the cards.

• Take one of the flashcards and hold it above your head so that the children can see which card you are holding but you can't.

• With your other hand point to the flashcard and say Is it milk? and encourage the children to say Yes. if you are holding up the milk flashcard and No, sorry. if not. If the answer was No, sorry., keep guessing until the children say Yes.


6. Play Find the flashcard. • Choose a confident child from the class and ask

them to choose a food flashcard (e. g. salad). Ask the child to close his or her eyes and give him or her Peter to hold.

• Tell the other children to be quiet and show them that you are hiding the flashcard, for example put the flashcard under a cushion, in a toy box, on the bookcase, etc.

• Ask the child who is holding Peter to open his or her eyes. Say Where's the salad? and make it clear to the children without Peter that they are not to say where the flashcard was hidden.

• Encourage the child with Peter to walk around the classroom to find the hidden flashcard. Keep saying the word Salad. as the child moves around. As the child gets closer to the hidden card, say Salad. more loudly, and as the child moves away from the card, say Salad. more quietly.

• Once the child has found the card, Peter can give him or her a hug, kiss or high five as a reward.

• Repeat the game. Choose a different child to hold Peter and encourage the other children to join in saying the food word loudly or quietly as the child holding Peter gets closer or further away.

Rounding Off

7. Sing the Bye-bye song. ~ R,':I • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Musical chairs. _Will Before the lesson, copy and cut up

Preparation Tip!

at least one set of the food mini flashcards. You will

need enough sets to have one mini flashcard per

ch ild. If you have extra time available, the children

can colour and make the mini flashcards during a lesson, or you can colour and make them yourself.

Stick the mini flashcards on the children's chairs so that the children can easily see them. If there aren't

enough chairs available in the classroom, then you

could use cushions or laminated copies of the mini flashcards instead.

When the worksheet is used for the first time, make

sure you only use the mini flashcards for food items the children have learnt so far.

• Put the chairs, cushions or laminated flashcards in a place where the children can easily walk around them

and sit on them.


have learnt so far in Hooray! Starter.

• Then stop the music and say Sit down. and encourage the children to sit down on the nearest

seat that is available.

• Randomly select one of the normal food flashcards and show and name the food. All the children sitting

on a chair with a mini flashcard of the same food are

'out'. Ask these children to stand near you for the

next round and then allow them to join back in the



Hooray! STARTER © Helbling Languages 8

Unit 6

LESSON 2 • SONG

Main Objective To sing a song about food and being hungry.

Key Words pizza salad soup milk

Receptive Language I'm so hungry/thirsty. Have some (pizza). Yummy, yummy, yummy.

Classroom Language Look, (pizza). What's missing? Look, it's Peter and Rosie. Point to (Peter). Point to the (salad). Stick in the milk and the salad. Colour the pizza and the soup.

Activities Revise the food vocabulary. Play What's missing? Sing the I'm so hungry song. Colour the pizza and the soup and stick in the milk and the salad.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 39 o flashcards 32-35 (pizza, salad, soup, milk) o Student's Book, p. 43 o stickers from the appendix of the Student's

Book (milk, salad) o coloured pencils or crayons o If there is time: food mini flashcards

(Worksheet 27); mini flashcards from earlier units (optional)


Warm-up

1. Welcome the children. ~ G,'A' • When the children are all in the classroom,




Carpet Time

2. Revise the food vocabulary. • Show the children the flashcard for pizza, pretend

to cut and eat a big slice of pizza and say Look, pizza.

• Say Pizza. again and mime eating another slice of pizza.

• Then show the children the flashcard for salad, pretend to toss the salad using your hands and say Look, salad.

• Say Salad. again and repeat pretending to toss the salad.

• Continue to name the food on the flashcards, miming preparing and eating or drinking each item as you revise it. Suggested actions: pizza - pretend to cut and eat a big slice of pizza salad - pretend to toss the salad soup - pretend to hold a bowl and eat soup with a spoon milk - pretend to pour a glass of milk and then pretend to drink it

3. Play What's missing? • Show the children the food flashcards from this unit

and elicit the vocabulary from the children. • Put the cards on the floor face down. • Turn the cards over one at a time and elicit the


• Ask What's missing? Encourage the children to name the card which is missing (and is face down), then turn the card over to check if the children were correct.


4. Sing the I'm so hungry song. @ G"PI • Attach the food flashcards to the board or put

them in the centre of the circle where all the children can see them in the order of the song .

• Play the song and point to each item as you hear it in the song. You can also pretend to eat or drink each item as you hear it in the song .

I'm so hungry I'm so hungry, I'm so hungry Have some pizza. Have some pizza, have some pizza. Yummy, yummy, yummy Yummy, yummy, yummy

I'm so hungry, I'm so hungry Have some salad. Have some salad, have some salad. Yummy, yummy, yummy Yummy, yummy, yummy

I'm so hungry, I'm so hungry Have some soup.

I'm so thirsty, I'm so thirsty Have some milk.

• Play the song again and encourage the children to join in and pretend to eat and drink the items they hear in the song.

Pencil and Paper




6. Colour the pizza and the soup and stick in the milk and the salad. [@~~J ~ ti"p.

• Hold up the page so the children can see . Play the I'm so hungry song again, and point to the foods and drink on the page as you sing about each of them.



• Then ask the children to Point to Rosie. • Encourage the children to point to some of the

foods and the drink in the picture, for example say Point to the salad. and again check the children are pointing to the correct part of the picture.

• Say Stick in the milk and the salad. and show the children the milk and salad stickers.

• Monitor the children while they are sticking in the stickers and help them if they need help peeling the stickers from the sticker sheet.

• Once the children have stuck the stickers in, say Colour the pizza and the soup. and point to the foods which need colouring.

• You can also demonstrate by starting to colour the food on your copy of the page.

• Monitor the children while they are colouring, praise them for neat work and ask them about the food they are colouring and the colours they are using if they can name them in English.

7. Sing the Tidy up song / Clean up song (AmE). @1iiii




Rounding Off

8. Sing the Bye-bye song. ~ G,i:1 • While the children are still at the table, look at Peter





Play Bingo! ~nlfU

You will need enough mini Preparation Tip!

flashcards for each child to have one set of the food

mini flashcards. If you have extra time available, the children can colour and make the mini flashcards


yourself before the lesson.

• Put the food flashcards face down on the floor in front of Peter.

• Help the children to move so that they have a space in front of them and help them to choose three of

their mini flashcards to put on the floor with the

picture showing.

• Make Peter turn over one of the food flashcards from his set, and show and say the food to the children.

Then encourage the children to turn over the mini

flashcard with the same food so the picture can't be

seen .

• Repeat this until some of the children have turned over all of their mini flashcards and encourage them


with the children who have 'Bingo ' .

• Turn all the cards back over and repeat the activity, or you could use other sets of cards, for example the

number or the colour cards.


Unit 6

LESSON 3 • I LIKE .. .

Main Objective To introduce the phrase 'I li ke .. . ' to describe food w hich the children like.


Receptive Language I'm so hungry/thirsty. Have some (pizza). Yummy, yummy, yummy.

Classroom Language I like (pizza). Do you like (pizza)? Yummy. Stand up / Sit down, (everyone). Listen carefu lly. What's my favourite picture ? It isn 't the (soup). What is it? Look, a magic bag . What's in the magic bag?

Activities Sing the I'm so hungry song. Introduce the phrase 'I like .. .' Play Stand up and sit down, What's my fa vourite picture? and What's in the magic bag?

Materials Checklist o Peter hand puppet o CD 2-3,8 (routine songs), CD 39-40 o flashcards 32-35 (pizza, salad, soup, milk) o a magic bag

Notes


Warm-up

1. Welcome the children. ~ G"A. • When the children are all in the classroom,




2. Sing the I'm so hungry song. ~ G,Nt" • Play the song and encourage the children to mime

eating the food from the song (See Lesson 2 for the song lyrics).

