THE PHOTOGRAPH

THE ADVENTURES OF  

HOCUS AND LOTUS 
 
LEVEL 1 
 
 
 
 
 

THE PHOTOGRAPH 

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THE PHOTOGRAPH


SUMMARY
It’s a hot summer’s day. Rat suddenly announces that he is going away for the summer.
Hocus and Lotus say they will miss him a lot. Hocus has an idea! He suggests that they take a
photo of all three of them, as a keepsake. But they don’t have a camera. At that moment,
they see a girl sunbathing in the park. She has a camera in her bag. They decide to borrow it
for a minute and Rat ‘steals’ it. The girl wakes up and is very upset to find her camera gone.
The friends feel guilty and give the camera back. When the girl sees the dinocrocs, she thinks
they are monsters. But when they have introduced themselves and explained their problem,
she agrees to take a picture of the threesome. She gives one to Rat and another to Hocus
and Lotus. At last it is me for the friends to say goodbye.

LEARNING OBJECTIVES
- The children will act out the experience of taking something that is not theirs and then
feeling guilty, giving it back and saying sorry.
- They will take real and imaginary photos.
- The children will learn to talk about their plans for the summer holidays and to say
goodbye.

COMMENTS
You may like to explain to the tutor what situa on you are working on, (taking / borrowing
other people’s property) so that s/he can follow up with some discussion in class.

MATERIALS
Poster
Poster: The park.
Puppets: Hocus, Lotus (two sides), Rat, the girl, Nelly, si ng, Nelly standing, a bag, a
camera, a camera with the photo.

Audio
● Going away
● I am going
● Hocus goes round the sun
● Click, click, zoom


Flashcards
The flashcards for this unit are:
Camera, Summer, Winter, Sun, Holiday, Photo, Girl, Boy, Bag, Monster, To take a photo, To go
away, To have an idea, To smile, To steal.

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THE PHOTOGRAPH – SCRIPT

ACT 1 & 3














ACT 2

















In order to act the part of Nelly, the teacher moves to the other side of the horseshoe, but the
pupils do not move.

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ACT 1

The narrator: It was summer. The sun was shining.
Hocus, Lotus and Rat were strolling
through the park together.

Hocus, is walking looking around
admiring the beautiful day: Beau ful day today!

Lotus is happy too. She looks at the
sun and feels its warmth: Yes, lovely and sunny and warm!

Rat looks very, very happy: Yes, it’s a fantas c day for me.

Hocus looks a bit surprised: Fantas c?

Rat explains: Yes, it’s the summer holidays and
I’m going away.

Lotus is concerned: You're going away?
For ever?

Rat replies: No, not forever.
Just for the summer.

Lotus still a bit worried: The summer?

Rat: Yes, just two months, July and
August.

Lotus says sadly: Oh, we’ll miss you!

Rat now a bit sad too: I'll miss you too.

Hocus puts up his hand. He has an Wait a minute.!
idea: I’ve got an idea.
Let’s take a photo.

Lotus’ face brightens up: Good idea!
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Now Rat looks a bit disappointed: But how?

Hocus replies happily: With a camera, of course.

Rat says: But we haven’t got a camera.

Now Hocus is disappointed: Oh...That’s true. We haven’t got a
camera.
Narrator: But in the park, there was a girl. She
had a camera.

ACT 2

The girl is taking pictures with a
Polaroid. She admires an object, What a nice flower! Click. zzoom
takes a photo and then admires the
photo that comes out. What a beau ful bu erfly! Click.
zzoom.

What a pre y bird! Click. zzoom.

What a lovely, sunny, day. It’s hot.
She wipes her brow and sits down: I’m going to have a rest.

Narrator: The girl sat down, put her camera
on her bag and sunbathed in the
warm sun. Rat, Hocus and Lotus
saw the camera.

Rat excitedly pointing: Oh look! A camera! That girl’s got a
camera! Let’s take it.

Hocus shaking his finger morally: No, no. That’s stealing.

