Hooray!: Let's Play!

Hooray!
A
Günter Gerngross • Herbert Puchta
Let’s play!
Teacher’s Book
Contents
Syllabus Hooray! Let’s play! A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Introduction ............................................................................................ 6
Course components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Action Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Listenings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Stories and value-based teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Thinking Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Some teaching tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Working with the flashcards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Flashcard list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Working with the mini flashcards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Working with the hand puppet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Working with the Student’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Working with the Story cards .......................................................................... 13
Working with the mini storybooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
How young learners learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
The SMILE approach® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
How to manage your class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Overview of routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
How parents can help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Unit Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Unit 1: Colours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Unit 2: Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Unit 3: Move your body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Unit 4: Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Unit 5: Clothes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Unit 6: Party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Extra Unit: Christmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Extra Unit: Easter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
List of icons:
CD 1 / 3 Class Audio CD

PDF
WS 5 Worksheet on Teacher’s DVD-ROM (for Optional Extra Lessons)
SB 13 Student’s Book
2 Hooray! Let’s play! A © Helbling Languages

Syllabus Hooray! Let’s play! A
Unit Aims Vocabulary and phrases Activities and skills

Unit • to recognise the characters in Hooray! Let’s Play! Key Words Chant: Welcome chant
Welcome • to listen and join in with a song and a chant • Peter the panda, Rosie the rabbit, Tom • Finding and circling.
Syllabus
• to watch and listen to a DVD story the turtle, Connie the crocodile
• to recognise some simple routines to mark different DVD story: Hello
activities and sections of the English lesson Productive Language • Value: friendship
• to join in during the English lesson and show their •W hat’s your name? • Colouring and adding stickers.
understanding using mime, gestures and other • I’m (Sophie).
•Y es. / No, sorry. Song: Hello, I’m Peter
actions • Matching animals from different views and colouring.
Thinking Skills:
• Matching pictures that are the same.
Unit 1 • to recognise the colours red, green, blue, yellow, Key Words Chant: Colours chant
Colours orange and pink and use their English names • r ed, green, blue, yellow, orange, pink • Colouring activity.
• to listen to, act out and order an action story •b alloon, kite, ball
• to listen to and join in with a song and a chant Action story: Colours action story
• to watch and listen to a DVD story Productive Language • Putting the story in order and drawing dots/numbers.
• to introduce the children to the English lesson •D o you like (red)?
•Y es. / No. Song: A blue balloon for Rosie
routines • Drawing and colouring activity.
• to encourage the children to join in and follow some •W hat’s your favourite colour?
simple instructions showing their understanding Listening comprehension:
using mime, gesture and other actions • Following instructions to colour.
DVD Story: The kite
• Value: working together
• Colouring and adding stickers.
Thinking Skills:
• Continuing a colour sequence.
Unit 2 • to develop an awareness of the numbers one to six Key Words Chant: Numbers chant
Numbers • to develop the ability to count and order the • one, two, three, four, five, six • Tracing and adding stickers.
numbers one to six • sticks, elephant, mouse
• to act out and order a four part action story Action story: Numbers action story
• to listen and join in with a song and a chant Productive Language • Putting the story in order and drawing dots/numbers.
• to watch and listen to a DVD story • How old are you?
• I’m (four). Song: Six little elephants
• to begin to understand instructions related to • Tracing and colouring activity.
numbers, for example ‘Colour four rabbits’ or
‘Count three sticks’ Listening comprehension:
• to show understanding through mime, gestures and • Following instructions to circle.
movement as well as participation in the games and DVD Story: Crossing the road
activities • Values: helping each other and paying attention to road
safety
• Colouring and drawing lines.
Thinking Skills:
• Finding, counting and circling.
Hooray! Let’s play! A © Helbling Languages

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4
Unit 3 • to recognise different body parts and use their Key Words Chant: Body chant
Move your English names • eyes, ears, nose, hands, knees, toes • Tracing and colouring.
body • to listen to and act out an action story, as well as
order pictures which tell the action story Productive Language Action story: Body action story
• to listen and join in with a song and a chant •W hat hurts? • Putting the story in order and drawing dots/numbers.
• to watch and listen to a DVD story •M y hand/ear/eye/nose hurts.
Song: Touch your eyes
• to follow slightly more complex instructions using
Syllabus
• Tracing and colouring activity.

mime, gesture and other actions
• to play some simple games using English in small Listening comprehension:
groups without the teacher leading • Following instructions to colour.
DVD Story: Rosie, please stop!
• Value: helping others
• Finding and circling four differences.
Thinking Skills:
• Finding and circling.

Unit 4 • to recognise and name some toys using English Key Words Chant: Toys chant
Toys • to listen to, act out an action story, and order the • c ar, teddy/teddy bear (AmE), plane, • Drawing and adding stickers.
pictures which tell the action story doll, scooter
• to listen to and join in with a song and a chant • t rain, bike Action story: Toys action story
• to watch and listen to a DVD story • Putting the story in order and drawing dots/numbers.
• to follow slightly more complex instructions using Productive Language
•D o you like (plane)s? Song: I’m on my little bike
mime, gesture and other actions • Drawing activity.
• to play some simple games using English in small •Y es. / No.
groups without the teacher leading •Y es, I like (plane)s. Listening comprehension:
• Following instructions to colour.
DVD Story: The tower
• Values: apologising and forgiving
• Colouring activity.
Thinking Skills:
• Matching and colouring.
Unit 5 • to recognise and name some different clothes in Key Words Chant: Clothes chant
Clothes English • T -shirt, jeans, shoes, socks, jacket, cap, • Tracing and colouring.
• to listen and act out an action story and order the pyjamas/pajamas (AmE)
pictures which tell the action story •h ot, cold Action story: Clothes action story
• to listen and join in with a song and a chant • Putting the story in order and drawing dots/numbers.
• to watch and listen to a DVD story Productive Language
•A re you wearing (jeans)? Song: Put on your jeans
• to play some games in English • Colouring and matching activity.
•Y es, I am. / No, I’m not.
Listening comprehension:
• Following instructions to colour.
DVD Story: Where’s the cap?
• Value: cooperation
• Adding stickers.
Thinking Skills:
• Finding and circling the odd one out.
Unit 6 • to recognise and name different party costumes in Key Words Chant: Party chant
Party English • doctor, robot, pirate, clown, cowboy, • Tracing, colouring and adding stickers.
• to listen, act out an action story, and order the princess
pictures which tell the action story Action story: Party action story
• to listen and join in with a song and a chant Productive Language • Putting the story in order and drawing dots/numbers.
• to watch and listen to a DVD story •W ho are you?
• I’m a (princess). Song: I’m dancing with a princess
• to play some English party games • Finding and circling activity.
• to mime along with the story when it is told using
the CD or by the teacher Listening comprehension:
• Following instructions to match and colour.
DVD Story: Let’s dress up
• Value: friendship
• Matching activity.
Thinking Skills:
• Finding and circling.
Extra Unit • to identify and name some Christmas items in Key Words DVD Story: Christmas
Christmas English •C
hristmas tree, present, Father • Value: celebrating special days together
• to listen and join in with a Christmas song Christmas / Santa Claus (AmE) • Matching activity.
• to watch and listen to a DVD story about Christmas •d
oll, teddy/teddy bear (AmE), car, ball
• some English games connected with Christmas Song: Father Christmas / Santa Claus (AmE)
• some information about English and American Productive Language • Tracing and colouring activity.
Christmas traditions •H appy/Merry (AmE) Christmas!
Thinking Skills:
• Tracing and colouring.
Extra Unit • to identify and name some Easter items in English Key Words Song: Funny Easter bunny
Easter • to listen and join in with an Easter song • (Easter) bunny/egg/basket • Finding, counting and circling.
• some English games connected with Easter • r ed, green, blue, yellow
• some information about English and American •o ne, two, three, four, five, six Thinking Skills:
Easter traditions • Tracing and colouring.
Productive Language
•H appy Easter!

5
Introduction
Hooray! Let’s play! Level A is a comprehensive course • to provide teachers with teaching notes, games and
for teaching English to 4-year-old children in kinder activities for original and up-to-date lessons in the
garten. Its main aim is to teach learning through play. kindergarten classroom
Hooray! Let‘s play! introduces children to basic
listening and speaking skills in English using simple COURSE COMPONENTS
principles for young learners:
Developing listening skills is extremely important at Student’s Book
this age, so children are encouraged to listen and
understand right from the beginning. They are also The Student’s Book has 92 full-colour pages consisting
encouraged to use all of their senses to understand of six activity worksheets for each of the six main units,
and reproduce the language they are introduced to so with a variety of simple tasks, all featuring Peter the
it is learnt and retained. panda, Rosie the rabbit, Tom the turtle and Connie the
The course also focuses on building intelligence with crocodile. The worksheets are perforated so they can
the inclusion of a number of activities designed to be easily torn out and used. In addition to the six main
stimulate children to think and process necessary units of the book, there is a shorter initial Welcome
information. In addition, there is a strong emphasis on Unit and two final shorter units focusing on Christmas
the development of the memory via the use of music, and Easter, each with their own worksheet.
movement and rhymes.
Stories and games are also used widely to stimulate There is one page of stickers at the end of the
children‘s interest. Student’s Book for children to complete the worksheets
with. Children may need help to peel the stickers from
Who is the book for? the sticker sheet. You might also want to cut out the
relevant stickers needed for a lesson rather than
Hooray! Let’s play! is a three-level course (Starter, presenting children with a full page of stickers.
Level A, Level B) for children between the ages of 3
and 5. The course is suitable for all pre-school The Student’s Book also includes a Songs & Chants
classrooms learning English, regardless of the number Audio CD plus a picture dictionary. The audio CD
of hours or lessons per week. The course emphasises contains all the songs and chants from the course so
the use of chants, songs and stories within the children can practise the songs and chants at home
classroom – tools which help young children to engage with their parents. The picture dictionary at the end
and interact confidently with English at a low level. includes all key words from the course and can be
Hooray! Let’s play! A is aimed at 4-year-olds and can used as a record of the words the children know in
be used with children who have not had English English. When you finish each unit, show the children
classes before, or as a continuation of the Starter Level. the picture dictionary pages and see which words they
remember from that and previous units. Alternatively,
Main aims of the course if parents know some English, they can help their
children check at home.
The main aims of Hooray! Let’s play! Level A are:
• that children use all their senses to learn but, at the
same time, enjoy themselves and have fun Teacher’s Book
• that children see language as a means of The Teacher’s Book includes detailed teacher’s notes
communication for using Hooray! Let’s play! A, two audio CDs for
• that listening and speaking skills are developed class use and a Teacher’s DVD-ROM.
slowly and accurately (although speaking skills
should be allowed to develop naturally when The detailed teacher’s notes include a unit overview
children feel confident enough) and a lesson overview outlining the main objective, key
• to offer a wide range of activities that help the words, receptive, classroom, and productive language
learning process and activities with a materials checklist. There are full
• to encourage the development of the children‘s teaching notes for each stage of the lessons, including
social, emotional and spatial skills by encouraging step-by-step instructions for all the activities, stories
them to work together, to play, resolve problems and chants plus scripts of the songs and suggestions
and reproduce actions and key language for the language that can be used during an activity.
• that children experience the act of language Each lesson apart from Lesson 6 also has an Optional
learning as a positive one right from the beginning Extra Lesson for teachers who want more lesson
and are enthusiastic and motivated by the activities material. These lessons allow teachers to revise the
they are required to do previous lesson and develop it by adding some new
• to develop and encourage an open and inclusive activities and listenings.
attitude to other people and cultures and to
underline and encourage key social values such as
the values of friendship and helping and
appreciating one another

Teacher’s DVD-ROM focusing on and developing the main topic of each
The Teacher’s DVD-ROM contains: lesson from the Student’s Book. These optional lessons
• A Teacher Training Video which shows one of the are for teachers who teach more lessons per week, for
authors of the course, Herbert Puchta, at work longer courses, or simply for extra practice of the
within the kindergarten classroom with children of songs, chants and stories when necessary.
3–5 years. It shows how some of the materials and
activities can be used within the classroom, The vocabulary and topics are introduced through the
applying multi-sensory teaching techniques which chants and then practised through songs and stories as
focus on the needs and cognitive capabilities of well as a wide range of other games and activities.
very young learners.
The Welcome Unit functions slightly differently to the
• Printable Letters to Parents which can be edited
other units because of the need to introduce the
on-screen and inform the parents of their child’s
characters and the classroom routine songs. Thereafter
progress (See p. 19f. for details).
the units follow the same basic pattern.
• E
xtra Worksheets to be used with each Optional
Extra Lesson. All worksheets can be printed out and Lesson 1 introduces the target language using
used in class or at home. Some of the worksheets flashcards and a chant. The worksheet used during the
will work better if copied onto thicker paper or card. Pencil and Paper part of the lesson then reinforces the
A list of all the Extra Worksheets can be found in the vocabulary and the order of the vocabulary in the chant.
appendix of the Teacher’s Book (See p. 192ff.). Optional Extra Lesson 1 provides further practice of
the vocabulary and the chant, as well as a variety of
Class Audio CDs
games. In Optional Extra Lesson 1 of each of the key
The two audio CDs in the Teacher’s Book are for class use
units, children can make mini flashcards to play with
and contain all the songs, chants, and stories from
in class and at home.
Hooray! Let’s play! A. They also contain the routine songs,
listening activities and karaoke versions of the songs. Lesson 2 introduces a TPR (Total Physical Response)
action story to the children, which uses the target
Cartoon DVD vocabulary in short phrases. During the Pencil and
The DVD contains cartoon versions of all the stories Paper section of the lesson, the children are
from Hooray! Let’s play! A and can be used to encouraged to put the pictures of the action story in
introduce or revise the stories in class. the correct order.
Optional Extra Lesson 2 gives the children more
practice of the action story, an item to make and use and
Hand Puppet the chance to perform the action story to their parents.
The Peter the panda hand puppet is used in all lessons
and can be used to welcome and praise the children, Lesson 3 gives further practice of the target
as well as introduce the vocabulary and demonstrate vocabulary through a song, which is reinforced during
some of the games and activities. the Pencil and Paper section of the lesson with a
worksheet with a picture.
Optional Extra Lesson 3 gives further practice of the
Flashcards and Story Cards
song, including the option to use the relevant karaoke
The Flashcards can be used to introduce and practise track and the chance to make a craft item related to
key vocabulary. A number of games and activities using the song or the target vocabulary.
the flashcards are listed later in the introduction section
(See p. 10f.), and more specific suggestions are Lesson 4 practises the target vocabulary through
included in the lesson plans for each unit. simple instructions given in a listening activity
completed during the Pencil and Paper section of the
The Story Cards can be used when listening and lesson.
retelling the stories from the book to the children. Optional Extra Lesson 4 allows the teacher to reinforce
Each frame appears on an individual card with the the listening activity by doing a second listening activity
script on the back of each. using a similar worksheet. The vocabulary can also be
practised using a variety of games.
STRUCTURE Lesson 5 introduces the children to a story in English

using the story DVD. If there is no DVD player
Unit structure available, teachers can tell the story using the Story
cards with the audio CD instead. Each story reuses the
Each of the six main units of the Student’s Book target vocabulary of the unit in a fun cartoon story
consists of six Key Lessons, all focusing on a specific which demonstrates an important life value, such as
topic. The key lessons from each unit provide a friendship or sharing. The worksheet activity uses one
complete overview of a topic. The Teacher’s Book frame from the story.
notes also provide five Optional Extra Lessons
Hooray! Let’s play! A © Helbling Languages 7

Introduction
Optional Extra Lesson 5 allows teachers to retell the In order for the child to retain their knowledge of a
story using the Story cards, as well as giving children the foreign language, they need to enjoy it and to feel
opportunity to order and join in with the telling of the inspired. Knowledge is more firmly fixed in children’s
story. During the Pencil and Paper section of the lesson, memories when it appeals to them. Most information
children can make a mini storybook which they can take that reaches our brains via various senses is quickly
home and use to retell the story to their parents. forgotten. The information which is retained is normally
information which is most relevant to us. Thus, using
Lesson 6 completes the unit by using a variety of chants, stories and songs which children can relate to is
games to practise vocabulary from the current and a good way to inspire and motivate their interest.
previous units. In addition, children are encouraged to The activities in Hooray! Let’s play! A are designed to be
use Productive Language, a simple question and compatible with the interests of 4-year-old children and
answer that they could use in real English conversation. to facilitate their learning. They involve as many of the
During the Pencil and Paper section of the lesson, the children’s senses as possible so they are engaged at a
worksheet focuses on Thinking Skills, such as variety of levels in learning and producing the language.
focusing attention, counting, recognising similarities
and differences, or sequencing. Chants
The use of chants encourages students to practise their
Lesson structure pronunciation and intonation and helps them attune
Each lesson is split into four sections of about ten their ear to rhythms of speech. All chants in Hooray!
minutes each (although the length of some activities will Let‘s play! A have been written specially for each unit
depend on the number of children in your class). For and focus on practising key vocabulary. Children
shorter lessons, the Warm-up and Revision and Rounding experience the chants in a multi-sensory way. They see
Off sections can be shortened to just the Hello and the vocabulary in the chant, listen, perform certain
Bye-bye songs. For longer lessons, there is an If there is movements and then say it. By involving as many
time activity described at the end of each lesson in the senses as possible, the chants are retained in the
Teacher’s Book notes which you may wish to use. memory for a long time.
Alternatively, any games and activities which the children
have enjoyed from previous lessons can be repeated. When introducing a chant to the class, arrange the
appropriate flashcards in order where the children can
Lessons start with a Warm-up and Revision section see them, then listen to the chant on the CD and point
which is introduced in the Welcome Unit. Children sing to each of the flashcards to show the children what they
the Hello song and greet Peter the panda and the rest are chanting. The second time you play the chant, use
of the class. The children are also encouraged to join in gestures and mimes for each of the vocabulary items (the
with a chant, song or activity from a previous lesson. gestures and mimes should be the same ones that you
This is followed by Carpet Time. During Carpet Time, used when introducing the vocabulary to the children).
the Peter the panda hand puppet introduces the The children watch your gestures and, once they feel
children to new vocabulary, chants, stories and songs more confident, copy them and begin to join in.
as well as playing a variety of games with them. (It is In the Student’s Book, the chant is represented by
not necessary for Carpet Time to be done on a carpet, illustrations which the children follow. These illustrations
any space where the children can sit together in a can also be used to help them repeat the chant during
circle or semi-circle on the floor can be used.) the Pencil and Paper section of the lesson.
The Table song is used to help move the children from
the floor to the tables and for the Pencil and Paper Action Stories
section of the lesson. During this part of the lesson,
the children practise vocabulary, chants and songs James Asher1 created a method of language teaching
while completing worksheets or art and craft activities. based on Total Physical Response (TPR) where teachers
Each lesson ends with a Rounding Off section which are encouraged to teach children to understand and
includes a final activity or a chance to perform to use language using all their senses. Action stories use
parents before they sing the Bye-bye song. 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
ACTIVITIES retain and experience the language more profoundly.
It also encourages them to develop good listening
Each unit contains the following activities: skills. Children hear a phrase then act it out by copying
• Chants the teacher, thus linking comprehension directly to
• Action Stories action and, in so doing, fixing the information firmly in
• Songs their brains.
• Listenings
• Stories 1 Asher, J. (1988), Learning Another Language Through Actions: The Complete
• Thinking Skills Teacher’s Guide Book, Los Gatos, Ca.: Sky Oaks Publications.

Action stories use all senses and benefit children’s key lexis. They encourage the child to listen carefully to
learning process in a number of ways: detail and then to use that knowledge in a practical
• Acting out stories allows children to develop skills in way. This kind of activity encourages the child to
following instructions and working with other develop their ear in the foreign language and then to
people. As language and action are closely linked, use that knowledge actively, thus fixing and
meaning is learnt directly through action. developing their auditory skills.
• Acting out stories is fun. Children can relax and
enjoy the experience. Also, the group provides
security, particularly for those children who take
Stories and value-based teaching
longer to speak. In this case, they can use other It is well known that stories make an essential
children in the group as models for the appropriate contribution to the cultural, social, emotional and
language to use. ethical development of a child.
• From the beginning, children learn that they can In Hooray! Let’s play! motivating and enjoyable
achieve something in English. This increases their value-based stories encourage children to remember
confidence in learning a foreign language. language and understand sequences of events
• The development of listening skills is important. while creating an awareness and understanding of
Action stories are all about children listening then universal values and beliefs, such as cooperation,
speaking with the teacher. This initial listening friendship and sharing.
allows them to gain confidence in pronunciation
The story is a cultural universal; everyone everywhere
and intonation and the main task of working with
enjoys stories. The story, then, is not just some casual
the action stories develops listening comprehension.
entertainment; it reflects a basic and powerful form in
The goal is achieved when children can act out an
which we make sense of the world and experience.2
action story independently after practising it. They
do not need to be able to recite the story or even to In the foreign-language classroom, children learn to
be able to reconstruct it freely – it is good enough understand sequences of events via stories. They enjoy
that they can act it. good, motivating stories and usually remember them
well if they are presented in an appropriate and
We suggest that you keep the action story mimes and interesting way.
gestures different from the mimes and gestures used
Stories can also be used to develop children’s
when introducing the vocabulary. One way to do this is
enjoyment and appreciation of theatre. In this course,
to always do the mimes and gestures for the action
children can watch the story on DVD then, in the next
story standing up, and to do the vocabulary mimes
lesson, listen to the story using the Story cards and the
and gestures sitting down in a circle or semi-circle.
audio CD. If there is no DVD player available, teachers
can use the Story cards with the audio CD or tell the
Songs story themselves.
Children generally enjoy songs at kindergarten age. Students can use the character masks from Worksheet 1
Singing in groups is fun and children learn many songs and the character cut outs from Worksheet 2 to act
during the course. The songs in the course have been out the scenes (See p. 13 for details). In addition, each
written specially for each unit. They revise the story has its own cut-out mini storybook for students
language presented so teachers can easily see how to make and colour. (For detailed description of how to
much of the language students are able to produce work with the mini storybook see p. 13.)
and understand.
The first time the children listen to a new song, sing
along and use gestures or mimes. The children will
Thinking Skills
then gradually join in with you, over a period of time. By using Hooray! Let’s play! children train their
Once the children seem confident singing a song, thinking skills, thereby developing both their language
don’t be afraid to use the karaoke version. You can and their ability to think.
also adapt some of the songs by changing the words, The Pencil and Paper activity in Lesson 6 in each unit
the order of the verses, and, if appropriate, using the presents specific Thinking Skills pages to develop key
children’s names in the song. cognitive skills, such as focussing attention,
recognising similarities and differences and identifying
Listenings and continuing sequences. These activities cognitively
engage the children in the task while helping them
The development of children’s listening skills forms an acquire the skills they will need before and after
important foundation both for speaking and kindergarten.
comprehension of the target language. Each unit of
the Student‘s Book contains a listening activity which
requires students to listen, colour, match and identify
various objects. The listenings are short and focus on 2 Egan, K. (1986), Teaching as Story Telling, Chicago, University of Chicago Press,
p. 2.

Introduction
SOME TEACHING TIPS • Allow the children to take it in turns to try turning
over a card to find the flashcard Peter wants.
Working with the flashcards Yes or no game
Flashcards visually introduce key words and are an • Show the children that you are mixing the cards in
indispensable part of most pre-school courses. Here your hands so neither you nor the children know
are some teachings tips as to how to use the flashcards the order of the cards.
in your lessons. • Take one of the flashcards and hold it above your
• Remember that when trying to convey the meaning head so that the children can see which flashcard
of a new word to children, the word should be you are holding but you can’t.
shown first, so use the flashcards at the beginning • With your free hand, point to the flashcard and
of every lesson to introduce the new vocabulary. name one of the possible flashcard items.
• M ake sure that children always hear the word a Encourage the children to say Yes. if you guessed
number of times before you start to use it within correctly and No, sorry. if not.
the lesson. Children need to hear and really • If the answer was No, sorry., keep guessing until
understand the pronunciation and intonation of the the children say Yes.
word a number of times. Use the CD, your voice, • Repeat this with some of the other flashcards.
the songs and any other listening devices to really • If you have time, invite confident children to take
anchor the word in the child‘s memory. the role of the teacher and guess which flashcard is
• G et active! Use the children‘s bodies, ears, and eyes above their head.
to reinforce the new words and language they are
learning. Pictures, pronunciation and motor- Move towards the flashcard
processing techniques used together all help the • If there is a board in the classroom, attach the
children retain the word and its meaning in an flashcards so that half the cards are on the left of
active way. the board and half are on the right. If there is no
• Repeat the new words using the flashcards. Keep board in the classroom, put the flashcards to the
repeating until you feel the children have absorbed left and right of a space on the floor.
the meaning and relevance of a word. You can use • Ask some of the children to stand in front of the
different voices to keep their interest as we suggest board (or in the space between the flashcards if
within the Teacher‘s Book notes. they are on the floor).
• Name one of the flashcards and encourage the
Below are some games using flashcards we have
children who are stood up to move to the left or
suggested based on the principles outlined above.
right towards the correct flashcard.
Vocabulary games using memory

Vocabulary games for speaking
Point to... Uncover the flashcard
• P ut the flashcards on the floor in front of the
• Cover a flashcard with a piece of card (or another
children.
flashcard).
• Point to each of the cards and elicit the correct
• Gradually move the piece of card up/down or
words for each picture.
across the flashcard to show some of the picture on
• Say Point to... and name one of the flashcards.
the card.
Then encourage the children to point to the correct
• Encourage the children to guess which flashcard is
flashcard.
hidden as it is being revealed.
• You could also say Touch the... and let the children
touch the flashcard you have named. Flash the flashcard
• If the children are likely to hit instead of gently
• Show the children the flashcards and elicit the
touch the cards, roll some sheets of paper into
correct word.
batons and let the children touch the flashcards with
• Show the children that you are mixing the
the paper batons. You could also give the paper
flashcards in your hands so neither you nor the
batons to half the children, and after they have
children know the order of the cards.
touched a flashcard, all children pass their baton to
• Hold the flashcards so you can see the first card but
a child without a baton so everyone gets a turn.
the children can’t. Quickly rotate or fan the cards so
the children get a quick look at the first flashcard
Where’s the...? and say What is it?
• S how the children each of the flashcards and elicit • Encourage the children to name the flashcard they
the correct word as you place each card face down think they can see.
on the floor. • Gradually reduce the speed that you rotate or fan
• Mix up the cards by sliding them around the floor. the flashcard until the children can correctly name
• M
ake Peter ask the children for one of the flashcards. the card.

What’s missing? Roll the dice
• E licit the vocabulary for the flashcards you are using • Attach the flashcards to the board (or put them on
and then put all the cards on the floor face down the floor) in a line with the picture facing down.
so the picture can’t be seen. • Ask a child to roll the dice, say Roll the dice. and
• Mix the cards up and then take one away without count the dots on the dice.
letting the children see the picture on the card that • Start with the first flashcard and encourage the
has been taken away. children to count along the cards with you until you
• Turn the remaining flashcards over and elicit the reach the number from the dice.
vocabulary for each card. • Turn that flashcard over and encourage the children
• Say What’s missing? and encourage the children to name the picture on the flashcard. If the children
to try and tell you which flashcard was taken away. can name the picture, the card stays face up, if not,
say the correct word and turn it back face down.
Find the flashcard • Ask another child to roll the dice and count on from
• C hoose a confident child from the class and ask the card which you just looked at. Start again with
him or her to choose a flashcard then stand near the first flashcard and only count the flashcards
you. Ask this child to close his or her eyes. which still have their picture hidden.
• Tell the other children to be quiet and show them • Turn over the flashcard you end on and encourage
that you are hiding the flashcard, for example the children to name the picture on this flashcard.
under a cushion, in a toy box, on the bookcase, etc. • Continue throwing the dice and counting along the
• Ask the child to open his or her eyes and ask them flashcards which are face down until all the
where they think the flashcard is. flashcards are showing their picture.
• Make it clear to the other children that they are not
to say where the flashcard is hidden. Flashcard list
• Encourage the child to walk around the classroom
Welcome Toys
to find the hidden flashcard. Keep saying the name
1 Peter the panda 28 car
of the picture on the flashcard as the child moves
2 Rosie the rabbit 29 teddy/teddy bear (AmE)
around.
3 Tom the turtle 30 plane
• As the child gets closer to the flashcard, say the
4 Connie the crocodile 31 doll
word from the flashcard more loudly and nod your
32 scooter
head. As the child gets further away, say it more
Colours 33 train
quietly and shake your head.
5 red 34 bike
• Once the child has found the card, the child should
6 green
return to the circle with the flashcard and another
7 blue Clothes
child can take a turn.
8 yellow 35 T-shirt
9 orange 36 jeans
The Flashcard jumble 10 pink 37 shoes
• S how the children the flashcards and elicit the 11 kite 38 socks
appropriate vocabulary. 12 balloon 39 jacket
• C hoose six children and ask them to stand at the 13 ball 40 cap
front of the class. Give each of them a flashcard 41 pyjamas/pajamas (AmE)
and encourage everyone to tell you which flashcard Numbers
each child has. 14 one Party
• A sk the children to turn over their flashcards and 15 two 42 doctor
hold them to their chests so no one can see the 16 three 43 robot
pictures on the cards. 17 four 44 pirate
• P ut your hands gently on the heads or shoulders of 18 five 45 clown
different children and direct them to change places 19 six 46 cowboy
(as if you are mixing the children up). 20 elephant 47 princess
• P oint to each child with a flashcard and ask all the 21 mouse
children to tell you the picture on the flashcard Christmas
before allowing each child to reveal their card. Move your body 48 Christmas tree
22 eyes 49 present
23 ears 50 Father Christmas/
24 nose Santa Claus (AmE)
25 hands
26 knees Easter
27 toes 51 Easter bunny
52 Easter eggs
53 basket

Introduction
Working with the mini flashcards Musical chairs

• Put chairs (cushions or laminated mini flashcards) in
Note: a place where the children can easily walk around
To make the mini flashcards last longer, you could print (and sit on) them. If you are using chairs or
them onto card or thick paper before the children colour cushions, a mini flashcard should be clearly
them, or you could laminate the cards after the children attached to each chair or cushion.
have coloured them. • P lay some music for the children to move around to.
• Stop the music and say Sit down. and encourage
On the Teacher’s DVD-ROM there is a set of mini the children to sit down on the nearest seat that is
flashcards for each unit of Hooray! Let’s play! A. The available.
children colour and cut out their own mini flashcards • Randomly select one of the teacher’s flashcards and
in Optional Extra Lesson 1. The mini flashcards can name the picture on the flashcard.
be used to play some of the games in the lessons, for • All the children sitting on a chair with that mini
example Bingo!, Snap! and Musical chairs, or, if flashcard are ‘out’. Ask these children to stand near
parents want to use them with their children, extra you for the next round and then allow them to join
copies could be made to take home. back in the game the round after.
• Play the music again and allow the remaining
Bingo! children to move around the chairs and repeat the
• P ut the teacher’s flashcards face down on the floor activity.
in front of Peter (everyone must be using the same If you are keeping the children’s mini flashcards in the
vocabulary set). classroom, you could put them in envelopes or boxes
• Help the children to move so that they have a space with the children’s name so they are easy to find.
in front of them. Help them to choose four of their
mini flashcards and put them on the floor with the
picture facing up.
Working with the hand puppet
• Make Peter turn over one of the flashcards from his The Peter the panda hand puppet performs a variety of
set, and show and name the flashcard for the functions in the classroom. It can be used to help
children. Then encourage the children to turn over classroom management by:
the mini flashcard with the same picture so the • demonstrating activities to the children
picture can’t be seen. • quietening the class down
• Repeat this until some of the children have turned • choosing children to take part in activities
over all of their mini flashcards and encourage them • comforting children who are upset by giving them a
to shout Bingo! Peter can then kiss, hug or high- hug or a kiss
five with the children who have ‘Bingo’.
• If the children are still interested, then turn all the Peter can also help with using and practising English by:
cards back over and repeat the activity, this time • making mistakes for the children to correct
calling the names of the flashcards a little quicker. • modelling language for the children to copy or
repeat
• getting embarrassed and asking the children to help
Snap!
him with their English
• H elp the children to move so that they have a space
• giving more opportunities for using English for
example saying Hello. and Goodbye., waking Peter
up, or guessing flashcards that Peter is thinking of
picture facing up.
• Hold the teacher’s flashcards in a fan. Make Peter The following methodology tips make the use of Peter
select one of the cards and hold it so the children particularly effective in the lesson:
can’t see which card has been chosen. • Use a distinctive voice for Peter by changing your
• Encourage the children to choose one of their mini voice slightly. You can also copy the voice of Peter
flashcards and hold it up in the air so you can see in the DVD stories. This helps to give Peter his own
which card they have selected. identity in the children’s perception, i.e. it makes
• Make Peter show the card which he selected and him seem as real as possible.
name the card for the children. • Only make Peter look like he is speaking when he is
• Make Peter hug, kiss or high five the children who speaking. When you are speaking as yourself Peter
held up the same card and say Snap! should not move. This is an important aid to
• Put all the cards back to the starting position and comprehension for the children.
repeat the activity with Peter and the children • When children speak to Peter in their first language
selecting a different flashcard. (L1) he repeats the request in English or doesn’t
understand them. Peter should never be used in an
L1 lesson because he serves as an important
psychological anchor for foreign language use.

Working with the Student’s Book • F or Worksheets 2a+b, help the children cut
out each character and colour them. Then
The Student’s Book is used during the Pencil and put some glue or Blu-Tack on the back of
Paper section of each of the six key lessons. In order each one and have the children attach them
for you to use the worksheets in the Student’s Book to a straw or a stick.
effectively we suggest the following:
• If possible, keep the Student’s Books in the classroom, Working with the mini storybooks
or in the kindergarten. This prevents the children
from colouring them at home and ensures that you On the Teacher’s DVD-ROM, there are worksheets for
always have the sheets you need for the lesson. mini storybooks for each story presented in Hooray!
• Only hand out the Student’s Book when it is Let’s play! A. Children get to choose and colour one
needed during the Pencil and Paper section of the picture from the story during the Pencil and Paper
lesson. Alternatively, you can tear out the section of Optional Extra Lesson 5 of each unit. The
appropriate page and give this to the children. children can then take their storybook home and look
• At the end of the Pencil and Paper section, all at the story with their parents, or even describe the
worksheets should be collected. These can then be events from the story using L1.
stored in a folder for the children or displayed on
the walls in the classroom. How to make the mini storybook
• Parents can be invited to look at their child’s book or Please note: the children may need help using scissors
folder at the end of the lessons, or you can send the to cut their storybooks.
worksheets for a unit home at the end of the unit.
1) Print the two worksheets onto
Working with the Story cards one A4 page (front and back).
Or print the two sheets
The Story cards can be used to tell the story if there is
separately and stick them
no DVD player available in the classroom, or they can
together.
be used to re-tell the story in lessons after the children
have watched the DVD. 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
2) Cut around the story on the
cards effectively we suggest the following:
worksheets.
• 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 3) Fold the sheet in
with the pictures face down and the first card on half horizontally.
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. 4) Fold the sheet in half
vertically.
On the Teacher’s DVD-ROM there are masks and
character cut-outs that can be used to play the
characters or act out parts of the stories (Worksheets 1
General work
sheets – Character
masks
and 2). You may want to spend the first lesson of the
course introducing the characters and helping the 5) Staple or use sticky tape
children to make the masks and along the fold on the left hand
characters. side of the book to fix it.
• For Worksheets 1a–d, help
the children cut out the
masks, then using a pencil or 6) Cut along the fold
scissors punch the holes at the top.
through and thread some string
or elastic through them. You may need to do
the last steps for the children. Make a Peter
mask.
Hooray! Let’s
play! A © Helbling
➡
Languages WORKS
HEET 1a

Introduction
HOW YOUNG LEARNERS LEARN Holistic Language Learning

We use language to understand others and to make
Methodology ourselves understood. Most adult learners want to
Children of this age are already in the process of understand how a second language works and what
learning their first language (L1) so they are already rules it follows, for example, how verbs are formed
equipped with basic skills to learn a second language. and used. They use this cognitive knowledge to learn
Second language learning allows them to use these systematically.
skills as well as developing others. Children, however, learn in a much more holistic way.
Listening comprehension is a fundamental part of
Understanding without words this process. Learners speculate about what they hear
Before young learners start to use words, they decode and are helped in their comprehension by mime,
meaning from intonation, mime, gesture and overall gesture and visual prompts like photos and pictures.
context. This is of great value when learning a foreign Likewise, young learners will gradually start to
language as these skills can be applied to the new understand the instruction ‘Stand up!‘ because the
language and children can begin to understand using teacher actually stands up each time the phrase is
a process they are already familiar with. This develops used. By doing this, he/she interprets the meaning
confidence and a sense of achievement. visually, the children imitate and so learn its meaning
and sound through action and repetition. This
Using limited words repetition allows the child to fix both meaning and
sound into their long-term memory.
Young learners are encouraged to express themselves
as much as they can within their second language,
For successful learning to take place, children also
however, as their grasp of the language is limited, they
need to feel relaxed and at ease within the classroom.
will often resort to playing and/or creating new words
Positive feedback and praise are fundamental in
within it, or transferring what they have learnt from
encouraging them to experiment and push back the
other contexts. They may, for example, use words from
boundaries of the language in so far as they feel able.
their native language but say them with an English
Patience is also necessary for when they have
accent. These sorts of strategies give the teacher an
misunderstood or need more time to understand and
important insight into how the child is progressing
absorb relevant language or words.
with second language acquisition.
Content is also of crucial importance and needs to be
Learning indirectly meaningful and interesting. Songs, chants and stories
At this age, grammar, punctuation or other structural encourage children to connect with the second
aspects of language are not key to the learning language at a basic sensory level via movement and
process. Children of this age love stories, the sound of sound. Their ability to understand, for example, a
new words and songs and chants that they can sing story in the second language, is a good way to
along to and do the actions to. They like games where increase self-esteem and confidence in the second
they are challenged to think and guess and, in so language and heightens their motivation to learn.
doing, use structures they have learnt. They also enjoy
copying movements from a story or imitating the Speaking skills are also important to develop.
voices of the characters. The way they pronounce a Songs and chants allow children to practise
word is often almost identical to the model they have pronunciation and intonation and repeat important
heard on the DVD or CD. By doing this, children are words and expressions in fun ways that fix them in their
learning new skills and experiencing language as a memories. Stories help children memorise important
means of communicating. expressions and improve their understanding of
connections. Eventually, they are confident enough to
Interacting and speaking act out simple utterances in communicative contexts.
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.