• Alternatively, use the karaoke version of the song. The children can choose the order of the food . If the children know any other food or drinks in English, you can also help them make new verses for these.

Carpet Time

3. Introduce the phrase '1 like .. : • Show the children each of the food flashcards and

elicit the name of the food/drink from the children. • Show the children the flashcard for pizza and elicit

the correct word. • Say I like pizza. Mime eating a pizza, then rub

your tummy and say Yummy. and continue to mime eating the pizza as if you really like it.

• Ask the children if they like pizza. Say Do you like pizza? and encourage the children to join in eating the pizza and saying Yummy. if they like pizza. You might need to prompt individual children, or give them the option of making an 'I like' or an 'I don't like' face to show the meaning of '1 like'.

• Continue to ask the children if they like the other foods and the drink on the flashcards, and encourage the children who like the food to join in miming eating or drinking and saying Yummy.

4. Play Stand up and sit down. • Put up the food flashcards in the centre of the

circle, point to each card and elicit the foods and drink from the children.

• Hold up the flashcard for pizza so that the children can see which flashcard you are holding and say I like pizza, stand up. Rub your tummy and say Yummy, yummy. to show you like pizza and then stand up.

j

e

• Encourage all the children who like pizza to stand up with you and rub their tummy and say Yummy, yummy. You could also encourage the more confident children to try and say I like pizza.

• Then say Sit down, everyone. and encourage all the chi ldren to sit down.

• Continue saying a different food item each time and encouraging the children who like that food to stand up.

• As the children become more confident you can say the words faster.

• If the children are already excited before the activity, you may want to just ask them to put their hands in the air rather than stand up and sit down .

5. Play What's my favourite picture? • Put the food flashcards in the centre of the circle

where all the children can see clearly and say the names of each of the foods.

• Choose one of the cards for the children to guess and say, for example, Listen carefully. What's my favourite picture? It isn't the soup. It isn't the salad. It isn 't the milk. What is it?


• If the children are finding it hard, you can point to each flashcard as you say the word and show that this is wrong (for example, shake your head). Then point to the last flashcard, show that this is correct (for example, nod your head) and encourage the children to name the foods on the flashcards.



excited about what is in the bag. • Pretend to take a glass of milk out of the magic bag

and then pretend to drink the milk. • Ask the children again What's in the magic bag?

and encourage the children to guess what food or drink you have taken out of the magic bag.

• Once the children guess the food, you can pretend to give all the children a glass of milk from the magic bag and everyone can pretend to drink their milk.

• Continue taking food from the magic bag and encouraging the children to guess which food or drink you have taken, while the children are interested.

• Once the children are familiar with the magic bag, you could invite confident children to take food from the magic bag and pretend to eat it or drink it while other children guess which food/drink the child has.

Rounding Off

Peter. • Signal to the children that it is the end of the



Play Musical flashcards. • Place all the food flashcards around the classroom in

a place where they can easily be seen by the children and the children can safely move between the cards

(attached to a wall or something that can't move is best).

• Point to each of the cards around the room and elicit the words from the children.

• Play some music for the children to move around to.

You could use some of the songs that the children have learnt so far.


• Once all the children are by a flashcard, say a food or drink. All the children standing by that flashcard are

'out'. Ask these children to stand near you for the next round and then allow them to join back in the





Unit 6




Receptive Language Make some soup. Eat it. It's wonderful. Yummy.

Classroom Language Stand up, everyone. I like (pizza). Do you like (pizza)? Yummy. Listen.

Activities Introduce and mime the Food action story. Revise 'I like .. .' Order the action story.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 41 o flashcards 32-35 (pizza, salad, soup, milk) o Student's Book, p. 45 o coloured pencils or crayons o action story cut-outs (Worksheet 28) (optional) o scissors, glue and spare paper (optional)

Notes

o Hooray! STARTER © Helbling Languages

Warm-up

1. Welcome the children. ~ li"" • When the children are all in the classroom,




Carpet Time

2. Introduce the Food action story. • Say Listen. and then stand where all the children



Food action story Make some soup. Eat it. It's wonderful. Yummy





• Do this a couple of times, telling the action story in the correct order.


4. Revise '1 like .. : • Show the children each of the food flashcards and

elicit the name of the foods and the drink from the children.

• Show the children the flashcard for pizza and elicit the correct word.

• Say I like pizza. Mime eating a pizza, then rub your tummy and say Yummy. and continue to mime eating the pizza as if you really like it.

• Ask the children if they like pizza. Say Do you like pizza? and encourage the children to join in eating the pizza and saying Yummy. if they like pizza. You might need to prompt individual children, or give them the option of making an 'I like' or an 'I don't like' face to show the meaning of 'I like'.

• Continue to ask the children if they like the other foods and the drink on the flashcards, and encourage the children who like the food to join in miming eating or drinking and saying Yummy.

Pencil and Paper

5. Sing the Table song. @ G.i' • Say It's time to sit at the table. and indicate to



6. Order the action story. ~ @ N.i" ~1I'l."'WI9!!'I!'.IIP.~I"J

If you think the chi ldren w ill find it difficult Teaching Tip!


the action story cut-outs (Worksheet 28) instead . You can


or help the children w ith cutting if they are not able to use scissors yet.










7. Sing the Tidy up song / Clean up song (AmE). ~




Rounding Off






Play Pass the flashcards. • Ask the children to sit in a circle .

• Select some of the food flashcards and give each card to a different child in the circle .



• While the music is playing, encourage the children to pass the flashcards around the circle .

• After a short time stop the music. Encourage the children who are holding flashcards when the music stops to name the picture on their card .


I I


Unit 6


Main Objective To listen to a story and a song about a dinner.

Key Words pizza, salad, soup, milk, spaghetti

Receptive Language Mmmh/Mmm (Am E). What's for dinner? Spaghetti? So, here we go. Yummy. I like (milk). Fantastic/Great (AmE)! Oh, Peter! That's wonderful/great (AmE). (Pizza) is great.

Classroom Language Does Rosie eat (pizza)? Circle / Point to the (pizza). Do you like (spaghetti)? Colour the (spaghetti).

Value To develop appreciation for the value of eating together.

Activities Introduce spaghetti. Introduce The dinner story. Play Uncover the flashcard. Circle the food from the story and colour the food you like.

Materials Checklist o Peter hand puppet o CD 2-6, 8 (routine songs), CD 42 o flashcards 32-36 (pizza, salad, soup, milk,

spaghetti) o Student's Book, p. 47 o coloured crayons or pencils o Story cards 31-36 (The dinner) o The dinner mini storybook (Worksheet 29a+b)

(optional)


Warm-up

1. Welcome the children. ~ G.,al • When the children are all in the classroom,




Carpet Time

2. Introduce spaghetti. • Show the children the flashcard for spaghetti and

say Look, spaghetti. You can also mime turning your fork in the spaghetti and eating some.

• Say Spaghetti. again and repeat the actions. • Show the children the other food flashcards and

check the children remember the words for the other items.

3. Introduce The dinner story. @: G.tlt) • If you want to use a transition marker to tell the

children that the next activity is a story, sing or play:




~-------------------------------------------- -------

, The dinner

Peter: Hello, Rosie.

Rosie: Hello, Peter.

Rosie: Mmmh/Mmm (AmE). What's for dinner?

Spaghetti?

Peter: No, sorry

Peter So, here we go. Milk.

Rosie Yummy I like milk.

Peter: Pizza.

Rosie: Yummy, I like pizza.

Peter: And soup.

Rosie: Yummy, carrot soup. Fantastic/Great (AmE)!

Rosie: Oh, Peter! That's wonderful/great (AmE).

Pizza, soup and milk.

Yummy, yummy, yummy Thank you.

Rosie (singing): I like pizza.

Pizza is great.