Lotus pleading and then Just for a minute.
encouraging Rat: Rat you do it!

Narrator: Very quietly, Rat took the camera
out of the bag.
Suddenly, the girl woke up.

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The girl opens her eyes with a jump
and looks around suspiciously. Then What was that?
she looks in her bag and notices that
the camera has gone. Oh! My camera!

Oh, no! Somebody has stolen my

camera!
She is upset and starts to cry a little.
Sniff, sniff!

Hocus is worried. He whispers to his Oh dear, she’s crying! We must give
friends: the camera back.

Rat points at himself innocently and
whispers: Who, me?

Lotus doesn’t want any
responsibility. She encourages Rat Yes, you took it. Go on!
whispering too:

Rat shuffles forward awkwardly. He
coughs to attract the girl’s Ahem! Here is your camera.
attention:

The girl looks up and sees her
camera. She says more happily: Oh, my camera!

Narrator: But when the girl saw Hocus and
Lotus, she was afraid.

Lotus says: We’re sorry. We were only
borrowing it.

The girl sees the dinocrocs and cries
out in fright: Oh, help!
Monsters!

Hocus looks around frightened too
and looks behind him and then
realises she is afraid of them: Monsters? Where?
He explains: Us? No, we’re not monsters.

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I’m Hocus. I’m a dinocroc.

Lotus steps forward and presents And I’m Lotus. I’m a dinocroc too.
herself:
Then Rat presents himself: And I’m Rat.

The girl looks relieved and Oh. oh sorry! I'm Nelly. How do you
introduces herself, and puts out her do?
hand:

Lotus blurts out the explanation: Rat’s going away...
and we wanted to take a photo..
but we haven’t got a camera…

The girl now understands their A photo? OK I’ll take a photo of you.
problem:
Lotus, Rat and Hocus are delighted: Hurray!

The girl gives instructions both in
word and gesture. A li le to the le .
And you, a li le to the right.
She takes a photo and takes it out
Brilliant. Smile. That's it. Say cheese!
the camera:
Click. zzzoom.

The girl hands a photo to Rat: Here you are, Rat.

Rat looks at the photo admiringly: Thank you Nelly. A photo of Hocus
and Lotus and me.

Hocus and Lotus jump up and down And one for us! One for us.
and say:

The girl agrees and takes another OK another one for you.
photo with her Polaroid: Say cheese. Click. Zzzzzz.
Here you are, Hocus and Lotus.

Hocus, Lotus and Rat say goodbye Thank you Nelly. Goodbye.
to the girl:

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Narrator: Nelly went away and Hocus and

Lotus said goodbye to Rat.

Rat kisses Hocus and Lotus Bye bye Hocus.
goodbye: Bye bye Lotus.
Have a nice summer!

Hocus and Lotus: Bye bye Rat.
Have a good holiday!
Come back soon!

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FORMAT ACTIVITIES FOR THE PHOTOGRAPH – CHART

FORMAT DRAMA
Ac ng out and repea ng the story all together .
ACTIVITIES TO GO OVER THE FORMAT GENERALISING ACTIVITIES
With Story Pictures Songs & Rhymes
Par cipa ng in telling the format using the storybook Memorising and producing songs, rhymes and chants
pictures. related to the format.
● Listen to the teacher: teacher storytelling. ● I am going.