THE SMILE APPROACH® • T he fact that most children have different learning
styles and a preference for one sensory channel over
While researching and writing for young learners, we another (and therefore weaknesses in one or two of
have formalised a set of principles with a handy the other sensory channels) underlines the
acronym to help ourselves and teachers appreciate the importance of a teaching methodology that takes
key basic principles for teaching in a systematic and into account the differing needs of different learners
clear way. Our approach is called The SMILE Approach® and one which strikes a balance between visual,
and you can find a breakdown of its main points auditory and kinaesthetic presentation, processing
below with how they affect and inform our writing and practice.
and your teaching. • C hildren 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
S M I L E memory.
 Skill-oriented learning
The development of second language skills does not S M I L E

take place independently of general cognitive
 Intelligence-building activities
development. When children try to understand the
meaning of a sentence, they draw on skills that they
also use for solving problems, establishing relation ‘Intelligence’ is a term that covers a range of different
ships, drawing conclusions etc. Because of this, it human abilities all independent of one another.
makes sense to integrate second language learning Researchers into intelligence speak of a multiplicity of
into the curriculum as early as possible. As we have ‘intelligences’. Howard Gardner claims that there are
said, children of this age learn holistically so integrating seven different areas of intelligence, i.e. ‘multiple
second language learning into the curriculum intelligences’.3 Modern research into intelligence
encourages the development not only of the child’s indicates that intelligence is not totally dependent on
general intellectual skills but also of his or her linguistic what we are born with. Intelligence is also quite clearly
ones. influenced by how we learn. Simply put, intelligence
can be learnt. Learning a second language early on
develops and stimulates a child’s intelligence in a
number of ways. All the intelligences outlined by
S M I L E Howard Gardner are brought into play and used by the
SMILE approach:
 Multi-sensory learner motivation
You need only watch children playing to understand Area of Activation in Hooray! Let’s
how important learning through the senses is at this intelligence play! by:
age. Hooray! Let’s play! aims to involve as many senses Linguistic Promoting the enjoyment of
as possible during the language-learning process. This intelligence playing with language.
is based on the following principles: Offering materials for learning
• When pupils learn, they do so through their senses: vocabulary and phrases.
they learn what they see, hear and do.
• Our ‘hearing‘ sense is located on the so-called left Musical Developing the skill of
side of the brain. Processing information intelligence differentiating rhythm through
kinaesthetically – by concrete activity – is closely chants and rhymes.
connected to the right side of the brain. The visual Developing the skill of
reception of information can be controlled by either differentiating tunes through
the left or the right side of the brain. songs.
• The better the senses are integrated at the Interpersonal Developing basic social skills
presentation of information stage, the better intelligence as an intrinsic principle:
children will receive the information (multisensory learning to listen to each other,
reception). tolerance of language errors,
• R eceiving and processing information activates the patience, etc.
visual, auditory and kinaesthetic neurological Promoting empathy through
systems. During the processes of thinking and role play.
remembering, the brain‘s multisensory activation
heightens students‘ ability to pay attention,
concentrate and store linguistic information in their
long-term memory.
3 Gardner, H. (1983), Frames of Mind: The Theory of Multiple Intelligences.
Basic Books.

Introduction
Area of Activation in Hooray! Let’s HOW TO MANAGE YOUR CLASS

intelligence play! by:
Children of this age group have naturally got a short
Kinaesthetic Using the body when doing
attention span, are restless and get excited very easily.
intelligence action stories, songs and action
We believe that it is better to try and divert their
games.
energy towards activities rather than try and control it
Developing fine motor skills
or ask them to be silent or still.
through various types of
activities: stickers, drawing,
colouring and What does the teacher do?
craftwork. The English teacher has a number of different tasks:
Visuospatial Improving visuospatial • managing and focusing the attention of the
intelligence perception through picture learners
searches (discovery pictures). • giving linguistic input with the aid of interactive
Developing the visual memory materials and checking this has been understood
through picture puzzles. • establishing a routine in the classroom
• encouraging the children to speak in the foreign
Mathematical- Improving mathematical-logical
language
logical intelligence through exercises
• using the first language in small amounts
intelligence where students sort and match.
• managing the seating in the classroom to suit the
Encouraging logical perception
activity
through sequences and
activities requiring putting
things in order. Managing and focusing attention
Intrapersonal Developing the ability to reflect Some tools you can use to manage their attention and
intelligence as a basis for one’s own focus their attention during the lesson are:
speaking. • 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.
S M I L E • Use the Calm down song when the children are
becoming too energetic as a signal that everyone
 Long-term memory storage needs to calm down (See p. 19).
through music, movement, • Plan for quiet periods in your lessons, for example
rhythm and rhyme Pencil and Paper time, to give the children the
chance to work independently and for you to give
Many adults can remember and retell the rhymes and
attention to individuals.
songs they learnt in childhood easily and rhythmically.
• Alternate between activities with lots of movement
Often the reason is because they have been learnt
and very little movement. Movement and making
using actions and movement. The ability to grasp and
noise tends to excite children of this age. If you
retell a story using the rhythmic structuring of the
allow too much movement and noise, a class of
words is an indication of the level of language
kindergarten children can quickly get overexcited
development of a child. The main function of this
and difficult to control. By following a loud or
rhythmic differentiation ability is that it combines
energetic activity with a quieter activity, you can
perception and understanding and so is important for
calm the children down a little and stop them from
remembering words, writing and recognising sentence
becoming too excited.
patterns.
• 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.
S M I L E
 Exciting stories and games
When children identify with what has been learnt,

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.

Checking understanding Therefore, we recommend that you try to speak as
much English as possible during the lesson, and try to
We can‘t understand everything that we hear in a conduct the lesson as much as possible in only English.
foreign language. We often work out the meaning It is especially important that classroom language, the
from the context. A good teacher will try to help everyday instructions and directions that you use to
children understand as much as possible by using the keep the children on task and focused is in English as
children‘s sensory channels (auditory, visual and this will give the children the most natural exposure to
motor). English.
In order to check comprehension, many teachers use
the following methods which are slightly counter The teacher can assume that the children are able to
productive: decode new language when it is presented with
• Repeatedly translating individual words. This makes gestures and visual clues. Therefore, from a very early
children feel that they can only understand when stage of the foreign language lesson, simple
they know every single word. This is not necessary instructions such as Sit down. and Colour the plane
as when you teach action stories, you teach the red. can be given only in English. Using L1 might be
whole phrase rather than individual words. helpful when something needs to be explained quickly
Translating each word hinders comprehenshion. in order to not disturb the continuity of an activity or
There are some circumstances where the teacher when you want to give some pre-information for the
may need to use the child‘s L1 to explain a phrase. activities. However, avoid using translations unless they
If, for example, a child displays aggressive or are necessary.
frustrated behaviour because they can‘t
understand, it would benefit the child to give the Essential classroom language is clearly indicated in the
L1 equivalent as well as showing the required lesson notes throughout the course and some useful
action again. examples of classroom language are listed below.
• Asking the question Do you understand? is often
not helpful. Children will say Yes. rather than Questions
explaining. It is better to watch how the children Where’s the...?
behave.This will enable you to determine if you
What’s this?
need to help them with their comprehension or
What are these?
not.
Who’s this?
• Teachers often give an instruction in English then
How many...?
translate it straight into the students‘ native
What colour?
language.This may make children lazy as they
realise that each instruction is also given in their
Praise
first language so they stop listening. It is better for
Well done!
the teacher to speak in short sentences, give the
Good job!
children time to think, then repeat the instructions
Very good!
slowly using mimes, gestures, pictures or
Great!
demonstrations if necessary.
Excellent!
Yes, that’s right!
Teacher talk and classroom
language Activity instructions
Teaching in kindergarten is mainly about commu Point to...
nication. It is required, therefore, that the children Show me...
understand their teacher when performing activities in Look!
English. That is why vocabulary is acquired in a playful Listen.
way at the beginning of every unit and should be Touch.
reinforced with facial expressions, gesture, intonation Let’s count.
and visual aids such as the Story cards, flashcards and Let’s sing.
Cartoon DVD. The children can thus try out important
strategies for successful contact with the foreign Pencil and Paper instructions
language. Colour...
Draw...
It is important to expose the children to as much English Find...
as possible during their English lessons. Research How many...?
indicates that children of this age can acquire a foreign Count...
language and good levels of pronunciation by a natural Stick on...
exposure to the foreign language. However, for this to Cut out...
be successful the children need as much exposure to
the foreign language as possible.

Introduction
Using English names within the Tips for teaching very

classroom young learners
Many teachers give their students English names when This most important tip we can give for teaching very
working in the classroom. Two reasons given for this young learners is be flexible and enjoy it!
are:
• children like to assume the identity of someone else The lesson plans provided in the Teacher’s Book are
• when the teacher says, for example, Mario, sit guidelines only. You know your class and can make the
down please. most of the sentence is in English, best decisions about what will work for you and your
the child’s name isn’t, so it makes sense to change class in your English classroom area. Don’t be afraid to
it too try new games and activities in your classroom, but
constantly listen, watch and react to the children in
We think it is better to retain the child’s own name in your class during everything you do.
the classroom for the following reasons:
• The children – and sometimes the teacher – keep Some suggestions to help you teach your young
forgetting the English names of their classmates. learners successfully:
This leads to confusion about who is meant to be • Encourage the children to join in with the actions
following the instructions that are given. for the chants, stories and songs. Children will learn
• If children are communicating in the foreign the actions quickly and this can give them the
language, this means that they are stating their confidence to join in with the English lessons even
own feelings, state of health, preferences, etc. though they might not feel confident enough to
If they are using a different name, they are using speak. Actions can also prompt the children and
this as their identity. For example, if the teacher help them remember words and phrases they have
asks Sue (who is actually called Maria) to name her produced in previous lessons.
favourite colour, Sue talks about Sue. Maria’s • Plan for all activities to be short but allow activities
identity is not present. and games to be repeated as long as the children
• If Maria meets another child in the holidays and this are happy to continue doing them.
child can only communicate in English, if she is • Remember to reuse games and activities the
asked her name, she will answer Sue and not children particularly enjoyed in later lessons.
Maria. • If the children don’t react well to an activity, just
stop and move on to something new. Try it again
How to arrange seating in the later in another lesson perhaps with different
classroom vocabulary or a different topic.
• Be aware of the children’s energy levels depending
Although it is unrealistic to expect the tables in the on the time of the day/the day of the week/the
classroom to be moved for short periods of teaching, weather. Try to structure your lesson to allow for
the following points should be considered: this. If they arrive at the lesson excited, you can
• It is easiest to focus and keep children’s attention start with a quiet activity to calm them down, or if
when they can see you clearly and you can see each they have low energy you can do something
of them. For this reason, most games and activities energetic to wake them up.
should be played with the children sat on chairs or • Don’t think that you have to do all the activities in
on the floor in a circle or semi-circle. the Teacher’s Book. Choose the activities that you
• When doing Pencil and Paper activities, the children think your children will react best to.
should be sat on chairs at a table, but the chairs • Experiment with the materials and let the children
and tables should be arranged in such a way that guide you in adapting the games and activities.
the children have enough room in their places to be • Listen to the children and make them feel that you
able to move. value their opinions.
• All children should have a clear view of you and any • Allow the children to produce English words or
materials you are showing or demonstrating at any phrases at their own speed. Some children take
stage of the lesson. 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
chants, 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 Story routine
This tells the children that the next activity is watching
Children of this age group work better within a clear or listening to a story. As you sing the song, make
structure where they know what to expect and what is appropriate actions and encourage the children to sit
expected of them. Therefore, it is important to set up down quietly ready to listen.
clear routines and indicators at the start of the course Story song
for the children to follow through all of their English It’s time for a story <mime opening a book>
lessons. Listen and look. <hold hand to ear and point to
your eye>
In Hooray! Let’s play! A each stage of the lesson can
It’s time for a story <mime opening a book>
be introduced using a song which is on the audio CD.
Listen and look. <hold hand to ear and point to
The children are not expected to learn these songs
your eye>
themselves, but you might find that they join in
singing them as the course progresses.
Tidying up routine / Cleaning up routine (AmE)
Hello routine This marks the end of a Pencil and Paper activity and
can be used to encourage the children to help you tidy
This marks the start of each lesson for the children.
up before you move on to the next activity. Sing the
Use the Peter the panda hand puppet to greet the
Tidy up song / Clean up song (AmE) and start to tidy
children as they enter the classroom and encourage
up while encouraging the children to help you.
them to wave and say hello back.
Tidy up song / Clean up song (AmE)
Hello song
Let’s help each other
Hello, hello,
And tidy up / clean up (AmE).
It’s nice to see you.
Hello, hello,
Bye-bye routine Calm down routine

This can be used any time the children get overexcited
This marks the end of each lesson for the children. The
and need to be calmed down. As you sing the song
Peter hand puppet should say goodbye to each child
get quieter, put your fingers on your lips and
as they leave the English lesson.
encourage the children to sit down quietly with you.
Bye-bye song You might need to sing the song more than once to
Bye-bye, bye-bye, get the class to calm down completely.
It’s time to go.
Calm down song
Bye-bye, bye-bye,
Let’s be quiet,
It’s time to go.
Let’s calm down.
Bye-bye!
Let’s be quiet,
Let’s calm down.
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
HOW PARENTS CAN HELP
and then lead them in a snake to the new area of the
Parents of young children generally have a positive
classroom.
attitude towards learning a foreign language and will
Circle song want to actively support their children’s development
Come with me, You should encourage this involvement by keeping the
Come with me, parents fully informed about what is happening in the
Make a circle. language lessons. If appropriate, you could also invite
Come with me, parents to visit their child’s lesson to watch them
Come with me, perform the action stories. If parents have time and are
One, two, three. willing to try and speak in English, they could even
help out with some of the art and craft activities.
Table song
Come with me, The Teacher’s DVD-ROM includes letters that you can edit
Come with me, and send home to the parents at the beginning or at the
Sit at a table, end of each unit. These not only inform the parents
One, two, three. about the topic and materials their children will be
covering or have covered in class, but also includes the
lyrics for the chants and songs in each unit and some
information about how children learn a foreign language.

Introduction
If parents want to speak to you about their child’s • Parents should encourage their children to learn the
learning, it is recommended that the following points foreign language holistically and not translate it.
are made: They may be able to understand the meaning of
• You want the child‘s early experiences of learning a the sentences and phrases but not understand
foreign language to be positive ones so they gain them in their first language. This is okay. It is better
confidence and lose their shyness about expressing not to translate.
themselves in a foreign language. • Parents should not be disappointed if their child
• Parents should not expect their children to speak at cannot say something that they have learnt.
the beginning. Children need to learn to under • Parents can help their children to learn English with
stand first and then respond using simple language. Hooray! Let’s play! A in the following ways:
• Using Hooray! Let’s play! A will develop a variety of – Chants and songs can be listened to and revised
the children’s skills – intellectual, social, emotional using the Songs & Chants Audio CD in the
and motor. Student’s Book.
• Learning a foreign language at an early age – Parents can play ‘at school’ with their children
encourages an open-minded attitude towards taking the role of the pupil. Children take great
other cultures. pleasure in teaching their parents a foreign
• It is very important to praise children for their language.
progress in learning. – Parents can look at the worksheets and art and
• If children want to show you what they can do, craft objects with the children and talk to them in
show interest. Errors are a sign of progress in their first language about what they did.
learning.

Unit Welcome
LANGUAGE OVERVIEW • WELCOME UNIT

Key Words Productive Language
Peter the panda What’s your name?
Rosie the rabbit I’m (Sophie).
Tom the turtle Yes. / No.
Connie the crocodile No, sorry!
Receptive Language Objectives
Hello, I’m Peter/Rosie/Tom/Connie. Children learn:
I’m a panda/rabbit/turtle/crocodile. • to recognise the characters in Hooray! Let’s play!
Now let’s sing a song. • to listen and join in with a song and a chant
Hey, hooray. • to watch and listen to a DVD story
Who is it, Peter? • to recognise some simple routines to mark
No, Peter. It’s (you). different activities and sections of the English
Where’s Peter? lesson
Who is it? • to join in during the English lesson and show their
Is it Peter? understanding using mime, gestures and other
Who’s missing? actions
Is it the same?
It isn’t... Competences
Children can:
Classroom Language
• identify the characters introduced in Hooray! Let’s
Hello. play! using movement, pointing, gestures, etc.
Stand up. • point to the appropriate character when asked
Sit down. • understand and follow some simple instructions
Circle Peter/Rosie/Tom/Connie. given in English during the lesson
Colour the (pictures). • participate in games, songs and chants
Make a circle. • recognise the characters and show an interest in
Point to Peter. the events of the DVD story
Look, stickers. Let’s stick them in.
Stop! Value
Here you are / Here you go (AmE). • to develop appreciation for the value of friendship
This is your Story card.
Listen. Thinking Skills
Draw a line. • focusing attention and matching pictures that are
Open/Close your eyes. the same
Bye-bye!

Unit Welcome
• Sing or play the Hello song and make Peter look
LESSON 1 • CHANT like he is singing too.
Hello song
Hello, hello,
Unit Welcome It’s nice to see you.
(Repeat)
2. Introduce Peter the panda.

• Make Peter wave to the children and then make
him say Hello, I’m Peter. Peter the panda.
• Point to Peter and say Peter the panda., then
show the children an action for panda, for example
draw a circle around one of your own eyes. Again
say Peter the panda.
• Hold Peter next to one of the children and say
3
What’s your name? Help the child say his or her
name to Peter, for example, I’m (Sophie). Then
make Peter say Hello, (Sophie).

Main Objective • Continue until all the children have said their name
To introduce the characters from Hooray! Let’s play! to Peter.
Key Words
Carpet Time
Peter the panda, Rosie the rabbit, Tom the turtle,
Connie the crocodile 3. Sing the Circle song. CD 1 / 3
• If you want to move the children from another area
Receptive Language of the classroom to sit or stand in a circle, you can
Hello! Bye-bye! sing or play the Circle song.
What’s your name? Circle song
I’m Peter/Rosie/Tom/Connie. Come with me, Come with me,
I’m a panda/rabbit/turtle/crocodile. Come with me, Come with me,
Who is it, Peter? No! It’s... Make a circle. One, two, three.
Where’s Peter?
It’s time to go, Peter. 4. Introduce the characters.
Classroom Language • Show the children the flashcard for Peter the
Stand up. / Sit down. panda, point to the flashcard and the Peter puppet
Circle Peter. then say Peter the panda. Also show the children
Point to... the action you used earlier for Peter the panda.
• Show the children the flashcard for Rosie and say
Activities Rosie the rabbit. Then show the children an action
Introduce Peter the panda. for Rosie the rabbit, for example hold two fingers
Introduce the Hooray! Let’s play! characters. up on either side of your head to make rabbit ears.
Say the Welcome chant. • Point to the flashcard for Peter, look at the Peter
Find the four animals and circle them. hand puppet and say Who is it, Peter? Make Peter
Play I’m Peter. I’m a panda. say Rosie. Encourage the children to say No! to
Peter, then you say No, Peter. It’s you. It’s Peter.
Materials Checklist • Continue to show and name the other character
 Peter hand puppet flashcards:
 flashcards 1–4 (Peter the panda, Rosie the Tom the turtle – hold one hand in a fist, with the
rabbit, Tom the turtle, Connie the crocodile) thumb sticking out, the thumb is the turtle head
 CD 1 / 2–5, 8 (routine songs), CD 1 / 9 and the fist the body. Then put your other hand
 Student’s Book, p. 3 over the turtle body to make a shell.
 coloured pencils or crayons Connie the crocodile – hold your arms stretched
out in front of you with one hand above the other.
Then snap the hands together like a crocodile
Warm-up and Revision mouth.
1. Sing the Hello song. CD 1 / 2 • Point to a flashcard and ask Peter Who is it,
• M
ake the Peter hand puppet greet the children. Peter? Make Peter say the names of the different
Make Peter say Hello! and encourage the children characters, then encourage the children to tell Peter
to wave and say Hello! back. if he is correct or not.

5. Say the Welcome chant. CD 1 / 9 Rounding Off
• S how the children each of the character flashcards
and name them. Say for example Look, it’s Rosie. 9. Sing the Circle song. CD 1 / 3
It’s a rabbit. • When moving the children from the table to sit in
• Put the flashcards on the floor where the children a circle, you can sing or play the Circle song again
can easily see them in the order from the chant. It is (See Introduction, p. 19).
better if you leave a space between the cards.
• Play the Welcome chant and make Peter point to 10. Play I’m Peter. I’m a panda.
each animal as you say or hear them in the chant. • Say I’m Peter. I’m a panda. and move around the
Welcome chant circle walking like a panda bear walks.
Panda, panda, • Encourage the children to join in walking around
Turtle, turtle, the circle like a panda.
Rabbit, rabbit, • Say I’m Rosie. I’m a rabbit. and encourage the
Crocodile. children to hop around the circle like a rabbit.
(Repeat) • Continue naming the different characters and
• Repeat the chant and show the children the actions encourage the children to move around the circle
for the animals and encourage the children to join area like the animals. For crocodile, the children can
in with you. walk around snapping their arms in front of them
like a crocodile’s mouth. For turtle, the children can
crawl slowly on their hands and knees or hands and
Pencil and Paper feet.
6. Sing the Table song. CD 1 / 4 • Once the children seem confident with the names
• A
sk the children to move to the tables and sit down of the characters and movements, try saying the
by singing: names without doing the movement and let the
Table song children show you.
Come with me,
Come with me. 11. Sing the Bye-bye song. CD 1 / 8
Sit at a table, • Look at Peter and say It’s time to go, Peter.
One, two, three. • Make Peter wave and say Bye-bye! and encourage
(Repeat) the children to wave and say Bye-bye! back to
Peter.
7. F ind the four animals and circle them. • Signal to the children that it is the end of the
SB 3 CD 1 / 9
English lesson by singing:
• H old up your Student’s Book so the children can see Bye-bye song Bye-bye, bye-bye,
the page. Bye-bye, bye-bye, It’s time to go.
• Say Where’s Peter the panda? and encourage the It’s time to go. Bye-bye!
children to help find Peter on the page and point to
him. If there is time…
• Say Circle Peter. and demonstrate by circling the
picture of Peter on the page. Play Point to…
• Continue to ask the children to find the other • S how the children the character flashcards and elicit
characters on the page. the name of each of the characters.
• Give the children their Student’s Books open to the • P ut the flashcards on the floor in the centre of the
correct page. circle where all the children can easily see them.
• Say Where’s Peter? Circle Peter. Then give the • M ake Peter say Point to Rosie the rabbit. and
children time to find and circle Peter. demonstrate by pointing to the flashcard of Rosie.
• Encourage the children to find and circle the rest of Encourage the children to point with you.
the characters on the page. • C
ontinue the activity, making Peter ask the children
• Repeat the Welcome chant and point to each to point to each of the characters. As the children
animal as you say or hear them in the chant. get more confident, stop pointing and allow the
children to show you which flashcard Peter is asking
8. S
ing the Tidy up song / them to point to.
Clean up song (AmE). CD 1 / 5
• A
sk the children to tidy away the crayons and other
materials by singing:
Tidy up song / Clean up song (AmE)
(Repeat)

Unit Welcome
Warm-up and Revision

LESSON 2 • DVD STORY
1. Sing the Hello song. CD 1 / 2
• Make Peter greet the children by saying Hello! and
encourage the children to wave and say Hello!
back.
like he is singing too.
Hello song
Hello, hello,
(Repeat)
2. Play a name game.

5 him say Hello, I’m Peter. Peter the panda.
• Point to Peter and say Peter the panda., then
show the children the action for panda which you
Main Objective used in Lesson 1.
To follow a DVD story and join in with a chant. • Hold Peter next to one of the children and make
Peter say Hello. to the child using their name.
Key Words
Encourage the child to say Hello. back to Peter.
Peter the panda, Rosie the rabbit, Tom the turtle, • Continue to make Peter greet each child
Connie the crocodile individually, but make Peter forget the names of
some of the more confident children or call them
Receptive Language
the wrong name. Then help the children to tell
Hello, I’m Peter/Rosie/Tom/Connie. Peter their name.
I’m a panda/rabbit/turtle/crocodile. • Say Say hello to Peter. and encourage the children
Now let’s sing a song. to wave and say Hello. to Peter.
Hey, hooray! • Continue by asking a child to say Hello. to the class
Classroom Language and encourage the class to wave and say Hello,
(Sophie). to that child.
Hello, I’m...
• Continue so that all the children have a turn.
Where’s Peter?
Look, stickers. Let’s stick them in.
Colour Rosie’s shirt and Connie’s dress. Carpet Time
Values 3. Sing the Circle song. CD 1 / 3
To develop appreciation for the value of friendship.
of the classroom to sit or stand in a circle, you can
Activities sing or play the Circle song.
Play a name game. Circle song
Say the Welcome chant. Come with me, Come with me,
Watch the Hello DVD story. Come with me, Come with me,
Stick in and colour. Make a circle. One, two, three.
Play Move towards the flashcard.
4. Say the Welcome chant. CD 1 / 9
Materials Checklist • Show the children each of the character flashcards
 Peter hand puppet and name them.
 flashcards 1–4 (Peter the panda, Rosie the • Play the chant and make Peter point to each animal
rabbit, Tom the turtle, Connie the crocodile) as you say or hear them in the chant.
 CD 1 / 2–6, 8 (routine songs), CD 1 / 9, (10) Welcome chant
 DVD (Hello) Panda, panda,
 stickers from the appendix of the Student’s Turtle, turtle,
Book (Peter, Tom) Rabbit, rabbit,
 Student’s Book, p. 5 Crocodile.
 Story cards 1–6 (Hello) (optional) (Repeat)
 coloured pencils or crayons
• Repeat the chant, show the children the actions for
the animals and encourage the children to join in
with you.

5. W
atch the Hello DVD story. CD 1 / 6 (10) 8. Sing the Tidy up song /
• If you want to use a transition marker to tell the Clean up song (AmE). CD 1 / 5
children that the next activity is a story, sing or play: • Ask the children to tidy away the crayons and other
Story song materials by singing:
It’s time for a story. Tidy up song / Clean up song (AmE)
Listen and look. Let’s help each other
(Repeat) And tidy up / clean up (AmE).
• Play the DVD story and allow the children to watch. (Repeat)
If you don’t have access to a DVD player, you can
use the Story cards with CD 1 / 10 or read the script Rounding Off
from the back of the Story cards.
9. Sing the Circle song. CD 1 / 3
Hello • When moving the children from the table to sit in a
Peter: Hello, I’m Peter. I’m a panda. circle on the carpet, you can sing or play the Circle
Rosie: Hello, I’m Rosie. I’m a rabbit. song again (See Introduction, p. 19).
Tom: Hello, I’m Tom. I’m a turtle.
Connie: Hello, I’m Connie. I’m a crocodile. 10. Play Move towards the flashcard.
All: Now let’s sing a song. Hooray! • If there is a board in the classroom, attach the
Peter: Hello, I’m Peter. I’m a panda, a panda.
flashcards so two of the characters are on the left of
Rosie: Hello, I’m Rosie. I’m a rabbit, a rabbit.
the board and the other two are on the right. If there
Tom: Hello, I’m Tom. I’m a turtle, a turtle.
is no board, put the flashcards to the left and right of a
Connie: Hello, I’m Connie. I’m a crocodile, a crocodile.
space on the floor.
All: Hello, hello, hey, hooray.
• Ask some of the children to stand in front of the
Hey, hey, hey, hey, hey, hey.
board, or in the space between the flashcards if
Hello, hello, hey, hooray.
they are on the floor.
Hey, hey, hey, hooray, hooray!
• Name one of the characters and encourage the
• If there is time, let the children watch or listen to right towards the correct flashcard.
the story more than once. • Praise the children who moved in the correct
direction. Then ask these children to sit down and
let another group of children try the activity.
Pencil and Paper
6. S
ing the Table song. CD 1 / 4 11. Sing the Bye-bye song. CD 1 / 8
• A
sk the children to move to the tables and sit down • Look at Peter and say It’s time to go, Peter.
by singing: • Make Peter wave and say Bye-bye! and encourage
Table song the children to wave and say Bye-bye! back.
Come with me, • Signal to the children that it is the end of the
Come with me. English lesson by singing the Bye-bye song (See
Sit at a table, Introduction, p. 19).
One, two, three.
(Repeat)
If there is time…
7. S
tick in and colour. SB 5
• H old up the page so the children can all see clearly. Play Where’s Peter?
• Say Where’s Peter? and encourage the children to • M ix the flashcards up and place them on the floor
point to Peter in the picture. Then ask the children in front of four different children with the picture
to point at the other characters on the page. facing down.
• Give the children their Student’s Books open to the • E ncourage the children to slide the flashcards to the
correct page. Ask the children where each of the next child several times. Tell the children that they
characters are and encourage the children to point. must not look at the picture on the flashcard. You
• Show the children the sticker of Peter’s and Tom’s could also play some music while the children are
head in the appendix of the Student’s Book and say passing the flashcards.
Look, stickers. Let’s stick them in. • S ay Stop! then ask Where’s Peter?
• Monitor the class and help the children stick in the • T he children guess which card they think is Peter and
stickers. then turn the flashcards over until they find him.
• Say Colour Rosie’s shirt and Connie’s dress., • R epeat the activity. You could also ask the children
then point to the areas in the picture. about other characters.
• While the children are colouring, monitor the class
again and praise the children.

Unit Welcome

LESSON 3 • SONG
back.
like he is singing too (See Introduction, p. 19).
2. Say the Welcome chant. CD 1 / 9

• Show the children each of the character flashcards
and elicit the names of the characters.
• Play the chant and encourage the children to join
in doing the actions from Lesson 1 for each of the
characters.
7 Welcome chant
Panda, panda,
Turtle, turtle,
Main Objective Rabbit, rabbit,
To listen to and sing a song about the characters Crocodile.
from Hooray! Let’s play! (Repeat)
Key Words
Carpet Time
Peter the panda, Rosie the rabbit, Tom the turtle,
Connie the crocodile 3. Sing the Circle song. CD 1 / 3
Receptive Language
Hello, I’m Peter/Rosie/Tom/Connie. sing or play the Circle song (See Introduction, p. 19).
I’m a panda/rabbit/turtle/crocodile.
Now let’s sing a song. 4. Tell the Hello story.
Hey, hooray! PDF
CD 1 / 6, 10 (WS 1+2)
Now let’s put the story together.
• If you want to use a transition marker to tell the
Here you are / Here you go (AmE), (Anna).
children that the next activity is a story, then sing or
This is your Story card, (Elsa).
play:
Listen to the story.
Story song
Classroom Language It’s time for a story.
Who is it? Listen and look.
Where’s Peter/Rosie/Tom/Connie? (Repeat)
Draw a line. • Using the Story cards tell the Hello story. The
Colour the pictures. script is on the back of the cards. Encourage the
children to use their character masks or cut-outs
Activities from Worksheets 1+2 (See Introduction, p. 13). The
Say the Welcome chant. children can try to mime some of the actions from
Tell the Hello story. the story as they listen.
Listen to the Hello, I’m Peter song. • Hand out the Story cards in a random order
Look and match then colour the animals. to different children. Play or tell the story and
Play Flash the flashcard. encourage the children with Story cards to make
a line so they are in the correct order. Say, for
Materials Checklist
example: Now let’s put the story together. Here
 Peter hand puppet you are / Here you go (AmE), (Anna). This is
 flashcards 1–4 (Peter the panda, Rosie the your Story card, (Elsa). Listen to the story.
rabbit, Tom the turtle, Connie the crocodile) • If there is time, you could play or tell the story again
 CD 1 / 2–6, 8 (routine songs), CD 1 / 9–11 and allow some of the more confident children to
 Story cards 1–6 (Hello) help act out the story.
 Student’s Book, p. 7
 character masks or cut-outs (Worksheets 1+2)
(optional)

5. L isten to the Hello, I’m Peter song. 8. Sing the Tidy up song /
CD 1 / 11 Clean up song (AmE). CD 1 / 5
• P lay the song. Let the children listen to the song • Ask the children to tidy away the crayons and other
and watch you doing the actions for each of the materials by singing or playing the Tidy up song /
characters. Clean up song (AmE) (See Introduction, p. 19).
Hello, I’m Peter
Hello, I’m Peter. I’m a panda, a panda. Rounding Off
(wave hello and then move like a panda)
Hello, I’m Rosie. I’m a rabbit, a rabbit. 9. Sing the Circle song. CD 1 / 3
(wave hello and then move like a rabbit) • When moving the children from the table to sit in a
circle on the carpet, you can sing or play the Circle
Chorus: song again (See Introduction, p. 19).
Hey, hey, hey, hey, hey, hey. 10. Play Flash the flashcard.
• Show the children the character flashcards and elicit
the names of each of the characters.
Hello, I’m Tom. I’m a turtle, a turtle. • Show the children you are mixing the flashcards in
(wave hello and then move like a turtle) your hands so neither you nor the children know
Hello, I’m Connie. I’m a crocodile, a crocodile. the order of the cards.
(wave hello and then move like a crocodile) • Hold the flashcards so you can see the first card but
the children can’t.
(Chorus)
• Quickly rotate or fan the cards so the children get a
• R
epeat the song and this time encourage the quick look at the first flashcard and say Who is it?
children to join in with the actions. Encourage the children to name the flashcard they
think they can see.
Pencil and Paper • Gradually rotate or fan the flashcards more slowly
until the children can correctly name the card.
6. S
ing the Table song. CD 1 / 4
• A
sk the children to move to the tables and sit
11. Sing the Bye-bye song. CD 1 / 8
down by singing or playing the Table song (See
Introduction, p. 19). • 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
7. L ook and match then colour the animals.
Peter.
SB 7 CD 1 / 11
• Signal to the children that it is the end of the
• H old up the page so the children can see. Play the English lesson by singing or playing the Bye-bye
song and point to the correct character as you hear song (See Introduction, p. 19).
their name in the song.
• Give the children their Student’s Books open to the
correct page. If there is time…
• Play the song again and encourage the children to
copy you and point to each character as they say Play Uncover the flashcard.
their names in the song. • C over the flashcard of Connie with a piece of card
• Point to the first picture and say Who is it? and or another flashcard so the children can’t see the
elicit the name of the character from the children. picture.
• Point to the line where you can only see the • S ay Who is it? Is it Peter? Is it Rosie? and let the
characters’ backs and say Where’s Peter? children guess but don’t give them an answer.
Encourage the children to find and point to Peter in • G radually move the piece of card up and down or
their books. across the flashcard of Connie to show the children
• Say Draw a line. and demonstrate by drawing a some of the picture.
line between the two pictures of Peter. • A sk the children again Who is it? and let the
• Continue asking the children to name each children guess who they think it is.
character and match them before they draw a line. • P raise the children who guessed correctly, then take
• Say Colour the pictures. and demonstrate by a new character flashcard and repeat the activity.
starting to colour one of the pictures.
• While the children are colouring, monitor the class
and praise the children for working well.