Yummy, yummy, yummy, yummy

Pizza is great.

4. Play Uncover the flash ca rd. • Show the children the food flashcards and elicit the

names for each of the items. • Hold the cards so the pictures are all face down and

show the children that you are mixing the cards so you and the children don't know the order.

• Take a piece of paper or card and cover one of the flashcards. Hold the card so the children can see it.

• Gradually move the paper or card up or down the flashcard to reveal the picture of the food.

• Encourage the children to guess which food is covered as the picture is being revealed. Peter can reward the children who guess correctly by giving them a kiss, hug or high five.

• Repeat the activity, covering a different flashcard with the piece of paper or card for the children to guess.

Pencil and Paper




6. Circle the food from the story and colour the food you like. ~

• Give the children their Student's Books open to the correct page and say Look, it 's Peter and Rosie.

• Ask the children to point to Peter and Rosie and check they are pointing to the correct part of the picture each time.

• Then ask the children to point to the foods and drink in the picture, for example say Point to the milk. and check the children are pointing to the milk.

• Show the children the Story cards from the story and ask them Does Rosie eat pizza? Look through the Story cards with the children to see if Rosie eats pizza.

• When you find the pizza in the story, say Circle the pizza. and demonstrate by circling the pizza on your copy of the page.

• Continue to ask the children if Rosie eats the other food, show the children the Story cards to check and circle the foods Rosie eats in the story (pizza, soup and milk - not spaghetti or salad).

• Then ask the children to colour the food they like. • Ask some of the children Do you like spaghetti?

and then tell the children who say Yes. to Colour the spaghetti.

• Allow the children to choose which colours they want to use for colouring.

• While the children are colouring, monitor the class and praise them for neat work. Talk to the children about the food they like and the colours they are using.

You can also print a copy of the mini


take home at the end of the lesson . If there is time, the

children could colour one of the pages in the lesson, or


You will need to cut and fold the mini storybooks for the

children before the lesson (See Introduction, p. 11).

7. Sing the Tidy up song / Clean up song (AmE). ~ G.il




Rounding Off

8. Sing the Bye-bye song. ~ G.I:. • While at the table, look at Peter and say It's time







which songs they would like to sing.


Unit 6


Main Objective To sing the song from the story and complete a colour sequence.

KeyWords pizza salad soup milk spaghetti

Receptive language I like (pizza). (Milk) is great. Yummy.

Classroom language What is it? Close/Open your eyes. What have I got? What colour is it? Colour the cup (red).

Thinking Skills Focusing on the colour of items in order to continue a colour sequence.

Activities Play Whispered words. Sing the Yummy song. Play What have I got? Colour the cups to complete the sequence.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 43 o flashcards 32-36 (pizza, salad, soup, milk,

spaghettI) o Student's Book, p. 49 o coloured crayons or pencils o If there is time: food mini flashcards

(Worksheet 27)

e Hooray I STARTER © Helbling Languages

Warm-up

1. Welcome the children. @ Ii"" • When the children are all in the classroom,




Carpet Time

2. Play Whispered words. • Put the food flashcards on the floor in the centre of

the circle. Point to each of the cards and elicit the words from the children.

• Say Shh! and then whisper or silently mouth one of the food words from the flashcards, for example say Spaghetti. and point to your mouth as you say it to indicate that the children should read from your lips.

• In a normal voice say What is it? and again whisper or silently say Spaghetti.

• Encourage the children to try and guess which flashcard you were naming. Peter can praise the children who guess correctly by giving them a kiss, hug or high five.

• Repeat the activity by whispering or silently saying different food words for the children to guess.

3. Sing the Yummy song. @ G,ld • Play the song from the story and pretend to eat!

drink each of the items as you hear them in the song.

Yummy I like pizza. Pizza is great. Yummy, yummy, yummy, yummy Pizza is great. Yummy, yummy, yummy, yummy Pizza is great.

I like soup. Soup is great. Yummy, yummy, yummy, yummy Soup is great. Yummy, yummy, yummy, yummy Soup is great.

I like milk. Milk is great. Yummy, yummy, yummy, yummy Milk is great. Yummy, yummy, yummy, yummy Milk is great.


4. Play What have I got? • Show the children the food flashcards and elicit the

words from the ch ildren. • Put all of the flashcards into the middle of the circle

w ith the picture facing up. • Say Close your eyes. and demonstrate by holding

your hands over your eyes, then peek to check the children have copied you .

• Once all the children have covered their eyes, take one of the flashcards and hold it behind your back .

• Say Open your eyes. and encourage the children to open their eyes .

• Say What have I got? and indicate the flashcard that you have hidden behind your back.

• Encourage the children to guess which flashcard you have behind your back and then show the chi ldren to check if they were correct.

• Repeat this a few times, taking a different flashcard to hide behind your back each time.

Pencil and Paper

5. Sing the Table song. @: G,,' • Say It's time to sit at the table. and indicate to



6. Colour the cups to complete the sequence. [@~~

• Hold up your Student's Book so all the children can see the page clearly.

• Point to each cup in the first line and ask the children What colour is it?

• Then point to the white cup at the end of the line and ask the children again What colour is it? and encourage the children to give you the next colour in the sequence (red).

• Give the children their Student's Books open to the correct page. Then say Colour the cup red. and demonstrate by colouring the cup on your copy of the page.

• When the children have coloured the cup red, ask them about the colours in the second and third sequence and ask the children to colour the cups at the end of each line.

• Monitor the children while they are colouring, encourage them to name colours of the cups, and praise them for neat work .

7. Sing the Tidy up song / Clean up song (AmE). @: ti,,'




Rounding Off

8. Sing the Bye-bye song. @ G,):i • Whi le at the table, look at Peter and say It's time



• Signal to the chi ldren that it is the end of the English lesson by sing ing or playing the Bye-bye song (See Introduction, p. 17).


Play Hold up the flashcard. ~~'fU

You will need enough food mini Preparation Tip!

flashcards to give each child one flashcard. If you

have extra time available, the children can colour and

make the mini flashcards during a lesson, or you can

colour and make them yourself.

• Show the children the food flashcards and elicit the words from the children.

• Give the food mini flashcards out so that each child is hold ing one card.

• Say Hold up the salad. and encourage any children

holding a mini flashcard for salad to hold their

flashcard up in the air.

• Repeat a couple of times asking for different foods and then ask the children to swap their cards so they have to think about a different food word .

• Alternatively, you could give each child the complete set of food mini flashcards and they have to hold up

the correct mini flashcard from their set.

Hooray ! STARTER © Helbling Languages e

Unit 6

EXTRA LESSON 1 (OPTIONAL) (Can be used after the action story has been introduced in lesson 4)

Main Objective To sing a song about food and join in with an action story.

Key Words pizza, sa lad, soup, milk, spaghetti

Receptive language I'm so hungry. Yummy, yummy, yummy. Have some (pizza). Make some soup. Eat it. It's wonderfu l. Yummy.

Classroom language Look, it's a pizza . Let's make a pizza. Colour / Cut out the pizza and the toppings. Make your pizza.

Activities Sing the I'm so hungry song. M ix up the Food action story. Play Uncover the flashcard. Make a pizza.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 39-40 o flashcards 32-36 (pizza, salad, soup, milk,

spaghetti) o a piece of paper or card to cover the flashcards o outl ines of pizza and toppings

(Worksheet 30a+b) o coloured crayons or pencils o scissors and glue o If there is time: a selection of fl ashcards from

earlier units

Notes

e Hooray! STARTE R © Helbling Languages

Warm-up

1. Welcome the children. ~ G,'.' • When the children are all in the classroom,




Carpet Time

2. Sing the I'm so hungry song. ~ ti.lp,u, • Play the song and encourage the children to mime

eating each food as they hear them in the song (See Lesson 2 for the song lyrics).