● Participate in storytelling: negotiating dialogues with

the teacher.
● Correct the mistakes: teacher telling story with
mistakes.
With Poster Vocabulary- Grammar
Par cipa ng in telling the format with the teacher using a Memorising, using and generalising key vocabulary and
stage and puppet characters. structures from the format.
● Listen to the teacher: teacher storytelling. ● Games with flashcards: Pelmanism. Chinese whispers.
● Participate in storytelling: negotiating dialogues with etc.
the teacher. ● T.P.R.
● Tell the story: pupils taking roles.
With Song Dialogue
Listening to and singing the song of the format in class Recovering and generalising dialogues from the format.
and at home ● Role-plays.
● Going away ● Variation of the story.
● Click, click, zoom. ● Taking a photo.
● What’s the story: Order and tell. (PB)
● What’s missing: Tell and glue on (PB)
With Storybook Reading and Writing
Reading the text in the storybook. Introduc on to wri en English: func ons and code.
● Follow the teacher reading aloud. ● A class photo: Signing farewells.
● Read the story aloud or silently. ● Hocus and Lotus’ Family Album. Discuss previous
formats.
With Story Audio Ritual / Conversation
Listening to the audio recording of the story. Ini a ng conversa on on topics related to the format or
● Listen to the Audio. of personal interest.
● Listen to the Audio and play with the puppets ● Holidays.
● Listen to the audio and follow the pictures. ● Family.
● Photos.
With Individual Puppets Other Activities
Telling the format using a small stage and puppet Talking about oneself.
characters. ● Family photo: Glue on and tell.
● Participate in storytelling: negotiating dialogues with
the teacher.
● Tell the story at home.
Assessment
Reflec ng on the unit, reading the statements and
responding with a drawing.
● What do you think: Draw. (PB)

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GENERALISING ACTIVITIES

(For a description of the Activities to go over the Format, see the Teacher’s Guide ‘Practical
Application 2’)

SONGS AND RHYMES

GOING AWAY

Aim: To reproduce a song

Material: Audio

Text: It’s a beautiful day today
I’m on holiday
I’m going away
Going away
But not for ever
Soon, we’ll be together

Going away
I’ll miss you
Yes we know
We’ll miss you too
Going away
But please remember
I’ll be back in September

It’s a beautiful day today
I’m on holiday
I’m going away
Going away
But not for ever
Soon, we’ll be together

Procedure:
- Go through the words before introducing the tune.
- You may like to introduce the song, or part of it, into the format.
______________________________________________________________________


I AM GOING..

Aim: To reproduce a rhyme.

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Material: Audio

Text: I am going, I am going
Far away, far away
Let us take a photo. Let us take a photo
Hip, hip, hurray. Hip, hip, hurray!

(To the tune of ‘I hear thunder’)

Procedure:
- Say the rhyme slowly with gestures where appropriate.
- Say the rhyme again ge ng the pupils to repeat and copy your gestures.
______________________________________________________________________


HOCUS GOES ROUND THE MOON.

Aim: To reproduce a song and act out the mo ons.

Material: Audio

Text: Hocus goes round the sun
Hocus goes round the moon
Hocus goes strolling through the park
On a Saturday afternoon.
Ibble, ubble
Black bubble
Ibble, ubble
OUT


Procedure 1:
- Teach the song line by line.
- Walk around the circle as you sing.
- Subs tute Hocus for Lotus or Rat.
- Subs tute ‘strolling’ for ‘walking’, ‘running’, ‘singing’, ‘dancing’, ‘jumping’,
‘hopping’ etc.
- Move around the circle singing and doing the appropriate ac on.

Procedure 2:
- Make groups of up to 8 pupils.
- Hold hands and walk / skip around in a circle as you sing.
- When the song finishes, stop and do the following dipping rhyme.
Ibble, ubble
Black bubble
Ibble, ubble
OUT
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- The person who is being pointed at on ‘out’ has to TURN out and hold
hands again with his/her partners on either side who are s ll facing in.
- The song is repeated un l everyone is turned out.

______________________________________________________________________


CLICK, CLICK ZOOM

Aim: To reproduce a song

Material: Audio

Text: We want to take your photograph
And while you are away
We’ll hang your picture on the wall
And see you everyday
Click click zoom
Smile don’t laugh
Click click zoom
It’s a photograph
Click click zoom
Smile say ‘Cheese’
Click click zoom
A big smile please

Procedure:
- Speak through the words with the appropriate ac ons and gestures
- Get the pupils to copy and repeat.
- Introduce the tune.
- Play the audio.
______________________________________________________________________



DIALOGUES

ROLE PLAYS
(See introduc on for procedure)

Text 1: Girl: What a nice flower! Click. Zzzoom.
What a beautiful butterfly! Click. Zzzoom.
What a pretty bird! Click. Zzzoom.