Unit Welcome

LESSON 4 • THINKING SKILLS
back to Peter.
2. Using productive language: ‘What’s your

name?’
him say Hello, I’m Peter.
• Hold Peter next to one of the children and say
What’s your name? Help the child say I’m
9
(Sophie). Then make Peter say Hello, (Sophie).
• Continue until all the children have had a chance to
say their name to Peter.
Main Objective • Encourage one of the children to ask another child
To match items which are the same. in the class What’s your name?, and help the
other child answer with I’m (Ben).
Key Words • Continue until all the children have had a chance to
Peter the panda, Rosie the rabbit, Tom the turtle, ask and answer at least once.
Connie the crocodile
Receptive Language Carpet Time
Hello, I’m Peter/Rosie/Tom/Connie. 3. Sing the Circle song. CD 1 / 3
I’m a panda/rabbit/turtle/crocodile. • If you want to move the children from another area
Close/Open your eyes. of the classroom to sit or stand in a circle, you can
Who’s missing? sing or play the Circle song (See Introduction, p. 19).
Classroom Language
4. Play Who’s missing?
Who is it?
• Show the children the character flashcards and put
Is it the same?
them on the floor.
Circle it.
• Turn to Peter and say Peter, close your eyes.
Productive Language Make Peter close his eyes by putting his hands over
What’s your name? his eyes or hold your hand over Peter’s eyes.
I’m (Sophie). • Ask a child to choose a flashcard and sit on it so
the card can’t be seen. Then say Open your eyes,
Thinking Skills Peter. and uncover Peter’s eyes.
Focusing attention and matching pictures that are • Say Who’s missing, Peter? and point to the place
the same. where the missing flashcard was.
• Make Peter say different characters. Encourage
Activities the children to say Yes. if Peter says the missing
Using productive language: ‘What’s your name?’ character and No, sorry. if Peter is wrong.
Play Who’s missing? and the Yes or no game. • Repeat the activity, allowing a different child
Find the correct Peter, Rosie, Tom and Connie, then to choose the flashcard or if the children are
circle. confident, Peter can choose a flashcard (you can
sit on the flashcard for Peter) and the children can
Materials Checklist guess the character.
 Peter hand puppet
 flashcards 1–4 (Peter the panda, Rosie the
rabbit, Tom the turtle, Connie the crocodile)
 CD 1 / 2–5, 8 (routine songs)

5. P
lay the Yes or no game. Rounding Off
• S how the children that you are mixing the
flashcards so neither you nor the children know the 9. Sing the Circle song. CD 1 / 3
order of the cards. • When moving the children from the table to sit in
• Take one of the flashcards and hold it above your a circle, you can sing or play the Circle song again
head so that the children can see which flashcard (See Introduction, p. 19).
you are holding but you can’t.
• With your free hand, point to the flashcard and 10. Play Who’s missing?
name one of the characters. Encourage the children • Show the children the character flashcards and elicit
to say Yes. if you guessed correctly, and No, sorry. the names of the characters before putting the
if not. If the answer was No, sorry., keep guessing cards on the floor. To make the game harder, put
until the children say Yes. them face down on the floor this time.
• Repeat this with some of the other flashcards. • Mix the cards up and then take one away without
• If you have time, invite a confident child to play at letting the children see the picture on the card that
being the teacher and holding a flashcard above has been taken away.
their head without looking at it. They name the • Turn the remaining cards over and elicit the name
character and try to guess which character is on the of the character on each card.
card. • Say Who’s missing? and encourage the children to
try and tell you which character flashcard was taken
Pencil and Paper away.
• If you have time, play again and let one of the
6. S
ing the Table song. CD 1 / 4 children choose which flashcard to take away.
• A
down by singing or playing the Table song (See 11. Sing the Bye-bye song. CD 1 / 8
Introduction, p. 19).
• Look at Peter and say It’s time to go, Peter.
7. F ind the correct Peter, Rosie, Tom and the children to wave and say Bye-bye! back to
Connie, then circle. SB 9 Peter.
• H old up the page so the children can see. • Signal to the children that it is the end of the
• Point to the first picture and say Who is it? Elicit English lesson by singing or playing the Bye-bye
the name of the character from the children. song (See Introduction, p. 19).
• Point to the other pictures of Peter in the line and,
as you point to each picture, ask the children Is it
the same? and point again at the first picture of If there is time…
Peter.
• When the children have identified the picture that Play Musical statues.
is the same, say Circle the same picture. and • P lay some music for the children to dance to in the
demonstrate by circling the same picture. circle area.
• Give the children their Student’s Books open to the • W hen you stop the music, encourage the children
correct page and encourage the children to point to to freeze like one of the characters from Hooray!
the pictures which are the same. Let’s play! If the children find it difficult to stand still,
• Give the children a pencil or crayon and allow them encourage them to move like one of the characters.
to circle the pictures which are the same. You will need to demonstrate this the first few times.
• Monitor the class and praise the children for • P raise the children who make a good statue or move
neat work. You can also point to and name the well and then play the music again. Let the children
characters on the page. dance to the music and repeat the activity.
8. S
ing the Tidy up song /
• A
materials by singing or playing the Tidy up song /
Clean up song (AmE) (See Introduction, p. 19).

Unit Welcome
2. Play What’s my favourite picture?

EXTRA LESSON (OPTIONAL) • Put the four character flashcards in the centre of
the circle.
Main Objective • Choose one of the cards for the children to guess
To perform a story and song introducing the and say, for example, Listen carefully. Who’s my
characters from Hooray! Let’s play! favourite? It isn’t Rosie. It isn’t Peter. It isn’t
Connie. Who is it?
Key Words • Then encourage the children to name the picture
Peter the panda, Rosie the rabbit, Tom the turtle, they think is your favourite.
Connie the crocodile • If the children are finding it hard, you can point to
each character as you say it and shake your head.
Receptive Language
Then point to the last flashcard and nod your head.
Hello, I’m Peter/Rosie/Tom/Connie.
I’m a panda/rabbit/turtle/crocodile.
Carpet Time
Now let’s sing a song.
Hey, hooray! 3. Sing the Circle song. CD 1 / 3
Classroom Language
Let’s put the story together. sing or play the Circle song (See Introduction, p. 19).
Here you are / Here you go (AmE), (Eva).
This is your Story card. 4. Tell the Hello story. CD 1 / 6, 10
PDF
(WS 1+2)
• If you want to use a transition marker to tell the child
Colour the bits.
ren that the next activity is a story, then sing or play:
Activities Story song
Play My favourite picture. It’s time for a story.
Tell the Hello story. Listen and look.
Sing the Hello, I’m Peter song. (Repeat)
Fold and cut. Colour the mini storybook. • Using the Story cards tell the Hello story. The script
Colour the bits to make a picture of Peter and is on the back of the cards. Encourage the children
Rosie. to join in and name the characters.
Perform and tell the Hello story. • Hand out the Story cards in a random order to
different children. Play or tell the story again and
Materials Checklist encourage the children to make a line so they are
 Peter hand puppet in the correct order. Say, for example: Now let’s
 flashcards 1–4 (Peter the panda, Rosie the put the story together. Here you are / Here you
rabbit, Tom the turtle, Connie the crocodile) go (AmE), (Eva). This is your Story card, (Max).
 CD 1 / 2–6, 8 (routine songs), CD 1 / 10–12 Listen to the story.
 Hello mini storybook (Worksheet 3a+b) or • If there is time, the children can try to mime some
Worksheet 4 of the actions from the story as they listen, using
 scissors the character masks or cut-outs (Worksheets 1+2).
 stapler, sticky tape or glue
 coloured pencils or crayons 5. Sing the Hello, I’m Peter song.
 character masks or cut-outs (Worksheets 1+2) CD 1 / 11–12
(optional) • Play the song. Encourage the children to join in and
Notes do the actions for each of the characters as they
listen or sing.
Hello, I’m Peter
Hello, I’m Peter. I’m a panda, a panda.
Hello, I’m Rosie. I’m a rabbit, a rabbit.
Hello, I’m Tom. I’m a turtle, a turtle.
1. Sing the Hello song. CD 1 / 2 Hello, I’m Connie. I’m a crocodile, a crocodile.
• M ake Peter greet the children by saying Hello! and Hello, hello, hey, hooray. …
encourage the children to wave and say Hello! • Once the children are confident singing the song,
• Sing or play the Hello song and make Peter look you can use the karaoke track. You could also use
like he is singing too (See Introduction, p. 19). the character flashcards to show the children which
character to sing about next.

Pencil and Paper Rounding Off
Note:
You can either make the mini storybook (Worksheet 3a+b)
• When moving the children from the table to sit in
or the picture of the characters (Worksheet 4). If there is
a circle, you can sing or play the Circle song again
time (or if you prefer), the children can of course make
(See Introduction, p. 19).
both.
11. Perform and tell the Hello story.
PDF
CD 1 / 10 (WS 1+2)
6. S
• A
play the Story song (See Introduction, p. 19).
• Play or tell the Hello story. Encourage the children
to mime the parts for each of the characters, or
7. F old and cut. Colour the mini storybook. more confident children can try to say the lines for
PDF
WS 3a+b the characters.
Preparation Tip!
You might want to cut and fold the
• Repeat the story, this time allow the children to use
children’s mini storybooks (Worksheet 3a+b) before the
the character masks or cut-outs they have made in
lesson to help the children.
Lesson 3 to act out the Hello story.
• If the children seem confident, split the class into
You might also want to make a mini storybook before the two groups. One group can perform the story while
lesson to show the children (See Introduction, p. 13). the other group watches and then groups can
swap.
• S how the children your copy of the mini storybook.
• Look at each of the pictures and tell the children Note:
what is happening using the lines from the story If parents collect their children at the end of the class,
(See video script, p. 25). you might want to invite them into the classroom so the
• Either give each of the children a copy of the mini children can perform the story to them.
storybook that you have made previously or give
them a photocopy of Worksheet 3a+b copied
onto one A4 sheet (front and back). Follow the
instructions on page 13 of the Introduction to make
the mini storybooks. You may need to help children
the children to wave and say Bye-bye! back.
with the cutting and folding.
• Encourage the children to choose and colour one
English lesson by singing or playing the Bye-bye
picture in their mini storybook.
song (See Introduction, p. 19).
• The children could finish colouring their books at
home with their parents.
If there is time…
8. C
olour the bits to make a picture of Peter
and Rosie.
PDF
WS 4 Play Musical flashcards.
• Give the children a copy of Worksheet 4. • P ut the character flashcards around the classroom in
• Demonstrate how to complete the picture of a place where they can easily be seen by the children.
the characters by holding up the worksheet and • P oint to each of the cards around the room and elicit
miming colouring in parts of the picture with a the characters from the children.
coloured pencil. • P lay some music for the children to move around to.
• Say Colour the bits. and have the children colour • S top the music and encourage the children to stand
in the rest of the picture. near one of the character flashcards.
• Monitor the class and praise the children. • M ake Peter choose and name one of the flashcards.
All the children standing next to that flashcard are
9. S
ing the Tidy up song / ‘out’. Ask these children to stand near you for the
Clean up song (AmE). CD 1 / 5 next round and then allow them to join back in the
game the round after.
• A
• P lay the music again and allow the remaining
children to move around the room and repeat the
activity.

Notes:

Unit 1 Colours
LANGUAGE OVERVIEW • UNIT 1

Key Words Listen.
red How many dots?
green Draw the dots.
blue Give the pencil to Peter.
yellow Close/Open your eyes.
orange Draw a line/yourself.
pink Colour (Tom)’s (kite) (red).
balloon Stand up. / Sit down.
kite Productive Language
ball
Do you like (red)?
Word Revision Yes. / No.
Hello. What’s your favourite colour?
Bye-bye. Objectives
Children learn:
It’s time to go.
• to recognise the colours red, green, blue, yellow,
Receptive Language orange and pink and use their English names
What colour is it? • to listen to, act out and put an action story in
Yes. / No. It’s (red). order
Can you see more (green)? • to listen to and join in with a song and a chant
Shh! • to watch and listen to a DVD story
Bingo! • to recognise the English lesson routines
Is it (green)? • to join in and follow some simple instructions,
It’s Connie. showing their understanding using mime, gesture
Look, balloons/a kite. and other actions
What colour balloon is in the box?
A (blue) (balloon) for (Rosie).
Competences
Bigger? Children can:
Yes, well done. • identify red, green, blue, yellow, orange and pink
What is it? using pointing, gestures, etc.
Where’s (red)? • point to something of an appropriate colour when
Hello, Rosie/Connie/Peter/Tom. asked
What’s the matter? • listen and colour objects using the appropriate
Look, my yellow/blue/red kite/ball. colour when asked
I’ve got an idea. / I have an idea (AmE). • understand and follow simple instructions given in
Great (idea). English during the lesson
Go, Tom/Peter/Connie, go. • participate in games, songs, chants, and TPR
Thank you. based action stories
What colour is next? • recognise the characters and show interest in the
events of the DVD story
Classroom Language
Point to (green). Value
Colour the crayons/picture/kite/tree. • to develop appreciation for the value of working
Colour it (red). together
Cut out the cards.
Show me (blue). Thinking Skills
Take a (green) pencil. • continuing a colour sequence

Unit 1 Colours
LESSON 1 • CHANT like he is singing too.
Hello song
Hello, hello,
Unit 1 Colours It’s nice to see you.
(Repeat)
2. Sing the Hello, I’m Peter song. CD 1 / 11

• Play the song and encourage the children to join
in with the actions as well as singing the song (See
Welcome Unit, Lesson 3).
Hello, I’m Peter
11
Main Objective Hello, I’m Tom. I’m a turtle, a turtle.
Hello, I’m Connie. I’m a crocodile, a crocodile.
To introduce the colour vocabulary using a chant.
Hello, hello, hey, hooray. …
Key Words
red, green, blue, yellow, orange, pink Carpet Time
Receptive Language 3. Sing the Circle song. CD 1 / 3
What colour is it? • If you want to move the children from another area
Yes. / No. It’s (red). of the classroom to sit or stand in a circle, you can
Can you see more (green)? sing or play the Circle song.
Circle song
Classroom Language Come with me,
Point to (green). Come with me,
Colour the crayons. Make a circle.
Activities Come with me,
Sing the Hello, I’m Peter song. Come with me,
Introduce the colour vocabulary. One, two, three.
Say the Colours chant.
Colour the crayons and say the chant. 4. Introduce the colour vocabulary.
Play Point to... • Show the children the red and green flashcards.
As you show the red card say It’s red. and put the
Materials Checklist flashcard on the floor in front of the children.
 Peter hand puppet Then show the green flashcard and say It’s green.
ashcards 5–10 (red, green, blue, yellow,
 fl • Point to the red flashcard, look at Peter and say
orange, pink) What colour is it, Peter? Make Peter say It’s
 C D 1 / 2–5, 8 (routine songs), CD 1 / 11, 13 green. Encourage the children to say No! to Peter
 S tudent’s Book, p. 11 and then you say No, Peter. It’s red. Repeat this
 c oloured pencils or crayons with the green flashcard.
• Show the children the blue and yellow flashcards.
Notes
As you show the blue card say It’s blue. and put
the flashcard on the floor in front of the children.
Then show the yellow flashcard and say It’s yellow.
• Point to the blue flashcard, look at Peter and say
What colour is it, Peter? Make Peter say It’s red.
Encourage the children to say No! to Peter and
Warm-up and Revision then you say No, Peter. It’s blue.
Repeat this with the other two flashcards.
• Finally show the children the orange and pink
ake Peter greet the children and say Hello!
• M flashcards. Then repeat the activity asking Peter
Encourage the children to wave back and say what colour each card is, encouraging the children
Hello! to Peter. to tell Peter if he is correct or not.

5. Say the Colours chant. CD 1 / 13 8. Sing the Tidy up song /
• S how the children each of the colour flashcards in Clean up song (AmE). CD 1 / 5
the order from the chant and say It’s red/green/ • Ask the children to tidy away the crayons and other
blue/yellow/orange/pink. materials by singing:
• Put the flashcards on the floor where the children Tidy up song / Clean up song (AmE)
can easily see them in the order from the chant. Let’s help each other
Leave a space between the cards. And tidy up / clean up (AmE).
• Play the Colours chant and make Peter point to (Repeat)
each of the colours as you say them in the chant.
Colours chant
Rounding Off
Red, green, blue,
Yellow, orange, pink for you. 9. Sing the Circle song. CD 1 / 3
(Repeat) • When moving the children from the table to sit in a
• Repeat the chant and encourage the children to circle, you can sing or play the Circle song again
join in and point at each of the colours as they say (See Introduction, p. 19).
them in the chant.
10. Play Point to...
Pencil and Paper • Put the six colour flashcards on the floor in front of
the children. Say Point to green. Make Peter point
6. Sing the Table song. CD 1 / 4
to the green card and encourage the children to
• A
sk the children to move to the tables and sit down point with him.
by singing: • Say to Peter and the children Can you see more
Table song green? and make Peter point to something nearby
Come with me, that is green. Encourage the children to join in and
Come with me. point at things nearby that are the same colour.
Sit at a table, • Repeat with the other colours, pointing at the
One, two, three. flashcards first and then pointing at things nearby
(Repeat) in the classroom.
7. C
olour the crayons and say the chant. 11. Sing the Bye-bye song. CD 1 / 8
SB 11 CD 1 / 13 • Look at Peter and say It’s time to go, Peter.
Preparation Tip! • Make Peter wave and say Bye-bye! and encourage
Sort the crayons into sets of the six colours the children to wave and say Bye-bye! back to Peter.
(red, green, blue, yellow, orange and pink) before the • Signal to the children that it is the end of the
class. Depending on how many sets you have, the English lesson by singing the Bye-bye song:
children can have their own set or share them with a
Bye-bye song Bye-bye, bye-bye,
partner or in small groups.
Bye-bye, bye-bye, It’s time to go.
It’s time to go. Bye-bye!
• R epeat the Colours chant and point to the correct
crayon as you say the colours. As you say For you.
If there is time…
give a set of crayons to a child or a small group of
children. Repeat this as you give the sets of crayons
out to the other children. Play Where’s red?
• If you have a lot of children, give several sets out • S how the children each of the colour flashcards. Say It’s
each time you say the chant by saying For you and (red). and then place the card face down on the floor.
you and you and you! at the end of the chant. • Mix the cards up by sliding them around the floor.
• Hold up your Student’s Book so the children can Then look at Peter and say What colour, Peter?
see. Repeat the chant and point to each of the Make Peter say Red, please. and point with Peter to
crayons on the page as you say the colours. something nearby that is red.
• Give the children their Student’s Books open to the • Choose one of the children and say Where’s red?
correct page, then repeat the chant and encourage Point to an object with the colour and indicate that
the children to point to each of the crayons on the the child should turn over a card.
page. • If the child turns over the card with red, then say
• Say Colour the crayons. and demonstrate by Yes. and allow the child to give the card to Peter.
starting to colour. Peter should say Thank you. and can reward the
• While the children are colouring their crayons, play child. If the card is not red, then say No, sorry. and
or say the chant a few times and encourage the choose a new child to turn over a card.
children to join in.

Unit 1 Colours
• Put the flashcards on the floor where the children
can easily see them in the order from the chant.
EXTRA LESSON 1 (OPTIONAL) • Play the chant on the CD and make Peter point to
each of the colours as you say them.
Main Objective
Colours chant
To use the colour vocabulary in a chant.
Red, green, blue,
Key Words Yellow, orange, pink for you.
(Repeat)
red, green, blue, yellow, orange, pink
• Repeat the chant and encourage the children to
Receptive Language join in and point at each of the colours as they say
Yes. / No. It’s (red). them in the chant.
Shh!
Bingo! Carpet Time
Can you see more (green)?
Is it (green)? 3. Sing the Circle song. CD 1 / 3
Classroom Language of the classroom to sit or stand in a circle, you can
Point to (green). sing or play the Circle song.
Colour it (red). Circle song
Cut out the cards. Come with me,
Show me (blue). Come with me,
Make a circle.
Activities
Say the Colours chant. Come with me,
Play Point to... and Say it louder! Come with me,
Colour the mini flashcards. One, two, three.
Play Bingo!
4. Play Point to...
Materials Checklist • Put the six colour flashcards on the floor in front of
 P eter hand puppet the children. Say Point to green. Make Peter point
 fl to the green card and encourage the children to
orange, pink) point with him.
 C D 1 / 2–5, 8 (routine songs), CD 1 / 13 • Say to Peter and the children Can you see more
 c oloured pencils or crayons green? and make Peter point to something nearby
 c olour mini flashcards (Worksheet 5) that is green. Encourage the children to join in and
 s cissors (optional) point at things nearby that are the same colour.
• Repeat with the other colours pointing at the
Notes flashcards first and then pointing at things nearby
in the classroom.
5. Play Say it louder!

• Show the children the red flashcard and elicit the
colour from the children.
Warm-up and Revision • Make Peter say Shh! and whisper Red. Encourage
the children to whisper it with Peter.
1. Sing the Hello song. CD 1 / 2 • Say Red. repeatedly, each time a little louder and
• M ake Peter greet the children and say Hello! have the children repeat until the last time you
Encourage the children to wave and say Hello! back. shout it and then say Shh! and whisper Red. again.
• Sing or play the Hello song and make Peter look • Repeat this with some of the other colours.
like he is singing too. • After some time, you can try different voices, for
Hello song example, try singing the word, or saying it in a high
Hello, hello, squeaky voice and then a deep low voice. Or try
It’s nice to see you. saying the colour while you are holding your nose
(Repeat) or wobbling your lips using your finger.
2. Say the Colours chant. CD 1 / 13

• S how the children each of the colour flashcards in
the order from the chant and say It’s red/green/
blue/yellow/orange/pink.

PDF
Pencil and Paper 10. Play Bingo! WS 5
• Put the six colour flashcards face down on the floor
6. Sing the Table song. CD 1 / 4 in front of Peter.
• A
sk the children to move to the tables and sit down • Help the children to move so that they have a space
by singing the Table song. in front of them. Help them to choose four of their
Table song mini flashcards and put them on the floor with the
Come with me, colour facing up.
Come with me. • Make Peter turn over one of the colour flashcards
Sit at a table, from his set, and show and say the colour to the
One, two, three. children. Then encourage the children to turn over
(Repeat) the mini flashcard with the same colour so the
colour can’t be seen.
7. C
olour the mini flashcards. • Repeat this until some of the children have turned
PDF
WS 5 CD 1 / 13 over all of their mini flashcards and encourage
Preparation Tip! them to shout Bingo! Peter can then kiss, hug or
Sort the crayons into sets of the six high five the children who have ‘Bingo’.
colours before the class. Depending on how many sets • If the children are still interested, turn all the cards
you have, the children can then have their own set or back over and repeat the activity, this time calling
share them with a partner or small group. the colours a little quicker.
You might also find it easier to cut the mini flashcards out
before the lesson and let the children just colour them in.
• R epeat the Colours chant and point to the correct • Make Peter wave and say Bye-bye! and encourage
coloured crayons. Then, as you say For you., give the children to wave and say Bye-bye! back to Peter.
the sets of crayons out to the children. • Signal to the children that it is the end of the
• Give each child a copy of the colour mini flashcards, English lesson by singing:
say Colour it red. and demonstrate by colouring Bye-bye song
one of the mini flashcards red. Bye-bye, bye-bye,
• Allow the children time to colour the mini It’s time to go.
flashcards using the six colours. Bye-bye, bye-bye,
• When the children have coloured the cards, say Cut It’s time to go.
out the cards. and demonstrate by cutting out one Bye-bye!
of the mini flashcards.
• While the children are working, monitor the class,
praise the children’s work and ask Is it (green)? If there is time…
• You could play the Colours chant in the background PDF
quietly while the children are working, or play Play Snap! WS 5

songs the children know from the Welcome Unit. • Help the children to move so that they have a space
• When some of the children have finished, ask them in front of them and help them to put their six mini
to show some of their colour cards, for example flashcards on the floor with the colour facing up.
say Show me blue. and encourage the children to • Hold the normal colour flashcards in a fan.
hold up their blue mini flashcard. Make Peter select one of the cards and hold it so the
children can’t see which colour has been chosen.
8. Sing the Tidy up song / • 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.
• A
• Make Peter show the card which he has selected
materials by singing or playing:
and say the colour to the children. Then make Peter
Tidy up song / Clean up song (AmE) hug, kiss or high five the children who held up the
Let’s help each other same colour card and say Snap!
And tidy up / clean up (AmE). • Put all the cards back to the starting position and
(Repeat) repeat the activity with Peter and the children
selecting a different coloured card.
Rounding Off
• W
hen moving the children from the table to sit in

Unit 1 Colours

LESSON 2 • ACTION STORY
• Make Peter greet the children. Make the puppet say
Hello! and encourage the children to wave and say
Hello! back.
2. Sing the Hello, I’m Peter song. CD 1 / 11

• Play the song and encourage the children
to join in with the actions as well as singing the
song.
Hello, I’m Peter
13
Hello, hello, hey, hooray. …
Hello, I’m Tom. I’m a turtle, a turtle.
Main Objective Hello, I’m Connie. I’m a crocodile, a crocodile.
To listen to and join in with an action story. Hello, hello, hey, hooray. …
Key Words
Carpet Time
Preparation Tip!
Receptive Language Before the class, make a copy of the
It’s Connie. picture of Connie (Worksheet 6) and colour it in using
green, yellow and pink, the same as the last picture of the
Classroom Language action story. Place the picture on a clipboard or on a firm
Take a (green) pencil. book that can be held so that the children can’t see it.
Colour the picture.
Listen. 3. Sing the Circle song. CD 1 / 3
How many dots? • If you want to move the children from another area
Draw the dots. of the classroom to sit or stand in a circle, you can
Activities sing or play the Circle song (See Introduction, p. 19).
Sing the Hello, I’m Peter song. PDF
Listen to and mime the Colours action story. 4. Listen to the Colours action story. WS 6
Listen and draw the dots/numbers. • Hold the clipboard with the picture of Connie so
Play the Flashcard jumble. the children can’t see it (Worksheet 6). Put a yellow,
green and pink pencil next to you.
Materials Checklist • Say the action story in the correct order and act
 P eter hand puppet it out using the pencils and the picture on the
 fl clipboard. As you say each line mime doing each
orange, pink) action.
 C D 1 / 2–5, 8 (routine songs), CD 1 / 11, 14 Colours action story
 S tudent’s Book, p. 13 Take a green pencil. – Pick up the green pencil
 picture of Connie (Worksheet 6) and mime colouring.
 c oloured pencils or crayons Take a yellow pencil. – Pick up a yellow pencil
 If there is time: six pencils (red, green, blue, and mime colouring.
yellow, orange and pink) Take a pink pencil. – Pick up a pink pencil and
mime colouring.
Notes
Colour the picture. It’s Connie. – Look at the
picture on the clipboard and then turn it around
so all the children can see.

5. Mime the Colours action story. 10. Play the Flashcard jumble.
• T ell the action story again, this time encouraging • Show the children the colour flashcards and elicit
the children to join in with the actions as you say the colours.
them. • Choose six children and ask them to stand at the
• If the children have a set of the three coloured front of the class. Give each of them a colour
pencils, they can pick up the pencil at the flashcard and encourage everyone to tell you the
appropriate time and mime colouring. On the last name of the colour each child has.
line the children should pretend to show their • Ask the children to turn over their flashcards and
picture of Connie. hold them to their chests so no one can see the
colour.
Pencil and Paper • Put your hands gently on the heads or shoulders of
different children and direct them to change places
6. Sing the Table song. CD 1 / 4 as if you are mixing the children up.
• A
sk the children to move to the tables and sit • Point to each child with a flashcard and ask the
down by singing or playing the Table song children to tell you the colour each child is holding.
(See Introduction, p. 19). • If there is time, collect the flashcards and let
different children hold them to repeat the activity.
7. Listen and draw the dots/numbers.
SB 13 CD 1 / 14 11. Sing the Bye-bye song. CD 1 / 8
• P lay the action story and do the actions as you • Look at Peter and say It’s time to go, Peter.
listen to them on the CD. • Make Peter wave and say Bye-bye! and encourage
• Hold up your Student’s Book so the children can the children to wave and say Bye-bye! back to Peter.
see. Play the action story again and point at the • Signal to the children that it is the end of the
correct picture on the page as you listen. English lesson by singing or playing the Bye-bye
• Give the children their Student’s Books open to the song (See Introduction, p. 19).
correct page.
• Play or tell the action story pausing after each line
and encouraging the children to point at the correct If there is time…
picture on their page.
• Point to the dice at the top of the page and Play Take a pencil.
encourage the children to help you count the dots • S how the children six pencils (a red, a green, a blue,
on the dice. a yellow, an orange and a pink one). As you show
• Play or tell the action story again. After the first the children each pencil say It’s (red).
line, encourage the children to point to the correct • P ut all six pencils in the middle of the circle of
picture. Say How many dots? and mouth the children. Look at Peter and say What colour, Peter?
word One. from the children. Then say Draw the Make Peter say Pink, please. and point with Peter to
dot(s). and demonstrate by drawing one dot in something nearby that is pink. It could be something
the square in the top left corner of the picture, or on a child’s clothes or a toy that is near.
the number one if the children are able to write • Choose one of the children and say Take a pink
numbers. pencil. and then indicate to the child that they
• The pictures are not in order so the children need to should take the pink pencil from the centre of the
listen and draw the correct number of dots or write circle.
the correct number in the appropriate picture. • Help the child to select the correct coloured pencil
• Praise the children for drawing the correct number and give the pencil to Peter.
of dots or the correct number. • Make Peter say Thank you. and kiss, hug or high-
• Repeat for the rest of the action story so that the five the child.
squares next to each picture show the correct number. • Repeat the activity choosing a different colour and
selecting a different child to take the pencil from the
8. Sing the Tidy up song / centre of the circle.
Clean up song (AmE). CD 1 / 5 • When Peter has collected all the pencils, then he can
• Ask the children to tidy away their crayons and say All tidy? / All clean (AmE)? Peter should also
other materials by singing or playing the Tidy up thank all the children for helping him and put the
song / Clean up song (AmE) (See Introduction, p. 19). pencils away in the pencil box.
Rounding Off
• W

Unit 1 Colours
Carpet Time
EXTRA LESSON 2 (OPTIONAL)
Main Objective • If you want to move the children from another area
To listen to and join in with an action story. of the classroom to sit or stand in a circle, you can
sing or play the Circle song (See Introduction, p. 19).
Key Words
red, green, blue, yellow, orange, pink 4. Mime the Colours action story.
PDF
CD 1 / 14 WS 6
Receptive Language
• Play the action story. Use coloured pencils and
It’s Connie.
mime colouring as you did in Lesson 2. On the
It’s (green).
last line show the children the picture of Connie
Classroom Language (Worksheet 6), or if you don’t have a copy of the
picture, mime showing them the picture.
Take a (green) pencil.
Give the pencil to Peter. Colours action story
Colour the picture. Take a green pencil.
Take a yellow pencil.
Activities Take a pink pencil.
Say the Colours chant. Colour the picture. It’s Connie.
Mime the Colours action story.
Play Mix up the action story. • Repeat the action story, encouraging the children
Colour in Connie. to join in with the actions.
Perform the Colours action story.
5. Play Mix up the action story.
Materials Checklist • Put some coloured pencils in the middle of the
 P eter hand puppet circle. You will need at least two of each colour.
 fl • Ask two more confident children to stand up
orange, pink) and say Take a pink pencil. Then encourage the
 C D 1 / 2–5, 8 (routine songs), CD 1 / 13, 14 children to each take a pink pencil from the centre
 c oloured pencils or crayons of the circle.
 picture of Connie (Worksheet 6) • Say Give the pencil to Peter. and encourage the
children to give the pencil to Peter. Make Peter
reward the children by hugging, kissing or giving
them a high-five.
• Choose two new children and repeat the activity
Warm-up and Revision asking for a different coloured pencil.
• Occasionally say Colour the picture. It’s Connie.
1. Sing the Hello song. CD 1 / 2 – all the children should mime showing their picture
• M ake Peter greet the children. Make the puppet say to each other.
Hello! back. Pencil and Paper
Preparation Tip!
Before the lesson, colour the picture of
Connie using green, yellow and pink, and colour it in the
same as the last picture of the action story.
• S how the children each of the colour flashcards in
the order from the chant and say It’s red/green/
blue/yellow/orange/pink.
• Put the flashcards on the floor where the children • Ask the children to move to the tables and sit
can easily see them in the order from the chant. down by singing or playing the Table song
• Play the chant on the CD and make Peter point to (See Introduction, p. 19).
each of the colours as you say them in the chant.
Colours chant
Red, green, blue,
Yellow, orange, pink for you.
(Repeat)
join in and point at each of the colours as they say
them in the chant.

PDF 11. Sing the Bye-bye song. CD 1 / 8
7. Colour in Connie. WS 6
Teaching Tip! • Look at Peter and say It’s time to go, Peter.
If there aren’t enough coloured pencils • Make Peter wave and say Bye-bye! and encourage
for all the children to colour using the same colour at the the children to wave and say Bye-bye! back to
same time, allow the children to use different coloured Peter.
pencils. Talk to the children in English about the colour • Signal to the children that it is the end of the
they are using. English lesson by singing or playing the Bye-bye
• R epeat the action story. Mime colouring using the
correct coloured pencil and at the end, turn the
paper so the children can see the coloured picture If there is time…
of Connie.
Play Find the flashcard.
• Give each child a copy of the Worksheet 6.
• Say Take a green pencil. Colour the green parts • C hoose a confident child from the class and ask him
and point to the green on the coloured copy of or her to choose a colour flashcard (e.g. red) then
Worksheet 6. stand near you. Ask the child to close their eyes.
• Give the children time to colour. Praise the children • T ell the other children to be quiet and show them
and point to their coloured pencil or flashcard and that you are hiding the flashcard for example under a
say It’s green. cushion, in a toy box, on the bookcase, etc.
• Repeat this for the other colours that are needed to • A sk the child to open his or her eyes. Say Where’s
red? and make it clear to the other children that
complete the picture.
they are not to say where the flashcard was hidden.
• E ncourage the child to walk around the classroom
8. Sing the Tidy up song /
to find the hidden flashcard. Keep saying the word
Red. as the child moves around, but as the child gets
• A
sk the children to tidy away the crayons and other closer to the hidden card, say Red. more loudly and
materials by singing or playing the Tidy up song / show that they are correct (for example, nod your
Clean up song (AmE) (See Introduction, p. 19). head). As the child moves away from the card, say
Red. more quietly and e.g. shake your head.
Rounding Off • O nce the child has found the card, Peter can give the
child a hug, kiss or high-five as a reward.
• R epeat the game choosing a different colour and a
• W
hen moving the children from the table to sit in a different child and this time encourage the children
circle on the carpet, you can sing or play the Circle to join in saying the colour loudly or quietly as the
song again (See Introduction, p. 19). child gets closer or further away from the hidden
card.
10. P
erform the Colours action story.
CD 1 / 14
• If you have enough pencils, let the children take the
appropriate colours, otherwise tell the children to
imagine they have a pencil.
• Show the children how to hold their picture
of Connie in one hand so that they can mime
colouring with the other hand.
• Repeat the action story and encourage the children
to do the actions using their pencils and the picture
of Connie. If the children are using real pencils,
then make it clear that they should not actually
colour on their paper.
two groups. One group can perform the action
story while the other group watches and then the
groups can swap.
Note:
If parents collect their children at the end of the class, you
might want to invite them into the classroom after the
children have practised the action story a couple of times.
The children can then perform the action story for their
parents to watch.

Unit 1 Colours

LESSON 3 • SONG
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back.
2. Listen to and mime the Colours action

story. CD 1 / 14
• Play the action story and encourage the children
to join in with the actions. If the children have a
picture of Connie (Worksheet 6) from Extra Lesson
2, they could use it.
Colours action story
15
Take a green pencil.
Main Objective Take a pink pencil.
Colour the picture. It’s Connie.
To listen to and sing a song about colours.
Key Words Carpet Time
red, green, blue, yellow, orange, pink, kite, balloon 3. Sing the Circle song. CD 1 / 3
Receptive Language • If you want to move the children from another area
Take a (green) pencil. of the classroom to sit or stand in a circle, you can
Look, balloons/a kite. sing or play the Circle song (See Introduction, p. 19).
A blue balloon for Rosie. 4. Play What colour balloon has Peter got?
A red balloon for Tom. • Show the children the balloon flashcard and say
A green balloon for Connie. Look, a balloon! and mime blowing up a balloon.
A yellow kite for me. • Show the real balloons and elicit the colours of the
Bigger? balloons from the children.
• Put a small box in front of Peter.
Classroom Language • Turn to Peter and say Peter, close your eyes.
Close/Open your eyes. Make Peter close his eyes by putting his hands over
Draw a line. his eyes.
Draw yourself. • Ask a child to choose a balloon and put it in the
box in front of Peter. You must not be able to see
Activities the balloon when it is in the box. Then say Open
Listen to and mime the Colours action story. your eyes, Peter.
Play What colour balloon has Peter got? • Say What colour balloon is in the box, Peter?
Listen to the A blue balloon for Rosie song. and point to the box.
Listen and match then draw yourself. • Make Peter say different colours and encourage
Play A bigger balloon, a bigger balloon, POP! the children to say Yes. if Peter says the colour of
the hidden balloon and No, sorry. if Peter says a
Materials Checklist different colour.
 P eter hand puppet • Once Peter has guessed the colour, take the balloon
ashcards 2–4, 11–12 (Rosie, Tom, Connie, kite,
 fl out of the box and show it to Peter.
balloon) • Repeat the activity, allowing a different child to
 C D 1 / 2–5, 8 (routine songs), CD 1 / 14, 15 choose the balloon or if the children are confident,
 s ix balloons not blown up (red, green, blue, Peter can hide a balloon for the children to guess.
yellow, orange and pink)
 a small box (to hide a balloon in)
 S tudent’s Book, p. 15
 c oloured pencils or crayons

5. L isten to the A blue balloon for Rosie song. Rounding Off
CD 1 / 15
• S how the children the kite flashcard and say Look, 9. Sing the Circle song. CD 1 / 3
a yellow kite. and mime holding a kite string. • When moving the children from the table to sit in
• Put the flashcards for Rosie, Tom and Connie on the a circle, you can sing or play the Circle song again
floor in the order from the song and elicit the name (See Introduction, p. 19).
of each character.
• Hold a blue balloon, a green balloon, a red balloon 10. Play A bigger balloon, a bigger balloon,
(not blown up) and the kite flashcard in your hand. POP!
• Say A blue balloon for Rosie. and give the blue • Tell the children Look, a balloon. and mime
balloon to the Rosie flashcard. Repeat for the other stretching a balloon in preparation for blowing it
lines from the song giving the balloons to the up. Say It’s red. and point to the red flashcard or
appropriate character. When you say the last line something nearby that is red.
hug the kite flashcard to yourself. • Take a deep breath and mime blowing into a
• Play the A blue balloon for Rosie song. For each balloon to blow it up. Show the balloon growing in
line, point to the appropriate colour balloon and size with your hands.
use the mimes for balloon, kite and the characters. • Say to the children Bigger? Take a deep breath and
A blue balloon for Rosie mime blowing the balloon up again and repeat this.
A blue balloon for Rosie, a blue balloon for Rosie. • Shout POP! and clap your hands to show the
A red balloon for Tom, a red balloon for Tom. balloon popped.
A green balloon for Connie, a green balloon for • Repeat the activity and ask the children to tell you
Connie. what colour the balloon is. You can also change the
A yellow kite for me, a yellow kite for me. number of times that you ‘blow up’ the balloon so
(Repeat) the children won’t know when the balloon will pop.
• Repeat the song and this time encourage the
children to join in with the actions. 11. Sing the Bye-bye song. CD 1 / 8
Pencil and Paper • Make Peter wave and say Bye-bye! and encourage
6. Sing the Table song. CD 1 / 4 Peter.
• A
sk the children to move to the tables and sit • Signal to the children that it is the end of the
down by singing or playing the Table song English lesson by singing or playing the Bye-bye
(See Introduction, p. 19). song (See Introduction, p. 19).
7. L isten and match then draw yourself.

