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Super Safari 1 Big Book Teacher’s Script
Using the teacher’s script Reading tips
The teacher’s script for the Level 1 Super Safari Big Book is designed to help you present the book to your class. The black • When you name a character or a familiar object,
text provides a script for you to say out loud as you read the book with the children. The blue text provides the characters’ point to the image on the page to help relate the
lines. You may wish to read these using different voices to make it clear who is speaking. spoken word to the image.
The teacher’s script contains some redundancy to ensure that the core language is allowed to stand out but remember • Before naming a character or object, pause slightly
that much of the meaning is communicated through your gestures and the pictures. Don’t worry that there are some to allow the children to say the word or join you in
words that the children may not know. The important thing is to make the story sound as dramatic as possible. saying it.
Even if you don’t normally do so, sit on a chair to tell this story and encourage the children to sit in a circle on the floor (if • When asking a question, nod if you want the
possible). Take your time telling the story and ask the children lots of questions (try to use English as much as possible but children to say ‘yes’ and shake your head if you
the children can answer in L1 if they prefer). When you are particularly interested in having the children answer, cup your want them to say ‘no’.
ear to indicate that you are listening to them. You may want to repeat the story several times over the course of a week.
As the children become more familiar with it, they will be able to tell the story along with you.

Unit 1 The chair

Frame 1 Who’s this? [point to Leo] ANIMALS: Hello. LEO: No, it’s my chair.
Look at the picture. That’s right. It’s Leo. TEACHER: Sit down, please. TEACHER: Mike! Leo! Stop it.
Who’s this? [point to Gina] Hello, Leo. [wave at Leo] MIKE, LEO: Ooooph!
Polly has a chair so she can sit down.
That’s right. It’s Gina. Where are they? [quizzical as you point [point to Polly and her chair]
Hello, Gina. [wave at Gina] to the classroom]
Frame 5
Gina has a chair so she can sit down.
Oh no! Mike’s on the floor. [point to Mike
Who’s this? [point to Polly] They’re in the classroom. [point to Gina and her chair]
on the floor]
That’s right. It’s Polly. Where are we? [quizzical as you point But, oh no, [look worried]
Oh no! Leo’s on the floor. [point to Leo
Hello, Polly. [wave at Polly] to the classroom] there are two more animals – one, two –
on the floor]
We’re in the classroom! [excited as though [count as you point to Mike and Leo]
Where are they? [quizzical as you point to Oh no! The chair’s on the floor. [point to
this is a great coincidence] but only one chair – one! [count as you
the classroom] the chair on the floor]
They’re in the classroom. Mike’s happy! [make a happy face] point to the chair between them]
Polly’s looking. She’s worried. [make a
Where are we? [quizzical as you point to Leo’s happy! [make a happy face] Can Mike and Leo sit on one chair? [shake
worried face]
your classroom] Are you happy? [stress ‘you’ and your head and encourage the children to
Gina’s looking. She’s worried. [make a
We’re in the classroom! [excited as though encourage the children to respond] respond]
worried face]
this is a great coincidence] No, two animals can’t sit on one chair.
MIKE: Hello, Leo. The teacher’s looking. He’s angry. [imitate
[shake your head and show the correct
Gina’s happy! [make a happy face] LEO: Hello, Mike. the teacher’s posture]
number of fingers]
Polly’s happy! [make a happy face] What are Mike and Leo saying? [encourage
Look, there are two animals – one, two – Let’s see what happens!
Are you happy? [stress ‘you’ and encourage the children to respond]
[count as you point to Mike and Leo]
the children to respond] but, oh no, there’s only one chair – one. Frame 4 LEO: Sorry.
GINA: Hello, Polly. [count as you point to the chair] Mike wants the chair. He’s pulling it! [point to MIKE: Ooh. Sorry.
Let’s see what happens! Mike and pretend to pull]
POLLY: Hello, Gina. Now Mike and Leo are friends again. [make
Leo wants the chair. He’s pulling it! [point to
Look! There are two animals – one, two – a happy face]
Frame 3 Leo and pretend to pull]
[count as you point to Gina and Polly] Good, Mike. You said ‘sorry’.
Look. This is their teacher … [point to the zebra] Mike’s angry! [make an angry face]
and two chairs – one, two. [count as you Good, Leo. You said ‘sorry’.
and I’m your teacher! [excited as though this Leo’s angry! [make an angry face]
point to the chairs] It’s good to be friends. It’s good to say ‘sorry’.
is a great coincidence] Look at the teacher. [point to the teacher] Let’s practise: ‘sorry, sorry, sorry’. [chant ‘sorry,
The animals are standing up. [stand up as
Frame 2 Is the teacher happy? [imitate the teacher’s sorry, sorry’ and encourage the children to
you say this] posture]
Now look at the picture. join in]
The teacher wants them to sit down. No, the teacher isn’t happy. [shake your head]
Who’s this? [point to Mike]
[sit down as you say this] Do you like the story?
That’s right. It’s Mike. Let’s see what happens!
Stand up. Sit down. [repeat the actions] Do you say ‘sorry’? [encourage individual
Hello, Mike. [wave at Mike] MIKE: It’s my chair. children to respond]
TEACHER: Hello.