• Alternatively, use the karaoke version of the song . The children can choose the order of the food . If the children know any other food words in English, you can also help them make new verses for the song .

3. Mix up the Food action story. • Tell the children the three actions from the action




• Continue asking the children to do different actions, while they are interested.

• If they become confident with the actions, you can say them quicker or encourage some of the children to join in saying some of the actions with you .

4. Play Uncover the flashcard. • Show the children the food flashcards and elicit the

names for each of the items. • Hold the cards so the pictures are all face down and

show the children that you are mixing the cards so you and the chi ldren don't know the order.

• Take a piece of paper or card and cover one of the flashcards . Hold the card so the children can see it.

• Gradually move the paper or card up or dow n the flashcard to reveal the picture of the food.

• Encourage the children to guess w hich food is covered as the picture is being revealed. Peter can reward the children w ho guess correctly by giving them a kiss, hug or high five.

• Repeat the activity, covering a different flashcard with the piece of paper or card fo r the children to guess.

5

Pencil and Paper

5. Sing the Table song. @ G,i' • Say It's time to sit at the table. and indicate to



6. Make a pizza. 'IUlfI,m, If the children are not able to use scissors

Preparation Tip!

yet, you might want to cut out some of the pizzas and

toppings before the lesson so that the children can just colour and stick them.

• Hold up your copy of the worksheet so all the children can see it and say Look, it's a pizza.

• Point to the ingredients and say Let's make a pizza., and demonstrate by choosing some pre-cut and coloured toppings to put on the pizza (tomato, mushroom, cheese, salami, peppers, pineapple).

• Give the children their copy of the worksheet and say Colour the pizza and the toppings.

• Monitor the children while they are working and talk to the children about the colours they are using.

• Once the children have finished colouring, say Cut out the pizza and the toppings. and monitor the children while they are cutting the pieces out.

• Then say Make your pizza. and encourage the children to decide which toppings they want to stick on their pizza.

• At the end of the Pencil and Paper activity, collect the pizzas from the children and display them on the wall or in a window, or let the children take their pizzas home to show to their parents.

7. Sing the Tidy up song / Clean up song (AmE). ~




Rounding Off

8. Sing the Bye-bye song. @ RII:' • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Pairs. • Put pairs of flashcards on the floor with the picture

facing down. You could use a selection of two toys, two food items, two items of clothing, two colours,

two numbers, two body parts, two animals and Peter

and Rosie.

• Allow the children to take it in turns to turn over two cards and try and find pairs (flashcards from the same

category).

• If a child finds a pair, he or she can keep the cards and then the next child takes his or her turn .

• Once all the pairs have been found, praise the children who have found pairs and collect all the

cards.

• Repeat the game until all the children have had at least one turn to turn over some cards.

• Alternatively, if there are a lot of children in the class,

allow them to play in smaller groups using mini

flash cards.


Unit 6


Main Objective To sing a song about the food Rosie likes.

Key Words pizza, salad, soup, milk, spaghetti

Receptive language Mmmh/Mmm (AmE). What's for dinner? Spaghetti? No, sorry. So, here we go. Yummy. I like (milk). Fantastic/Great (AmE). Oh, Peter! That's wonderful/great (AmE). Pizza, soup and milk. Yummy, yummy, yummy. Thank you. (Pizza) is great.

Classroom language Look, a magic bag. What's in the magic bag? Let's decorate the picture frame.

Activities Tell The dinner story again . Sing the Yummy song. Play What~ in the magic bag? Make a pasta picture frame.

Materials Checklist o Peter hand puppet o CD 2-6, 8 (routine songs), CD 42-44 o Story cards 31-36 (The dinner) o a magic bag o picture frame (Worksheet 31) o different types of uncooked pasta o glue o photo of each of the children (optional) o coloured pencils or crayons (optional) o coloured paint (optional) o overalls or painting smocks (optional) o If there is time: food mini flashcards

(Worksheet 27)

Notes


Warm-up

1. Welcome the children. ~ A ... ' • When the children are all in the classroom,




Carpet Time

2. Tell The dinner story again. ~ A,tit) • If you want to use a transition marker to tel l the



• Either read the story from the back of the Story cards, or play the CD 42 and show the Story cards .

• Encourage the children to join in with some parts of the story, for example, they can wave to say hello with the characters in the story, and can copy some of your facial expressions or movements.


3. Sing the Yummy song. ~ G'ilid • Play the song from the story and pretend to eaV

drink each of the items as you hear them.

Yummy I like pizza. Pizza is great. Yummy, yummy, yummy, yummy Pizza is great. Yummy, yummy, yummy, yummy Pizza is great.

I like soup. Soup is great. Yummy, yummy, yummy, yummy Soup is great.

I like milk. Milk is great. Yummy, yummy, yummy, yummy Milk is great.

• Play the song again and have the children join in. • Once they feel confident singing the song, you can

also use the karaoke version (CD 44).



excited about what is in the bag. • Pretend to take a glass of milk out of the magic bag

and then pretend to drink the milk . • Ask the children again What's in the magic bag?

and encourage them to guess what food or drink you have taken out of the magic bag.

• Once the children guess the food or drink, you can pretend to give all the children a glass of milk from the magic bag and everyone can pretend to drink their milk.

• Continue taking food from the magic bag and encouraging the children to guess which food or drink you have taken, while the children are interested .

• Once the children are familiar with the magic bag, you could invite confident children to take food from the magic bag and pretend to eat it or drink it while other children guess which food or drink the child has.

Pencil and Paper

5. Sing the Table song. ~ G.,I • Say It's time to sit at the table. and indicate to



6. Make a pasta picture frame. _*," Bring different types of uncooked pasta

Preparation Tip!

to class (enough for each child to decorate their frame).

You could also make a frame yourself using different pastas to show the children w hat it w ill look like.

You can ask the children to bring a photo of themselves to class to stick in the frame .

• Hold up your copy of the worksheet so all the children can see it and say Look, it's Rosie., then point to the spaghetti and say Yummy. Spaghetti.

• Point to the picture frame and say Let's decorate the picture frame. Show the children some pasta you brought to class and the finished picture frame you made before class.

• Give the children their copy of the worksheet and some pasta and say Decorate the picture frame.

• Monitor the children while they are sticking the pasta on their frames. If there is time, the children can colour the pasta and the picture of Rosie or put their own picture in the frame.

• At the end of the Pencil and Paper activity, collect the picture frames from the children and display them on the wall or in a window, or let the children take their frames home to show their parents.





Rounding Off

8. Sing the Bye-bye song. ~ G.I:. • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Treasure hunt. _~'*1J


copies of the food mini flashcards and hide them around the classroom. If you have extra time

available, the children can colour and make the mini

flashcards during a lesson, or you can colour and make them yourself.

Make sure it is possible for the children to find and reach the cards. If it is nice weather and you have a


mini flashcards outside for the children to find.

• Tell the children w hich food they are looking for, for

example say Can you find the soup? and show the children the flashcard for soup.

• Encourage the children to search the classroom or the outside area and bring you any pictures of the soup

which they can find. When they have found all the

copies, they can bring them to Peter to show him.

Then ask them to look for another food.

• If there is time, ask them to close their eyes and hide the pictures again.

Hoorayl STARTER © Helbling Languages G

Extra Unit

LANGUAGE OVERVIEW • CHRISTMAS

Key Words Merry Christmas Christmas tree present

Receptive Language ~ ... : .-c. . .. ~

We wish you a Merry Christmas. And a Happy New Year!

Classroom Language Look, a (Christmas tree). Point to the (Christmas tree). Which picture, Peter? A (present), please. Where's the (present)? Yes. / No, sorry. Thank you. Hold up the (Christmas tree). Christmas tree or present? Let's make a Christmas card . Point to (Peter) / the (Christmas tree). Colour the (Christmas tree). Trace the lines. What's in the bag? Is it a (Christmas tree)? What colour is it? Is it the same? Circle the present which is the same.