SB 15 CD 1 / 15 If there is time…
• H old up the page so the children can see. Play the
Play Where’s the red balloon?
A blue balloon for Rosie song again, and point to
• S how the children a red balloon and elicit the colour.
the balloons, kite and characters on the page as
• A sk a confident child to come to stand near you and
you sing about each of them.
tell him or her to Close your eyes. You might want
• Say A blue balloon for Rosie. and draw a line
to let this child hold Peter while his or her eyes are
from Rosie to the blue balloon.
closed.
• Repeat for the other characters and balloons so
• W hile the child’s eyes are closed, give the balloon to
that they are joined to the balloons and kite from
one of the other children and silently indicate that
the song.
all the children should hold their hands behind their
• Give the children time to join the characters and
back as if they are hiding the balloon. Then tell the
balloons, then say Draw yourself. and point to the
child with Peter to Open your eyes.
outline of the head in your book. Draw a face in the
• S ay to the child Where’s the red balloon? and
outline of a head and point to the face you have
indicate that one of their classmates has the balloon.
drawn and say It’s me! then point to some of the
Encourage the child to say the name of the child
faces on the children’s pages and say It’s (Sarah).
they think is holding the balloon. The child who is
• Praise the children and talk to them in English
named should respond with Yes. or No, sorry. as
about the colours on their page.
appropriate.
• O nce the child with Peter finds the hidden balloon,
8. Sing the Tidy up song / he or she should nominate a new child to hold Peter
Clean up song (AmE). CD 1 / 5 and the game can be repeated.
• A

Unit 1 Colours

EXTRA LESSON 3 (OPTIONAL) • Show the children each of the colour flashcards in
the order from the chant (red, green, blue, yellow,
Main Objective orange and pink). Say It’s (red). as you show each
To sing a song about colours. card and then place the card on the floor in front of
the children so that they see the cards in the correct
Key Words order for the chant.
red, green, blue, yellow, orange, pink • Play the CD 1 / 13. Say the chant and make Peter
point to each of the colours as you say them in the
Receptive Language chant.
Look, balloons/a kite. Colours chant
A blue balloon for Rosie. Red, green, blue,
A red balloon for Tom. Yellow, orange, pink for you.
A green balloon for Connie. (Repeat)
A yellow kite for me.
Classroom Language join in and point at each of the colours as they say
Colour the kite. them in the chant.
Activities Carpet Time

Say the Colours chant.
Sing the A blue balloon for Rosie song. 3. Sing the Circle song. CD 1 / 3
Play Move towards the flashcard. • If you want to move the children from another area
Make a mini kite. of the classroom to sit or stand in a circle, you can
Sing the songs you remember. sing or play the Circle song (See Introduction, p. 19).
Materials Checklist 4. Sing the A blue balloon for Rosie song.

 P eter hand puppet CD 1 / 15–16
 fl • Play the song from the CD and encourage the
orange, pink, kite, balloon) children to sing along and join in with the actions.
 C D 1 / 2–5, 8 (routine songs), CD 1 / 13, 15, 16 A blue balloon for Rosie
 a copy of the kite (Worksheet 7) A blue balloon for Rosie, a blue balloon for Rosie.
 c oloured pencils or crayons A red balloon for Tom, a red balloon for Tom.
 s cissors A green balloon for Connie, a green balloon for
 t wo drinking straws per child Connie.
 s tring A yellow kite for me, a yellow kite for me.
 s ticky tape (Repeat)
 t issue paper and sweet wrappers to decorate
• Choose three children and ask them to choose the
the kite tail (optional)
colour of their imaginary balloon by holding one of
the colour flashcards.
• Repeat the song using the karaoke track or without
Note:
music. This time in place of the characters’ names,
You might want to invite a few parents to help with the
use the children’s names and the colours on the
making of the kites in this lesson.
flashcard they have chosen. Point to each child or
Also the Pencil and Paper activity in this lesson will
encourage the children to stand up as you sing their
probably take longer than ten minutes.
name in the song.
• If you have time, repeat the song so all children can
Warm-up and Revision have a turn to be in the song. Alternatively, remember
which children have been selected and make sure that
1. Sing the Hello song. CD 1 / 2 different children are chosen next time.
• Make Peter greet the children. Make the puppet say • Once the children are confident singing the song,
Hello! and encourage the children to wave and say you can use the karaoke version. You could also use
Hello! back. the colour flashcards to show the children which
• S ing or play the Hello song and make Peter look colour to sing about next.

5. Play Move towards the flashcard. • If there is time, the children could try making a tail
for their kite by tying scrap pieces of tissue paper
• If there is a board in the classroom, attach the
or sweet wrappers at regular intervals on a piece of
flashcards so that three colours and the kite are on
string that can then be attached to the bottom of
the left side of the board and the other colours
the kite.
and the balloon card are on the right.
• Encourage the children to name the colours they
If there is no board, put the flashcards on the floor
are using for the tail as they are attached.
making sure the children can safely move between
the flashcards on the right and the left.
• Make Peter point to each of the flashcards and elicit 8. Sing the Tidy up song /
the colours from the children. Clean up song (AmE). CD 1 / 5
• Use Peter to nominate up to four children, • Ask the children to tidy away the crayons and other
depending on the space and the number of materials by singing or playing the Tidy up song /
children in the class. These children should stand Clean up song (AmE) (See Introduction, p. 19).
in front of the board, or in the space between the
flashcards if they are on the floor. Rounding Off
• Make Peter say Blue. and then encourage the
children to move to the left or the right towards the 9. Sing the Circle song. CD 1 / 3
blue flashcard. • When moving the children from the table to sit in
• Make Peter praise the children who moved to the a circle, you can sing or play the Circle song again
blue flashcard by kissing, hugging or giving them a (See Introduction, p. 19).
high-five, then ask these children to sit down in the
circle. 10. Sing the songs you remember.
• Repeat the activity with different children and a • Ask the children which English songs they
different colour each time. remember from the lessons so far and allow them
to choose which songs they would like to sing.
Pencil and Paper
Preparation Tip!
Depending on the amount of time you • Look at Peter and say It’s time to go, Peter.
have available and the amount of help you have in the • Make Peter wave and say Bye-bye! and encourage
classroom, you will probably want to cut the straws and the children to wave and say Bye-bye! back.
cut out the kites before the class. If you have a large class, • Signal to the children that it is the end of the
you might want to make kites without tails. The children English lesson by singing or playing the Bye-bye
can always be encouraged to make the tail for the kite at song (See Introduction, p. 19).
home with their parents.
If there is time…
• A
sk the children to move to the tables and sit Play Musical flashcards.
down by singing or playing the Table song (See • P lace all the colour flashcards around the classroom
Introduction, p. 19). in a place where they can easily be seen by the
children and the children can safely move between
PDF
7. Make a mini kite. WS 7 the cards (attached to a wall or something that can’t
• H old up a copy of Worksheet 7 so all the children move is best).
can see. Point to the kite outline and say Cut out • P oint to each of the cards around the room and elicit
and colour the kite. the colours from the children.
• Give the children their copy of the page and allow • P lay some music for the children to move around to.
them time to cut out and colour the kite. While You could use some of the songs that the children
the children are colouring, monitor the class. have learnt so far.
Praise nice work and talk to the children about the • S top the music and encourage the children to choose
colours they are using. You could also play some a colour and stand near the flashcard of that colour.
of the songs that the children already know in the • O nce all the children are by a flashcard, say a colour.
background while they are working. To appear fair, it is better to select a colour randomly
• Once the children have finished colouring, help – perhaps put coloured pencils in a bag and pull one
them to stick the straws in a cross on the back of the pencil out. All the children standing by that colour
kite using sticky tape. The edges of the cross should flashcard are ‘out’. Ask these children to stand near
be on the corners of the kite. Then attach a string to you for the next round and then allow them to join
the centre of the cross for the children to hold. back in the game the round after.
activity.

Unit 1 Colours

LESSON 4 • LISTENING ACTIVITY
Hello! back.
2. Sing the A blue balloon for Rosie song.

CD 1 / 15–16
• Play the song and encourage the children to sing
along.
A blue balloon for Rosie
A blue balloon for Rosie, a blue balloon for Rosie.
17 A red balloon for Tom, a red balloon for Tom.
A green balloon for Connie, a green balloon for
Main Objective Connie.
A yellow kite for me, a yellow kite for me.
To complete a listening exercise. (Repeat)
Key Words • If there is time, you can sing the song again and
red, green, blue, yellow, orange, pink, kite this time use some of the children’s names in place
of the characters’ names, and point to the children
Receptive Language as you sing their names in the song.
What colour is it? • Once the children are confident singing the song,
Is it (red)? you can use the karaoke version. You could also try
Yes, well done. changing the order of the verses and use the colour
What is it? flashcards to show the children which colour to sing
about next.
Classroom Language
Listen. Carpet Time
Colour (Tom)’s kite (green).
Activities • If you want to move the children from another area
Sing the A blue balloon for Rosie song. of the classroom to sit or stand in a circle, you can
Play the Yes or no game and Read my lips. sing or play the Circle song (See Introduction, p. 19).
Listen and colour the kites.
Play Flash the flashcard. 4. Play the Yes or no game.
Materials Checklist • Show the children the colour flashcards and elicit
the words. Then show the children that you are
 P eter hand puppet
mixing the cards in your hands so neither you nor
 fl
the children know the order of the cards.
orange, pink, kite, balloon)
• Take one of the flashcards and hold it above your
 C D 1 / 2–5, 8 (routine songs), CD 1 / 15–17
head so that the children can see which colour you
 S tudent’s Book, p. 17
are holding but you can’t.
• With your other hand point to the flashcard and say
 If there is time: colour mini flashcards
Is it blue? and encourage the children to say Yes.
(Worksheet 5) (optional), a blindfold
if you are holding up the blue card and No, sorry.
Notes if not. If the answer was No, sorry., keep guessing
until the children say Yes.
• Repeat this with some of the other flashcards.
5. Play Read my lips.

• Put the colour flashcards on the floor in front of the
children, make Peter point to the cards and elicit
the name of each of the colours.
• Point to your mouth and whisper one of the colours
to the children. Then in a normal voice say What
colour is it? and whisper the colour again.

• A llow some of the children to try and guess which Rounding Off
colour you were whispering. If one of the children
guesses correctly, then say Yes, well done. 9. Sing the Circle song. CD 1 / 3
• If no children guess the colour, say No, sorry. • When moving the children from the table to sit in
and whisper the colour again before allowing the a circle, you can sing or play the Circle song again
children to continue guessing. (See Introduction, p. 19).
• Once a child has guessed the correct colour repeat
the activity whispering a different colour. 10. Play Flash the flashcard.
• Show the children the flashcards (colours, kite
Pencil and Paper and balloon) and elicit the words. Then show the
children that you are mixing the cards so neither
you nor the children know the order of the cards.
• A
sk the children to move to the tables and sit • Make Peter hold the flashcards so you can see the
down by singing or playing the Table song (See first card but the children can’t. Quickly rotate or
Introduction, p. 19). fan the cards so the children get a quick glimpse of
which flashcard is on top and say What is it?
7. Listen and colour the kites. • Encourage the children to name the picture they
SB 17 CD 1 / 17 think they can see. Gradually slow down the speed
• H old up the page so the children can see. Point to with which you rotate or fan the card until the
each of the characters on the page and elicit their children can correctly name the picture.
names from the children. • Peter can reward the children who say the word the
• Give the children their Student’s Books open to quickest with a kiss, hug or high-five.
the correct page. Provide the children with an • Repeat this with some of the other words.
orange, blue, green and pink pencil or crayon. For
the listening activity to work smoothly the children 11. Sing the Bye-bye song. CD 1 / 8
really need their own pencils. • Look at Peter and say It’s time to go, Peter.
• Point to the kite and do the action for kite, miming • Make Peter wave and say Bye-bye! and encourage
to hold a kite string and pulling on the string twice. the children to wave and say Bye-bye! back.
Then say Listen. and play the first sentence from • Signal to the children that it is the end of the
the listening activity. English lesson by singing or playing the Bye-bye
• Pause the CD, point to Peter on the page and then song (See Introduction, p. 19).
point to Peter’s kite and say Orange. Give the
children time to colour Peter’s kite orange. Then do
the same for the other characters. If there is time…
Colours listening activity Preparation Tip!
Colour Peter’s kite orange. Use the colour flashcards for this
Colour Rosie’s kite blue. activity. If you have a large class of children, you may
Colour Tom’s kite green. want to use several sets of mini flashcards so that
Colour Connie’s kite pink. children can play at the same time. If the children
have made their own mini flashcards in a previous
• Alternatively, if you are not able to pause the CD
lesson, they can use these.
between each sentence, play the whole listening
twice. The first time you listen, show the children
your book and colour each of the kites the correct Play Take blue.
colour as you listen. Before you listen for a second • P lace all the flashcards on the floor and elicit the
time, give the children their books open to the colours from the children.
correct page and the four coloured pencils. Then • Put a blindfold on a child. Say to the child Take blue.
encourage the children to colour the kites while and the blindfolded child should try to remember
they are listening for the second time. where the blue flashcard was and pick it up.
• The children may take longer than the listening to • If the blindfolded child is not close to the blue
colour the kites but don’t let this worry them. Allow flashcard, then let the other children help by
them to colour at an appropriate speed and repeat whispering Yes. as he or she gets closer to the card
the information as they need it. and No. as he or she gets further away.
• O nce the child has picked up a card, take off the
8. Sing the Tidy up song / blindfold and let the child look at the card he or she
Clean up song (AmE). CD 1 / 5 picked up. If it was the blue card, praise the child,
and if it wasn’t, say No, sorry.
• A
• C ontinue the game inviting different children to be
blindfolded and asking them to take different colour
flashcards.

Unit 1 Colours
EXTRA LESSON 4 (OPTIONAL) Take a green pencil.
Main Objective Take a pink pencil.
To complete a listening exercise. Colour the picture. It’s Connie.

red, green, blue, yellow, orange, pink, balloon
What colour? of the classroom to sit or stand in a circle, you can
Where’s (red)? sing or play the Circle song (See Introduction, p. 19).
4. Play Where’s red?
Classroom Language
• Show the children the colour flashcards and elicit
Listen. the colours. Then put the cards face down on the
Colour (Connie)’s balloon (red). floor.
Open/Close your eyes. • Mix the cards up by sliding them around the floor.
Activities Then look at Peter and say What colour, Peter?
Make Peter say Red, please. and point with
Listen to and mime the Colours action story. Peter to something nearby that is red. It could be
Play Where’s red? and Tap the flashcard. something on a child’s clothes or a toy that is near.
Follow the lines, listen and colour. • Choose one of the children and say Where’s
Play What colour balloon has Peter got? red? Point to the colour (either the same as Peter
Materials Checklist pointed to or another item which is the same
colour) and indicate that the child should turn over
a card.
 fl
• If the child turns over the card with red, then say
orange, pink, kite, balloon)
Yes. and allow the child to give the card to Peter.
 C D 1 / 2–5, 8 (routine songs), CD 1 / 14, 18
Peter can reward the child by giving a kiss, hug or

 picture of Connie (Worksheet 6) (optional)

high-five. If the card is not red, then say No, sorry.
 e xtra listening activity (Worksheet 8)
and choose a new child to turn over a card.
• Repeat the activity asking different children to find
 s ix balloons not blown up (red, green, blue,
different colours each time.
yellow, orange and pink)
 a small box (to hide a balloon in)
5. Play Tap the flashcard.
(Worksheet 5) • Either stick the flashcards (colours, kite and balloon)
to the board or place them on the floor in front of
Notes the children. Then point to each of the cards and
elicit the names.
• Nominate two children to start the activity and ask
them to stand or sit where they can both reach the
flashcards easily. The other children should be able
to see the flashcards but should be out of the way
of the children who are playing.
• Say Blue. and encourage the children to tap the
1. Sing the Hello song. CD 1 / 2 blue flashcard. The child who taps the card first
• M ake Peter greet the children. Make the puppet say gets a kiss, hug or high-five from Peter and then
Hello! and encourage the children to wave and say both children move to allow new children to play
Hello! back to Peter. the game.
• S ing or play the Hello song and make Peter look • Repeat the activity with a different pair of children
like he is singing too (See Introduction, p. 19). and a different colour, and as the children get used
to the activity, increase the speed with which you
2. Listen to and mime the Colours action name the colour and swap the pairs of children.
PDF
story. CD 1 / 14 WS 6
• P lay the action story and encourage the children
to join in with the actions. If the children have a
Connie picture from Extra Lesson 2 (Worksheet 6),
they can use it.

Pencil and Paper • Make Peter say different colours and encourage
the children to say Yes. if Peter says the colour of
6. Sing the Table song. CD 1 / 4 the hidden balloon and No, sorry. if Peter says a
• A
sk the children to move to the tables and sit different colour.
down by singing or playing the Table song (See • Once Peter has guessed the colour, take the balloon
Introduction, p. 19). out of the box and show it to Peter.
• Repeat the activity, allowing a different child to
7. F ollow the lines, listen and colour. choose the balloon or if the children are confident,
PDF
WS 8 CD 1 / 18 Peter can hide a balloon for the children to guess.
• H old up a copy of the page so all the children can
see. Point to Rosie on the page and say Which 11. Sing the Bye-bye song. CD 1 / 8
balloon? and then point to the balloons above the • Look at Peter and say It’s time to go, Peter.
characters. • Make Peter wave and say Bye-bye! and encourage
• Point to Rosie again and demonstrate following the the children to wave and say Bye-bye! back to Peter.
line to find out which balloon is Rosie’s, then say • Signal to the children that it is the end of the
Colour Rosie’s balloon yellow. English lesson by singing or playing the Bye-bye
• Give the children their copy of the page and listen song (See Introduction, p. 19).
to the instructions on the CD. Read the instructions
again to the class miming them if necessary.
Colours extra listening activity If there is time…
Colour Rosie’s balloon yellow. Preparation Tip!
Colour Peter’s balloon green. The children need a set of the six
Colour Connie’s balloon red. colour mini flashcards (Worksheet 5) already coloured
Colour Tom’s balloon blue. in. If you have a large class and the children have
not made their own mini flashcards, then you might
• While the children are colouring, praise the children
want the children to work in pairs.
and ask them in English about the characters and
the colours they are using. PDF
Play Bingo! WS 5
8. Sing the Tidy up song / • P ut the six colour flashcards face down on the floor
Clean up song (AmE). CD 1 / 5 in front of Peter.
• A
sk the children to tidy away the crayons and other • H elp the children to move so that they have a space
materials by singing or playing the Tidy up song / in front of them. Help them to choose four of their
Clean up song (AmE) (See Introduction, p. 19). mini flashcards and put them on the floor with the
colour facing up.
• M ake Peter turn over one of the colour flashcards
Rounding Off
from his set, and show and say the colour to the
9. Sing the Circle song. CD 1 / 3 children. Then encourage the children to turn their
• W
hen moving the children from the table to sit in mini flashcard of the same colour face down if they
a circle, you can sing or play the Circle song again have one in front of them.
(See Introduction, p. 19). • R epeat this until some of the children have turned
over all of their mini flashcards and encourage them
10. Play What colour balloon has Peter got? to shout Bingo! Peter can then kiss, hug or high five
• S how the children the coloured balloons and say the children who have ‘Bingo’.
Look, balloons! and mime blowing up a balloon. • If the children are still interested, then turn all the
Elicit the colours of the balloons. cards back over and repeat the activity, this time
• Put a small box in front of Peter. calling the colours a little quicker.
• T urn to Peter and say Peter, close your eyes. Make
Peter close his eyes by putting his hands over his eyes.
• Ask a child to choose a balloon and put it in the
box in front of Peter. You must not be able to see
the balloon when it is in the box. Then say Open
your eyes, Peter.
• Say What colour balloon is in the box, Peter?
and point to the box.

Unit 1 Colours

Hello! back to Peter.

CD 1 / 15
along.
19 A red balloon for Tom, a red balloon for Tom.
Connie.
Main Objective A yellow kite for me, a yellow kite for me.
To follow a DVD story. (Repeat)
Key Words
red, green, blue, yellow, orange, pink, kite, Carpet Time
balloon, ball 3. Sing the Circle song. CD 1 / 3
What’s the matter? of the classroom to sit or stand in a circle, you can
Look, my yellow/blue/red kite/ball. sing or play the Circle song (See Introduction, p. 19).
I’ve got an idea. / I have an idea (AmE).
Great (idea). 4. Play Pass the yellow kite.
Go, Tom/Peter/Connie, go. • Show the children the colour flashcards and elicit
What colour is it? the words before placing the flashcards on the
floor.
Classroom Language • Point to something yellow and show the children
Colour the tree. the action for kite, miming to hold a kite string
Stand up. / Sit down. and pulling on the string twice. Then say A yellow
kite. Show the children the kite flashcard.
Values • Put the kite flashcard on the floor. Do the action
To develop appreciation for the value of working for kite again, then mime passing the kite string to
together. a child. While you are passing the kite, say to the
child A yellow kite.
Activities
• Encourage the children to continue passing the kite
Sing the A blue balloon for Rosie song. around saying A yellow kite. if they can.
Play Pass the yellow kite. • Once all the children have had a chance to hold the
Watch The kites DVD story. kite, ask for the kite back. If there is time, you could
Stick in the stickers and colour the tree. repeat the activity with a different coloured kite.
Play Stand up and sit down.
Materials Checklist 5. Watch The kites DVD story. CD 1 / 6 (19)
• If you want to tell the children that the next activity
is a story, then sing or play:
 fl
orange, pink, kite, balloon, ball) Story song
 C D 1 / 2–6, 8 (routine songs), CD 1 / 15, (19) It’s time for a story.
 S tudent’s Book, p. 19 Listen and look.
 D VD (The kites) (Repeat)
 s tickers from the appendix of the Student’s • Show the children the ball, kite and balloon
Book (blue kite, yellow kite, red ball) flashcards and say Look, it’s a ball/kite/balloon.
 c oloured pencils or crayons • Play the DVD story and allow the children to watch.
 S tory cards 7–14 (The kites) (optional) If you don’t have access to a DVD player, you can
 c olour mini flashcards (Worksheet 5) use the Story cards with CD 1 / 19 or read the script

The kites Rounding Off
Preparation Tip!
Tom, Peter +
Children will need their set of the colour
Connie: Hello, Rosie.
mini flashcards made in Optional Extra Lesson 1
Rosie: Hello, Connie. Hello, Peter. Hello, Tom.
(Worksheet 5). If they haven‘t made them yet, they can
Tom: What’s the matter? do that now or you can make them before the lesson.
Rosie: Look, my yellow kite. You need enough to give the children one card each.
Tom: I’ve got an idea. / I have an idea (AmE).
Rosie: Great. 9. Sing the Circle song. CD 1 / 3
Tom: Look, Rosie.
Rosie: Great idea.
Peter: Go, Tom, go.
PDF
Tom: Oh, no. My blue kite. 10. Play Stand up and sit down. WS 5
Rosie: And my yellow kite. • Give each child a colour mini flashcard.
Connie: I’ve got an idea. / I have an idea (AmE). • Hold the green flashcard so that the children can see
Rosie + Tom: Great. which colour you are holding and say Green, stand
Connie: Look, Rosie. Look, Tom. up. Then indicate to any children who have a green
Rosie + Tom: Great idea. mini flashcard that they should stand up as well.
Peter: Go, Connie, go. • Say Blue, stand up. and Green, sit down.
Indicate to the children with green flashcards that
Rosie: Thank you, Connie. they should sit down and encourage the children
Tom: Thank you. with blue flashcards to stand up.
Connie: Oh, no. My red ball. • Repeat saying a different colour each time.
Peter: Look, Connie. • As the children become more confident you can say
Rosie: Great idea. the colours faster, or say more than one colour at a
Tom: Go, Peter, go. time.
• If the children are already excited before the
All: Hooray! activity, you may want to just ask them to hold the
flashcard up in the air rather than stand up and sit
Pencil and Paper down.
6. Sing the Table song. CD 1 / 4 11. Sing the Bye-bye song. CD 1 / 8
• A
sk the children to move to the tables and sit • Look at Peter and say It’s time to go, Peter.
down by singing or playing the Table song (See • Make Peter wave and say Bye-bye! and encourage
Introduction, p. 19). the children to wave and say Bye-bye! back to
Peter.
7. S
tick in the stickers and colour the tree. • Signal to the children that it is the end of the
SB 19 English lesson by singing or playing the Bye-bye
• H old up the page so the children can see. song (See Introduction, p. 19).
• Point to the items in the picture (kites, ball) and say
What is it? or point to Connie and say Who is it?
• Point to the place where the red ball should be in the If there is time…
picture and say A ball. What colour is it? When the Play Tap the flashcard.
children say Red. then say Yes, a red ball.
• E ither stick the flashcards (colours, balloon, ball and
• Show the children the stickers and point to the
kite) to the board or place them on the floor in front
sticker of the red ball. Say A red ball. then point to
of the children. Then point to each of the cards and
the place on the picture where the sticker should
elicit the names of the picture.
go and again say A red ball.
• N ominate two children to start the activity and ask
• Give the children time to stick the red ball on the
picture and then repeat with the other two stickers.
flashcards easily. The other children should be able
• Once the children have stuck in all three stickers,
to see the flashcards but should be out of the way of
mime colouring the tree and say Colour the tree.
the children who are playing.
• S ay Blue. and encourage the children to tap the
8. Sing the Tidy up song /
blue flashcard. The child who taps the card first gets
a kiss, hug or high-five from Peter and then both
• A
sk the children to tidy away the crayons and other children move to allow new children to play the
materials by singing or playing the Tidy up song / game.

Unit 1 Colours
2. Listen to and mime the Colours action

EXTRA LESSON 5 (OPTIONAL) story. CD 1 / 14
• P lay the action story and encourage the children to
Main Objective join in with the actions. If the children have a Connie
To listen to and join in telling a story. picture from Extra Lesson 2 (Worksheet 6), they can
use it.
Key Words
red, green, blue, yellow, orange, pink Take a green pencil.
Receptive Language Take a yellow pencil.
Take a pink pencil.
Hello, Rosie/Connie/Peter/Tom.
Colour the picture. It’s Connie.
What’s the matter?
Look, my yellow/blue/red kite/ball.
I’ve got an idea. / I have an idea (AmE). Carpet Time
Great (idea). 3. Sing the Circle song. CD 1 / 3
Go, Tom/Peter/Connie, go.
Thank you.
Classroom Language sing or play the Circle song (See Introduction, p. 19).
Colour the picture. 4. Tell The kites story.
PDF
WS 1+2 CD 1 / 6, 19
Activities Teaching Tip!
Listen to and mime the Colours action story. If the children are going to mime some
Tell The kites story. parts of the story, you might want them to wear
Fold and cut. Colour the mini storybook. the character masks or use the character cut-outs
Play the Yes or no game. (Worksheets 1+2).
Materials Checklist • If you want to use a transition marker to tell the
 P eter hand puppet children that the next activity is a story, then sing or
 fl play:
orange, pink, kite, balloon, ball) Story song
 C D 1 / 2–6, 8 (routine songs), CD 1 / 14, 19 It’s time for a story
 picture of Connie (Worksheet 6) (optional) Listen and look.
 S tory cards 7–14 (The kites) (Repeat)
 T he kites mini storybook (Worksheet 9a+b)
• Tell The kites story using the Story cards or CD 1 / 19.
The script is on the back of the cards. Encourage
 s cissors
the children to join in and name the colours of the
 g lue, stapler or sticky tape
kites and the ball as they are shown on the Story
 c haracter masks or cut-outs (Worksheets 1+2)
cards. More confident children can also join in
(optional)
saying Hello! to the characters at the beginning of
the story and Hooray! at the end of the story.
(Worksheet 5)
• Hand out the Story cards in a random order
Notes to different children. Play or tell the story and
encourage the children with Story cards to make
you are / Here you go (AmE), (Maria). This is
your Story card, (David). Listen to the story.
• If there is time, you could play or tell the story again
and the children could try to mime some of the
actions from the story as they listen.
Warm-up and Revision • You could even give some of the children the
character masks or cut-outs (Worksheets 1+2) to
1. Sing the Hello song. CD 1 / 2 mime the actions of one of the characters in the
• M ake Peter greet the children. Make the puppet say story (See Introduction, p. 13).
• S ing or play the Hello song and make Peter look

Pencil and Paper • Take one of the flashcards and hold it above your
head so that the children can see which picture you
Preparation Tip!
are holding but you can’t.
children’s mini storybooks (Worksheet 9a+b) before the
Is it red? and encourage the children to say Yes.
lesson so that the children do not need to do this
if you are holding up the red card and No, sorry.
themselves.
if not. If the answer was No, sorry., keep guessing
You might also want to make a mini storybook before the until the children say Yes.
lesson to show the children (See Introduction, p. 13). • Repeat this with some of the other flashcards.
5. Sing the Table song. CD 1 / 4 10. Sing the Bye-bye song. CD 1 / 8
• A
sk the children to move to the tables and sit • Look at Peter and say It’s time to go, Peter.
down by singing or playing the Table song (See • Make Peter wave and say Bye-bye! and encourage
Introduction, p. 19). the children to wave and say Bye-bye! back to
Peter.
6. F old and cut. Colour the mini storybook. • Signal to the children that it is the end of the
PDF
WS 9a+b English lesson by singing the Bye-bye song (See
• Show the children your copy of the mini storybook.
• Look at each of the pictures and tell the children
what is happening using the lines from The kites
story (See video script, page 51). If there is time…
Preparation Tip!
• Either give each child a copy of the mini storybook
Children will need their set of the
that you have made previously or give them a
colour mini flashcards made in Optional Extra Lesson
photocopy of Worksheet 9a+b copied onto one
1 (Worksheet 5). If they haven’t made them yet, they
A4 sheet (front and back). Follow the instructions
can do that now.
on page 13 of the Introduction to make the mini
storybooks. You may need to help children with the PDF
cutting and folding. Play Snap! WS 5
• Encourage the children to choose and colour one • H elp the children to move so that they have a space
picture in the mini storybook. Monitor the children’s in front of them and help them to put their six mini
work and praise the children for neat colouring. flashcards on the floor with the colour facing up.
Ask the children in English about the colours on the • H old the normal colour flashcards in a fan. Make
page and who each character is. Peter select one of the cards and hold it so the
• The children could finish the colouring of their mini children can’t see which colour has been chosen.
storybooks at home with their parents. • E ncourage the children to choose one of their mini
7. Sing the Tidy up song / which card they have selected.
Clean up song (AmE). CD 1 / 5 • M ake Peter show the card which he selected and
say the colour to the children. Then make Peter hug,
• Ask the children to tidy away the crayons and their
kiss or high five the children who held up the same
mini storybooks by singing or playing the Tidy up
colour card and say Snap!
song / Clean up song (AmE) (See Introduction, p. 19).
• P ut all the cards back to the starting position and
repeat the activity with Peter and the children
Rounding Off selecting a different coloured card.
• W
hen moving the children from the table to sit in a
circle on the carpet, you can sing or play the Circle
song again (See Introduction, p. 19).
9. Play the Yes or no game.

• S how the children the flashcards (colours, kite,
balloon and ball) 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.

Unit 1 Colours

2. Using productive language: ‘Do you like red?‘

• Say Do you like red? to one of the confident
children in the class. Prompt the child by putting
your thumbs up and down and using your face
to show like and dislike until he or she says Yes.
or No. If they still don’t understand, you could
21
translate the question for the children.
• Continue around the class asking each child Do
you like red? You can also point to the colour

Main Objective flashcards to prompt the children if they are unsure
To continue colour sequences. which colour you are asking about.
• Drill the question using different voices, for example
Key Words sing or whisper it until the children seem confident
red, green, blue, yellow, orange, pink asking the question.
• Encourage each child to ask Do you like (green)?
Receptive Language to another child in the class and encourage the
What colour is next? children to answer with Yes. or No. until all children
Where’s green? have had a chance to ask and answer the question.
• If the children seem confident with the question
Classroom Language
‘Do you like...?’, you could also ask a few children
Colour the balloons/kites/balls. What’s your favourite colour?
Productive Language
Do you like (red)?
Carpet Time
Yes. / No. 3. Sing the Circle song. CD 1 / 3
What’s your favourite colour? • If you want to move the children from another area
Thinking Skills of the classroom to sit or stand in a circle, you can
Continuing a colour sequence.
Activities 4. Tell The kites story. CD 1 / 6, 19
Using productive language: ‘Do you like red?’
Tell The kites story.
play:
Make colour sequences using toys.
Look and colour the logical sequences. Story song
Play Find the flashcard. It’s time for a story.
Listen and look.
Materials Checklist (Repeat)
 P eter hand puppet • Using the Story cards, play or tell the children The
 fl kites story. Encourage the children to join in with
orange, pink) the story.
 C D 1 / 2–6, 8 (routine songs), CD 1 / 19 • Make Peter point to some of the kites and the balls
 S tudent’s Book, p. 21 as they are shown on the Story cards and elicit the
 S tory cards 7–14 (The kites) colours from the children. More confident children
 c oloured bricks or other coloured toys can also join in saying Hello! to the characters at
 c oloured pencils or crayons the beginning of the story and Hooray! at the end
 If there is time: colour mini flashcards of the story. They could also join in with the lines
(Worksheet 5) Oh, no. and Go, Connie, go. or Go, Peter, go.
• If there is time, hand out the cards to different
children and encourage the children to make a line
in the correct order as they listen to the story.

5. Make colour sequences using toys. 10. Play Find the flashcard.
• U sing coloured bricks (or toys), make Peter put a • Choose a confident child from the class and ask
yellow brick on the floor and elicit the colour. him or her to choose a colour flashcard (e. g. green)
• Next to the yellow brick put a red brick. Point to then stand near you. Ask the child to close their
each brick and elicit the colours. eyes.
• Put another yellow brick on the floor so the bricks • Tell the other children that you are hiding the
make a line on the floor and the children can see flashcard for example under a cushion, in a toy box,
them in the order yellow, red and then yellow. Point on the bookcase, etc.
to each brick and elicit the colours. • Ask the child to open his or her eyes. Say Where’s
• Place another red brick next to the last yellow brick green? and make it clear to the other children that
and elicit the colours. they are not to say where the flashcard was hidden.
• Point to the position where the next brick would be • Encourage the child to walk around the classroom
placed and make Peter say What colour is next? to find the hidden flashcard. Keep saying the word
Elicit the correct colour from the children and then Green. as the child moves around, but as the child
allow one of the children to select and add the gets closer to the hidden card, nod your head and
appropriate coloured brick. say Green. more loudly. As the child moves away
• Repeat this a few times to continue this sequence, from the card, shake your head and say Green.
then choose two new colours and make a new more quietly.
sequence. • Repeat the game choosing a different colour and a
different child and this time encourage the children
Pencil and Paper to join in saying the colour loudly or quietly.
• A
down by singing or playing the Table song (See • Look at Peter and say It’s time to go, Peter.
Introduction, p. 19). • Make Peter wave and say Bye-bye! and encourage
7. Look and colour the logical sequences. • Signal to the children that it is the end of the
• S tart a sequence on the table by putting coloured song (See Introduction, p. 19).
pencils in a line and encourage the children to tell
you what colour should be next.
• Hold up the page so the children can see. Point If there is time…
to the first picture in the first sequence and say A Preparation Tip!
You need a set of the colour mini
yellow balloon. Then point to the next picture in
flashcards (Worksheet 5) already coloured in. You
the sequence and say A blue balloon. and repeat
need enough cards to have one per child. Stick the
for the next two coloured pictures in the sequence.
mini flashcards on the children’s chairs.
• Point to the black and white outlines of the balloon
and elicit the appropriate colour from the children PDF
and say Colour the balloons. Play Musical chairs. WS 5
• Give the children their Student’s Books open to the • Put the chairs in a place where the children can
correct page and allow them time to colour the easily walk around them and sit on them.
balloons. • Play some music for the children to move around to.
• Monitor the class. Praise the children and ask in You could use some of the songs that the children
English about the colours they are using. have learnt so far in Hooray! Let’s play!
• Point to each of the pictures in the second • Then stop the music and say Sit down. and
sequence and elicit the colours of each item before encourage the children to sit down on the nearest
asking the children to colour the kites. Then repeat seat that is available.
for the last sequence. • Randomly select one of the normal colour flashcards
and show and say the colour to the children. All
8. Sing the Tidy up song / the children sitting on a chair with a mini flashcard
Clean up song (AmE). CD 1 / 5 of the same colour are ‘out’. Ask these children to
• A
sk the children to tidy away the crayons and other stand near you for the next round and then allow
materials by singing or playing the Tidy up song / them to join back in the game the round after.
Clean up song (AmE) (See Introduction, p. 19). • Play the music again and allow the remaining
children to move around the chairs and repeat the
Rounding Off activity.

• W
hen moving the children from the table to sit in a
circle, you can sing or play the Circle song again.