Generalise to other objects to photograph in the classroom or outside.

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Text 2: Hoc: Ahem! Here is your camera.
Girl: Oh, help!
Monsters!
Hoc: We’re not monsters.
I’m Hocus. I’m a dinocroc.
Lot: And I’m Lotus. I’m a dinocroc too.
Girl: Oh! I’m sorry. I’m Nelly.
How do you do?

Generalise to the pupils in class.

Amaia: Ahem! Here is your camera.
Jon: Oh, help!
Monsters!
Amaia: We’re not monsters.
I’m Amaia. I’m a girl.
Nekane: And I’m Nekane. I’m a girl too.
Jon: Oh! I’m sorry. I’m Jon.
How do you do?


Text 3: Taking a photo.
Take a real photograph of all the class, using the language from the script to organise the
pupils.

Photographer: Let’s take a picture of everyone. Mikel stand here
and Asier here and Naiara here. Jon, sit in the
centre. Einar, a little to the left. Maialen, a little to
the right.
That’s it! Everybody smile. Say ‘cheese’ etc.
______________________________________________________________________


VOCABULARY – GRAMMAR

FLASH CARD GAMES.
(See introduc on for list and descrip on of flashcard games.)
1. Guess a card
2. 1,2,3,… 10. What’s this?
3. Finger snap
4. Pelmanism
5. Kim’s Game etc.
______________________________________________________________________

T.P.R.

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● To take a photo ● To move a li le to the right / le
● To have an idea ● To steal
● To smile ● To kiss

etc.

N.B.: There is a T.P.R. Commands doc on the web.





READING AND WRITING

WHAT ARE THEY SAYING? READ AND MATCH

Aim: To interpret the dialogues from the format in wri en code and match
them with the pictures.

Material: Playbook p. 51, 52.

Procedure:
- Have the pupils look at the pictures and recall that part of the story.
- Ask for volunteers to suggest what should go into the bubbles.
- Tell them to turn to page 51 of their Playbook and number the empty
bubbles, 1, 2, 3, 4.
- Ask them to turn to the next page and tear the page out and cut out the
bubble dialogues.
- They then read and nego ate where the texts should go in pairs or groups.
E.g. Pupil 1 looks at the texts and decides on one for empty bubble 1. She
reads : ‘ Monsters!’ ‘Do you agree’ She asks.
- The other pupils con nue and place the texts on the bubbles and ask the
teacher to check before s cking.
- Ask pupils to volunteer to read / act out their dialogues.
_____________________________________________________________________


SONG. READ, SING AND DRAW

Aim: To recognise the wri en form of the song.
To draw a picture of holiday plans.

Material: Playbook p. 54.
Pencil, colours

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Procedure:
- Ask the pupils to turn to page 54 of their playbooks.
- Ask them if they can read what is wri en there.
- Once someone has recognised the song (which you have worked on
previously), say / sing the song slowly and get them to follow with their
fingers.
- Ask the pupils where they are going on holiday in the summer.
- Con nue the conversa on for as long as there are pupils trying to convey
their message.
- Invite them to draw a picture of what they will be doing, or what they
would like to be doing.
- Go around talking about the pictures, helping them to describe them.
- Ask some volunteers to show their pictures and describe where they are
going. Help model the language.
e.g. This is me / my mum / my dad etc
I am going to...
- This ac vity can be repeated over several sessions as a ritual.
______________________________________________________________________


A CLASS PHOTO

Aim: To produce farewell expressions on a class photo.