Close/Open your eyes. Listen carefully. What's my favourite picture? It isn't the (Christmas tree). Look, Christmas decorations. Colour the decorations. Cut out your decorations.

Objectives Children learn: • about Christmas traditions in English speaking

countries • an English Christmas song • to follow some simple instructions and lesson

routines in English

Competences Children can: • recognise and name some Christmas items in

English • join in with a song • show their understanding using gestures and


Thinking Skills • paying attention to details to find and describe

matching pictures


Extra Unit

LESSON 1 • CHRISTMAS VOCABULARY

Main Objective To introduce the vocabulary for some Christmas words.


Classroom Language Look, a (Christmas tree). Point to the (Christmas tree). Which picture, Peter? A (present), please. Where's the (present)? Yes. / No, sorry. Thank you. Hold up the (Christmas tree).

Activities Introduce the Christmas vocabulary. Play Point to ... , Where's the present? and Hold it up.

Materials Checklist o Peter hand puppet o CD 2-3, 8 (routine songs) o flashcards 9-12, 37-38 (teddy/teddy bear

(AmE), doll, plane, train, Christmas tree, present)

o If there is time: Christmas presents (Worksheet 32)

Notes

o Hooray! STARTER © Helbling Languages

Warm-up

1. Welcome the children. ~ ti,,#. • When the children are all in the classroom,




Carpet Time

2. Introduce the Christmas vocabulary. • Show the children the flashcard for Christmas tree,

draw the shape of a Christmas tree with your hands in the air and say Look, a Christmas tree.

• Say Christmas tree. again and draw a Christmas tree in the air again.

• Then show the children the flashcard for present and mime unwrapping a Christmas present. Say Look, a present.

• Say Present. again and pretend to unwrap a present again. Encourage the children to pretend to unwrap a present as well.

• Repeat naming the Christmas items on the flashcards and showing the children the action for each card.

You can use some of the toy flashcards Teaching Tip!

for the following games to make them a little more challenging for the children.

3. Play Point to ... • Put the Christmas and toy flashcards on the floor

in front of the children with the picture facing up. Say Point to the present. and mime unwrapping a present.


• Continue to name the pictures on the flashcards, do the action for each word and point to the correct flashcard while the children are interested.

4. Play Where's the present? • Show the children the two Christmas flashcards and

some of the toy flashcards , Say Look, a (Christmas tree). as you show each card, then place the cards face down on the floor,

• Mix up the cards by sliding them around the floor, Then look at Peter and say Which picture, Peter? Make Peter say A (present), please. and show the children the action for present.

• Ask Where 's the (present)? and invite one of the children to turn over a card and try to find the present flashcard . If the child turns over the card with the present, say Yes. and allow the child to give the card to Peter, Peter shou ld say Thank you. and can reward the chi ld by giving a kiss, hug or high five. If the card is not the present, then say No, sorry.

• Continue playing the game until each child has had at least one turn to look for a flashcard for Peter,

5. Play Hold it up. • Give the Christmas and toy flashcards out to some

of the children. • Say Hold up the (Christmas tree). and encourage

the child holding the Christmas tree to hold it in the air.

• Repeat a couple of times using different Christmas and toy words and then change the children holding the flashcards so different children get a chance to play.

Rounding Off

6. Sing the Bye-bye song. @: D,I:i • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage


• Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 17),


Play Christmas hunt. 1IWlfl


copies of the Christmas presents (Worksheet 32), You can either print them on different coloured pieces of

paper or - if there is time in the lesson - the children

could colour in the actual presents before you hide them ,

Before the lesson, hide the presents in the classroom,


reach the cards , If it is nice weather and you have a


Christmas presents outside for the children to find .

• Put the children into small groups or pai rs depending on the number of Christmas presents which you have prepared ,

• Give the children time to search for the Christmas

presents in their groups, They should look for as many as they can find,

• Once the children have found all the Christmas presents, you can ask them to name the wrapped

toys in Engl ish. Ask What is it? and show the children the wrapped plane, The children say A (plane).

• Alternatively, you can tell the children which present

they should look for, for example say Can you find the doll? and show the children the picture of the

w rapped doll.

• Encourage the children to search the classroom or the outside area and bring you any cards with the doll that they find,

• When the children have found all the copies of the wrapped doll, then ask them to look for the wrapped

plane.

• The children can then look for the other presents and bring these to you .

• The group which finds the most Christmas presents

are the winners and you could reward them with a

small sweet or a hug from Peter.


ItiU.iijffil Christmas

Main Objective To sing a song about Christmas.


Receptive Language We wish you a Merry Christmas. And a Happy New Year!

Classroom Language Look, a (Christmas tree). Christmas tree or present? Let's make a Christmas card. Point to (Peter) / the (Christmas tree). Colour the Christmas tree and decorations. Trace the lines.

Activities Revise the Christmas vocabulary. Play Christmas tree or present? Sing the We wish you a Merry Christmas song. Colour and make a Christmas card.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 45 o flashcards 37-38 (Christmas tree, present) o Student's Book, p. 51-52 o coloured pencils or crayons o If there is time: a soft bailor bean bag,

flashcards from units you have already covered in class

Notes


Warm-up

1. Welcome the children. ~ ti,,#. • When the children are all in the classroom,




Carpet Time

2. Revise the Christmas vocabulary. • Show the children the flashcard for Christmas tree,

draw the shape of a Christmas tree with your hands in the air and say Look, a Christmas tree.

• Say Christmas tree. again and draw a Christmas tree in the air again.

• Then show the children the flashcard for present and mime unwrapping a Christmas present. Say Look, a present.

• Say Present. again and pretend to unwrap a present again . Encourage the children to pretend to unwrap a present as well.

• Repeat naming the pictures on the flashcards and show the children the action for each card.

3. Play Christmas tree or present? • Show the children the flashcard for the Christmas

tree and the present. • Say Close your eyes. and demonstrate by holding


• Once all the children have covered their eyes, put either the Christmas tree or present flashcard on the board or in the centre of the circle.


• Say Christmas tree or present? and point to the flashcard on the board or in the centre of the circle. Encourage the children to name the card you are pointing to.

• Repeat this a few times changing the flashcard until the children seem confident naming the Christmas items.

4. Sing the We wish you a Merry Christmas

song. ~ h.'" • Play the song and let the children listen to the song.

We wish you a Merry Christmas We wish you a Merry Christmas, We wish you a Merry Christmas, We wish you a Merry Christmas, And a Happy New Year!

• Play the song aga in and encourage the children to join in and sing along with you .

s

)

il

J.

Pencil and Paper

5. Sing the Table song. @: ti,i' • Say It's time to sit at the table. and indicate to



6. Colour and make a Christmas card.

~ [~~~J @: d,i" If the children are taking the Christmas

Preparation Tip!

card home, you might want to tear the page out of the

Student's Book and fold the card before the lesson for

each child.

• Give the children the card from the Student's Book or give them their books open to the correct page. Say Let's make a Christmas card.

• Encourage the children to look at the picture on the Christmas card and say Point to RosielPeter.

• Then ask the children to Point to the Christmas tree. and check the children are pointing at the right part of the picture.

• Say Trace the lines. and encourage the children to trace the lines with their fingers first. Then demonstrate tracing the lines on the Christmas tree with a pencil.

• Say Colour the Christmas tree. and demonstrate by starting to colour the Christmas tree and decorations on your copy of the page.

• Monitor the children while they are colouring, praise them for neat work and talk to the children about the colours they are using, if they know them in English.

• Once the children have finished colouring, encourage the children who can write their name to write it on the line inside the card. The other children can try to write their name or you could write it for them.

• You can also point to the lyrics for the song, and sing the song again with the children or tell the children to get their parents to sing the song with them.

7. Sing the Tidy up song / Clean up song (AmE). C21i!D

• If you would like the children to tidy away their crayons and other materials, say It's time to tidy up I clean up (AmE).