Notes:

Unit 2 Numbers

Key Words How many dots?
one Draw the dots.
two Circle the number/toys.
three Colour the balloons/elephants/picture.
four Cut out the balloons.
five Draw the lines.
six (Let’s) count the toys.
sticks Roll the dice.
elephant Close/Open your eyes.
mouse Productive Language
Word Revision How old are you?
panda I’m (four).
rabbit Objectives
turtle
crocodile Children learn:
red • to develop an awareness of the numbers one to
green six
blue • to develop their ability to count and order the
yellow numbers one to six
orange • to act out and order a four part action story
pink • to listen and join in with a song and a chant
kite • to watch and listen to a DVD story
balloon • to begin to understand instructions related to
numbers, for example ‘Colour four rabbits’ or
Receptive Language ‘Count three sticks’
Count with me. • to show their understanding through mime,
Lots of sticks. gestures and movement as well as participation in
Shh! the games and activities
Snap!
Look, a balloon. Competences
Bigger? Children can:
One/two/three green balloons. • count and identify the numbers one to six using
POP! No green balloons. clapping, pointing and gestures, etc.
Look, an elephant / a mouse with six babies. • follow some simple instructions such as ‘Make a
Little elephants are swimming in the lake / are circle’, ‘Sit down’, ‘Stand up’
drinking all the water. • understand some classroom language when
How many elephants? presented with appropriate gestures by the
What colour is the elephant? teacher
Look at the (rabbits). • participate in games, songs, chants, and TPR
Look, there’s a truck. based action stories
Are all the babies there? • recognise the characters and show an interest in
How many (rabbits) are there? the events of the DVD story
• practise their physical co-ordination through
Classroom Language movement, mime and fine motor-skills when
Look, sticks! drawing and cutting
How many?
Draw the sticks. Values
Point to... • to develop appreciation for the value of helping
Show me (two). each other
Colour/Trace the numbers. • paying attention to road safety
Can you clap to...?
What (number) is it? Thinking Skills
What number is missing? • exploring numbers
Listen. • focusing attention

Unit 2 Numbers

LESSON 1 • CHANT
• Make Peter greet the children. Make him say Hello!
Unit 2 Numbers and encourage the children to wave and say Hello!

CD 1 / 15–16
along.
A red balloon for Tom, a red balloon for Tom.
23
Connie.
A yellow kite for me, a yellow kite for me.
Main Objective (Repeat)
To introduce the numbers one to six using a chant. • If there is time, repeat the song using the karaoke
version (CD 1 / 16).
Key Words
one, two, three, four, five, six, sticks
Carpet Time
Word Revision 3. Sing the Circle song. CD 1 / 3
red, green, blue, yellow, kite, balloon • If you want to move the children from another area
Count with me.
Lots of sticks. 4. Introduce the numbers one to six.
Classroom Language • Show the children the number one flashcard. Say
Look, sticks! How many?, point to the dot on the dice and
How many? count One. Make Peter clap once and count the
Draw the sticks. clap One.
Point to... • Point to the number on the flashcard, trace the
Can you clap to...? written number and say One. Put the flashcard on
the floor in front of the children.
Activities • Show the children the number two flashcard. Say
Sing the A blue balloon for Rosie song. How many?, point to the dots on the dice and
Introduce the numbers one to six. count One, two. Make Peter clap twice and count
Say the Numbers chant. with each clap One, two.
Stick in the missing pictures then trace the sticks. • Point to the written number on the card, trace the
Play Point to... written number and say Two.
Continue like this for the rest of the numbers to six.
Materials Checklist • You can then play this game with your students:
 P eter hand puppet Point to the dice on the number three flashcard,
ashcards 14–19 (one, two, three, four, five, six)
 fl look at Peter and say How many, Peter? Make
 fl Peter say Two., then make Peter clap twice and
orange, pink) (optional) count One, two.
 C D 1 / 2–5, 8 (routine songs), CD 1 / 15–16, 20 • Encourage the children to say No! to Peter and
 S tudent’s Book, p. 23 then you say Let’s count. One, two, three. Point
 s tickers from the appendix of the Student’s to the dots on the dice as you count and say No,
Book (three sticks, five sticks) Peter. It’s three.
 c oloured pencils or crayons • Point to the dice on another number flashcard and
 M ikado or coloured sticks ask Peter How many? Make Peter clap and count
the number each time. Then encourage the children
Notes to help you count the dots on the dice and tell
Peter if he is correct or not.
• Encourage the children to join in clapping and
counting the correct number each time.

5. Say the Numbers chant. CD 1 / 20 Rounding Off
• S ay Look, sticks. and show the children six Mikado
or colourful sticks. 9. Sing the Circle song. CD 1 / 3
• Say How many sticks? and count the sticks • When moving the children from the table to sit in
putting them on the floor as you count them. You a circle, you can sing or play the Circle song again
could put the sticks in a house shape the same as (See Introduction, p. 19).
on Student’s Book, p. 23.
• You can also put the number flashcards in the 10. Play Point to...
correct order on the floor. • Put the six number flashcards on the floor in front
• Play the chant on the CD. As you say the chant, of the children. Say Point to one. Make Peter point
point to the sticks on the floor as if you are to the flashcard with number one and encourage
counting them. the children to point with him.
Numbers chant • Say to Peter and the children Can you clap to
One, two, three, Four, five, six, one? Make Peter put his hands together to clap
One, two, three. Four, five, six. once and encourage the children to clap once.
Count with me. Lots of sticks. • Repeat with the other numbers in order, pointing at
One, two, three. Four, five, six. the flashcards first and then counting the numbers
(Repeat) as Peter and the children clap.
• Repeat the chant and encourage the children to • If the children are confident, ask them to point and
join in and point at the sticks as they count them. clap numbers in a random order.
Pencil and Paper 11. Sing the Bye-bye song. CD 1 / 8

6. Sing the Table song. CD 1 / 4 • Make Peter wave and say Bye-bye! and encourage
• A
sk the children to move to the tables and sit the children to wave and say Bye-bye! back.
down by singing or playing the Table song (See • Signal to the children that it is the end of the
Introduction, p. 19). English lesson by singing or playing the Bye-bye
7. S
tick in the missing pictures
then trace the sticks. SB 23 CD 1 / 20
• H old up your Student’s Book so the children can If there is time…
see the page. Play the Numbers chant and point to Play Where’s one?
each number as you hear it in the chant.
• S how the children each of the number flashcards.
Say the number as you show each card and then
correct page. Repeat the chant and encourage the
place the card face down on the floor.
children to point to each of the numbers.
• Mix the cards up by sliding them around the floor.
• Show the children the stickers in the appendix of
Then look at Peter and say What number, Peter?
the Student’s Book and count the sticks on the
Make Peter say One, please. and make Peter clap
first sticker together. Show the children where the
once and count to one.
sticker should go and help them stick it in their
• Choose one of the children and say Where’s one?
books. Then repeat for the second sticker.
and make Peter clap once while you count to one.
• Say Trace the house. and demonstrate by tracing
Encourage the child to turn over a card.
the left side of the house. Have children draw this
• If the child turns over the number one flashcard, say
side as well then move on to two.
Yes, one. and encourage the children to count the
• Continue like this for the rest of the numbers until
dot on the dice with you.
the house is complete.
• Allow the child to give the card to Peter. Peter should
• While the children are drawing the sticks, play
say Thank you. If the card is not number one, then
or say the chant a few times and encourage the
say No, sorry. and choose a new child to turn over
children to join in.
a card.
• The cards that children have found can be put on the
8. S
ing the Tidy up song / floor near Peter, or to make the game harder they
Clean up song (AmE). CD 1 / 5 can be put back in the game with the other cards.
• A
sk the children to tidy away the crayons and other • Once the children are confident with numbers and
materials by singing or playing the Tidy up song / counting, you can ask them to find the numbers in a
Clean up song (AmE) (See Introduction, p. 19). random order.

Unit 2 Numbers
Numbers chant
EXTRA LESSON 1 (OPTIONAL) One, two, three,
One, two, three.
Main Objective Count with me.
One, two, three.
To use the numbers one to six in the chant.
Key Words Four, five, six,
one, two, three, four, five, six Four, five, six.
Lots of sticks.
Receptive Language Four, five, six.
Shh! (Repeat)
Snap! • Repeat the chant and encourage the children to
join in and show each of the numbers with their
Classroom Language fingers.
How many?
Point to... Carpet Time
Can you clap to...?
Colour the dots. 3. Sing the Circle song. CD 1 / 3
Cut out the cards. • If you want to move the children from another area
Show me two. of the classroom to sit or stand in a circle, you can
Activities
Say the Numbers chant. 4. Play Point to...
Play Point to... and Say it louder! • Put the six number flashcards on the floor in front
Colour the mini flashcards. of the children. Say Point to one. Make Peter point
Play Snap! to the flashcard with number one and encourage
Materials Checklist the children to point with him.
• Say to Peter and the children Can you clap to
one? Make Peter put his hands together to clap
 flashcards 14–19 (one, two, three, four, five, six)
once and encourage the children to clap once.
 CD 1 / 2–5, 8 (routine songs), CD 1 / 20
Count each clap as Peter or the children do it.
 Mikado or coloured sticks (optional)
• Repeat with the other numbers in order, pointing
 number mini flashcards (Worksheet 10a+b)
at the flashcards first and then counting to the
numbers as Peter and the children clap.
 scissors (optional)
• If the children are confident with counting and
Notes numbers, then you could also ask them to point
and clap numbers in a random order.

• Show the children the flashcard for number one.
Elicit the number from the children and encourage
them to clap once.
• Make Peter say Shh! and whisper One. Encourage
Warm-up and Revision the children to whisper it with Peter.
• Say One. repeatedly each time a little louder and
have the children repeat until the last time you
• M ake Peter greet the children. Make him say Hello! shout it and then say Shh! and whisper One.
and encourage the children to wave and say Hello! again.
• Sing or play the Hello song and make Peter look • Repeat this with some of the other numbers.
like he is singing too (See Introduction, p. 19). • After some time you can try different voices, for
example, try singing the word, or saying it with a
2. Say the Numbers chant. CD 1 / 20 high squeaky voice and then a deep low voice. Or
• C ount six sticks with the children or use the number try saying the number while you are holding your
flashcards if you don’t have sticks. Then put the nose or wobbling your lips using your finger.
sticks or flashcards on the floor.
• P lay the chant on the CD and count the sticks or
point to the flashcards as you say the numbers in
the chant.

Pencil and Paper • Hold the normal number flashcards in a fan. Make
Peter select one of the cards and hold it so the
6. Sing the Table song. CD 1 / 4 children can’t see which number has been chosen.
• A
sk the children to move to the tables and sit • Encourage the children to choose one of their mini
down by singing or playing the Table song (See flashcards and hold it up in the air so you can see
Introduction, p. 19). which card they have selected.
• Make Peter show the card which he selected and
7. C
olour the mini flashcards. say the number to the children. Peter can also clap
PDF
WS 10a+b CD 1 / 20 and count to the number on the flashcard.
• Make Peter hug, kiss or high five the children who
Teaching Tip!
There are two versions of the number mini
held up the same number card and say Snap!
flashcards: the first version is with dots, the second
• Put all the cards back in the starting position and
one with numbers. Use the version you think more
repeat the activity with Peter and the children
appropriate for your class depending on whether they
selecting a different number flashcard.
know numbers or not.
You might find it easier to cut the mini flashcards out • Look at Peter and say It’s time to go, Peter.
before the lesson and let the children just colour them in. • Make Peter wave and say Bye-bye! and encourage
• H old up the page with the mini flashcards so the
Peter.
children can see. Say the Numbers chant and point
to the correct mini flashcard.
• Give each child a copy of the mini flashcards. Say
Colour the dots/numbers. and demonstrate
by colouring the dots on one of the dice or by
colouring the numbers.
• While the children are working, praise the children’s If there is time…
work. Ask them in English about the colours they Play Bingo!
PDF
WS 10a+b
are using.
• P ut the six number flashcards face down on the floor
• When the children have coloured the cards, say Cut
in front of Peter.
out the cards. and demonstrate by cutting out a
card.
• You could play the Numbers chant in the back
ground quietly while the children are working, or
number facing up.
play other songs and chants the children know
• M ake Peter turn over one of the number flashcards
from earlier units.
from his set, and show and say the number to
• When some of the children have finished, ask them
the children. Peter can also clap and count to the
to show some of their number cards, for example
number on the flashcard.
say Show me two. and encourage the children to
• E ncourage the children to turn over any mini
hold up their number two mini flashcard.
flashcards with the same number so the number
can’t be seen anymore.
8. S
ing the Tidy up song / • R epeat this until some of the children have turned
Clean up song (AmE). CD 1 / 5 over all of their mini flashcards and encourage them
• A
sk the children to tidy away the crayons and other to shout Bingo! Peter can then kiss, hug or high five
materials by singing or playing the Tidy up song / with the children who have ‘Bingo’.
Clean up song (AmE) (See Introduction, p. 19). • If the children are still interested, then turn all the
cards back over and repeat the activity, this time
Rounding Off calling the numbers a little quicker.

• W
PDF
10. Play Snap! WS 10a+b
• H
elp the children to move so that they have a space
in front of them to put their six mini flashcards on
the floor with the numbers facing up.

Unit 2 Numbers

and encourage the children to wave and say Hello!
back.
2. Play A bigger balloon, a bigger balloon,

POP!
• Say Look, a balloon. and mime stretching a
balloon in preparation for blowing it up. Say It’s
green. and point to something nearby that is
green.
25
• Take a deep breath and mime blowing into a
balloon to blow it up. Show the balloon growing in
size with your hands.
Main Objective • Say Bigger? Take a deep breath and mime blowing
To listen to and join in with an action story. up the balloon again and repeat this.
• Shout POP! and clap your hands to show that the
Key Words balloon popped.
one, two, three, four, five, six • If you have time, repeat the activity and ask the
children to tell you what colour the balloon is. You
Word Revision can also change the number of times that you
red, green, blue, yellow, orange, pink, balloon ‘blow up’ the balloon so the children won’t know
when the balloon will pop.
Receptive Language
Look, a balloon.
Bigger?
Carpet Time
Preparation Tip!
One green balloon.
Blow the three green balloons up before
Two green balloons.
the lesson, and if it is hard to hold all three at the same
Three green balloons.
time, attach them to sticks or a piece of string.
POP! No green balloons.
If you are not able to get three green balloons for the
Classroom Language lesson, you could use Worksheet 11 instead. Print it out
Listen. on thick paper or card and colour the balloons green.
How many dots?
Draw the dots.
Activities • If you want to move the children from another area
Play A bigger balloon, a bigger balloon, POP! of the classroom to sit or stand in a circle, you can
Listen to and mime the Numbers action story. sing or play the Circle song (See Introduction, p. 19).
Listen and draw the dots/numbers.
Play How many fingers? 4. Listen to the Numbers action story.
Teaching Tip!
Materials Checklist
To make these actions different from the
 P eter hand puppet vocabulary mimes, do these actions standing up.
 CD 1 / 2–5, 8 (routine songs), CD 1 / 21 • Say Look, balloons! and show the children the
 Student’s Book, p. 25 three green balloons. Encourage the children to
 three green balloons or Worksheet 11 printed count them with you.
on card and coloured green • Say the action story in the correct order and act out
 coloured pencils or crayons the story using the balloons.
 If there is time: a (big) dice Numbers action story
Notes One green balloon.
Two green balloons.
POP! POP! POP! No green balloons.

As you say each line, pick up one of the green Rounding Off
balloons, and on the last line, put all three balloons
quickly behind your back. 9. Sing the Circle song. CD 1 / 3
• Choose three children and put a balloon on the • When moving the children from the table to sit in
floor in front of each child. Encourage each child a circle, you can sing or play the Circle song again
to pick up their balloon as they listen to the story. (See Introduction, p. 19).
Have them put the balloon(s) behind their backs
when they hear the word ‘POP!’. 10. Play How many fingers?
• Say to the children How many? and hold up three
5. Mime the Numbers action story. fingers. Encourage the children to count with you
• A
s you say each line, hold up the correct number and then say Three.
of fingers and then mime blowing up a balloon. On • Repeat this a few times, showing the children a
the last line, clap your hands together for POP! and different number of fingers each time.
show your hands in a fist (no fingers held up). The • Put your hands behind your back so the children
children should copy your actions as much as they can’t see how many fingers you are holding up and
can. say to the children How many?
• Encourage the children to guess how many fingers
Pencil and Paper you are holding up. Then show your fingers,
encourage the children to count with you and say
6. Sing the Table song. CD 1 / 4 the number.
• A
sk the children to move to the tables and sit down • Repeat the activity a few times, hiding a different
by singing the Table song (See Introduction, p. 19). number each time.
7. L isten and draw the dots/numbers. 11. Sing the Bye-bye song. CD 1 / 8
• P lay the action story and do the actions with the • Make Peter wave and say Bye-bye! and encourage
class as you listen. the children to wave and say Bye-bye! back.
• Hold up your Student’s Book so the children can • Signal to the children that it is the end of the
see. Play the action story again and point at the English lesson by singing or playing the Bye-bye
correct picture on the page as you listen. song (See Introduction, p. 19).
correct page.
• Play or tell the action story pausing after each If there is time…
line and encouraging the children to point to the
correct picture on their page. Point to the dice at Play Roll the dice.
the top of the page and encourage the children to • S how the children the dice. Allow a few children to
help you count the dots on the dice. roll the dice and encourage everyone to count the
• Play or tell the action story again. After the first dots of the rolled number.
line, encourage the children to point to the correct • A ttach the number flashcards to the board (or put
picture. Say How many dots? and elicit the word them in a line on the floor) in random order with the
One. from the children. Then say Draw the dot(s). numbers facing down.
and demonstrate by drawing one dot in the square • E ncourage a child to roll the dice and count the
in the top left corner of the picture, or the number dots on the dice. Starting with the first flashcard,
one if the children are able to write numbers. encourage the children to count along the cards with
• The pictures are not in order so the children need to you until you reach the number on the dice.
listen and draw the correct number of dots or write • T urn that flashcard over and encourage the children
the correct number in the appropriate picture. to tell you the number on the card. If the children
• Monitor the children and praise them for drawing can tell you the number, it stays face up. If not, turn
the correct number of dots or the correct number. it back to face down.
• Repeat for the rest of the action story so that the • A sk another child to throw the dice and count from
squares next to each picture show the correct the card you have just looked at. Only count the
number. flashcards that are still turned over. Once you get to
the end of the line of flashcards, go back to the first
8. S
ing the Tidy up song / flashcard in the line.
Clean up song (AmE). CD 1 / 5 • T urn over the flashcard you finish on and encourage
• A
sk the children to tidy away the crayons and other the children to tell you the number on this card.
materials by singing or playing the Tidy up song / • C ontinue throwing the dice and counting along the
Clean up song (AmE) (See Introduction, p. 19). line of face down flashcards, until all the flashcards
are turned upwards.

Unit 2 Numbers
Numbers chant
EXTRA LESSON 2 (OPTIONAL) One, two, three,
One, two, three.
Count with me.
Main Objective
One, two, three.
To listen to and join in with an action story.
Four, five, six,
Key Words Four, five, six.
one, two, three, four, five, six, balloon Lots of sticks.
Four, five, six.
Receptive Language (Repeat)
One green balloon. • Repeat the chant and encourage the children to
Two green balloons. join in and show each of the numbers with their
Three green balloons. fingers.
POP! No green balloons.
Classroom Language Carpet Time
Colour the balloons green. 3. Sing the Circle song. CD 1 / 3
Cut out the balloons. • If you want to move the children from another area
Activities of the classroom to sit or stand in a circle, you can
Say the Numbers chant.
Mime the Numbers action story.
4. Mime the Numbers action story.
Play Mix up the action story.
CD 1 / 21
Colour the balloons green.
Teaching Tip!
Perform the Numbers action story.
Materials Checklist vocabulary mimes, do these actions standing up.
• Play the action story. For each line hold up the
correct number of fingers and then mime blowing
 CD 1 / 2–5, 8 (routine songs), CD 1 / 20–21
up a balloon. For the last line, clap your hands
 balloon cut-outs (Worksheet 11) printed on card
together for POP! and show your hands in a fist (no
or thick paper
fingers held up).
 green coloured pencils or crayons
 scissors (optional) Numbers action story
 lollipop sticks or straws (optional) One green balloon.
 glue or sticky tape (optional) Two green balloons.
Notes POP! POP! POP! No green balloons.
• Repeat the action story, encouraging the children to
join in with the actions.

• Say Three green balloons., then encourage the
children to hold up three fingers and then mime
Warm-up and Revision blowing up a balloon.
• Repeat saying different lines from the action story
1. Sing the Hello song. CD 1 / 2 each time and encourage the children to do the
• M ake Peter greet the children. Make him say Hello! actions for the line.
and encourage the children to wave and say Hello! • If the children are confident with the actions, then
back. choose two children. Tell them to stand in the circle
• Sing or play the Hello song and make Peter look and say a line from the action story for the two
like he is singing too (See Introduction, p. 19). children to mime.
• Make Peter praise the children when they do it
2. Say the Numbers chant. CD 1 / 20 correctly.
• S how the children each of the number flashcards • Repeat this, asking new children to stand in the
in the order one to six and say the number for each circle and saying a different line from the action
card. Put the flashcards in the correct order on the story each time.
floor.
• Play the chant on the CD and point to each of the
numbers as you say them in the chant.

Pencil and Paper Note:
Preparation Tip! If parents collect their children at the end of the class, you
Before the lesson, make a set of green might want to invite them into the classroom after the
balloons (Worksheet 11) to show the children what they children have practised the action story a couple of times.
are going to make. Colour all the balloons green and The children can then perform the action story for their
attach each balloon to a lollipop stick or straw using glue parents to watch.
or sticky tape.
You might find it easier to cut out the children’s balloons 11. Sing the Bye-bye song. CD 1 / 8
and attach the lollipop sticks or straws before the lesson. • Look at Peter and say It’s time to go, Peter.
Peter.
• A
sk the children to move to the tables and sit down
by singing the Table song (See Introduction, p. 19).
PDF
7. Colour the balloons green. WS 11
• S how the children the three different balloons and
encourage the children to help you count them: If there is time…
One, two, three balloons.
• Give each child a copy of the balloons or three cut Play Find the flashcard.
out balloons. Say Colour the balloons green. • C hoose a confident child from the class and ask him
• While the children are colouring, monitor and praise or her to choose a number flashcard (e.g. four) then
the children for neat colouring and encourage the stand near you. Ask the child to close his or her eyes.
children to count the balloons. • T ell the other children to be quiet and show them
• If there is time, let the children practise their scissor that you are hiding the flashcard for example under a
skills by cutting out their balloons. Help them stick cushion, in a toy box, on the bookcase, etc.
each balloon to a lollipop stick or straw. • A sk the child to open his or her eyes. Say Where
is number four? and make it clear to the other
8. S
ing the Tidy up song / children that they are not to say where the flashcard
Clean up song (AmE). CD 1 / 5 was hidden.
• A
sk the children to tidy away the crayons and other • E ncourage the child to walk around the classroom
materials by singing or playing the Tidy up song / to find the hidden flashcard. Keep saying the word
Clean up song (AmE) (See Introduction, p. 19). Four. as the child moves around. As the child gets
closer to the hidden card, say Four. more loudly and
show that they are correct (for example, nod your
Rounding Off head), and as the child moves away from the card,
9. Sing the Circle song. CD 1 / 3 say Four. more quietly and e.g. shake your head.
• W
hen moving the children from the table to sit in • O nce the child has found the card, Peter can give the
a circle, you can sing or play the Circle song again child a hug, kiss or high-five as a reward.
(See Introduction, p. 19). • R epeat the game choosing a different child and, this
time, encourage the other children to join in saying
10. P
erform the Numbers action story. the colour loudly or quietly as the child gets closer or
further away from the hidden card.
CD 1 / 21
• M ake sure each child has his or her own space
and tell them to put the green balloons which they
made during the Pencil and Paper time on the floor
in front of them.
• Play or tell the action story. Encourage the children
to pick up one of their green balloons on each line
of the story. For the last line the children can quickly
put their balloons back on the floor and show their
empty hands to each other.
groups can swap.

Unit 2 Numbers

LESSON 3 • SONG
back.
2. Listen to and mime the Numbers action

story. CD 1 / 21
• Play the action story and encourage the children to
join in with the actions. If the children have green
balloons from Extra Lesson 2, they can use these.
Numbers action story
27
One green balloon.
Two green balloons.
Main Objective Three green balloons.
To listen to and sing a song about numbers.
one, two, three, four, five, six, elephant 3. Sing the Circle song. CD 1 / 3
Word Revision • If you want to move the children from another area
red, green, blue, yellow, orange, pink of the classroom to sit or stand in a circle, you can
Receptive Language
Look, an elephant. 4. Play What number is missing?
Little elephants are swimming in the lake / are • Show the children the number flashcards and put
drinking all the water. them on the floor in order one to six.
How many elephants? • Turn to Peter and say Peter, close your eyes.
What colour is the elephant? Make Peter close his eyes by putting his hands over
his eyes.
Classroom Language • Ask a child to choose a number flashcard and sit on
Close/Open your eyes. it so the card can’t be seen. Then say Open your
What number is missing? eyes, Peter.
Trace the number. • Say What number is missing, Peter? and point to
Colour the elephant green/blue/orange. the place where the missing flashcard was.
• Make Peter say different numbers. Encourage the
Activities children to say Yes. if Peter says the correct missing
Listen to and mime the Numbers action story. number and No, sorry. if Peter is wrong.
Play What number is missing? • Repeat the activity, allowing a different child to
Listen to the Six little elephants song. choose the number flashcard or, if the children are
Count the elephants and trace the numbers then confident, Peter can hide a number (you can sit on
colour the elephants. the flashcard for Peter) and the children can guess
Play Clap it out. the number.
Materials Checklist
5. Listen to the Six little elephants song.
CD 1 / 22
 flashcards 14–19 (one, two, three, four, five, six,
elephant) • Show the children the elephant flashcard and say
 CD 1 / 2–5, 8 (routine songs), CD 1 / 21–22 Look, an elephant. and mime an elephant’s nose
 Student’s Book, p. 27 (trunk) by moving your hand from your nose in the
 coloured pencils or crayons shape of a trunk.
• Play the song. Let the children listen to the song
Notes and watch you doing the actions (and singing).

Six little elephants 8. Sing the Tidy up song /
One little, two little, three little elephants, Clean up song (AmE). CD 1 / 5
Four little, five little, six little elephants. • Ask the children to tidy away the crayons and other
Four little, five little, six little elephants materials by singing or playing the Tidy up song /
Are swimming in a lake, Clean up song (AmE) (See Introduction, p. 19).
Are swimming in a lake.
Rounding Off
One little, two little, three little elephants,
Four little, five little, six little elephants. 9. Sing the Circle song. CD 1 / 3
Four little, five little, six little elephants • When moving the children from the table to sit in
Are drinking all the water, a circle, you can sing or play the Circle song again
Are drinking all the water. (See Introduction, p. 19).
• A s you sing each number, hold up the appropriate
number of fingers, then on the word elephant 10. Play Clap it out.
make an elephant’s trunk with your hand. Mime • Say Clap to five. and encourage the children to
swimming and make a circle shape with your hands clap five times counting each clap. Then repeat with
for swimming in the lake. On the last line, mime different numbers.
holding a really big straw and drinking up all the • Say to the children Listen. and then clap your
water in the lake. hands three times.
• Repeat the song and this time encourage the • Say What number is it? and then clap your hands
children to join in with the actions. three times again.
• Encourage the children to count the claps and tell
Pencil and Paper you what number you clapped. If the children are
finding it hard, clap three times again and silently
6. Sing the Table song. CD 1 / 4 count each clap.
• A
sk the children to move to the tables and sit • Repeat the activity clapping a different number
down by singing or playing the Table song (See each time.
Introduction, p. 19). • If there is time, choose a confident child and
whisper a number for the child to clap. The rest of
7. Count the elephants and trace the numbers the class count the claps and say the number.
then colour the elephants. SB 27 CD 1 / 22
• H
old up the page so the children can see. Play the 11. Sing the Bye-bye song. CD 1 / 8
Six little elephants song. Point to each number, and • Look at Peter and say It’s time to go, Peter.
then at the elephants swimming in the lake and the • Make Peter wave and say Bye-bye! and encourage
elephants drinking all the water. the children to wave and say Bye-bye! back.
• Point to the first elephant on the page and • Signal to the children that it is the end of the
encourage the children to say One. Repeat this for English lesson by singing or playing the Bye-bye
the other elephants below and count from two to song (See Introduction, p. 19).
six.
• Revise the colours red, yellow and green by
pointing at the different elephants in the first
picture and saying the colour. Then have the
children say the colours with you. If there is time…
• Give the children their Student’s Books open to the Play How many fingers?
correct page.
• S ay to the children How many? and hold up three
• Say Trace the numbers. and demonstrate by
fingers. Encourage the children to count with you
tracing number one. Have the children trace
and then say Three.
numbers one to six.
• R epeat this a few times, showing the children a
• When the children have traced all the numbers,
different number of fingers each time.
hold your Student’s Book up and point to a pair
• P ut your hands behind your back so the children
of elephants in the lake. Elicit the colour of the
can’t see how many fingers you are holding up and
elephants.
say to the children How many?
• Say What colour is the elephant? Then point
• E ncourage the children to guess how many fingers
to the same pair of elephants in the picture below
you are holding up. Then show your fingers,
and repeat What colour is the elephant? Elicit
encourage the children to count with you and say
the answer (Red). One elephant from the pair is
the number.
coloured, the other isn’t. Point to the uncoloured
• R epeat the activity, hiding a different number each
elephant and say Colour the elephant. Repeat for
time.
the yellow and green elephant.

Unit 2 Numbers
Carpet Time
To sing a song about numbers. of the classroom to sit or stand in a circle, you can
Key Words
one, two, three, four, five, six, elephant 4. Sing the Six little elephants song.
CD 1 / 22–23
Receptive Language
Look, an elephant. along and join in with the actions from Lesson 3.
Little elephants are swimming in the lake / are
Six little elephants
drinking all the water.
Classroom Language Four little, five little, six little elephants.
Four little, five little, six little elephants
Colour the elephant mask.
Are swimming in a lake,
Cut out your mask.
Activities
Say the Numbers chant. One little, two little, three little elephants,
Sing the Six little elephants song. Four little, five little, six little elephants.
Play Move towards the flashcard. Four little, five little, six little elephants
Make an elephant mask. Are drinking all the water,
Sing the songs you remember. Are drinking all the water.
• Once the children are confident singing the song,
Materials Checklist you can use the karaoke track. You could also try
 P eter hand puppet changing the order of the verses, using the number
 flashcards 14–19 (one, two, three, four, five, six) flashcards to show the children which number to
 CD 1 / 2–5, 8 (routine songs), CD 1 / 20, 22–23 sing about next.
 elephant mask (Worksheet 12) printed on card
or thick paper 5. Play Move towards the flashcard.
 coloured pencils or crayons • If there is a board in the classroom, attach the
 scissors (optional) number flashcards so that numbers one, two and
 string or lollipop stick three are on the left of the board and four, five and
 glue and sticky tape six are on the right. If there is no board, put the
 If there is time: a (big) dice flashcards to the left and right of a space on the
floor.
Notes
• Make Peter point to each of the flashcards and elicit
the numbers from the children.
• Use Peter to nominate up to four children,
depending on the space and the number of
children in the class. These children should stand
Warm-up and Revision in front of the board or in the space between the
flashcards if they are on the floor.
1. Sing the Hello song. CD 1 / 2 • Make Peter say Three. and then encourage the
• M ake Peter greet the children. Make him say Hello! children who are standing to move to the left
and encourage the children to wave and say Hello! towards the flashcard for number three.
• Sing or play the Hello song and make Peter look • Make Peter praise the children who moved to the
like he is singing too (See Introduction, p. 19). correct flashcard by kissing, hugging or playing
high-five, then ask these children to sit down in the
2. Say the Numbers chant. CD 1 / 20 circle.
• P lay or say the chant and encourage the children • Repeat the activity with different children and a
to join in and show each of the numbers with their different number each time. Once the children are
fingers. confident with finding the numbers, mix up their
Numbers chant positions on the board or floor.
One, two, three, Four, five, six,
One, two, three. Four, five, six.
Count with me. Lots of sticks.
One, two, three. Four, five, six.
(Repeat)

6. Sing the Table song. CD 1 / 4 9. Sing the Circle song. CD 1 / 3
• A
sk the children to move to the tables and sit • When moving the children from the table to sit in
down by singing or playing the Table song (See a circle, you can sing or play the Circle song again
Introduction, p. 19). (See Introduction, p. 19).
PDF
7. Make an elephant mask. WS 12 10. Sing the songs you remember.
Preparation Tip! • Ask the children which English songs they
The children will need you to cut the eyes remember from the lessons so far and allow them
holes from the mask, so you might find it easier to do to choose which songs they would like to sing.
this for the children before the lesson. Depending on the
children’s cutting ability, you might want to cut out the 11. Sing the Bye-bye song. CD 1 / 8
mask outline before the lesson as well. • Look at Peter and say It’s time to go, Peter.
You could also make a mask before the lesson to show
the children what they are going to make.
Peter.
• S how the children the mask cut-outs and say
Colour the elephant mask. Allow the children
to use any colours that are available. If you want
colours the children can say in English, only put
pencils or crayons of these colours on the tables. If there is time…
• Give the children time to colour their mask, praise
the children and talk to the children in English Play Musical flashcards.
about the colours they are using if they know the • P lace the number flashcards around the classroom in
colours in English. a place where they can easily be seen by the children
• Say Cut out your mask. and show the children and the children can safely move between the cards
how to cut along the dotted lines around the mask. (attached to a wall or something that can’t move is
• Help the children to attach a piece of string to each best).
side to hold the mask on their head. Alternatively • P oint to each of the cards around the room and elicit
you can attach the mask to a lollipop stick or similar the number from the children.
and the children can hold it in front of their face. • P lay some music for the children to move around to.
• While the children are working, play the Six little You could use some of the songs that the children
elephants song for the children to listen and sing have learnt so far.
along with, or play other songs that the children • S top the music and encourage the children to choose
have already learnt from Hooray! Let’s play! a number and stand near the flashcard for that
number.
8. S
ing the Tidy up song / • O nce all the children are by a flashcard say a number.
Clean up song (AmE). CD 1 / 5 (You could roll a dice and say the number on the
• A
sk the children to tidy away the crayons and other dice.) All the children standing by that flashcard are
materials by singing or playing the Tidy up song / ‘out’. Ask these children to stand near you for the
Clean up song (AmE) (See Introduction, p. 19). next round and then allow them to join back in the
game the round after.
activity.

Unit 2 Numbers

back.
2. Sing the Six little elephants song.

CD 1 / 22–23
along and join in with the actions from Lesson 3.
29 Four little, five little, six little elephants.
Main Objective Are swimming in a lake.
To complete a listening exercise.
Key Words Four little, five little, six little elephants.
one, two, three, four, five, six Four little, five little, six little elephants
Are drinking all the water,
Word Revision Are drinking all the water.
rabbit, crocodile, kite, balloon • Once the children are confident singing the song,
you can use the karaoke track. You could also
Receptive Language try changing the order of the verses and use the
Look at the (rabbits). number flashcards to show the children which
Circle (five) (rabbits). number to sing about next.
Classroom Language
Carpet Time
Listen.
What number is it? 3. Sing the Circle song. CD 1 / 3
Show me (two). • If you want to move the children from another area
Activities
Sing the Six little elephants song.
Play the Yes or no game and Silent numbers.
Listen and circle the toys.
• Show the children the number flashcards and elicit
Play Flash the flashcard.
the numbers. Then show the children that you are
Materials Checklist mixing the cards in your hands so neither you nor
 P eter hand puppet the children know the order of the cards.
 flashcards 14–19 (one, two, three, four, five, six) • Take one of the flashcards and hold it above your
 flashcards 5–10 (red, green, blue, yellow, head so that the children can see which number
orange, pink) (optional) you are holding but you can’t.
 CD 1 / 2–5, 8 (routine songs), CD 1 / 22–24 • With your other hand, point to the flashcard and
 Student’s Book, p. 29 say Is it three? and encourage the children to say
 coloured pencils or crayons Yes. if you are holding up the number three and
 coloured bricks or counters (enough to give six No, sorry. if not. If the answer was No, sorry.,
to each child) keep guessing until the children say Yes.
 If there is time: plastic plates or trays with a thin • Repeat this with some of the other flashcards.
layer of sand or flour
5. Play Silent numbers.
Notes • Give each child six coloured bricks or counters.
Encourage each child to count with you as you
hand them out.