Material: A photo of the class photocopied onto an A4 sheet. (See Appendix or
download from the web)

Procedure:
- When you have taken a photo of the class. (See above in Dialogues). You
can use the photo to make a farewell souvenir.
- Photocopy the picture on a sheet of A4 for all the children.
- Get them to write their names on their own sheet.
- Model the dialogue e.g. Can you write something for me, please. OR
Can you write on my photo, please?
- Brainstorm short expressions e.g. Goodbye
Have a nice holiday
See you in September
Bye my friend
See you in the holidays
- Get the children to walk around asking each other to write on their sheets.
- They can then take them home.
______________________________________________________________________


HOCUS AND LOTUS’ PHOTO ALBUM: DRAW AND TELL

Aim: To recall previous stories and talk about them.
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To produce the wri en tles.

Material: Playbook p. 56 & 57.
Pens, pencils, colours.

Procedure:
- Tell the children that it is nearly the end of the year, so they are going to
try and remember all the stories they have done this year.
- Ask the pupils to try and remember the first story; where they met Hocus
and Lotus and Rat and Frog and Duck etc. Ask them what the tle of the
story was. ‘Are you my Mummy?
- Con nue remembering the other stories un l you have got the tles of all
of them.
- Tell the pupils to turn to playbook pages 54 and 55 of their playbooks. This
is Hocus and Lotus’ photo album to remember all their adventures.
- Put the children into small groups, pairs or by themselves, according to
their abili es.
- Ask them to write the tles of the stories under each picture / photo
- Tell them to check in their Playbooks, to help them remember the spelling.

- You can revise something from each story: the drama or part of the
dialogue, a song, a rhyme a favourite game etc.
- You could assign a story to each group and they are responsible for
choosing a song or part of the drama, or a game to do with (or in front of)
the whole group.

N.B.: If you run out of me, keep this ac vity and work on it the first week of
the new school year as a revision..
________________________________________________________


RITUALS AND CONVERSATION

WHERE IS RAT GOING? IMAGINE, DRAW AND TELL.

Aim: To draw a picture and describe it.

Material: Playbook p. 53.
Pencil, colours.

Procedure:
- Remind the pupils that Rat is very happy because he is going away on
holiday. Ask them where they think he is going. (To the mountains, to the
beach, to Portaventura, etc.)
- Ask the pupils to turn to page 53 of their playbooks and tell them to draw
where Rat is going.

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- Go around talking about their pictures and helping them to describe them.
- Ask for volunteers to hold up their pictures and say where Rat is going.
Help them with the language:
e.g. Rat is going to…. with ….
He is going to play / see / swim etc.
______________________________________________________________________

FAMILY PHOTO: GLUE ON AND TELL.

Aim: To give informa on about one’s own family.

Material: Playbook page 55.
A photo of their family.
Glue.

Procedure:
- Prepare the page yourself first. S ck on a photo of your family and model
an easy dialogue for them to follow (and copy)
E.g. This is my family. This is my dad, David. This is my mum, June. This
is my brother, Alex. This is my sister, Ane. This is my grandma and this
is my dog, Mungo. Etc.
- Ask them if they want to do the same; or tell them, if you think they
might say no!
- Ask the pupils to bring in a photo of their family. (If they fail to do so or
they don’t have any photos, they can draw a picture of their family)
- Work on the main family language on the BB in the form of a family tree.
( Mum, Dad, brother sister, Grandpa, Grandma)
- Get them to prac se their monologues, giving them other language they
might need: aunt, uncle, cousin, step mum etc.
- This ac vity can be repeated over several sessions as a ritual. Choose
different children (on different days) to present their families. Encourage
the children to ask ques ons and model examples for them to use e.g.
How old is your sister? What’s your mum’s name?

______________________________________________________________________



ASSESSMENT


WHAT DO YOU THINK? DRAW.

Aim: To have the opportunity to reflect on the unit and the work done.

Materials: Playbook p. 58.

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A pencil.