• While you are picking things up, sing or play the Tidy up song I Clean up song (AmE) (See Introduction, p. 17)

Rounding Off

8. Sing the Bye-bye song. @: ti,I:. • While the children are still at the table, look at Peter


the chi ldren to wave and say Bye-bye! back to Peter.



Play Bean bag toss.

Use flashcards from units which the Preparation Tip!

children have already covered in class. You can also

put the Christmas flashcards under chairs and ask the

children to swap chairs after they have taken a turn to throw the bean bag or soft ball.

If you have a large class, you might want only half

the children to play. The other child ren can stand

behind a friend and swap places after a short time.

• Ask the children to sit in a circle and put Christmas

and toy flashcards on the floor in front of some of the children, or if the children are sat on chairs in the

circle, you can put the flashcard under the children's chairs .

• You should stand in the middle of the circle and say one of the Christmas items or toys, then pass the

bean bag to a child with that flashcard.

• Name another picture on a flashcard and encourage

the child to pass the bean bag to a child who has that flashca rd.

• After all the children with a flashcard have caught the bean bag or ball, change the place of the flashcards so other children get a chance to play.

• If the children seem confident with the game, a child

can stand in the middle of the circle and name the f lash card to pass the bean bag to.


Extra Unit


Main Objective To practise the Christmas song and find and describe matching Christmas pictures.

Key Words Merry Christmas, Christmas tree, present

Receptive language We wish you a Merry Christmas. And a Happy New Year!

Classroom language What's in the bag? Is it a (Christmas tree)? What colour is it? Is it the same? Circle the present which is the same. Circle the same pictures.

Thinking Skills Paying attention to detail to find and describe matching pictures.

Activities Sing the We wish you a Merry Christmas song. Play What's in the bag? and the Yes or no game. Find the matching picture.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 45 (46) o flashcards 9-12, 37-38 (teddy/teddy bear


o a small bag o small Christmas tree, wrapped present and toys o Student's Book, p. 53 o coloured pencils or crayons o a small wrapped present (optional) o If there is time: mini flashcards of vocabulary

the children already know (Worksheets 1, 2, 8)


Warm-up

1. Welcome the children. ~ A,' •• • When the children are all in the classroom,




Carpet Time

2. Sing the We wish you a Merry Christmas song. ~ ij,I6JWJ

• Play the song and encourage the children to join in as much as they can (See Lesson 2 for the song lyrics) .

• Alternatively, if the children seem confident singing the song, use the karaoke version instead (CD 46).

3. Play What's in the bag?

If you don't have a small toy Christmas Teaching Tip!

tree, you can always use a piece of card cut in the shape of a Christmas tree, or a branch from an evergreen tree instead.

• Put the following items in the bag without the children seeing: a small Christmas tree or branch from an evergreen tree, a wrapped present and some toys (doll, teddy/teddy bear (Am E), plane, train).

• Show the children the bag and say What's in the bag?

• Allow each child to put their hand(s) in the bag to feel the item and try to guess what is hidden in the bag.

• Once all the children have felt the item and have tried to guess what is in the bag, take it out of the bag and show the children if they were correct.

• While the children are interested, continue to put different items in the bag and encourage the children to guess what is hidden there.

4. Play the Yes or no game. • Show the children the Christmas and toy flashcards

and elicit the words. Then show the children that you are mixing the cards in your hands so neither you nor the children know the order of the cards.


• With your other hand point to the flashcard and say Is it a Christmas tree? and encourage the children to say Yes. if you are holding up the Christmas tree flashcard and No, sorry. if not. If the answer was No, sorry., keep guessing until the children say Yes.


Pencil and Paper

5. Sing the Table song. @ G'" • Say It's time to sit at the table. and indicate to



6. Find the matching picture. §~§] • Hold up your Student's Book open to the correct

page so all the children can see clearly. • Point to the present on the left from the first line

and ask the children What colour is it? • Then point to the three other presents on the first

line and elicit the colour of each present. • Point to the present on the left and the first present

on the right and say A blue present. A red present. Is it the same? Have the children say No.

• Continue to ask the colours of the presents and ask if it is the same as the present on the left, until the children say Yes.

• Then say Circle the present which is the same. and demonstrate by circling the blue present in the group of presents on the right.

• Give the children their Student's Books open to the correct page and say Circle the same pictures.

• Ask the children to look at the second picture of the Christmas bauble. Count the number of baubles in each picture then ask them to circle the one that matches the first picture on the left. Have them hold up their books so you can check their answers.

• Ask the children to identify the wrapped presents and name the objects in the third line. Then ask them to circle the one that matches the picture on the left. Have them hold up their books so you can check their answers.

7. Sing the Tidy up song / Clean up song (A mE). @ G",




Rounding Off






Play Pass the parcel. ~~'iUiJi

You will need to prepare a parcel for Preparation Tip!

this game before the lesson. Wrap a small present in wrapping or news paper. There should be enough layers so that every child can have at least one turn to open the parcel. If you have a large class, you might want to make two parcels and have the children sit in two smaller circles for this activity.

Also copy and cut up copies of mini flashcards from the units so far. You will need enough mini flashcards to put one card between each wrapping.

• Ask the children to sit in the circle and show them the wrapped present. Say Look, a present.

• Give the present to one of the children, but make sure that the children understand that they are not to open the present yet.

• Play some music and, while the music is playing, encourage the children to pass the parcel around the circle.

• After a short time stop the music and ask the child holding the parcel to take one layer of paper off.

• Encourage the child to name the mini flashcard which they find.

• Play the music again and continue passing the parcel around the circle until the music stops.

• If possible, try to make the music stop when a different child is holding the parcel each time, or encourage the children to pass the parcel to a child who has not unwrapped it yet.


Extra Unit

EXTRA LESSON 1 (OPTIONAL) (Can be used after the song has been introduced in Lesson 2)

Main Objective To practise a Christmas song and to make some • Christmas decorations.


Receptive language We wish you a Merry Christmas. And a Happy New Year!

Classroom language Close/Open your eyes. Listen carefully. What's my favourite picture? It isn't the (Christmas tree). Look, Christmas decorations. Colour the decorations. Cut out your decorations.

Activities Play Christmas tree or present? and What's my favourite picture? Sing the We wish you a Merry Christmas song. Make some Christmas decorations.

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 45 (46) o a magic bag o flashcards 9-12, 37-38 (teddy/teddy bear


o Christmas decorations (Worksheet 33) o coloured crayons or pencils o string

Notes


Warm-up

1. Welcome the children. @: Xi,,#. • When the children are all in the classroom,




Carpet Time

2. Play Christmas tree or present? • Show the children the flashcards for the Christmas

tree and the present. • Say Close your eyes. and demonstrate by holding


• Once all the children have covered their eyes, put either the Christmas tree or present flashcard on the board or in the centre of the circle.


• Say Christmas tree or present? and point to the flashcard on the board or in the centre of the circle. Encourage the children to name the card you are pointing to.

• Repeat this a few times changing the flashcard until the children seem confident naming the Christmas items.

3. Play What's my favourite picture? • Put the Christmas and some of the toy flashcards

in the centre of the circle where all the children can see clearly and name each of the Christmas items and toys.

• Choose one of the cards for the children to guess and say, for example, Listen carefully. What's my favourite picture? It isn't the Christmas tree. It isn't the doll. It isn't the plane. What is it?


• If the children are finding it hard, you can point to each flashcard as you say the words and show that this is wrong (for example, shake your head).

• Then point to the last flashcard, show that this is correct (for example, nod your head) and encourage the children to name the picture on the flashcard.

4. Sing the We wish you a Merry Christmas song. @ xi,lgB.

• Play the song and encourage the children to join in as much as they can (See Lesson 2 for the song lyrics).


:il

n

y t

e

19 ).