Unit 2 The painters

Frame 1 Frame 2 MIKE, POLLY, LEO: Oh. Poor Gina. Yes! [nod your head]
Look at the picture. Look at Gina. [point to Gina] What are they going to paint? [encourage
Can Gina be happy? [quizzical]
Who’s this? [point to Polly] She’s sad. [make a sad face] the children to guess]
Let’s see what happens!
That’s right. It’s Polly. Now Polly, Mike and Leo are sad too. Let’s see!
Is Polly happy or sad? [make happy and [make a sad face] Frame 4
sad faces] What’s this? [point to the palette]
Frame 5
Gina’s on the sofa / couch. [point to the sofa / Look at Gina’s leg. [point to her leg]
Yes, Polly’s happy! [encourage the children couch] Yes, it’s paint. Do you like paint? [elicit
Wow! It’s beautiful! [look elated]
to respond] She can’t walk. [shake your head and responses from individual children]
Now there are flowers on her leg! [point to
pretend to walk] What colour / color paint can you see?
Who’s this? [point to Mike] the flowers]
Why can’t she walk? [quizzical] Show me the yellow paint. [encourage
That’s right. It’s Mike. What colours / colors can you see?
the children to point to the correct splotch
Is Mike happy or sad? [make happy and Yellow, blue, green and red.
GINA: Hello, Polly. each time]
sad faces]
Hello, Mike. Show me the red paint. POLLY: Look, Gina.
Yes, Mike’s happy! [encourage the children
Hello, Leo. Show me the blue paint. GINA: Yellow, blue, green and red. Wow!
to respond]
Look! Show me the green paint. Thank you, Polly.
Who’s this? [point to Leo] That’s right: yellow, red, blue and green!
Look. Gina’s pointing to her leg. Thank you, Mike.
That’s right. It’s Leo. [encourage the children to point in order]
What’s the matter? [encourage the children Thank you, Leo.
Is Leo happy or sad? [make happy and
to respond or to point to her leg] MIKE: Yellow, please. Look at Gina.
sad faces]
Oh no! She has a broken leg. [point to the LEO: Red, please. Is she sad now?
Yes, Leo’s happy! [encourage the children
plaster and look pained] MIKE: Blue, please. No, she’s happy. [shake your head]
to respond]
LEO, MIKE: Green, please. Polly’s happy! Mike’s happy!
Polly’s happy! Mike’s happy! Frame 3
What are they going to do? Are they going Leo’s happy! And Gina’s happy!
Leo’s happy … Polly wants Gina to be happy.
to paint her arm? [point to Gina’s arm] They are good friends. [make a happy face]
but, oh no, who’s this? [point to Gina] She touches Gina’s head. [pat your head]
That’s right. It’s Gina. Poor Gina. [sympathetic] No, not her arm! [shake your head and Do you like the story?
Is Gina happy or sad? [make happy and look amused] Can you paint flowers? [encourage individual
Mike wants Gina to be happy.
sad faces] Are they going to paint her face? [point to children to respond]
He touches Gina’s shoulder. [pat your shoulder]
Gina’s sad. [encourage the children to respond] Gina’s face]
Poor Gina. [sympathetic]
No, not her face! [shake your head and
MIKE, POLLY, LEO: Hello, Gina. Leo wants Gina to be happy. look amused]
Poor Gina. [sympathetic] He touches Gina’s foot. [pat your foot] Are they going to paint her leg? [point to
Why is she sad? [quizzical] Poor Gina. [sympathetic] Gina’s leg]

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