Procedure:
- Ask ques ons and model answers to find out a tudes to the unit.
Did you like the story? YES: QUITE: NO:
Did you like activity…? YES: QUITE: NO
Which activity did you like?
Can you remember the story? Can you tell it in English? YES. QUITE: NO.
- Tell them to take a pencil and turn to ac vity sheet on page 58.
- Draw their a en on to the face and the fact that it has no mouth.
- Draw their a en on to the first ques on Did you like the story? Ask them
to draw a YES mouth a QUITE mouth or NO mouth depending on their
feelings about the story.
- Draw their a en on to the second ques on. Can you tell the story? Ask
them to draw a YES mouth a QUITE mouth or NO mouth depending on
how well they think they can tell the story in English
______________________________________________________________________

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THE ADVENTURES OF HOCUS & LOTUS 1

THE PHOTOGRAPH

UNIT CONTINUOUS ASSESSMENT

ACTIVITIES ASSESSMENT ITEMS
SKILLS ATTITUDES
FORMAT DRAMA
● Acting out. L Shows general comprehension of the format. Par cipates ac vely in oral
S Reproduces the language in the format. ac vi es.
ACTIVITIES TO GO OVER THE FORMAT
With Story Pictures L Shows general comprehension of the format.
● Listen to the teacher. Pays a en on.
● Participate in storytelling. S Reproduces the language in the format. Par cipates ac vely in oral
ac vi es.
● Tell the story. S Reproduces the language in the format. Par cipates ac vely in oral
A Uses basic structures accurately. ac vi es.
With Poster
● Listen to the teacher. L Shows general comprehension of the format. Pays a en on.
● Tell the story. S Reproduces the language in the format. Makes an effort to produce
A Uses basic structures accurately. more complete u erances.
With Story audio
● Listen to the story L Shows general comprehension of the format. Pays a en on.
With Song
● Sing the song. S Reproduces songs, rhymes, chants. Par cipates ac vely in oral
A Produces language with acceptable pronuncia on. ac vi es.
With Storybook L Recognises the wri en code of language from the Shows interest in the wri en
● Follow the teacher. R format. code and enjoys reading.
● Read the story. S Reads the text aloud from the storybook with Tries to do the work to the
R appropriate prosodic features. best of their ability.
With Individual Puppets
● Tell the story. S Reproduces the language in the format. Makes an effort to produce
A Uses basic structures accurately. more complete u erances.
GENERALISING ACTIVITIES
Songs & Rhymes S Reproduces songs, rhymes, chants.
● Sing or recite. A Produces language with acceptable pronuncia on. Par cipates ac vely in oral
ac vi es.
Vocabulary & Grammar
● Games with flashcards. A Uses basic vocabulary appropriate to context. Pays a en on.
● T.P.R. A Uses basic vocabulary appropriate to context Pays a en on.
Dialogue Reproduces the language in the format.
● Rolle plays. S Transfers language from the format to other Makes an effort to produce
contexts. more complete u erances.
● What’s the story: Order and A Uses basic vocabulary. Tries to do the work to the
tell. S Reproduces the language in the format. best of their ability.
● What’s missing: Tell and glue A Uses basic vocabulary. Tries to do the work to the
on. S Reproduces the language in the format. best of their ability.
Rituals and conversation
Conversation on topics related to
the format or of personal interest

● Family Photo: Glue on and tell. S Produces language for personal informa on. Par cipates ac vely in oral

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● Where is Rat going? Draw & ac vi es.

tell. S Produces language for personal informa on. Par cipates ac vely in oral
ac vi es.
● Holidays S Gives personal informa on in classroom Par cipates ac vely in oral
● Photo snaps conversa ons. ac vi es.
● Family A Uses basic vocabulary.

Reading & writing
● A class photo W Produces simple texts. Enjoys trying to write in
S Produces language needed for classroom English.
interac on.
● H & L ‘s Family album. W Produces simple texts. Enjoys trying to write in
S Reproduces the language in the format. English.

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USEFUL RESOURCES & LINKS

SONGS.

BOOKS.

VIDEOS.
The Adventures of Hocus and Lotus DITI - www.hocus-lotus.edu
Hocus and Lotus . The Photograph.
Peppa pig.: Daddy puts a picture

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NAME:………………………….

Have a good holiday


Goodbye
See you in September

Goodbye my
friend

See you in the holidays

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