• S ay Listen. and then silently whisper Four. and say Rounding Off
What number is it? in a normal voice.
• Encourage the children to tell you what number 9. Sing the Circle song. CD 1 / 3
you whispered and then say Show me four. and • When moving the children from the table to sit in
encourage the children to show you four bricks or a circle, you can sing or play the Circle song again
counters. (See Introduction, p. 19).
• Repeat silently whispering different numbers and
encourage the children to say and count out the 10. Play Flash the flashcard.
correct number of bricks or counters. • Show the children the number flashcards and elicit
the numbers. Mix the cards in your hands so neither
Pencil and Paper 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 turn Peter’s
• A
hand so the children get a quick glimpse of which
flashcard is on top and say What is it?
• Encourage the children to name the number they
think they saw. Gradually slow down the speed
7. L isten and circle the toys. with which you turn the cards until the children can
SB 29 CD 1 / 24 correctly name the number.
• H old up the page so the children can see. Point to • Peter can reward the children who say the number
each of the toys on the page and elicit the words quickest.
kite, balloon, rabbit and crocodile. • Repeat this with different numbers or to make it
• Give the children their Student’s Books open to the harder add some of the colour flashcards as well.
correct page and make sure each child has a pencil
or crayon. 11. Sing the Bye-bye song. CD 1 / 8
• Say Listen. and play the first sentence from the • Look at Peter and say It’s time to go, Peter.
listening activity. • Make Peter wave and say Bye-bye! and encourage
• Pause the CD, point to and count three kites, say the children to wave and say Bye-bye! back.
One, two, three kites. Draw a circle around the • Signal to the children that it is the end of the
three kites you counted, then give the children time English lesson by singing or playing the Bye-bye
to draw a circle around three kites. song (See Introduction, p. 19).
Numbers listening activity
Look at the kites. Circle three kites.
Look at the crocodiles. Circle six crocodiles. If there is time…
Look at the rabbits. Circle five rabbits. Play Numbers in the sand.
Look at the balloons. Circle four balloons. Preparation Tip!
• Repeat for the other toys in the listening activity. Prepare a plastic plate or tray with
• Alternatively, if you are not able to pause the CD a thin layer of sand or flour for each child.
between each sentence, play the whole listening This activity can get very messy so you might want to
activity twice. The first time you listen, show the do it in an outside area or area which is easy to clean.
children your book and count and circle the correct
• S how the children one of the number flashcards and
number of each toy. Before you listen for a second
encourage the children to tell you the number.
time, give the children their Student’s Books open
• Take one of the plastic plates and show the children
to the correct page and a pencil. Then encourage
how you can write the number in the sand or flour
the children to circle the toys while they are
on the plate and then you can gently shake the plate
listening for the second time.
sideways to delete the number.
• The children may take longer than the listening to
• G ive the children their own plates with sand or flour.
count and circle the toys but don’t let this worry
If you have a large class, you might want the children
them. Allow them to count and draw circles at an
to share in pairs or small groups.
appropriate speed and repeat the information as
• P ut the number flashcards in a place where the
they need it.
children can see them and encourage the children to
try writing the numbers on their plates.
8. S
ing the Tidy up song / • M onitor the class with Peter, and encourage the
Clean up song (AmE). CD 1 / 5 children to tell you the number they are writing.
• A

Unit 2 Numbers
Carpet Time
To complete a listening exercise. of the classroom to sit or stand in a circle, you can
Key Words
one, two, three, four, five, six 4. Play the Flashcard jumble.
Word Revision the numbers.
panda, turtle, kite, balloon • Choose six children and ask them to stand at the
front of the class. Give each of them a number
Receptive Language
flashcard and encourage everyone to tell you which
Look at the (kites). number each child has.
Circle (six) (balloons). • Ask the children to turn over their flashcards and
Classroom Language hold them to their chests so no one can see the
number.
Listen.
• Put your hands gently on the heads or shoulders of
What number is it?
different children and direct them to change places
Roll the dice.
(as if you are mixing the children up).
Look!
• Encourage the class to re-order the children so they
Activities are in number order from one to six. Then ask the
children with cards to show their numbers to check
Listen to and mime the Numbers action story.
if they are in the correct order.
Play the Flashcard jumble and Roll the dice.
• Point to each child with a flashcard in order down
the line and ask all the children to tell you the
Play What number is missing?
number on the flashcard again.
Materials Checklist
 P eter hand puppet 5. Play Roll the dice.
 flashcards 14–19 (one, two, three, four, five, six) • Show the dice, allow a few children to roll the dice
 CD 1 / 2–5, 8 (routine songs), CD 1 / 21, 25 and encourage the class to count the dots on the
 extra listening activity (Worksheet 13) dice.
 coloured pencils or crayons • Attach the number flashcards to the board or put
 a (big) dice them on the floor in a line but in a random order
with the numbers facing down.
• Ask a child to roll the dice, say Roll the dice. and
count the dots on the dice.
Warm-up and Revision • Start with the first flashcard and encourage the
children to count along the cards with you until you
1. Sing the Hello song. CD 1 / 2 reach the number from the dice.
• M ake Peter greet the children. Make him say Hello! • Turn that flashcard over and encourage the children
and encourage the children to wave and say Hello! to tell you the number on the card. If the children
back. can tell you the number, the card stays face up, if
• Sing or play the Hello song and make Peter look not, say the number and turn it back face down.
like he is singing too (See Introduction, p. 19). • Ask another child to roll the dice and count on from
the card which you have just looked at. Only count
2. Listen to and mime the Numbers action the flashcards which still have their picture hidden.
story. CD 1 / 21 Once you get to the last flashcard continue from
• P lay the action story and encourage the children to the first flashcard.
join in with the actions. If the children have green • Turn over the flashcard you end on and encourage
balloons from Extra Lesson 2, they can use these. the children to tell you the number on this card.
• Continue throwing the dice and counting along
the flashcards which are face down until all the
One green balloon.
flashcards are turned upwards.
Two green balloons.

Pencil and Paper • Repeat the activity, allowing a different child to
choose the number flashcard or if the children are
6. Sing the Table song. CD 1 / 4 confident, Peter can hide a number (you can sit on
• A
sk the children to move to the tables and sit the flashcard for Peter) and the children can guess
down by singing or playing the Table song (See the number.
7. L isten and circle the toys. • Look at Peter and say It’s time to go, Peter.
PDF
WS 13 CD 1 / 25 • Make Peter wave and say Bye-bye! and encourage
• H old up the worksheet so the children can see. the children to wave and say Bye-bye! back to
Point to each of the toys on the page and elicit the Peter.
words balloon, kite, turtle and panda. • Signal to the children that it is the end of the
• Give the children a copy of the worksheet and English lesson by singing or playing the Bye-bye
make sure each child has a pencil or crayon. song (See Introduction, p. 19).
• Say Look at the balloons. Circle six balloons.
Point to and count six balloons, saying One, two,
three, four, five, six balloons. Draw a circle If there is time…
around the six balloons you counted.
• Give the children time to draw a circle around Play Numbers in the air.
six balloons on their page. Then listen to the • P ut the number flashcards in a place where all the
instructions on the CD. children can see them. Point to each card and elicit
Numbers extra listening activity the number.
Look at the balloons. Circle six balloons. • S ay Look! and, with your back to the children, hold
Look at the turtles. Circle two turtles. a finger high above your head and write one of
Look at the kites. Circle one kite. the numbers in the air so the children can see it. If
Look at the pandas. Circle four pandas. you are facing the children, you will need to write
backwards.
• While the children are circling the toys, praise them
• S ay What number is it? and encourage the children
and count the toys.
to tell you what number you are drawing. You might
need to draw the number a few times before the
8. Sing the Tidy up song / children can tell you the number.
Clean up song (AmE). CD 1 / 5 • R epeat drawing a different number and encouraging
• A
sk the children to tidy away the crayons and other the children to tell you the number.
materials by singing or playing the Tidy up song / • Encourage the children to put their finger in the air,
Clean up song (AmE) (See Introduction, p. 19). say a number and then let the children try drawing
the number in the air.
Rounding Off • R epeat with different numbers.
• If you have time, confident children could stand at
the front of the class and draw a number for the rest
• W
hen moving the children from the table to sit in of the children to name. The child will need to stand
a circle, you can sing or play the Circle song again with their back to the class and draw the number in
(See Introduction, p. 19). the air above their head.
10. Play What number is missing?

• S how the children the number flashcards and put
them on the floor in order one to six.
• Turn to Peter and say Peter, close your eyes.
Make Peter close his eyes by putting his hands over
his eyes.
• Ask a child to choose a number flashcard and sit on
it so the card can’t be seen. Then say Open your
eyes, Peter.
• Say What number is missing, Peter? and point to
the place where the missing flashcard was.
• Make Peter say different numbers. Encourage
the children to say Yes. if Peter says the missing
number and No, sorry. if Peter is wrong.

Unit 2 Numbers

back.
3
4
2 • Sing or play the Hello song and make Peter look
1

5
6
CD 1 / 22–23
• Play the Six little elephants song and encourage the
children to sing along and join in with the actions
from Lesson 3.
31
you can use the karaoke track. You could also
try changing the order of the verses and use the
number flashcards to show the children which
Main Objective number to sing about next.
To follow a DVD story.
Key Words
Carpet Time
one, two, three, four, five, six, mouse 3. Sing the Circle song. CD 1 / 3
Look, a mouse with six babies. sing or play the Circle song (See Introduction, p. 19).
One, two, three, four, five, six babies.
Look, there’s a truck. 4. Play Pass number two.
Stop! • Show the children the number flashcards and elicit
Peter, help! the numbers.
Thank you, Peter. • Say Make a line. and encourage the children to
Are all the babies there? stand in a line. Give Peter to the child at the front
Classroom Language of the line to hold.
• Stand at the back of the line and put the number
Draw the lines.
flashcards on the floor near the last child.
Colour.
• Say Two. and clap twice.
Values • Encourage the last child in the line to pick up
To develop appreciation for the value of helping the card with number two and say Two. Then
each other / paying attention to road safety. encourage the children to pass the card down the
line until the first child gets the card. Each child
Activities should say Two. when they have the flashcard.
Sing the Six little elephants song. • Ask the first child in the line to give Peter to the
Play Pass number two. next child, and move to the back of the line.
Watch the Crossing the road DVD story. • Repeat the activity passing a different number
Draw the lines and colour. down the line.
5. Watch the Crossing the road DVD story.
Materials Checklist CD 1 / 6 (26)
 P eter hand puppet • If you want to use a transition marker to tell the
 flashcards 14–19 (one, two, three, four, five, six, children that the next activity is a story, then sing or
mouse) play the Story song (See Introduction, p. 19).
 CD 1 / 2–5, 8 (routine songs), CD 1 / 22–23 (26) • Use the mouse flashcard to introduce the word and
 Student’s Book, p. 31 show the children an action for mouse, e.g. hold
 DVD (Crossing the road) your hands up near your face as if they are little
 coloured pencils or crayons paws and screw up your nose.
 Story cards 15–22 (Crossing the road) (optional) • Play the DVD story and allow the children to watch.
 number mini flashcards for each child • If you don’t have access to a DVD player, you can
(Worksheet 10a+b) use the Story cards with CD 1 / 26 or read the script

Crossing the road Rounding Off
Rosie: Look, a mouse with her babies. Preparation Tip!
Tom: One, two, three, four babies! Children will need their sets of the number
Rosie: No, look! There are six babies. mini flashcards made in Optional Extra Lesson 1
Tom: Yes, one, two, three, four, five, six babies! (Worksheet 10a+b). If they haven‘t made them, they can
Mother mouse: Come on. do that now or you can make them before the lesson.
You need enough to give the children one card each.
Rosie: Look, there’s a truck.
Tom: Peter, help!
Rosie: There’s a mouse with six babies!
Peter: OK!
Peter: Stop! Stop!
Tom: Great, Peter. PDF
Rosie: Thank you, Peter.

10. Play Stand up and sit down. WS 10a+b
• Give each child a mini flashcard and elicit the
Rosie: Are all the babies there? number of each card as you give them out.
Tom: One, two, three... Oh, no! • Hold the flashcard for number four so that the
Rosie: Look. One, two, three… children can see which number you are holding and
Tom: …four, five, and six. Hooray! say Four, stand up. Then indicate to any children
who have a mini flashcard for number four that
they should stand up as well.
Pencil and Paper • Say Two, stand up. and Four, sit down. and
indicate to the children with number four that they
should sit down and encourage the children with
• A
sk the children to move to the tables and sit number two to stand up.
down by singing or playing the Table song (See • Repeat saying a different number each time and
Introduction, p. 19). ensuring the children with the correct number
flashcard are standing up.
7. Draw the lines and colour. SB 31 • As the children become more confident, you can
• H old up your Student’s Book so the children can say the numbers faster, or say more than one
see. Point to each of the numbers one to six in the number at a time.
correct order and count the numbers, saying One,
two, three, four, five, six. 11. Sing the Bye-bye song. CD 1 / 8
• Say Draw the lines. and draw a line from number • Look at Peter and say It’s time to go, Peter.
one to number two. Say One to two. then repeat • Make Peter wave and say Bye-bye! and encourage
this for the other lines saying the numbers as you the children to wave and say Bye-bye! back.
draw each line. • Signal to the children that it is the end of the
• Give the children their Student’s Books open to the English lesson by singing or playing the Bye-bye
correct page and say Draw the lines. song (See Introduction, p. 19).
• When the children have drawn all of the lines,
hold up a completed page so all the children can
see. Point to the object drawn by the lines and say
Look, a truck. If there is time…
• Point to the truck and say Colour the truck. Play Tap the flashcard.
and demonstrate by starting to colour. Allow the
• E ither stick the number flashcards on the board or
children to use any colours that are available.
place them on the floor in front of the children. Then
• While the children are drawing and colouring,
point to each of the cards and elicit the numbers.
monitor the children and praise them for good
• N ominate two children to start the activity and ask
work.
flashcards easily.
8. S
ing the Tidy up song / • S ay Five. and encourage the children to tap the
Clean up song (AmE). CD 1 / 5 number five flashcard. The child who taps the card
• A
sk the children to tidy away the crayons and other first gets a kiss, hug or high-five from Peter and then
materials by singing the Tidy up song / Clean up both children move to allow new children to play.
song (AmE) (See Introduction, p. 19). • Repeat the activity with a different pair of children
and a different number, and, as the children get used
to the activity, increase the speed with which you call
the number.

Unit 2 Numbers
Carpet Time
To listen to and join in telling a story. of the classroom to sit or stand in a circle, you can
Key Words
one, two, three, four, five, six, mouse 4. Play Flash the flashcard.
Receptive Language the numbers. Then show the children that you are
Look, a mouse with six babies. mixing the cards so neither you nor the children
One, two, three, four, five, six babies. know the order of the cards.
Look, there’s a truck. Stop! Peter, help! • Make Peter hold the flashcards so that you can see
Thank you, Peter. the first card but the children can’t. Quickly turn the
Are all the babies there? cards so the children get a quick glimpse of which
flashcard is on top and say What is it?
Classroom Language
• Encourage the children to name the number they
What is it? think they can see. Gradually slow down the speed
Colour the picture. with which you turn the cards until the children can
Activities correctly name the number.
• Peter can reward the children who say the number
Listen to and mime the Numbers action story.
the quickest with a kiss, hug or high-five.
Play Flash the flashcard.
• Repeat this with some of the other numbers.
Tell the Crossing the road story.
Fold and cut. Colour the mini storybook.
5. Tell the Crossing the road story.
Play the Yes or no game. PDF
CD 1 / 6, 26 (WS 1 + 2)
Materials Checklist • If you want to use a transition marker to tell the
 P eter hand puppet children that the next activity is a story, then sing or
 flashcards 14–19 (one, two, three, four, five, six) play:
 CD 1 / 2–6, 8 (routine songs), CD 1 / 21, 26 Story song
 Story cards 15–22 (Crossing the road) It’s time for a story
 Crossing the road mini storybook (Worksheet Listen and look.
14a+b) (Repeat)
 coloured pencils or crayons • Using the Story cards, tell the Crossing the road
 scissors story. The script is on the back of the cards. More
 glue, stapler or sticky tape confident children can also join in counting the
 character masks or cut-outs (Worksheets 1+2) baby mice.
(optional) • Hand out the Story cards in a random order
to different children. Play or tell the story and
Warm-up and Revision a line so they are in the correct order. Say, for
1. Sing the Hello song. CD 1 / 2 you are / Here you go (AmE), (Sarah). This is
• M ake Peter greet the children. Make him say Hello! your Story card, (Toby). Listen to the story.
and encourage the children to wave and say Hello! • If there is time, you could use the character masks
back. or cut-outs from Worksheets 1+2 and three
• Sing or play the Hello song and make Peter look children could play Rosie, Peter and Tom. However,
like he is singing too (See Introduction, p. 19). don’t expect the children to do more than mime
some of the actions from the story.
2. Listen to and mime the Numbers action
story. CD 1 / 21
• P lay the action story and encourage the children to
join in with the actions. If the children have green
balloons from Extra Lesson 2, they can use these.
One green balloon.
Two green balloons.

Pencil and Paper • With your other hand point to the flashcard and say
Is it three? and encourage the children to say Yes.
Preparation Tip!
if you are holding up the number three and No,
sorry. if not. If the answer was No, sorry., keep
children’s mini storybooks before the lesson so that the
guessing until the children say Yes.
children do not need to do this themselves.
You might also want to make a mini storybook before the
lesson so that you can show the children what they are 11. Sing the Bye-bye song. CD 1 / 8
going to make (See Introduction, p. 13). • Look at Peter and say It’s time to go, Peter.
6. Sing the Table song. CD 1 / 4 the children to wave and say Bye-bye! back to
• A
sk the children to move to the tables and sit Peter.
down by singing or playing the Table song (See • Signal to the children that it is the end of the
Introduction, p. 19). English lesson by singing or playing the Bye-bye
7. F old and cut. Colour the mini storybook.
PDF
WS 14a+b
• S how the children a copy of the mini storybook. If there is time…
• Look at each of the pictures and tell the children Play Write it on my back.
what is happening using the lines from the Crossing
the road story (See video script, p. 75). Note:
• Either give each of the children a copy of the mini The children need to be able to recognise the written
storybook that you have made previously or give number to do this activity. If they are not able to
them a photocopy of Worksheet 14a+b copied recognise the written number, you might want to
onto one A4 sheet (front and back). Follow the practise writing numbers in the air instead.
instructions on page 13 of the Introduction to make
the mini storybooks. You may need to help children • P ut the number flashcards in a place where all the
with the cutting and folding. children can see them.
• Encourage the children to choose and colour one • Invite a confident child to stand at the front of the
picture in the mini storybook. class. The child at the front needs to be standing
• Monitor the children’s work and praise the children with their back to the class. Show the class one of
for neat colouring. the number flashcards, say Shh! to the class and
• The children could finish colouring their books at encourage them not to say anything.
home with their parents. • S how the class your finger and then draw the
number you have shown before on the back of the
8. S
ing the Tidy up song / child at the front of the class.
Clean up song (AmE). CD 1 / 5 • S ay What number is it? and encourage the child
• A
sk the children to tidy away the crayons and other to guess what number you draw on their back. You
materials by singing or playing the Tidy up song / might need to draw the number more than once.
Clean up song (AmE) (See Introduction, p. 19). • E ncourage the rest of the class to tell the child if they
guessed the correct number.
• P eter can praise, kiss, hug or high five the child when
Rounding Off
they guess the correct number and then ask the child
9. Sing the Circle song. CD 1 / 3 to sit back down.
• W
hen moving the children from the table to sit in • R epeat the activity inviting different children to stand
a circle, you can sing or play the Circle song again at the front of the class and drawing a different
(See Introduction, p. 19). number each time.
• Y ou might also want to let the children work in pairs
and try drawing numbers on each other’s back for
their partners to guess.
• S how the children the number flashcards and elicit
the numbers. 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.
head so that the children can see which number

Unit 2 Numbers

1 • Make Peter greet the children. Make him say Hello!
3 and encourage the children to wave and say Hello!
5
back.
2
3
5 like he is singing too (See Introduction, p. 19).
2
4 2. Using productive language: ‘How old are
5
you?’
1
4
• Say How old are you? to one of the confident
6 children in the class. Prompt the child by saying
3 numbers and pointing at the child until he or she
4 says Yes. to one of the numbers. If they still don’t
6
33
understand, you could translate the question for
the children.
• Continue around the class asking each child How
Main Objective old are you?
To count the number of toys. • Drill the question using different voices, for example
sing, whisper or shout it until the children seem
Key Words confident asking the question.
one, two, three, four, five, six, elephant, mouse • Encourage each child to ask How old are you?
to another child in the class and encourage the
Receptive Language children to answer with I’m (four). until all children
How many (rabbits) are there? have had a chance to ask and answer the question.
Classroom Language
Let’s count six (rabbits).
Carpet Time
How many (rabbits)? 3. Sing the Circle song. CD 1 / 3
Count / Point to the (rabbits). • If you want to move the children from another area
Circle the number. of the classroom to sit or stand in a circle, you can
Productive Language sing or play the Circle song (See Introduction, p. 19).
How old are you? I’m (four).
4. Tell the Crossing the road story.
PDF
Thinking Skills CD 1 / 6, 26 (WS 1 + 2)
Exploring numbers and focusing attention. • If you want to use a transition marker to tell the
Activities play:
Using productive language: ‘How old are you?’ Story song
Tell the Crossing the road story. It’s time for a story
Count groups of toys. Listen and look.
Look, count and circle the correct number. (Repeat)
Play Clap it out. • Using the Story cards tell the Crossing the road
Materials Checklist story. The script is on the back of the cards.
Encourage the children to join in and count the
 P eter hand puppet mouse babies.
 flashcards 14–19 (one, two, three, four, five, six) • Hand out the Story cards in a random order
 CD 1 / 2–6, 8 (routine songs), CD 1 / 26 to different children. Play or tell the story and
 Student’s Book, p. 33 encourage the children with Story cards to make
 Story cards 15–22 (Crossing the road) a line so they are in the correct order. Say, for
 coloured bricks or other toys example: Now let’s put the story together. Here
 coloured pencils or crayons you are / Here you go (AmE), (Maria). This is
 character masks or cut-outs (Worksheets 1+2) your Story card, (Pablo). Listen to the story.
(optional) • If there is time, you could use the character masks
 If there is time: number mini flashcards or cut-outs (Worksheets 1+2) and three children
(Worksheet 10a+b), a (big) dice (optional) can play Rosie, Peter and Tom.

5. Count groups of toys. 10. Play Clap it out.
• P ut the coloured toys and bricks in front of the • Say Clap to five. and encourage the children to
children and encourage the children to help you clap five times counting each clap. Then repeat with
sort them into groups of the same colour. different numbers.
• Help the children to count the groups of coloured • Say to the children Listen. and then clap your
toys into groups of six, for example say Let’s count hands three times.
six red bricks. • Say What number is it? and then clap your hands
• Continue counting the other coloured bricks and three times again.
toys into groups of six. • Encourage the children to count the claps and tell
• Then ask the children to pick up different you what number you clapped. If the children are
numbers of coloured bricks or toys, for example finding it hard, clap three times again and silently
say (Timmy), pick up three green bricks. and count each clap.
encourage the class to help the child count out • Repeat the activity clapping a different number (up
three green bricks. to six) each time. Or for variety you could stamp
• Praise the children using Peter, and make Peter give your feet, or click your fingers for the children to
the children a kiss, hug or high-five when they get count.
it correct. • If there is time, choose a confident child and
whisper a number for the child to clap or stamp
Pencil and Paper and the rest of the class can count the claps and
say the number.
• A
sk the children to move to the tables and sit 11. Sing the Bye-bye song. CD 1 / 8
7. L ook, count and circle the correct number. • Signal to the children that it is the end of the
• H old up the page so the children can see. Point to song (See Introduction, p. 19).
each of the toys on the left and elicit the toy names
from the children, saying What is it?
• Point to each of the toys again and say for example, If there is time…
How many crocodiles? Encourage the children to Play Musical chairs.
PDF
WS 10a+b
count the crocodiles in the picture on the right side
with you. Preparation Tip!
• Give the children their Student’s Books open to Before the lesson, copy and cut up a
the correct page. Say Point to the crocodiles. set of the number mini flashcards. You need enough
and encourage the children to point and count the sets to have one mini flashcard per child. Then stick
crocodiles again. the mini flashcards on the children’s chairs so that the
• Say Circle the number. and circle the number five children can easily see them. If there aren’t enough
next to the crocodile at the side of the page. chairs available in the classroom, then you could use
• Repeat counting and then circling the number for cushions or laminated copies of the mini flashcards
other toys on the page. instead.
• Praise the children for neat work and good
counting, and encourage the children to repeat the • P ut the chairs (cushions or laminated flashcards) in
counting again. a place where the children can easily walk around
them and sit on them.
8. S
ing the Tidy up song / • P lay some music for the children to move around to.
• T hen stop the music and say Sit down. and
encourage the children to sit down on the nearest
• A
seat that is available.
• R andomly select one of the normal number
flashcards or throw a dice, show and say the
number. All the children sitting on a chair with a mini
Rounding Off flashcard of the same number are ‘out’. Ask these
9. Sing the Circle song. CD 1 / 3 children to stand near you for the next round and
then allow them to join back in the round after.
• W
children to move around the chairs and repeat the
activity.

Notes:

Unit 3 Move your body

Key Words Trace the lines.
eyes Roll the dice.
ears Colour the (nose) (red).
nose Touch Peter’s (nose).
hands Pass it around the circle.
knees Close/Open your eyes.
toes Colour the (hands) (pink).
Circle the differences/pictures.
Word Revision
Productive Language
one, two, three, four, five, six • What hurts?
stand up, sit down • My hand/ear/eye/nose hurts.
panda, rabbit, turtle, crocodile Objectives
Receptive Language Children learn:
What is it? • to recognise different body parts and use their
Once more! English names
Clap your hands. • to listen to and act out an action story, as well as
(Let’s) turn around (and around). order pictures which tell the action story
(Let’s) join hands. • to listen to and join in with a song and a chant
Simon says. • to watch and listen to a DVD story
Shh! • to follow slightly more complex instructions using
Bingo! mime, gesture and other actions
Look, bubbles. • to play some simple games using English in small
Oh, yeah! groups without the teacher leading
What is (three)? Competences
What number is (toes)?
Who is it? Children can:
This/These is/are his/her (nose/eyes). • name and identify some body parts using
Let’s play a game. movement, pointing, gestures, etc.
Look at Rosie. • point to the appropriate body part
Please stop. • understand and follow simple instructions given
I can’t stop. in English during the lesson
I’ve got Rosie. • participate in games, songs, chants, and TPR
Well done. / Good job (AmE). based action stories
Are the pictures the same? • practise their co-ordination through the
movement and mimes that are used to show the
Classroom Language body parts and actions using the different body
Stand up everyone! parts
Trace the lines and colour it in. Value
(Can you) point to the/your (nose).
Colour the body parts/pictures. • to develop appreciation for the value of helping
Cut out the cards. others
Show me (eyes). Thinking Skills
Clap to (five).
• focusing attention and matching similar body
Listen (carefully).
parts
How many dots?
Draw the dots.
Use your (toes).
Cut around the spinner.
Stick Rosie in.


LESSON 1 • CHANT CD 1 / 22–23
along and join in with the actions (See Unit 2,
Lesson 3).
Four little, five little, six little elephants.
Four little, five little, six little elephants.
Are drinking all the water,
35
Are drinking all the water.
• If there is time, repeat the song using the karaoke
Main Objective version (CD 1 / 23).
To introduce the body parts using a chant.
Carpet Time
Key Words
eyes, ears, nose, hands, knees, toes
What is it? sing or play the Circle song (See Introduction, p. 19).
Once more!
4. Introduce the body parts.
Classroom Language • Show the children the flashcard for eyes and
Stand up everyone! say Eyes. Then point to Peter’s eyes and put the
Trace the lines and colour it in. flashcard on the floor.
(Can you) point to the/your (nose). • Show the children the flashcard for ears and
say Ears. Then point to Peter’s ears and put the
Activities
flashcard on the floor.
Sing the Six little elephants song. • Point to the flashcard for eyes, look at Peter and say
Introduce the body parts. What is it, Peter? Make Peter say Ears. Encourage
Say the Body chant. the children to say No! to Peter and then you say
Trace and colour. No, Peter. Eyes. and point to Peter’s eyes.
Play Point to... • Continue to show the children the other body part
Materials Checklist flashcards. Say the body part and point to Peter’s
body part or for toes and knees point to your own
 P eter hand puppet toes and knees.
 flashcards 22–27 (eyes, ears, nose, hands, • Point to a flashcard and ask Peter What is it,
knees, toes) Peter? Make Peter say different body parts, then
 CD 1 / 2–5, 8 (routine songs), CD 1 / 22–23, 27 encourage the children to tell Peter if he is correct
 Student’s Book, p. 35 or not. Encourage the children to join in pointing
 coloured pencils or crayons at the correct body parts (on their own body) and
saying the correct words.
Warm-up and Revision 5. Say the Body chant. CD 1 / 27

• Show the children each of the body part flashcards
1. Sing the Hello song. CD 1 / 2 and name the body parts.
• M ake Peter greet the children. Make him say Hello! • Play the chant and make Peter point to the
and encourage the children to wave and say Hello! appropriate body part flashcards as you say or hear
back. them in the chant.

Body chant 10. Play Point to...
Eyes, ears, nose, • Put the six body part flashcards on the floor in front
Hands, knees, toes. of the children. Say Point to the ears. Make Peter
Once more! point to the flashcard with ears and encourage the
Eyes, ears, nose, children to point with him.
Hands, knees, toes. • Say to Peter and the children Can you point to
(Repeat) your ears? and make Peter point to his ears.
• Say Stand up everyone! and wait until all the Encourage the children to copy Peter and point to
children are standing. their own ears. Say Point to your ears. For knees
• Repeat the chant and encourage the children to and toes you will need to point to your own knees
join in and touch each body part. On Hands the and toes.
children should put their hands together (like a • Repeat with the other body parts pointing at the
silent clap). flashcards first and then asking Peter and the
children to point to the parts of their own body.
Pencil and Paper
• A
sk the children to move to the tables and sit • Make Peter wave and say Bye-bye! and encourage
down by singing or playing the Table song (See the children to wave and say Bye-bye! back to
Introduction, p. 19). Peter.
7. T
race and colour. SB 35 CD 1 / 27 English lesson by singing or playing the Bye-bye
• H old up your Student’s Book so the children can see song (See Introduction, p. 19).
the page. Play the Body chant and point to each
of the clowns’ body parts with dotted lines as you
hear them in the chant. If there is time…
correct page then repeat the chant and encourage Play Where’s the nose?
the children to point to each of the clowns’ body • S how the children each of the body part flashcards.
parts on the page. Say the body part as you show each card and then
• Say Trace the lines and colour it in. and place the card face down on the floor.
demonstrate by tracing the lines around one of the • Mix the cards up by sliding them around the floor.
body parts before colouring it in. Then look at Peter and say Which one, Peter? Make
• While the children are drawing and colouring, play Peter say Nose, please. and point to Peter’s nose or
the chant a few times and encourage the children make Peter touch his own nose.
to join in. • Choose one of the children and say Where’s the
• Look at the children’s work and praise the children nose? and make Peter touch the child’s nose, if you
or point to and name different body parts on the can reach, or his own nose. Encourage the child to
page. turn over a card.
• If the child turns over the card with the nose, then
8. S
ing the Tidy up song / say Yes. and allow the child to give the card to Peter.
Clean up song (AmE). CD 1 / 5 Peter should say Thank you. and can reward the
• A
sk the children to tidy away the crayons and other child by giving a kiss, hug or high-five. If the card is
materials by singing or playing the Tidy up song / not the nose, then say No, sorry. and choose a new
Clean up song (AmE) (See Introduction, p. 19). child to turn over a card.
• The cards that children have found can be put on the
floor near Peter, or to make the game harder they
Rounding Off
can be put back in the game with the other cards.
9. S
ing the Circle song. CD 1 / 3 • Repeat the activity asking different children to find
• W
hen moving the children from the table to sit in different body parts each time.

Body chant
EXTRA LESSON 1 (OPTIONAL) Eyes, ears, nose,
Hands, knees, toes.
Once more!
Main Objective
Eyes, ears, nose,
To use the body parts in a chant. Hands, knees, toes.
Key Words (Repeat)
eyes, ears, nose, hands, knees, toes • Say Stand up everyone! and wait until all the
children are standing.
Receptive Language • Repeat the chant and encourage the children to
Shh! join in and touch each body part. On Hands the
Bingo! children should put their hands together (like a
silent clap).
Classroom Language
(Can you) point to the/your (nose). Carpet Time
Colour the body parts.
Cut out the cards. 3. Sing the Circle song. CD 1 / 3
Show me (eyes). • If you want to move the children from another area
Say the Body chant.
Play Point to... and Say it louder! 4. Play Point to... CD 1 / 7
Colour the mini flashcards. • Put the six body part flashcards on the floor in front
Play Bingo! of the children. Say Point to the ears. Make Peter
point to the flashcard with ears and encourage the
Materials Checklist
children to point with him.
 P eter hand puppet • Say to Peter and the children Can you point to
 flashcards 22–27 (eyes, ears, nose, hands, your ears? and make Peter point to his ears.
knees, toes) Encourage the children to copy Peter and point to
 CD 1 / 2–5, 7–8 (routine songs), CD 1 / 27 their own ears. Say Point to your ears.
 body part mini flashcards (Worksheet 15) • Repeat with the other body parts pointing at the
 coloured pencils or crayons flashcards first and asking Peter and the children
 scissors (optional) to point to the parts of their own body. For knees
Notes and toes you will need to make Peter point to your
knees and toes.
• If you have time, ask the children to stand up and
continue to ask the children to Point to your...
using the flashcards to remind the children of the
words if necessary.
• Say Point to your ears, point to your toes,
point to your nose, point to your knees, point
to your nose, point to your toes, etc. and use
Warm-up and Revision the instructions to make the children bend up and
down as if they are exercising.
1. Sing the Hello song. CD 1 / 2 • You might need to use the Calm down song after
• M ake Peter greet the children. Make him say Hello! this to bring the children’s attention back to the
and encourage the children to wave and say Hello! lesson. Play or sing in a calm voice:
back. Calm down song
• Sing or play the Hello song and make Peter look Let’s be quiet,
like he is singing too (See Introduction, p. 19). Let’s calm down.
Let’s be quiet,
2. Say the Body chant. CD 1 / 27 Let’s calm down,
• S how the children each of the body part flashcards Let’s calm down,
and name the body parts. Let’s calm down.
• Put the flashcards on the floor where the children • Encourage the children to sit down calmly in the
can easily see them in the order from the chant. circle.
• Play the chant on the CD and make Peter point to
each of the flashcards as you say them in the chant.

5. Play Say it louder! Rounding Off
• S how the children the flashcard for toes. Elicit the
body part from the children and encourage them to 9. Sing the Circle song. CD 1 / 3
touch their toes. • When moving the children from the table to sit in
• Make Peter say Shh! and whisper Toes. Encourage a circle, you can sing or play the Circle song again
the children to whisper it with Peter. (See Introduction, p. 19).
• Say Toes. repeatedly each time a little louder and
PDF
have the children repeat until the last time you 10. Play Bingo! WS 15
shout it and then say Shh! and whisper Toes. • Put the six body part flashcards face down on the
again. floor in front of Peter.
• Repeat this with some of the other body parts. • Help the children to move so that they have a space
• After some time you can try different voices, for in front of them. Help them to choose four of their
example, try singing the word, or saying it with a mini flashcards and put them on the floor with the
high squeaky voice and then a deep low voice. Or picture facing up.
try saying the body part while you are holding your • Make Peter turn over one of the body part
nose or wobbling your lips using your finger. flashcards from his set, and show and say the word
to the children. Then encourage the children to turn
Pencil and Paper their mini flashcard with the same body part face
down if they have one in front of them.
6. S
ing the Table song. CD 1 / 4 • Repeat this until some of the children have turned
• Ask the children to move to the tables and sit over all of their mini flashcards and encourage them
down by singing or playing the Table song (See to shout Bingo! Peter can then kiss, hug or high-
Introduction, p. 19). five with the children who have ‘Bingo’.
• If the children are still interested, then turn all the
7. C
olour the mini flashcards. cards back over and repeat the activity, this time
PDF
WS 15 CD 1 / 27 calling the body parts a little quicker.
Preparation Tip!
You might find it easier to cut the mini 11. Sing the Bye-bye song. CD 1 / 8
flashcards out before the lesson and let the children just
colour them in.
• H old up the page with the mini flashcards so the the children to wave and say Bye-bye! back to
children can see. Say the Body chant and point to Peter.
the correct body part on the paper. • Signal to the children that it is the end of the
• Give each child a copy of the mini flashcards. Say English lesson by singing or playing the Bye-bye
Colour the body parts. and demonstrate by song (See Introduction, p. 19).
colouring one of the body parts.
• While the children are working, monitor the class
and praise the children’s work. You can also ask If there is time…
the child in English about the body part the child is Play Memory.
PDF
WS 15
colouring, e.g. say Knees. and then point to your
• P ut the children in pairs and help them move so that
knees.
they have a space in front of them to put both their
sets of mini flashcards on the floor.
• E ncourage each pair of children to mix their sets of
card.
mini flashcards and spread the cards on the floor in
• You could play the Body chant in the background
front of them with the picture facing down.
quietly while the children are working, or play other
• T he children should take it in turns to turn over two
songs and chants the children know from earlier
cards, and they should try to name the pictures on
units.
the cards they turn over.
• If the cards match, the child can keep them,
to show some of their mini flashcards, for example
otherwise he or she should put the cards back face
say Show me eyes. and encourage the children to
down and the other child takes a turn.
hold up their eyes mini flashcard.
• T he children should continue the game until all their
cards are in pairs.
8. S
mini flashcards by singing or playing the Tidy up


2. Play Clap it out.

• Say Clap to five. and encourage the children to
clap five times counting each clap. Then repeat with
different numbers.
• Say to the children Listen. and then clap your
hands three times.
37
• Say What number is it? and then clap your hands
three times again.
• Encourage the children to count the claps and tell

Main Objective you what number you clapped. If the children are
To listen to and join in with an action story. finding it hard, clap three times again and silently
count each clap.
Key Words • Repeat the activity clapping a different number (up
eyes, ears, nose, hands, knees, toes to six) each time. Or for variety you could stamp
your feet, or click your fingers for the children to
Word Revision count.
Stand up. / Sit down.
Clap your hands. 3. Sing the Circle song. CD 1 / 3
Turn around. • If you want to move the children from another area
Join hands. of the classroom to sit or stand in a circle, you can
Simon says. sing or play the Circle song (See Introduction, p. 19).
Look, bubbles.
Classroom Language 4. Listen to and mime the Body action story.
Teaching Tip!
Clap to (five).
Listen.
vocabulary mimes, do these actions standing up.
How many dots?
Draw the dots. • Say the action story in the correct order and
Use your (toes). perform the actions as you say each line.
Activities Body action story
Play Clap it out. Clap your hands.
Listen to and mime the Body action story. Turn around.
Play Simon says. Join hands.
Listen and draw the dots/numbers. Sit down.
Play Burst the bubbles. • Encourage the children to stand up and join in with
the actions as you tell the action story.
Materials Checklist
 P eter hand puppet 5. Play Simon says.
 CD 1 / 2–5, 8 (routine songs), CD 1 / 28 • Tell the children that you are going to give them
 Student’s Book, p. 37 some instructions. The children should only carry
 coloured pencils or crayons out the instructions if you say Simon says... at the
 bubble solution (washing up liquid and water) beginning of the instruction.
and a bubble wand • Give the instructions from the action story in a
 If there is time: flashcards 22–27 (eyes, ears, random order, e.g. say Simon says turn around.
nose, hands, knees, toes); flashcards 5–10, Turn around and encourage the children to turn
14–19 (red, green, blue, yellow, orange, pink, around too.
one, two, three, four, five, six) (optional)

• R epeat with other actions, saying Simon says... Rounding Off
before each action. You will also need to include
stand up as one of the actions. 9. Sing the Circle song. CD 1 / 3
• After a few turns just give the instruction. Say • When moving the children from the table to sit in
Simon says clap your hands. and only show the a circle, you can sing or play the Circle song again
action if the children don’t do it on their own. (See Introduction, p. 19).
• Once the children are confident with the game,
give some instructions without saying Simon 10. Play Burst the bubbles.
says... first and stand very still to show the children Preparation Tip!
that they shouldn’t do an action if Simon doesn’t To play this game you will need to
tell them to. have bubble solution and a bubble wand available.
• Continue to play the game sometimes saying
Simon says... and sometimes just giving an • Say Look, bubbles. and blow some bubbles into
instruction. the circle. Allow the children to try and catch and
• Praise the children who are listening carefully and pop the bubbles.
only do the action when you say Simon says... • Then say Use your toes. Blow some more bubbles
into the circle and show the children how you can
Pencil and Paper try to pop the bubbles using your toes.
• Blow some more bubbles into the circle and
6. S
ing the Table song. CD 1 / 4 encourage the children to try and pop them using
• A
sk the children to move to the tables and sit their toes.
down by singing or playing the Table song (See • Continue blowing bubbles into the circle and asking
Introduction, p. 19). the children to pop them with different body parts
(except their eyes).
7. L isten and draw the dots/numbers. • If you have a big class, you might want to split the
SB 37 CD 1 / 28 children into groups and allow one group at a time
to try and pop the bubbles.
• P lay the Body action story and do the actions as you
hear them on the CD.
• Hold up your Student’s Book so the children can 11. Sing the Bye-bye song. CD 1 / 8
see. Play the action story again and point at the • Look at Peter and say It’s time to go, Peter.
correct picture on the page as you listen. • Make Peter wave and say Bye-bye! and encourage
• Give the children their Student’s Books open to the the children to wave and say Bye-bye! back to
correct page. Peter.
• Play or tell the action story pausing after each line • Signal to the children that it is the end of the
and encouraging the children to point at the correct English lesson by singing or playing the Bye-bye
picture on their page. song (See Introduction, p. 19).
• Point to the dice at the top of the page and
encourage the children to help you count the dots.
If there is time…
• Play or tell the action story again. After the first
line, encourage the children to point to the correct Play Tap the flashcard.
picture. Say How many dots? and elicit the word • E ither stick the body part flashcards to the board or
One. from the children. Then say Draw the dot(s). place them on the floor in front of the children. Then
and demonstrate by drawing one dot in the square point to each of the cards and elicit the words.
in the top left corner of the picture, or the number • N ominate two children to start the activity and ask
one if the children are able to write numbers. them to stand or sit where they can both reach the
• The pictures are not in order so the children need to flashcards easily. The other children should be able
listen and draw the correct number of dots or write to see the flashcards but should be out of the way of
the correct number in the appropriate picture. the children who are playing.
• Praise the children for drawing the correct number • S ay Knees. and encourage the children to tap the
of dots or the correct number. knees flashcard. The child who taps the card first
• R
epeat for the rest of the action story so that the gets a kiss, hug or high-five from Peter and then
squares next to each picture show the correct both children move to allow new children to play.
number. • Repeat the activity with a different pair of children
and a different body part and, as the children get
8. S
ing the Tidy up song / used to the activity, increase the speed with which
Clean up song (AmE). CD 1 / 5 you call the body part.
• A
sk the children to tidy away the crayons and other • If you want to make the activity a little harder, you
materials by singing or playing the Tidy up song / could add some of the number or colour flashcards
Clean up song (AmE) (See Introduction, p. 19). for the children to tap as well as the body parts.