Pencil and Paper

5. Sing the Table song. C2liiiI • Say It's time to sit at the table. and indicate to



6. Make some Christmas decorations. ~Wm

If some of the children are not able Preparation Tip!

to use scissors yet. you might need to cut out the

decorations for the children before the class.

You might also want to attach the string to the

decorations before the class or after the class.

• Show the children the worksheet and say Look, Christmas decorations.

• Point to one of the decorations and say Colour the decorations., then demonstrate by starting to colour one of the decorations.

• Give each child a copy of the worksheet, and monitor the children while they colour. Praise the children for neat work and talk to the children about the colours they are using, if they know them in English.

• Once the children have coloured their decorations, say Cut out your decorations. and demonstrate by cutting out one of the decorations on your copy of the worksheet.

• Collect the completed decorations at the end of the Pencil and Paper activity.

• Pierce a hole in the top of each decoration and thread a piece of string through. You can then use the decorations to decorate a Christmas tree in the classroom, decorate the classroom, or the children can take them home.

7. Sing the Tidy up song / Clean up song (AmE). @: ti'ii




Rounding Off

8. Sing the Bye-bye song. @liD • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Musical flashcards. • Place all the Christmas and toy flashcards around the

classroom in a place where they can easily be seen by the children and the children can safely move

between the cards (attached to a wal l or something that can't move is best).

• Point to each of the cards around the room and elicit the words from the children.

• Play some music for the children to move around to.

You could use some of the songs that the children have learnt so far.


• Once all the children are by a flashcard, say a toy or a Christmas word . All the children standing by that

flashcard are 'out'. Ask these children to stand near

you for the next round and then allow them to join back in the game the round after.




Extra Unit

LANGUAGE OVERVIEW • EASTER

Key Words Easter bunny Easter eggs

Receptive Language Easter bunny, Easter bunny. Please bring us some eggs. Yellow and red. Green and blue. We love you!

Classroom Language Look, (an) Easter (bunny). Close/Open your eyes. Red, blue, yellow or green? Which one, Peter? The Easter bunny, please. Where's the Easter bunny? Yes. / No, sorry. Thank you. Let's make an Easter card. Point to (the Easter eggs).

Colour the grass. Hold up (the Easter eggs). Is it (the Easter bunny)? Colour/Decorate your basket. Cut out your basket.

Ob"ectives Children learn: • about Easter traditions in English speaking

countries • an English Easter song • to follow some simple instructions and lesson

routines in English

Competences Children can: • recognise and name some Easter items in English • join in with a song • show their understanding using gestures and



Extra Unit

LESSON 1 • EASTER VOCABULARY

Main Objective To introduce the vocabulary for some Easter words.


Classroom Language Look, (an) Easter (bunny). Close/Open your eyes. Red, blue, yellow or green? Which one, Peter? The Easter bunny, please. Where's the Easter bunny? Yes. / No, sorry. Thank you .

Activities Introduce the Easter vocabulary. Play Red, blue, yellow or green?, Where's the Easter bunny? and Pass the flash cards.

Materials Checklist o Peter hand puppet o CD 2-3, 8 (routine songs) o flashcards 3-4, 13, 20, 39-40 (red, blue,

yellow, green, Easter bunny, Easter eggs) o If there is time: Easter eggs (Worksheet 34)

Notes

Warm-up

1. Welcome the children. ~ ti.'., • When the children are all in the classroom,





Carpet Time

2. Introduce the Easter vocabulary. • Show the children the flash card for Easter bunny,

twitch your nose like a bunny and hop around in a small circle, saying Look, an Easter bunny.

• Say Easter bunny. again and twitch your nose again before hopping around in another small circle.

• Then show the children the flashcard for Easter eggs, pretend to unwrap and eat a (chocolate) egg and say Look, Easter eggs.

• Say Easter eggs. again and pretend to eat some more of your (chocolate) Easter egg. Encourage the children to pretend to eat some Easter eggs as well.

• Repeat naming the Easter items on the flashcards and showing the children the action for each card.

3. Play Red, blue, yellow or green? • Show the children the red, blue, yellow and green

flashcards and elicit the colours. • Say Close your eyes. and demonstrate by holding




• Say Red, blue, yellow or green? and point to the flashcard on the board or in the centre of the circle. Encourage the children to name the card you are pointing to.

• Repeat this a few times, changing the flashcard until the children seem confident with naming the colours.

You can use the colour flashcards for the Teaching Tip!

following games to make them a little more challenging for the children .

4. Play Where's the Easter bunny? • Show the children the Easter and colour flashcards.

Say Look, (an Easter bunny). as you show the cards then place them face down on the floor.

• Mix up the cards by sliding them around the floor. Then look at Peter and say Which one, Peter? Make Peter say The Easter bunny, please. and show the children the action for the Easter bunny.

• Invite one of the children to turn over a card and try to find the Easter bunny flashcard . Ask Where's the Easter bunny? If the child turns over the card with the Easter bunny, say Yes. and allow the child to give the card to Peter. Peter should say Thank you. and can reward the child by giving a kiss, hug or high five. If the card is not the Easter bunny, then say No, sorry. and choose a new child to turn over a card.

• If the children remain interested, continue playing the game until each child has had at least one turn to look for a flashcard for Peter.

5. Play Pass the flash ca rds. • Ask the children to sit in a circle . • Give each Easter or colour flashcard to a different

child in the circle . • Play some music. You could use some of the songs

the ch ildren have learnt so far in Hooray! Starter or other English songs which the children know.


• After a short time stop the music. Encourage the children who are holding flashcards when the music stops to name the picture or colour on their card.


Rounding Off

6. Sing the Bye-bye song. ~ R,I:I • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage



If there is t ime ...

Play Treasure hunt. U Wtil

Either print the Easter eggs Preparation Tip!

(Worksheet 34) on different coloured pieces of paper, or colour sets of Easter eggs. Alternatively, if there is

time in the lesson, the children could colour some of

the Easter eggs before you hide them.

Hide the Easter eggs around the classroom . Make

sure it is possible for the children to find and reach

the eggs. If it is nice weather and you have a safe

area to use outside, you might want to hide the

Easter eggs outside for the children to find.

• Put the children into small groups or pairs depending on the number of Easter eggs which you have

prepared .

• Give the children time to search for the Easter eggs in their groups. They should look for as many as they

can.

• Once the children have found all the Easter eggs, you can ask them to say the colours of their eggs, if they

know the names of the colours in English.

• The group which finds the most Easter eggs is the winner and you could reward them with a small

sweet or a hug from Peter.


Extra Unit

LESSON 2 • SONG

Main Objective To sing a song about the Easter bunny.


Receptive Language Easter bunny, Easter bunny. Please bring us some eggs. Yellow and red. Green and blue. We love you !

Classroom Language Look, (an) Easter (bunny). Let's make an Easter card. Point to (the Easter eggs). Colour the grass.

Activities Revise the Easter vocabulary. Play Say it louder. Sing the Easter bunny song. Colour and make an Easter card .

Materials Checklist o Peter hand puppet o CD 2-5, 8 (routine songs), CD 47 o f lashcards 3-4, 13, 20, 39-40 (red, blue,

yellow, green, Easter bunny, Easter eggs) o Student's Book, p. 55- 56 o coloured pencils or crayons o If there is time: Easter eggs and colour mini

flashcards (Worksheets 4, 34)

e Hooray ! STARTER © Helbling Languages

Warm-up

1. Welcome the children. @ (i".' • When the children are all in the classroom,




Carpet Time

2. Revise the Easter vocabulary. • Show the children the flashcard for Easter bunny,

twitch your nose like a bunny and hop around in a small circle, saying Look, an Easter bunny.

• Say Easter bunny. again and twitch your nose again before hopping around in another small circle.

• Then show the children the flashcard for Easter eggs, pretend to unwrap and eat a (chocolate) egg and say Look, Easter eggs.