2. Say the Body chant. CD 1 / 27

EXTRA LESSON 2 (OPTIONAL) • Play the chant and encourage the children to join in
pointing to the appropriate body parts as you say
Main Objective them in the chant.
To listen to and join in with an action story. Body chant
Eyes, ears, nose,
Key Words
Hands, knees, toes.
eyes, ears, nose, hands, knees, toes Once more!
Word Revision Eyes, ears, nose,
Hands, knees, toes.
Stand up. / Sit down. (Repeat)
Receptive Language
Clap your hands. Carpet Time
Turn around. 3. Sing the Circle song. CD 1 / 3
Join hands.
Colour the pictures.
Cut around the spinner.
4. Listen to and mime the Body action story.
Activities CD 1 / 28
Say the Body chant. Teaching Tip!
Listen to and mime the Body action story. To make these actions different from the
Play Mix up the action story. vocabulary mimes, do these actions standing up.
Colour and make an action spinner.
Play Spin the action spinner. • Play the action story. For each line carry out the
appropriate action.
Materials Checklist
Body action story
 P eter hand puppet Clap your hands.
 CD 1 / 2–5, 8 (routine songs), CD 1 / 27–28 Turn around.
 coloured pencils or crayons Join hands.
 action spinner (copied or stuck on thick paper or Sit down.
card) (Worksheet 16)
• Repeat the action story. Encourage the children to
 pencil or stick a similar size to a pencil
stand up and join in with the actions as you tell the
 plasticine or Blu-Tack
action story.
Notes 5. Play Mix up the action story.
• Say Join hands. and encourage the children to join
hands.
• Repeat saying different lines from the action story
each time and encourage the children to do the
actions for the line.
• If the children are confident with the actions, then
choose two children. Tell them to stand in the circle
and say a line from the action story for the two
children to mime.
• Praise the children when they do it correctly.
Pencil and Paper

• Ask the children to move to the tables and sit
• M ake Peter greet the children. Make the puppet say
Hello! back.

PDF PDF
7. C
olour and make an action spinner. WS 16 10. Play Spin the action spinner. WS 16
• Using one of the action spinners that you or
Preparation Tip! the children have made, spin the spinner and
You might find it easier to cut the spinners
encourage the children to help tell you which action
out before the lesson and let the children just colour
it has landed on. Then encourage the children to do
them in.
the action.
• Continue spinning the spinner, encouraging the
• S how the children the pictures on the action children to say and do the action each time.
spinner. Point to each of the pictures, name them • Once the children are confident with the actions,
and then show the children the actions from the put the children into small groups.
action story with stand up and touch your toes • Let the children use their own spinners. Each child
added. should take turn to spin their spinner, then all the
• Give the children their copy of the spinner and children in the group should name and do the
encourage them to point to the correct picture as action.
you say and do the actions. • Monitor the class and praise groups that are
• Say Colour the background for each picture. working well together and groups that are doing
and demonstrate by starting to colour the area the actions well.
around Peter.
• Give the children time to colour the pictures. 11. Sing the Bye-bye song. CD 1 / 8
• Monitor the class, praise neat work and talk to the
children in English about the colour they are using
and the action they are colouring.
• Say Cut around the spinner. and show the
Peter.
children how to cut around the spinner and then
help them to cut out their spinners.
• Make a hole for the children in the centre of the
spinner. Put a pencil through the hole, and attach
the spinner to the pencil about 2 in / 5 cm from the
pencil point using plasticine or Blu-Tack.
• Show the children how to spin the spinner by If there is time…
rotating the pencil and then letting the spinner spin Perform the Body action story. CD 1 / 28
and then land on a picture. • R epeat the action story and encourage the children
to do the actions from the story.
8. S
ing the Tidy up song / • R epeat the story, this time encouraging the children
Clean up song (AmE). CD 1 / 5 to join in and tell as much of the story as they can.
• A
sk the children to tidy away the crayons and other • If the children seem confident, split the class into
materials by singing or playing the Tidy up song / two groups. One group can perform the action story
Clean up song (AmE) (See Introduction, p. 19). while the other group watches and then the groups
can swap.
Rounding Off
Note:
9. S
ing the Circle song. CD 1 / 3 If parents collect their children at the end of the class,
• W
hen moving the children from the table to sit in you might want to invite them into the classroom
a circle, you can sing or play the Circle song again after the children have practised the action story a
(See Introduction, p. 19). couple of times. The children can then perform the
action story for their parents to watch.


LESSON 3 • SONG
Hello! back.

CD 1 / 28
Body action story
Clap your hands.
39 Turn around.
Join hands.
Sit down.
Main Objective
To listen to and sing a song about body parts. Carpet Time
Key Words 3. Sing the Circle song. CD 1 / 3
eyes, ears, nose, hands, knees, toes • If you want to move the children from another area
Word Revision
one, two, three, four, five, six
Receptive Language 4. Play Move towards the flashcard.
Oh, yeah! • If there is a board in the classroom, attach the body
part flashcards so that half the cards are on the left
Classroom Language of the board and half are on the right. If there is no
Stick Rosie in. board, put the flashcards to the left and right of a
Trace the lines. space on the floor.
Roll the dice. • Make Peter point to each of the flashcards and elicit
the body parts from the children.
Activities • Use Peter to nominate up to four children,
Listen to and mime the Body action story. depending on the space and the number of
Play Move towards the flashcard. children in the class. These children should stand
Listen to the Touch your eyes song. in front of the board or in the space between the
Stick in the pictures and trace the lines. flashcards if they are on the floor.
Play Roll the dice. • Make Peter say Toes. and then encourage the
Materials Checklist the right towards the toes flashcard.
 P eter hand puppet • Make Peter praise the children who moved to the
 flashcards 22–27 (eyes, ears, nose, hands, correct flashcard by kissing, hugging or playing
knees, toes) high-five, then ask these children to sit down in the
 CD 1 / 2–5, 8 (routine songs), CD 1 / 28–29 circle.
 Student’s Book, p. 39 • Repeat the activity with different children and a
 stickers from the appendix of the Student’s different body part each time.
Book (touch your ears, touch your toes)
 coloured pencils or crayons 5. Listen to the Touch your eyes song.
 a (big) dice CD 1 / 29
 If there is time: body part mini flashcards • Play the song. Let the children listen to the song
(Worksheet 15) and watch you doing the actions as if you are
Notes exercising.

Touch your eyes 10. Play Roll the dice.
Touch your eyes, one, two, • Attach the body part flashcards to the board (or put
Touch your nose, oh yeah! them on the floor) in a line with the pictures facing
Touch your ears, one, two, down.
Touch your nose, oh yeah! • Ask a child to roll the dice, say Roll the dice. and
Touch your knees, touch your toes count the dots on the dice.
And clap your hands, oh yeah! • Start with the first flashcard and encourage the
Touch your knees, touch your toes children to count along the cards with you until you
And clap your hands, oh yeah! reach the number on the dice.
(Repeat) • Turn that flashcard over and encourage the children
to tell you the body part on the card. If the children
• Repeat the song and this time encourage the
can tell you the body part, the card stays face up,
children to join in with the actions.
if not, say the correct word and turn it back face
down.
Pencil and Paper • Continue throwing the dice and counting along
6. S
ing the Table song. CD 1 / 4 the flashcards which are face down until all the
• A
sk the children to move to the tables and sit flashcards are showing a picture of a body part (For
down by singing or playing the Table song (See more information see Unit 2, Lesson 2).
7. S
tick in the pictures and trace the lines. • Look at Peter and say It’s time to go, Peter.
SB 39 CD 1 / 29
Peter.
song and point to each picture as you hear the
actions in the song.
correct page.
• Play the Touch your eyes song again and encourage
the children to point to each of the pictures as they
If there is time…
hear the actions in the song.
• Point to the picture of Rosie touching her ears and Play Treasure hunt.
PDF
WS 15
say Stick Rosie in. Show the children the stickers in
the appendix of the Student’s Book and help them Preparation Tip!
stick the stickers on the greyed boxes. Then repeat Either print the body part mini flashcards on
for the second sticker. different coloured pieces of paper, or colour sets of
• Say Trace the lines. and demonstrate by tracing the mini flashcards in one colour, for example a red
the lines between some of the pictures. The lines set, a green set, a blue set, etc.
connect the pictures in the same order as they Before the lesson, hide the flashcards in the
appear in the song. classroom. Make sure it is possible for the children to
• Monitor the class, praise the children for good work reach them and find them. If it is nice weather and
and ask the children about the pictures in English. you have a safe area to use outside, you might want
to hide the mini flashcards outside for the children to
8. S
ing the Tidy up song / find.
• P ut the children into small groups or pairs depending
• A
on the number of sets of mini flashcards which you
have prepared.
• T ell each group which colour they are looking for.
• Give the children time to search for their mini
Rounding Off flashcards in their groups. When they have all six
9. S
ing the Circle song. CD 1 / 3 cards, they can bring them to Peter to show him.
• The first group to find all the cards can be given a
• W
small prize and they can either help their classmates
to find the rest of their cards, or play a flashcard
game with their cards (See Introduction, p. 10ff.).

2. Say the Body chant. CD 1 / 27

EXTRA LESSON 3 (OPTIONAL) • Play the chant and encourage the children to join in
pointing to the appropriate body parts as they say
Main Objective them in the chant.
To sing a song about body parts. Body chant
Eyes, ears, nose,
Key Words
Hands, knees, toes.
eyes, ears, nose, hands, knees, toes Once more!
Word Revision Eyes, ears, nose,
Hands, knees, toes.
one, two, three, four, five, six (Repeat)
Receptive Language
Oh, yeah! Carpet Time
Classroom Language 3. Sing the Circle song. CD 1 / 3
Point to your (eyes).
Colour/Paint the (ears).
Activities
Say the Body chant. 4. Sing the Touch your eyes song.
Sing the Touch your eyes song. CD 1 / 29–30
Play Simon says. • Play the song and encourage the children to sing
Make a textured person collage. along and join in with the actions.
Sing the songs you remember. Touch your eyes
Touch your eyes, one, two,
Materials Checklist
Touch your nose, oh yeah!
 P eter hand puppet Touch your ears, one, two,
 CD 1 / 2–5, 8 (routine songs), CD 1 / 27, 29–30 Touch your nose, oh yeah!
 a big piece of paper (large enough to draw
around a child from the class) Touch your knees, touch your toes
 different materials to stick on the collage (sweet And clap your hands, oh yeah!
wrappers, cotton wool, sand, etc.) Touch your knees, touch your toes
 coloured pencils, crayons or paints And clap your hands, oh yeah!
 action spinner (Worksheet 16) (optional) (Repeat)
 If there is time: a blindfold • Once the children are confident singing the song,
you can repeat the song using the karaoke track or
Notes without music.
PDF
5. Play Simon says. WS 16
• Give the instructions from the Body action story in
a random order or use the action spinner you made
in Lesson 3 (Worksheet 16).
• Start some instructions with Simon says... which
the children should do, and some instructions
without Simon says... which the children shouldn’t
do.
• Praise the children who are listening carefully and
only do the action when Simon says to.
• If the children seem confident with the actions from
the action story, you can add Point to your eyes/
Warm-up and Revision ears/nose/hands/knees/toes. to the game.
1. Sing the Hello song. CD 1 / 2 • Once the children are good at the game, you might
• M ake Peter greet the children. Make the puppet say want to try and trick them by doing a different
Hello! and encourage the children to wave and say action to the one you are saying. The children
Hello! back. should do what you say and not copy what you are
• Sing or play the Hello song and make Peter look doing.

6. S
ing the Table song. CD 1 / 4 9. Sing the Circle song. CD 1 / 3
• A
sk the children to move to the tables and sit • When moving the children from the table to sit in
down by singing or playing the Table song (See a circle, you can sing or play the Circle song again
Introduction, p. 19). (See Introduction, p. 19).
7. M
ake a textured person collage. 10. Sing the songs you remember.
• A sk one of the children to lie down on the large • Ask the children which English songs they
piece of paper and very quickly draw around the remember from the lessons so far and allow them
child. to choose which songs they would like to sing.
• Point to the body parts from this unit on the outline
you have just drawn and elicit the words. 11. Sing the Bye-bye song. CD 1 / 8
• Show the children the different materials you have • Look at Peter and say It’s time to go, Peter.
available and help them to choose a different • Make Peter wave and say Bye-bye! and encourage
material for each body part from this unit, for the children to wave and say Bye-bye! back to
example stick sweet wrappers to make the nose, Peter.
use cotton wool to make the ears, etc. • Signal to the children that it is the end of the
• Help the children to stick the materials on the English lesson by singing or playing the Bye-bye
outline of the child, and encourage them to name song (See Introduction, p. 19).
the body parts as they are working.
• The children could also colour or paint the rest of
the body in different colours. If there is time…
• If you have a large class, you might want to make
a couple of person collages to ensure that all the Play Guess the body part.
children can take part in sticking and colouring the • Invite children in turns to wear a blindfold or hold
collage. your hands over their eyes.
• Alternatively, you could draw an outline of Peter, • O nce the child can’t see, lead them to the textured
Rosie, Tom and/or Connie and the children can stick person collage you made during the lesson, and
the materials on the body parts of the characters guide the child’s hands to gently feel one of the
from their English lessons. textured body parts.
• E ncourage the child to try and guess which body
8. S
ing the Tidy up song / part they are feeling. The rest of the class can tell the
Clean up song (AmE). CD 1 / 5 child if he or she is correct or not.
• A
sk the children to tidy away the crayons and • A llow different children to feel different body parts,
materials by singing or playing the Tidy up song / encouraging them to tell you what they think they
Clean up song (AmE) (See Introduction, p. 19). can feel each time.


and encourage the children to say Hello! back.
2. Sing the Touch your eyes song.

CD 1 / 29–30
Touch your eyes
41 Touch your ears, one, two,
Main Objective Touch your knees, touch your toes
To complete a listening exercise. And clap your hands, oh yeah!
Touch your knees, touch your toes
Key Words And clap your hands, oh yeah!
eyes, ears, nose, hands, knees, toes (Repeat)
Word Revision you can also use the karaoke version (CD 1 / 30).
What is (three)? 3. Sing the Circle song. CD 1 / 3
What number is (toes)? • If you want to move the children from another area
Classroom Language play the Circle song (See Introduction, p. 19).
Listen.
Colour the (nose) (red). 4. Sing the Hop, hop, hop song. CD 1 / 31
Touch Peter’s (nose).
Pass it around the circle.
and watch you doing the actions.
Activities Hop, hop, hop
Sing the Touch your eyes song. Hop, hop, hop.
Sing the Hop, hop, hop song. Hop, hop, hop.
Play What number? (Hop on the spot while singing)
Listen and colour the body parts. Fly and fly and fly and fly.
Play Touch Peter’s nose. (Move arms up and down as if flying with
wings)
Materials Checklist And hop, hop, hop.
 P eter hand puppet Hop, hop, hop.
 flashcards 1, 14–19, 22–27 (Peter, one, two, (Hop on the spot while singing)
three, four, five, six, eyes, ears, nose, hands, And now let’s stop.
knees, toes) (Stand still with hands up in front as if you are
 CD 1 / 2–5, 8 (routine songs), CD 1 / 29–31, 33 a police officer saying Stop to some cars)
 Student’s Book, p. 41 (Repeat)
 coloured pencils or crayons Let’s stop!
 If there is time: body part mini flashcards • Repeat the song and this time encourage the
(Worksheet 15) children to join in with the actions.
Notes
5. Play What number?
• Attach the six number flashcards to the board in
order from one to six. Point to each of the cards
and elicit the numbers.

• A ttach the body part flashcards to the board, Rounding Off
directly below the number flashcards, point to each
body part and elicit the word. 9. Sing the Circle song. CD 1 / 3
• Say What is three? Clap three times and point to • When moving the children from the table to sit in
the flashcard for number three. Then point to the a circle, you can sing or play the Circle song again
body part flashcard that is below number three and (See Introduction, p. 19).
elicit the word.
• Continue to say numbers and encourage the 10. Play Touch Peter’s nose.
children to tell you the body part that is below that • Give the Peter flashcard to a child to hold then say
number. to a child next to the child with the flashcard Touch
• You can also play the game the other way. You say Peter’s nose.
a body part and the children have to clap or stamp • Say Pass it around the circle. and encourage the
the correct number of times to tell you the number children to say the sentence around the circle (away
above the body part. from the flashcard) until it arrives at the child who is
• Once the children seem confident with the game, holding the flashcard. Encourage this child to touch
try turning over the body part flashcards so the Peter’s nose on the flashcard.
children have to remember where they are. • Ask the child holding the flashcard to pass it to the
next child, and repeat the activity instructing the
Pencil and Paper children to touch a different body part.
6. S
• A
Peter.
7. L isten and colour the body parts.
SB 41 CD 1 / 33
• H old up the page so the children can see. Point song (See Introduction, p. 19).
to each of the clown’s body parts that are not
coloured and elicit the words from the children.
correct page. Provide the children with pencils of If there is time…
the right colours. If possible, each child should have Play Musical chairs.
PDF
WS 15
his or her own set.
• Say Listen. and play the listening from the CD. If Preparation Tip!
possible, pause the CD after each line to give the Before the lesson, copy and cut up a
children time to colour. set of the body part mini flashcards. You need
Body listening activity enough sets to have one mini flashcard per child.
Colour the ears green. Then stick the mini flashcards on the children’s chairs
Colour the hands orange. so that the children can easily see them. If there
Colour the toes yellow. aren’t enough chairs available in the classroom, then
Colour the eyes blue. you could use cushions or laminated copies of the
Colour the nose red. mini flashcards instead.
Colour the knees pink.
• Alternatively, if you are not able to pause the CD • P ut the chairs in a place where the children can easily
between each sentence, play the whole listening walk around and sit on them.
activity twice. The first time you listen show the • P lay some music for the children to move around to
children your book and point at each body part and then stop the music and say Sit down. Encourage
each colour. Then encourage the children to colour the children to sit down on the nearest seat that is
while they are listening for the second time. available.
• R andomly select one of the body part flashcards,
then show and say the body part to the children. All
8. S
the children sitting on a chair with a mini flashcard of
the same body part are ‘out’.
• A
sk the children to tidy away the crayons and other • P lay the music again and allow the remaining
materials by singing or playing the Tidy up song / children to move around the chairs and repeat the
Clean up song (AmE) (See Introduction, p. 19). activity (For more information see Unit 1, Lesson 6).


EXTRA LESSON 4 (OPTIONAL) CD 1 / 28
• Play the action story and act it out with the
Main Objective children.
To complete a listening exercise. Body action story
Clap your hands.
Key Words Turn around.
eyes, ears, nose, hands, knees, toes Join hands.
Sit down.
Word Revision
• If the children seem confident with the Body action
red, green, blue, yellow, orange, pink story, then you could use an action story from an
Receptive Language earlier unit instead.
What/Who is it?
This/These is/are his/her (nose/eyes). Carpet Time
Listen.
Close your eyes.
Colour the (hands) (pink).
Activities 4. Sing the Hop, hop, hop song. CD 1 / 31–32
Listen to and mime the Body action story. • Play the song. Let the children listen to the song
Sing the Hop, hop, hop song. and join in hopping and flying.
Play Who is it? Hop, hop, hop
Listen and colour the body parts. Hop, hop, hop.
Play the Yes or no game. Hop, hop, hop.
Fly and fly and fly and fly.
Materials Checklist And hop, hop, hop.
 P eter hand puppet Hop, hop, hop.
 flashcards 22–27 (eyes, ears, nose, hands, And now let’s stop.
knees, toes) (Repeat)
 CD 1 / 2–5, 8 (routine songs), CD 1 / 28, 31–32, Let’s stop!
34 • Repeat the song but this time give the children
 extra listening activity (Worksheet 17) different actions to do instead of hopping and
 coloured pencils or crayons flying, for example jump, skip, run, or walk in place
 a blindfold (optional) of hop and fly.
Notes • Once the children are confident singing the song,
you can use the karaoke track (CD 1 / 32).
5. Play Who is it?

• Invite one child to come to the front of the class,
show them the blindfold and say Close your eyes.
and blindfold the child.
• Take the child’s hands and guide them to touch
Peter’s nose and say What is it? and elicit the body
Warm-up and Revision part.
• Let the child feel a few different body parts and
1. Sing the Hello song. CD 1 / 2 elicit the word each time. Then say Who is it?
• M ake Peter greet the children. Make the puppet say Rosie? and elicit the name Peter.
Hello! and encourage the children to wave and say • You could also let the child feel you or another child
Hello! back to Peter. from the class (gently) and guess who it is.
like he is singing too (See Introduction, p. 19). Pencil and Paper

7. L isten and colour the body parts. • With your other hand point to the flashcard and say
PDF
WS 17 CD 1 / 34 Knees? Encourage the children to say Yes. if you
• H old up a copy of the page so all the children can are holding up the knees card and No, sorry. if not.
see. Point to the body parts on the page and elicit If the answer was No, sorry., keep guessing until
the words from the children. the children say Yes.
• Give the children their copy of the page and make • Repeat this with some of the other flashcards.
sure each child has an orange, blue, green, yellow,
red and pink pencil or crayon. For a listening activity 11. Sing the Bye-bye song. CD 1 / 8
to work smoothly the children really need their own • Look at Peter and say It’s time to go, Peter.
pencils. • Make Peter wave and say Bye-bye! and encourage
• Say Listen. Colour the hands pink. Point to the the children to wave and say Bye-bye! back to
hands in the picture and again say Colour the Peter.
hands pink. Give the children time to colour. • Signal to the children that it is the end of the
• Then play the instructions on the CD. English lesson by singing or playing the Bye-bye
Body extra listening activity song (See Introduction, p. 19).
Colour the hands pink.
Colour the toes orange.
Colour the knees yellow. If there is time…
Colour the nose blue.
Colour the eyes green.
Play Save Peter.
Colour the ears red. • D raw a tummy and a head (with a mouth) on
the board and say Look, it’s Peter. Oh, no! No
• While the children are colouring the body parts,
ears! No eyes! No hands! etc. and point to the
praise the children and name the body parts and
appropriate place where the body part would be.
colours with them.
• H old the body part flashcards so that you can see
the first card but the children can’t. Quickly rotate or
8. S
ing the Tidy up song / fan the cards so the children get a quick glimpse of
Clean up song (AmE). CD 1 / 5 which flashcard is on top and say What is it?
• A
sk the children to tidy away the crayons and other • Invite one child to tell you what he or she saw. If
materials by singing or playing the Tidy up song / he or she guesses correctly, say Which body part?
Clean up song (AmE) (See Introduction, p. 19). and point to the board. Allow the child to tell you
which body part to add to the board picture of Peter.
Rounding Off If the child doesn’t guess the correct body part, ask
another child to guess.
9. S
ing the Circle song. CD 1 / 3 • O nce the drawing of Peter has more than one body
• W
hen moving the children from the table to sit in part, if the children do not guess correctly you can
a circle, you can sing or play the Circle song again delete a body part from the drawing.
(See Introduction, p. 19). • T he goal is to try and guess enough pictures correctly
to make a complete picture of Peter.
10. P
lay the Yes or no game.
• S how the children the body part flashcards and
elicit the words.
• Show the children that you are mixing the cards in
your hands so neither you nor the children know
the order of the cards.
head so that the children can see which body part



CD 1 / 29–30
Touch your eyes
43 Touch your ears, one, two,
Main Objective Touch your knees, touch your toes
To follow a DVD story. And clap your hands, oh yeah!
Touch your knees, touch your toes
Key Words And clap your hands, oh yeah!
eyes, ears, nose, hands, knees, toes (Repeat)
Receptive Language you can repeat the song using the karaoke track.
Let’s play a game.
Clap your hands. / Join hands. Carpet Time
Turn around.
Look at Rosie. 3. Sing the Circle song. CD 1 / 3
Please stop. / I can’t stop. • If you want to move the children from another area
I’ve got Rosie. of the classroom to sit or stand in a circle, you can
Well done. / Good job (AmE). play the Circle song (See Introduction, p. 19).
Are the pictures the same?
4. Play What’s my favourite picture?
Classroom Language
• Put the body part flashcards in the centre of the
Circle the differences. circle and say the names of each of the body parts.
Use your (toes). • Choose one of the cards for the children to guess
Values and say for example, Listen carefully. What’s my
favourite picture? It isn’t nose. It isn’t hands. It
To develop appreciation for helping others.
isn’t knees. It isn’t ears. What is it?
Activities • Encourage the children to name the correct picture.
• If the children are finding it hard, you can point to
Sing the Touch your eyes song.
each flashcard as you say it and shake your head.
Play What’s my favourite picture?
Then point to the last flashcard, nod your head and
Watch the Rosie, please stop! DVD story.
encourage the children to name the body part.
Circle the four differences.
Play Burst the bubbles.
5. Watch the Rosie, please stop! DVD story.
Materials Checklist CD 1 / 6 (35)
 flashcards 22–27 (eyes, ears, nose, hands, children that the next activity is a story, then sing or
knees, toes) play the Story song:
 CD 1 / 2–5, 8 (routine songs), CD 1 / 29–30, (35) Story song
 Student’s Book, p. 43 It’s time for a story.
 DVD (Rosie, please stop!) Listen and look.
 coloured pencils or crayons (Repeat)
 bubble solution and a bubble wand • Play the DVD story and allow the children to watch.
 Story cards 23–30 (Rosie, please stop!) (optional) If you don’t have access to a DVD player, you can
 If there is time: body part mini flashcards use the Story cards with CD 1/35 or read the script
(Worksheet 15) from the back of the Story cards.

Rosie, please stop! Rounding Off
Peter: Let’s play a game. 9. Sing the Circle song. CD 1 / 3
Tom: Let’s play the game ‘Simon says’. • When moving the children from the table to sit in
Rosie: Yes, great idea! a circle, you can sing or play the Circle song again
Peter: Simon says, ‘Clap your hands.’ (See Introduction, p. 19).
Peter: Simon says, ‘Join hands.’
10. Play Burst the bubbles.
Peter: Touch your nose. Preparation Tip!
Rosie: No, Tom. To play this game you will need to
Tom: Oh, no. have bubble solution (washing-up liquid and water) and a
bubble wand available.
Peter: Simon says, ‘Turn around.’
Tom: Look at Rosie! • Say Look, bubbles. and blow some bubbles into
Peter: Rosie, Rosie, listen! Please stop! the circle. Allow the children to try and catch and
Rosie: Oooohhhh! I can’t stop! pop the bubbles.
• Then say Use your toes. Blow some more bubbles
Peter: I’ve got Rosie.
into the circle and show the children how you can
Tom: Well done, Peter. / Good job, Peter (AmE).
try to pop the bubbles using your toes.
Rosie: Thank you, Peter. • B
low some more bubbles into the circle and
Peter: All right/Alright (AmE). encourage the children to pop them using their toes.
• Continue blowing bubbles into the circle and asking
the children to pop them with different body parts
Pencil and Paper (except their eyes).
6. S
ing the Table song. CD 1 / 4 • If you have a big class, you might want to split the
• A
sk the children to move to the tables and sit children into groups and allow one group at a time
down by singing or playing the Table song (See to try and pop the bubbles.
7. C
ircle the four differences. SB 43 • Look at Peter and say It’s time to go, Peter.
Teaching Tip! the children to wave and say Bye-bye! back.
If you think the children will not be able to • Signal to the children that it is the end of the
see the page clearly when you are holding it, give the English lesson by singing or playing the Bye-bye
children their Student’s Books open to the correct page song (See Introduction, p. 19).
before starting instructions for the next activity.
• H old a copy of the page so all the children can see. If there is time…
Point and say Are the pictures the same?
• Point to Peter’s nose in both pictures and each time Play Snap!
PDF
WS 15
say Look, Peter’s nose is the same. Preparation Tip!
• Point to the ball in the first picture and say Look, hildren will need their set of the body part
C
a ball. Then point to the same place in the second mini flashcards made in Optional Extra Lesson 1
picture and say Look, no ball. (Worksheet 15). If they haven’t made them yet, they
• Say What else? and encourage the children to can do that now.
point to other differences between the pictures.
• Say Circle the four differences. and demonstrate • H elp the children to move and to put their six mini
by circling the place in the second picture where flashcards on the floor with the picture facing up.
the missing ball should be. • H old the normal body part flashcards in a fan. Make
• Give the children their Student’s Books already Peter select one of the cards and hold it so the
open to the correct page, and allow the children to children can’t see which body part has been chosen.
look at the two pictures and circle the differences • E ncourage the children to choose one of their mini
(1 Rosie’s ears; 2 Peter’s trousers; 3 Tom’s eyes; 4 flashcards and hold it up in the air so you can see
ball). which card they have selected.
• M ake Peter show the card which he selected and say
8. S
ing the Tidy up song / the body part to the children. Then make Peter hug,
Clean up song (AmE). CD 1 / 5 kiss or high five the children who held up the same
• A
sk the children to tidy away the crayons and other mini flashcard and say Snap!
materials by singing or playing the Tidy up song / • R epeat the activity selecting a different card.


Main Objective join in with the actions.
To listen to and join in telling a story. Body action story
Clap your hands.
Key Words Turn around.
eyes, ears, nose, hands, knees, toes Join hands.
Sit down.
Receptive Language
• If the children seem confident with the Body action
Let’s play a game.
story, then you could use an action story from an
Clap your hands.
earlier unit instead.
Join hands.
Turn around.
Look at Rosie. Carpet Time
Please stop. 3. Sing the Circle song. CD 1 / 3
I can’t stop. • If you want to move the children from another area
I’ve got Rosie. of the classroom to sit or stand in a circle, you can
Well done. / Good job (AmE). sing or play the Circle song (See Introduction, p. 19).
Classroom Language
Colour the picture.
4. Play Save Peter.
• Draw a tummy and a head (with a mouth) on
Activities the board and say Look, it’s Peter. Oh, no! No
Listen to and mime the Body action story. ears! No eyes! No hands! etc. and point to the
Play Save Peter. appropriate place where the body part would be.
Tell the Rosie, please stop! story. • Make the Peter hand puppet hold the flashcards
Fold and cut. Colour the mini storybook. so that you can see the first card but the children
Play What is it? can’t.
• Quickly rotate or fan the cards so the children get a
Materials Checklist quick glimpse of which flashcard is on top and say
 P eter hand puppet What is it?
 flashcards 22–27 (eyes, ears, nose, hands, • Invite one child to tell you what they saw. If he or
knees, toes) she guesses correctly, say Which body part? and
 CD 1/2–6, 8 (routine songs), CD 1/28, (35) point to the board. Allow the child to tell you which
 Story cards 23–30 (Rosie, please stop!) body part to add to the board picture of Peter. If
 Rosie, please stop! mini storybook (Worksheet the child doesn’t guess the correct body part, ask
18a+b) another child to guess.
 coloured pencils or crayons • Once the drawing of Peter has more than one body
 scissors part, you can delete a body part from the drawing
 glue, stapler or sticky tape if the children do not guess correctly.
 character masks or cut-outs (Worksheets 1+2) • The goal is to try and guess enough pictures
(optional) correctly to make a complete picture of Peter.
 If there is time: softball or bean bag, body part
mini flashcards (Worksheet 15) 5. Tell the Rosie, please stop! story.
PDF
CD 1 / 6, 35 (WS 1+2)
Notes
play the Story song:
Story song
It’s time for a story.
Listen and look.
Warm-up and Revision (Repeat)
• Tell the Rosie, please stop! story using the Story
1. Sing the Hello song. CD 1 / 2 cards or CD 1 / 35. The script is on the back of the
• M ake Peter greet the children. Make the puppet say cards.
Hello! and encourage the children to wave and say • Repeat the story and encourage the children to join
Hello! back. in and name the characters and the actions which
• Sing or play the Hello song and make Peter look they do.

• H and out the Story cards in a random order
Rounding Off
encourage the children with Story cards to make 9. Sing the Circle song. CD 1 / 3
a line so they are in the correct order. Say, for • When moving the children from the table to sit in
example: Now let’s put the story together. Here a circle, you can sing or play the Circle song again
you are / Here you go (AmE), (Theresa). This is (See Introduction, p. 19).
your Story card, (Ben). Listen to the story.
• If there is time, you could play or tell the story 10. Play What is it?
again and the children can try to mime some of the • Show the children the flashcards and elicit the body
actions from the story as they listen. You could even part on each flashcard.
give some of the children the character masks or • Shuffle the cards and put them in a pile on the floor
cut-outs (Worksheets 1+2) to mime the actions of in the middle of the circle.
one of the characters in the story. • Invite one confident child to take the top card
• H
owever, don’t expect the children to do more than without showing it to the others and encourage the
mime some of the actions from the story. child to point to the same body part on his or her
body as on the flashcard.
Pencil and Paper • Encourage the other children to tell you what body
Preparation Tip! part the child is pointing at.
You might want to fold the children’s • Continue the game, allowing different children
mini storybooks before the lesson so that the children do to come to the centre of the circle and take a
not need to do this themselves. flashcard.
lesson so that you can show the children what they are
going to make (See Introduction, p. 13).
6. S
ing the Table song. CD 1 / 4 Peter.
• A
sk the children to move to the tables and sit • Signal to the children that it is the end of the
down by singing or playing the Table song (See English lesson by singing or playing the Bye-bye
Introduction, p. 19). song (See Introduction, p. 19).

If there is time…
PDF
WS 18a+b
• S how the children a copy of the mini storybook.
PDF
• Show each of the pictures and tell the children Play Bean bag toss. WS 15
what is happening using the lines from the story
(See video script, p. 99). Preparation Tip!
• Either give each of the children a copy of the mini You will need enough body part mini
storybook that you have made previously or give flashcards to be able to give one to each child.
them a photocopy of Worksheet 18a+b copied If you have a large class, you might want only half
onto one A4 sheet (front and back). Follow the the children to play. The other children can stand
instructions on page 13 of the Introduction to make behind a friend and swap places after a short time.
the mini storybooks. You may need to help children You also need a soft ball or a bean bag.
with the cutting and folding.
• A
sk the children to sit in a circle and put a mini
• Encourage the children to choose and colour one
flashcard on the floor in front of each child. If the
picture in the mini storybook.
children are sat on chairs in the circle, you can put
• Monitor the children’s work and praise the children
the mini flashcard under each chair.
for neat colouring.
• Y ou should stand in the middle of the circle and say
• The children could finish colouring their mini
one of the body parts, then pass the bean bag to a
storybooks at home with their parents.
child with a mini flashcard of that body part.
• S ay another body part and encourage the child to
8. S
ing the Tidy up song / pass the bean bag to a child with that body part mini
Clean up song (AmE). CD 1 / 5 flashcard.
• A
sk the children to tidy away the crayons and • If the children seem confident with the game, a child
materials by singing or playing the Tidy up song / can stand in the middle of the circle and name the
Clean up song (AmE) (See Introduction, p. 19). body parts for the others to pass the bean bag to.