• Say Easter eggs. again and pretend to eat some more of your (chocolate) Easter egg. Encourage the children to pretend to eat some Easter eggs as well.

• Repeat naming the Easter items on the flashcards and showing the children the action for each card.

3. Play Say it louder. • Show the children the flashcard for the Easter

bunny and elicit or tell the word to the children. • Make Peter say Shh! and whisper Easter bunny.

Encourage the children to whisper it with Peter. • Say Easter bunny. repeatedly, each time a little

louder, and have the children repeat until the last t ime you shout it and then say Shh! and whisper Easter bunny. again.

• Repeat this with the other flashcards. • After some time you can try different voices, for

example try singing the word, or saying it with a high squeaky voice and then a deep low voice. Or try saying the word while you are holding your nose or wobbling your lips using your finger.

4. Sing the Easter bunny song. @ G'lt' • Play the song and let the children listen to the song.

Make the actions for the Easter words or point to the colour flashcards as you hear them in the song.

Easter bunny Easter bunny, Easter bunny, Please bring us some eggs. Easter bunny, Easter bunny, Please bring us some eggs!

Yellow and red, Green and blue. Easter bunny, Easter bunny, We love you! (Repeat)

• Play the song again and encourage the children to join in and sing along w ith you.

Pencil and Paper

5. Sing the Table song. ~ fi,,' • Say It's time to sit at the table. and indicate to



6. Colour and make an Easter card.

§~~J [~~@J ~ R"" If the children are taking the Easter

Preparation Tip!

card home, you might want to tear the page out of the

Student's Book and fold the card before the lesson for each child.

• Give the children the card from the Student's Book or give them their Student's Books open to the correct page. Say Let's make an Easter card.

• Encourage the children to look at the picture on the Easter card and say Point to RosielPeter.

• Then ask the children to Point to the Easter eggs. and check the children are pointing at the right part of the picture.

• Say Colour the grass. and demonstrate by starting to colour the grass on your copy of the page.

• Monitor the children while they are colouring, praise them for neat work and talk to the children about the picture.

• Once the children have finished colouring, encourage the children who can write their name to write it on the line inside the card. The other children can try to write their name or you could write it for them.

• You can also point to the lyrics for the song, and sing the song again with the children or tell the children to get their parents to sing the song with them.


(AmE) . ~ ti'" • If you would like the children to tidy away their

crayons and other materials, say It's time to tidy up I clean up (AmE).



Rounding Off

8. Sing the Bye-bye song. ~ R,':' • Wh ile the children are still at the table, look at Peter


the ch ildren to wave and say Bye-bye! back to Peter.

• Signal to the chi ldren that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 17).


Play Musical chairs. 1I~'i'"

Before the lesson, copy, colour and Preparation Tip!

cut up some of the Easter eggs or mini flashcards

from previous units. You will need enough sets to

have one Easter egg or mini flashcard per child. If you have extra time available, the children can colour

and make the mini flashcards or Easter eggs during a

lesson, or you can colour and make them yourself.

Stick the mini f lashcards or Easter eggs on the

children's chairs so that the children can easily see

them. If there aren't enough chairs available in the

classroom, then you could use cushions or laminated copies of the mini flashcards instead .

• Put the chairs, cushions or laminated flashcards in a

place where the children can easily walk around them and sit on them.

• Play some music for the children to move around to . You could use some of the songs that the child ren have learnt so far in Hooray! Starter.

• Then stop the music and say Sit down. and encourage the children to sit down on the nearest seat that is available.

• Randomly select one of the normal flashcards or

name a colour on the eggs. All the children sitting

on a chair with a mini flashcard of the same item or

that colour on their egg are 'out'. Ask these children to stand near you for the next round and then allow

them to join back in the game the round after.



Extra Unit

EXTRA LESSON 1 (OPTIONAL) (Can be used after the song has been introduced in Lesson 2)

Main Objective To sing a song about the Easter bunny and to make an Easter basket.

KeyWords Easter bunny Easter eggs

Receptive Language Easter bunny, Easter bunny. Please bring us some eggs. Yellow and red . Green and blue. We love you!

Classroom Language Hold up the (Easter eggs). Is it (the Easter bunny)? Colour/Decorate your basket. Cut out your basket.

Activities Play Hold it up and the Yes or no game. Sing the Easter bunny song. Make an Easter basket.

Materials Checklist CJ Peter hand puppet CJ CD 2-5, 8 (routine songs), CD 47 (48) CJ flashcards 3-4, 13, 20, 39-40 (red, blue,

yellow, green, Easter bunny, Easter eggs) CJ Easter basket (Worksheet 35) CJ coloured pencils or crayons CJ ribbon or strips of material for a basket handle

(optional) o spring stickers (optional)

Notes


Warm-up

1. Welcome the children. @: R.' ... • When the children are all in the classroom,




Carpet Time

2. Play Hold it up. • Give the Easter and colour flashcards out to some

of the children. • Say Hold up the Easter eggs. and encourage the

child holding the flashcard with the picture of the Easter eggs to hold his or her flashcard in the air.

• Repeat a couple of times using different Easter words and colours and then change the children holding the flashcards so different children get a chance to play.

3. Play the Yes or no game. • Show the children the Easter and colour flashcards

and elicit the words. Then show the children that you are mixing the cards in your hands so neither you nor the children know the order of the cards.


• With your other hand point to the flashcard and say Is it (the Easter bunny)? and encourage the children to say Yes. if you are holding up the Easter bunny flashcard and No, sorry. if not. If the answer was No, sorry., keep guessing until the children say Yes.


4. Sing the Easter bunny song. @: R.'um. • Play the song and encourage the children to join

in as much as they can (See Lesson 2 for the song lyrics).


Pencil and Paper

5. Sing the Table song. @:1i!II • Say It's time to sit at the table. and indicate to


• While the children are moving to the table, sing or play the Table song (See Introduction, p. 17)

6. Make an Easter basket. m*WI If the children are not able to use

Preparation Tip!

scissors, you will need to cut out the baskets and handles for the children before the lesson.

• Hold up the worksheet so all the children can see it clearly and say Look, a basket.

• Say Colour/Decorate your basket. and demonstrate by starting to colour or decorate your copy of the worksheet.

• Give each of the children a copy of the worksheet and allow them to use different patterns to decorate their baskets. If you have stickers available, they could also use some stickers. The children might also want to draw some eggs into their baskets.

• Monitor the children while they are colouring and talk to the children about the colours they are using, if they can name them in English.

• Once the children have finished colouring the basket, say Cut out your basket. and demonstrate by starting to cut out your copy of the basket.

• Then allow the children to colour, cut and stick the handle to the basket. Alternatively, if you have some ribbon or strips of material, you could help the children to make a handle for their basket using the ribbon or material instead.

• At the end of the lesson, display the baskets in the classroom or in a window, or let the children take their basket home to show their parents.

7. Sing the Tidy up song / Clean up song (AmE). @ G'il




Rounding Off

8. Sing the Bye-bye song. C2 U,i:' • Look at Peter and say It's time to go, Peter. • Make Peter wave and say Bye-bye! and encourage




Play Musical flashcards. • Place all the Easter and colour flashcards around the

classroom in a place where they can easily be seen

by the children and the children can safely move

between the cards (attached to a wall or something that can 't move is best) .

• Point to each of the cards around the room and elicit the Easter items and colours from the children .

• Play some music for the children to move around to. You could use some of the songs that the children have learnt 50 far.

• Stop the music and encourage the children to choose a flashcard to stand next to .

• Once all the children are by a flashcard, say an Easter item or colour. All the children standing by that flashcard are 'out'. Ask these children to stand near

you for the next round and then allow them to join

back in the game the round after.

• Play the music again and allow the remaining children to move around the room and repeat the activity.


Education

Hooray! starter teacher's book