Hello! back.
2. Using productive language: ‘What hurts?’

• Say What hurts? and mime that your hand hurts,
then say My hand hurts.
• Say What hurts? to a confident child in the class
and encourage them to mime which body part
hurts and say My knee/eye/nose/etc. hurts.
45
• Continue around the class asking each child What
hurts? and encourage each child to mime and tell
you which body part hurts.

Main Objective • Drill the question using different voices, for example
To match items which are the same or similar. sing, whisper or shout it until the children seem
confident asking the question.
Key Words • Encourage each child to ask What hurts? to
eyes, ears, nose, hands, knees, toes another child in the class and encourage them to
answer with My toe/knee/ear/etc. hurts.
Word Revision
panda, rabbit, turtle, crocodile Carpet Time
What/Who is it? • If you want to move the children from another area
Classroom Language
Circle the pictures.
Productive Language 4. Tell the Rosie, please stop! story. CD 1 / 6, 35
What hurts? • If you want to use a transition marker to tell the
My ear/eye/nose/hand hurts. children that the next activity is a story, then sing or
play the Story song:
Thinking Skills Story song
Focusing attention and matching similar body It’s time for a story.
parts. Listen and look.
(Repeat)
Activities • Using the Story cards, play or tell the children the
Using productive language: ‘What hurts?’ Rosie, please stop! story. The script is on the back
Tell the Rosie, please stop! story. of the cards. Encourage the children to join in and
Play Who’s in the window? mime some of the actions.
Look and circle the correct picture. • If there is time, hand out the cards randomly to
Play the Flashcard jumble. different children and encourage them to make a
line in the correct order as they listen to the story.
Materials Checklist
 flashcards 1–4, 14–19, 22–27 (Peter, Rosie,
Tom, Connie, one, two, three, four, five, six,
eyes, ears, nose, hands, knees, toes)
 an A4 piece of thick paper
 Story cards 23–30 (Rosie, please stop!)
 If there is time: body part mini flashcards
(Worksheet 15) (optional)

5. Play Who’s in the window? Rounding Off
Preparation Tip!
Cut a small window in a piece of thick 9. Sing the Circle song. CD 1 / 3
paper. The hole needs to be big enough to see a body • When moving the children from the table to sit in
part from the character flashcards (you should be able to a circle, you can sing or play the Circle song again
identify the body part through the hole). (See Introduction, p. 19).
• P ut one of the character flashcards behind the 10. Play the Flashcard jumble.
thick paper and move the window around the card • Show the children the body part flashcards and
showing small parts of the picture. elicit the words.
• Hold the window over one of the body parts from • Choose six children and ask them to stand at the
this unit, say What is it? and elicit the word. front of the class. Give each of them a flashcard
• Show and elicit the names for a few different body and encourage everyone to tell you which flashcard
parts using the window, then ask Who is it? and each child has.
elicit the name of the character on the flashcard. • Ask the children to turn over their flashcards and
• Repeat the activity with the other character hold them to their chests so no one can see the
flashcards. picture.
Pencil and Paper different children and direct them to change places,
as if you are mixing the children up.
6. S
• Point to each child with a flashcard in order down
• A
the line and ask all the children to tell you the body
part on the flashcards until they have named all the
flashcards.
7. L ook and circle the correct picture. SB 45
• H old up the page so the children can see. Point to
the first picture and say Who is it? What is it?
Elicit the name of the character and the name of
the body part from the children.
• Point to the other body parts on the same line and
again say Who is it? and What is it? For each
picture elicit the name of the character and the
body part.
• Point again to the first picture and say Rosie’s ears. If there is time…
then point to the picture of Peter’s ears and say PDF
Peter’s ears. Play Musical flashcards. WS 15
• Point to Rosie again and say Ears. and point to • P lace all the body part flashcards around the
Peter and say Ears. Then circle the picture of Peter’s classroom in a place where they can easily be seen
ears. and the children can safely move between the cards
• Point to the first picture on the second line and (attached to a wall or something that can’t move is
elicit the name of each character and body part best).
again. • P oint to each of the cards around the room and elicit
• Point to the body parts which are the same (Rosie’s the body parts from the children.
eyes and Tom’s eyes) and highlight these to the • P lay some music for the children to move around to.
children before circling Tom’s eyes. You could use some of the songs that the children
• On the last two lines, encourage the children to tell have learnt in their English lessons so far.
you which pictures have the same body parts. • Stop the music and encourage the children to choose
• Give the children their Student’s Books open to the a body part and stand near the flashcard of that
correct page and say Circle the pictures. body part.
• Monitor the class and praise the children. • Once all the children are by a flashcard, say a body
Encourage the children to name the characters and part. To appear fair it is better to select a body
the body parts. part randomly – perhaps put the body part mini
flashcards in a bag and pull one out. All the children
8. S
ing the Tidy up song / standing by that body part 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
• A
round after.
children to move around and repeat the activity.

Notes:

Unit 4 Toys

Key Words Touch the (plane) with your (nose).
car Stand up. / Sit down.
teddy/teddy bear (AmE) Roll the dice.
plane Match the toys.
doll Draw a line.
scooter Pass the (scooter).
train Productive Language
bike
Do you like (plane)s?
Receptive Language Yes, I like (plane)s.
What is it? Objectives
Look, it’s (me)!
Is it the teddy/teddy bear (AmE)? Children learn:
Shh! • to recognise and name some toys using English
Snap! • to listen to, act out an action story, and order the
Fly your plane. pictures which tell the action story
Drive your car. • to listen to and join in with a song and a chant
Hug your teddy/teddy bear (AmE). • to watch and listen to a DVD story
Kiss your doll. • to follow slightly more complex instructions using
Simon says. mime, gesture and other actions
I’m on my little bike/train. • to play some simple games using English in small
I’m in my little car/plane. groups without the teacher leading
What’s my favourite picture? Competences
Let’s play with the (plane).
Children can:
Let’s build a tower.
• name and identify different toys using movement,
A big tower.
pointing, gestures, etc.
Oh, no! Sorry.
• point to the appropriate toy when asked
• understand and follow simple instructions given
What’s in the bag?
in English during the lesson
Where’s the other (scooter)?
• participate in games, songs, chants, and TPR
Classroom Language based action stories
Stick in the plane/train. • ask in English if someone likes a toy and answer
Draw yourself. the same question
(Can you) Point to the (plane). • describe some actions that children do with toys,
Colour the toys/pictures. for example kiss, hug, drive, etc.
Cut out the cards. Values
Show me (doll).
• to develop appreciation for the values of
Listen.
apologising and forgiving
How many dots?
Draw the dots. Thinking Skills
Fold it in half. • paying attention to details and recognising toys
Stick it together. from different angles
Draw a line (to the airport).

Unit 4 Toys

LESSON 1 • CHANT
Unit 4 Toys Hello! and encourage the children to wave and say
Hello! back.

CD 1 / 29–30
along and join in with the actions.
Touch your eyes
47 Touch your nose, oh yeah!
Touch your ears, one, two,
Main Objective
To introduce the toys using a chant. Touch your knees, touch your toes
And clap your hands, oh yeah!
Key Words Touch your knees, touch your toes
car, teddy/teddy bear (AmE), plane, doll, scooter, And clap your hands, oh yeah!
train (Repeat)
• If there is time, repeat the song using the karaoke
Receptive Language version (CD 1 / 30).
What is it?
Look, it’s (me). Carpet Time
Stick in the plane/train. • If you want to move the children from another area
Draw yourself. of the classroom to sit or stand in a circle, you can
Point to the (scooter). sing or play the Circle song (See Introduction, p. 19).
Activities
4. Introduce the toys.
Sing the Touch your eyes song. Teaching Tip!
Introduce the toys. If you have a real toy car, plane, train, scooter,
Say the Toys chant. doll and teddy/teddy bear (AmE), you could introduce the
Stick in and draw. vocabulary using these instead of the flashcards.
Play Point to...
• Show the children the flashcard for car and say Car.
Materials Checklist Mime driving a car and put the flashcard on the
 P eter hand puppet floor.
 flashcards 28–33 (car, teddy/teddy bear (AmE), • Show the children the flashcard for teddy/teddy
plane, doll, scooter, train) bear (AmE) and say Teddy/Teddy bear (AmE).
 CD 1 / 2–5, 8 (routine songs), CD 1 / 29–30, CD Mime hugging a teddy/teddy bear (AmE) and put
2 / 2 the flashcard on the floor.
 stickers from the appendix of the Student’s • Point to the flashcard for car, look at Peter and say
Book (plane, train) What is it, Peter? Make Peter say Teddy/Teddy
 Student’s Book, p. 47 bear (AmE). Encourage the children to say No! to
 coloured pencils or crayons Peter and then you say No, Peter! Car. and mime
 toy train, plane, car, scooter, doll and teddy/ driving a car.
teddy bear (AmE) (optional) • Continue to show the children the other toy
flashcards. Say the toy and show the children an
Notes action as you name each toy.

Suggested actions: 8. Sing the Tidy up song /
plane – hold your arms out to the side and mime Clean up song (AmE). CD 1 / 5
flying through the air • Ask the children to tidy away the crayons and other
doll – mime holding a baby lying in your arms and materials by singing or playing the Tidy up song /
rock the baby Clean up song (AmE) (See Introduction, p. 19).
scooter – mime holding scooter handles and mime
riding along the pavement
Rounding Off
train – making movements with your arms
accompanied by saying choo-choo 9. Sing the Circle song. CD 1 / 3
• Point to a flashcard and ask Peter What is it, • When moving the children from the table to sit in
Peter? Make Peter say different toys, then a circle, you can sing or play the Circle song again
encourage the children to tell Peter if he is correct (See Introduction, p. 19).
or not. Encourage the children to join in doing the
action for the correct toy and saying the name of 10. Play Point to...
the toy.
• Put the six toy flashcards on the floor in front of the
children. Say Point to the scooter. Mime holding
5. S
ay the Toys chant. CD 2 / 2 scooter handles, and make Peter point to the
• S how the children each of the toy flashcards in the scooter flashcard.
order from the chant and name the toys. • Encourage the children to do the action and point
• Put the flashcards on the floor where the children to the flashcard with Peter.
can easily see them. • Repeat with the other toys, encouraging the
• Play the chant and point to the appropriate toys as children to do the action for the toy and point at
you say or hear them in the chant. the correct flashcard.
Toys chant
My car, my teddy/teddy bear (AmE), my plane, OK. 11. Sing the Bye-bye song. CD 1 / 8
My doll, my scooter, my train. Hooray! • Look at Peter and say It’s time to go, Peter.
(Repeat) • Make Peter wave and say Bye-bye! and encourage
• Repeat the chant and encourage the children to the children to wave and say Bye-bye! back to
join in doing the action for each toy. Peter.
Pencil and Paper English lesson by singing or playing the Bye-bye
6. S
• A
If there is time…
Play Where’s the doll?
7. S
tick in and draw. • S how the children each of the toy flashcards. Name
SB 47 CD 2 / 2 the toys as you show each card and then place the
• H old up your Student’s Book so the children can see cards face down on the floor.
the page. Play the Toys chant and point to each of • M ix the cards up by sliding them around the floor.
the toys in the picture as you hear them. Then look at Peter and say Which one, Peter? Make
• Give the children their Student’s Books open to the Peter say Doll, please. and mime rocking a baby in
correct page. Repeat the chant and encourage the your arms (you can hold Peter as if he is a baby).
children to point to each of the toys on the page. • C hoose one of the children and say Where’s the
• Say Stick in the plane. and demonstrate by doll? Encourage the child to turn over a card.
showing the children the sticker of the plane and • If the child turns over the card with the doll, then
where to stick the sticker on the page. Then help say Yes. and allow the child to give the card to Peter.
the children put their sticker on their own page. Peter should say Thank you. and can reward the
• Repeat to get the children to stick in the train. child by giving a kiss, hug or high-five. If the card is
• Say Draw yourself. and demonstrate by drawing not the doll, then say No, sorry. and choose a new
a face in the picture and say Look, it’s me. then child to turn over a card.
point to the face on one of the children’s page and • T he cards that the children have found can be put
say Look, it’s (Lucy). on the floor near Peter, or to make the game harder
• Monitor the class and praise the children for neat they can be put back in the game with the other
work. You can also point to and name different toys cards.
and colours on the page. • R epeat the activity asking different children to find
different toys each time.

Unit 4 Toys
Toys chant
EXTRA LESSON 1 (OPTIONAL) My car, my teddy/teddy bear (AmE), my plane, OK.
My doll, my scooter, my train. Hooray!
To use the toys in a chant. • Repeat the chant and encourage the children to
join in doing the action for each toy.
Key Words Suggested actions:
car, teddy/teddy bear (AmE), plane, doll, scooter, car – mime driving a car
train teddy/teddy bear (AmE) – mime hugging a teddy/
teddy bear (AmE)
Receptive Language
plane – hold your arms out to the side and mime
Is it the teddy/teddy bear (AmE)? flying through the air
Shh! doll – mime holding a baby lying in your arms and
Snap! rock the baby
Classroom Language scooter – mime holding scooter handles
train – making movements with your arms
Colour the toys.
accompanied by saying choo-choo
Cut out the cards.
Show me (doll).
Carpet Time
Activities
Say the Toys chant.
Play the Yes or no game and Say it louder!
Colour the mini flashcards.
Play Snap!
Materials Checklist 4. Play the Yes or no game.
 P eter hand puppet • Show the children the toy flashcards and elicit the
 flashcards 28–33 (car, teddy/teddy bear (AmE), appropriate words. Then show the children that you
plane, doll, scooter, train) are mixing the cards in your hands so neither you
 CD 1 / 2–5, 8 (routine songs), CD 2 / 2 nor the children know the order of the cards.
 toy mini flashcards (Worksheet 19) • Take one of the flashcards and hold it above
 coloured pencils or crayons your head so that the children can see which toy
 scissors (optional) flashcard you are holding but you can’t.
Notes Is it the teddy/teddy bear (AmE)? and encourage
the children to say Yes. if you are holding up the
teddy/teddy bear (AmE) and No, sorry. if not. If
the answer was No, sorry., keep guessing until the
children say Yes.
Warm-up and Revision • Repeat this with some of the other flashcards.
• M ake Peter greet the children. Make the puppet say 5. Play Say it louder!
Hello! and encourage the children to wave and say • Show the children the flashcard for teddy/teddy
Hello! back to Peter. bear (AmE). Elicit the toy from the children and
• S ing or play the Hello song and make Peter look encourage them to mime hugging a teddy/teddy
like he is singing too (See Introduction, p. 19). bear (AmE).
• Make Peter say Shh! and whisper Teddy/Teddy
2. Say the Toys chant. CD 2 / 2 bear (AmE). Encourage the children to whisper it
Teaching Tip! with Peter.
To keep the mimes for the vocabulary • Say Teddy/Teddy bear (AmE). repeatedly each
separate from the actions for the action story, keep the time a little louder and have the children repeat
children sitting down while you do the vocabulary mimes. until the last time you shout it and then say Shh!
and whisper Teddy/Teddy bear (AmE). again.
• S how the children each of the toy flashcards and • Repeat this with some of the other toys.
name the toys. • After some time you can try different voices, for
• Put the flashcards on the floor where the children example, try singing the word, or saying it with a
can easily see them. high squeaky voice and then a deep low voice. Or
• Play the chant and point to the appropriate toys as try saying the toy while you are holding your nose
you say or hear them in the chant. or wobbling your lips using your finger.

Pencil and Paper
name the toy for the children. Then make Peter
6. S
ing the Table song. CD 1 / 4 hug, kiss or high five the children who held up the
• A
sk the children to move to the tables and sit same toy and say Snap!
down by singing or playing the Table song (See • Put all the cards back to the starting position and
Introduction, p. 19). repeat the activity with Peter and the children
selecting a different card.
7. C
olour the mini flashcards.
PDF
WS 19 CD 2 / 2 11. Sing the Bye-bye song. CD 1 / 8
Preparation Tip! • Look at Peter and say It’s time to go, Peter.
You might find it easier to cut the mini • Make Peter wave and say Bye-bye! and encourage
flashcards out before the lesson and let the children just the children to wave and say Bye-bye! back to
colour them in. Peter.
• H old up the page with the mini flashcards so the English lesson by singing or playing the Bye-bye
children can see. Say the Toys chant and point to song (See Introduction, p. 19).
the correct mini flashcard.
Colour the toys. and demonstrate by colouring
one of the toys. If there is time…
• While the children are working, praise the children’s PDF
Play Bingo! WS 19
work and say the toys the children are colouring.
• P ut the six toy flashcards face down on the floor in
You can also ask the children in English about the
front of Peter.
colours they are using.
• H elp the children move so that they have a space in
front of them. Help them to choose four of their mini
flashcards and to put these on the floor with the
card.
picture facing up.
• You could play the Toys chant in the background
• M ake Peter turn over one of the toy flashcards from
quietly while the children are working, or play other
his set, show and say the word to the children. Then
songs and chants the children know from earlier
encourage the children to turn their mini flashcard
units.
with the same toy face down if they have one in
front of them.
to show some of their toys cards, for example, say
• R epeat this until some of the children have turned
Show me doll. and encourage the children to hold
over all of their mini flashcards and encourage them
up their doll mini flashcard.
to shout Bingo! Peter can then kiss, hug or high five
with the children who have ‘Bingo’.
8. S
• If the children are still interested, then turn all the
Clean up song (AmE). CD 1 / 5 cards back over and repeat the activity, this time
• Ask the children to tidy away the crayons and their calling the toys a little quicker.
mini flashcards by singing or playing the Tidy up
Rounding Off
9. S
ing the Circle song. CD 1 / 3
• W
PDF
10. Play Snap! WS 19
in front of them and help them to put their six mini
flashcards on the floor with the picture facing up.
• Hold the normal toy flashcards in a fan. Make Peter
select one of the cards and hold it so the children
can’t see which one has been chosen.
• Encourage the children to choose one of their mini

Unit 4 Toys

Hello! back.
PDF
2. Play Simon says. WS 16
• Tell the children that you are going to give them
some instructions. The children should only carry
out the instructions if you say Simon says... at the
beginning of the instruction.
• Give the instructions from below or using the action
49
spinner (Worksheet 16).
Clap your hands. Sit down.

Turn around. Touch your...
Main Objective Join hands. Fly.
To listen to and join in with an action story. Stand up. Hop.
• Give the instructions in a random order, e.g. say
Key Words Simon says turn around. Turn around and
car, teddy/teddy bear (AmE), plane, doll, scooter, encourage the children to turn around too.
train • After a few turns just give the instruction. Say
Simon says clap your hands. and only show the
Word Revision
action if the children don’t do it on their own.
stand up, sit down, touch your (nose), clap your • Once the children are confident with the game,
hands, turn around, join hands, fly, hop give some instructions without saying Simon
Receptive Language says... first and stand very still to show the children
that they shouldn’t do an action if Simon doesn’t
Fly your plane.
tell them to.
Drive your car.
• Praise the children who are listening carefully and
Hug your teddy/teddy bear (AmE).
only do the action when you say Simon says...
Kiss your doll.
• If the children are good at this game, you might
Simon says.
want to try and trick them by doing a different
Classroom Language action to the one you are saying. The children
should do what you say and not copy what you are
Listen.
doing.
How many dots?
Draw the dots.
Carpet Time
Activities
Play Simon says.
Listen to and mime the Toys action story. • If you want to move the children from another area
Listen and draw the dots/numbers. of the classroom to sit or stand in a circle, you can
Play Uncover the flashcard. sing or play the Circle song (See Introduction, p. 19).
Materials Checklist 4. Listen to the Toys action story.

 flashcards 28–33 (car, teddy/teddy bear (AmE), Teaching Tip!
plane, doll, scooter, train)
vocabulary mimes, do these actions standing up.
 coloured pencils or crayons • Say the action story in the correct order and act it
 a piece of paper or card (big enough to cover a out. As you hear each line mime doing each action.
flashcard)
 action spinner (Worksheet 16) (optional)

Toys action story Rounding Off
Fly your plane. – With arms out at the side like
wings, run in a small circle. 9. Sing the Circle song. CD 1 / 3
Drive your car. – Mime driving a car turning the • When moving the children from the table to sit in
steering wheel. a circle, you can sing or play the Circle song again
Hug your teddy/teddy bear (AmE). – Mime (See Introduction, p. 19).
hugging a big teddy/teddy bear (AmE).
Kiss your doll. – Mime rocking a baby in your 10. Play Uncover the flashcard.
arms and then kiss the baby. • Show the children the toy flashcards and elicit the
names for each of the toys.
5. M
ime the Toys action story. • Hold the cards so the pictures are all face down and
• E ncourage the children to join in with the actions show the children that you are mixing the cards so
as you say them. The children should copy your you and the children don’t know the order.
actions as much as they can. • Take a piece of paper or card and cover the toy
• After a few turns just give the instructions from picture of one of the cards and hold the card so the
the action story and only show the actions if the children can see it.
children don’t do them on their own. • Gradually move the paper or card up or down the
flashcard to reveal the picture of the toy.
Pencil and Paper • Encourage the children to guess which toy is hidden
as the toy is being revealed. Peter can reward the
6. S
ing the Table song. CD 1 / 4 children who guess correctly first by giving them a
• A
sk the children to move to the tables and sit kiss, hug or high-five.
down by singing or playing the Table song (See • Repeat the activity, covering a different flashcard
Introduction, p. 19). with the piece of paper or card for the children to
guess.
7. L isten and draw the dots/numbers.
SB 49 CD 2 / 3 11. Sing the Bye-bye song. CD 1 / 8
• P lay the action story and do the actions as you hear • Look at Peter and say It’s time to go, Peter.
them on the CD. • Make Peter wave and say Bye-bye! and encourage
• Hold up your Student’s Book so the children can the children to wave and say Bye-bye! back.
see. Play the action story again and point at the • Signal to the children that it is the end of the
correct picture on the page as you listen. English lesson by singing or playing the Bye-bye
• Give the children their Student’s Books open to the song (See Introduction, p. 19).
correct page.
picture on their page.
• Point to the dice at the top of the page and Play Move towards the flashcard.
encourage the children to help you count the dots • If there is a board in the classroom, attach the toy
on the dice. flashcards so that half the cards are on the left of the
• Play or tell the action story again. After the first board and half are on the right. If there is no board,
line encourage the children to point to the correct put the flashcards to the left and right of a space on
picture. Say How many dots? and elicit the word the floor.
One. from the children. Then say Draw the dot(s). • M ake Peter point to each of the flashcards and elicit
and demonstrate by drawing one dot in the square the toys from the children.
in the top left corner of the picture, or the number • U se Peter to nominate a few of the children (up to
one if the children are able to write numbers. four depending on the space and the number of
• Monitor the class and praise the children for children in the class). These children should stand
drawing the correct number of dots or the correct in front of the board (or in the space between the
number. flashcards if they are on the floor).
• Repeat for the rest of the action story so that the • M ake Peter say Teddy/Teddy bear (AmE). and then
squares next to each picture show the correct encourage the children who are stood up to move to
number. the left or right towards the teddy/teddy bear (AmE)
flashcard.
8. S
ing the Tidy up song / • M ake Peter praise the children who moved to the
Clean up song (AmE). CD 1 / 5 correct flashcard by kissing, hugging or giving high-
• A
sk the children to tidy away the crayons and other five, then ask these children to sit down in the circle.
materials by singing or playing the Tidy up song / • R epeat the activity with different children.

Unit 4 Toys
Toys chant
EXTRA LESSON 2 (OPTIONAL) My car, my teddy/teddy bear (AmE), my plane, OK.
My doll, my scooter, my train. Hooray!
Carpet Time
Key Words
car, teddy/teddy bear (AmE), plane, doll, scooter, 3. Sing the Circle song. CD 1 / 3
train • If you want to move the children from another area
Receptive Language sing or play the Circle song (See Introduction, p. 19).
Fly your plane.
Drive your car. 4. Listen to and mime the Toys action story.
Hug your teddy/teddy bear (AmE). CD 2 / 3
Kiss your doll. • Play the action story. As you hear each line carry out
Classroom Language the appropriate action.
Toys action story
Colour / Cut out the toys.
Fly your plane.
Fold it in half.
Drive your car.
Stick it together.
Activities Kiss your doll.
Say the Toys chant. • Encourage the children to stand up and join in with
Listen to and mime the Toys action story. the actions as you listen to or tell the action story.
Play Mix up the action story. • If you have time, you could invite small groups of
Colour the toys and make a hanging mobile. children to perform the action story for the rest of
Perform and tell the Toys action story. the class to watch.
Teaching Tip!
Materials Checklist If the children seem comfortable with the
 P eter hand puppet action story, you can add the following words and actions
 flashcards 28–33 (car, teddy/teddy bear (AmE), in the next activity.
plane, doll, scooter, train) train – bend your knees as you move your arms in a
 CD 1 / 2–5, 8 (routine songs), CD 2 / 3 circular movement to show train wheels and say choo-
 coloured pencils or crayons choo
 hanging toy mobile (Worksheet 20) scooter – mime holding scooter handles and standing
 string on one leg move the other to mime pushing the scooter
 glue forward
Notes
• Give the instructions from the action story in a
random order. Say Drive your car., mime driving a
car and encourage the children to join in.
• Repeat with other actions showing the children the
action each time and encouraging the children to
join in.
1. Sing the Hello song. CD 1 / 2 • After a few turns just give the instruction, e. g. Kiss
• M ake Peter greet the children. Make the puppet say your doll. and only show the action if the children
Hello! and encourage the children to wave and say don’t do it on their own.
Hello! back to Peter. • If the children are confident with the actions, then
• S ing or play the Hello song and make Peter look choose two children. Tell them to stand in the circle
like he is singing too (See Introduction, p. 19). and say a line from the action story for the two
children to mime.
2. Say the Toys chant. CD 2 / 2 • Praise the children when they do it correctly.
• S how the children each of the toy flashcards in • Once the children are confident with the actions
the order from the chant and say the name for from the action story you can add the following
each toy. Put the flashcards on the floor where the instructions:
children can easily see them. Ride your scooter.
• Play the chant and encourage the children to join in Drive your train.
pointing to the appropriate toy flashcard or doing
the action for each toy as you say it in the chant.

Pencil and Paper 10. Perform and tell the Toys action story.
CD 2 / 3
6. S
ing the Table song. CD 1 / 4 • Play or tell the action story. Encourage the children
• A
sk the children to move to the tables and sit to show you and Peter the actions from the story.
down by singing or playing the Table song (See • Repeat the story but this time encourage the
Introduction, p. 19). children to join in telling as much of the story as
they can.
7. C
olour the toys and make a hanging • If the children seem confident, split the class into
PDF
mobile. WS 20 two groups. One group can perform the action
Preparation Tip! story while the other group watches and then
Make the mobile from Worksheet 20 to groups can swap.
show the children. If there are quite a few children in your
class, you might want to cut and fold the toys for the
Note:
mobile before the lesson. If necessary, you could also
glue the toys and add the string for the children after the
lesson.
• S how the children a copy of the hanging toy mobile The children can then perform the action story for their
that you have made before the lesson so they can parents to watch.
see what they are going to make.
• Point to each of the toys on the page and say 11. Sing the Bye-bye song. CD 1 / 8
What is it? then elicit the names of the toys from • Look at Peter and say It’s time to go, Peter.
the children. • Make Peter wave and say Bye-bye! and encourage
• Give the children their copy of the worksheet and the children to wave and say Bye-bye! back to
say Colour the toys. Demonstrate by starting to Peter.
colour one of the toys. • Signal to the children that it is the end of the
• Monitor the class and praise the children for English lesson by singing or playing the Bye-bye
neat colouring. Ask the children in English about song (See Introduction, p. 19).
the colours they are using and the toys they are
colouring.
• When the children have coloured the front and
If there is time…
back of all the toys, say Cut out the toys. and
demonstrate by cutting out one of the toys. The Play Find the flashcard.
front and back should be cut together as one piece. • C hoose a confident child from the class and ask him
• Show the children one of the toys and again ask or her to choose a toy flashcard (e.g. doll) then stand
What is it? and elicit the name of the toy. near you. Ask the child to close his or her eyes.
• Say Fold it in half. and show the children how • T ell the other children to be quiet and show them
to fold the toy in half. Then show the children the that you are hiding the flashcard, for example under
piece of string and say Stick it together., and a cushion, in a toy box, on the bookcase, etc.
show the children how to stick the toy with the • A sk the child to open his or her eyes. Say Where’s
string in the middle. the doll? and make it clear to the other children that
• Monitor the children and help them fold their toys they are not to say where the flashcard was hidden.
and glue them. Then hang the toys in a line from a • E ncourage the child to walk around the classroom
piece of string. to find the hidden flashcard. Keep saying the word
• The mobile can then be hung in the classroom, or Doll. as the child moves around. As the child gets
the children can take it home. closer to the hidden card, say Doll. more loudly and
e.g. nod your head, and, as the child moves away
8. S
ing the Tidy up song / from the card, e.g. shake your head and say Doll.
Clean up song (AmE). CD 1 / 5 more quietly.
• A
sk the children to tidy away the crayons and • Once the child has found the card, Peter can give the
materials by singing or playing the Tidy up song / child a hug, kiss or high-five as a reward.
Clean up song (AmE) (See Introduction, p. 19). • Repeat the game choosing a different child and this
time encourage the children to join in saying the toy
Rounding Off loudly or quietly as the child gets closer or further
away from the hidden card.
9. S
• W

Unit 4 Toys

LESSON 3 • SONG
2. Listen and mime the Toys action story.

CD 2 / 3
Teaching Tip!
To make the actions different from the
vocabulary mimes, do the actions standing up.

51
children.
Main Objective Toys action story
Fly your plane.
To listen to and sing a song about toys.
Drive your car.
Key Words Hug your teddy/teddy bear (AmE).
car, teddy/teddy bear (AmE), plane, doll, scooter, Kiss your doll.
train, bike • If you have time, you could invite confident children
to perform the action story for the rest of the class
Receptive Language to watch.
I’m on my little bike/train.
I’m in my little car/plane. Carpet Time
Draw a line to the airport. • If you want to move the children from another area
Touch the (teddy/teddy bear (AmE)) with your of the classroom to sit or stand in a circle, you can
(toes). sing or play the Circle song (See Introduction, p. 19).
Activities 4. Play What is it?

Listen and mime the Toys action story. • Show the children the toy flashcards. Elicit the
Play What is it? toy on each flashcard and show the children the
Listen to the I’m on my little bike song. appropriate actions.
Draw a line along the path to the airport. • Introduce the word bike. Show the children the
Play Touch the teddy/teddy bear (AmE) with your bike flashcard and say Look, a bike! Do a cycling
toes. action and say Bike. again.
Materials Checklist • Encourage the children to join in doing the actions
for each of the toys.
• Shuffle the cards and put them in a pile on the floor
 flashcards 22–34 (eyes, ears, nose, hands,
in the middle of the circle with the pictures facing
knees, toes, car, teddy/teddy bear (AmE), plane,
down.
doll, scooter, train, bike)
• Invite one confident child to take the top card
without showing it to the others and encourage the
child to mime the toy on the flashcard.
• Ask What is it? and encourage the other children
 toy mini flashcards (Worksheet 19) (optional)
to tell you what toy the child is miming.
 If there is time: soft ball or bean bag
• Continue the game, allowing different children
Notes to come to the centre of the circle and take a
flashcard.
5. Listen to the I’m on my little bike song.

CD 2 / 4

I’m on my little bike 10. Play Touch the teddy/teddy bear (AmE)
I’m on my little bike, ting, ting, ting / ring, ring, with your toes.
PDF
WS 19
ring (AmE). • Show the children the toy flashcards and the body
I’m on my little bike, ting, ting, ting / ring, ring, part flashcards and elicit the name of the item on
ring (AmE). each flashcard.
I’m on my little bike, I’m on my little bike. • Spread the toy flashcards out on the floor and keep
I’m on my little bike, ting, ting, ting / ring, ring, the body part flashcards in your hand to prompt the
ring (AmE). children if necessary.
I’m in my little car, vroom, toot, toot / vroom, • Use Peter to nominate a confident child and
beep, beep (AmE). encourage the child to stand in the middle of the
... toy flashcards.
• Make Peter say Touch the teddy/teddy bear
I’m on my little train, choo, choo, choo. (AmE) with your toes. and encourage the child
... to follow the instructions. (You can show the child
I’m in my little plane, whoo, whoo, whoo. what to do if they need it).
... • Once the child has touched the teddy/teddy bear
• Repeat the song and this time encourage the (AmE) flashcard with his or her toes, make Peter
children to join in with the actions. kiss, hug or high five with the child.
• Continue the game inviting different children to
touch the flashcards, naming a different toy or
Pencil and Paper body part each time.
6. S
ing the Table song. CD 1 / 4 • If you have a large class, you might want to split
• A
sk the children to move to the tables and sit the class into two or three groups and use copies
down by singing or playing the Table song (See of the toy mini flashcards (Worksheet 19) instead of
Introduction, p. 19). the normal toy flashcards.
7. D
raw a line along the path to the airport. 11. Sing the Bye-bye song. CD 1 / 8
song and follow the path. Point to each of the toys
as you hear them in the song.
correct page.
• Play the song again and encourage the children to
follow the path and point to each of the toys as
they hear them in the song. If there is time…
• Point to the airport on the page and say Look, it’s PDF
Play Bean bag toss. WS 19
an airport. (If you feel it is necessary, you could
also give the word for airport in the children’s L1.) Preparation Tip!
• Point to the path and say Draw a line to the You will need enough toy mini
airport. Hold a pencil and draw a line, following flashcards to be able to give one to each child.
Rosie on her way to the airport. If you have a large class, you might want only half
• Monitor the class and praise the children for good the children to play. The other children can stand
work. Ask the children about the pictures in English. behind a friend and swap places after a short time.
You also need a soft ball or a bean bag.
8. S
Clean up song (AmE). CD 1 / 5 • A sk the children to sit in a circle and put a mini
flashcard on the floor in front of each child (or if the
• A
the mini flashcard under each chair).
• Y ou should stand in the middle of the circle and say
one of the toys, then pass the bean bag to a child
Rounding Off with a mini flashcard with a picture of that toy.
9. S
ing the Circle song. CD 1 / 3 • S ay another toy and encourage the child to pass the
• W
hen moving the children from the table to sit in bean bag to a child with the toy mini flashcard.
a circle, you can sing or play the Circle song again • If the children seem confident with the game, one
(See Introduction, p. 19). child can stand in the middle of the circle and name
the toys for the others to pass the bean bag to.

Unit 4 Toys
EXTRA LESSON 3 (OPTIONAL) 2. Say the Toys chant. CD 2 / 2

• Play the Toys chant and encourage the children to
Main Objective join in pointing to the appropriate toy flashcards
To sing a song about toys. or doing the mime for each of the toys as they say
them in the chant.
Key Words
car, teddy/teddy bear (AmE), plane, doll, scooter, Carpet Time
train, bike
I’m on my little bike/train. of the classroom to sit or stand in a circle, you can
I’m in my little car/plane. sing or play the Circle song (See Introduction, p. 19).
What is it?
4. Sing the I’m on my little bike song.
Classroom Language
CD 2 / 4–5
Look, a train! • Play the song and encourage the children to sing
Colour / Cut out the train. along and join in with the actions.
Activities I’m on my little bike
Say the Toys chant. I’m on my little bike, ting, ting, ting / ring, ring,
Sing the I’m on my little bike song. ring (AmE).
Play What’s in the window? ...
Colour and cut out a train carriage. I’m in my little car, vroom, toot, toot / vroom,
Sing the songs you remember. beep, beep (AmE).
...
Materials Checklist I’m on my little train, choo, choo, choo.
 P eter hand puppet ...
 flashcards 28–34 (car, teddy/teddy bear (AmE), I’m in my little plane, whoo, whoo, whoo.
plane, doll, scooter, train, bike) ...
 CD 1 / 2–5, 8 (routine songs), CD 2 / 2, 4–5 • Once the children are confident singing the song,
 a piece of thick paper (big enough to cover a you can repeat the song using the karaoke track
flashcard) (CD 2 / 5) or without music. If you sing the song
 train carriages (Worksheet 21a+b) without music, you could also try changing the
 coloured pencils or crayons order of the verses and use the toy flashcards to
 scissors (optional) show the children which toy to sing about next.
 a photo of each child (optional)
 If there is time: toy mini flashcards (Worksheet 5. Play What’s in the window?
19) Preparation Tip!
Before the lesson, cut a small window in
Notes a piece of thick paper. The hole needs to be big enough
to see only a small part of the toys on the flashcards (but
you should be able to identify the toy through the hole).
• Put one of the toy flashcards behind the thick paper

and move the window around the card showing
small parts of the picture.
• While you are moving the window around, say
Warm-up and Revision What is it? and elicit the toy from the children.
1. Sing the Hello song. CD 1 / 2 • Repeat the activity with the other toy flashcards.
Hello! and encourage the children to wave and say Pencil and Paper
Hello! back to Peter. 6. Sing the Table song. CD 1 / 4

7. C
olour and cut out a train carriage. 11. Sing the Bye-bye song. CD 1 / 8
PDF
WS 21a+b • Look at Peter and say It’s time to go, Peter.
Preparation Tip! • Make Peter wave and say Bye-bye! and encourage
You might find it easier to cut out the the children to wave and say Bye-bye! back to
paper train carriage before the lesson and let the children Peter.
just colour their carriage. • Signal to the children that it is the end of the
There is also a train engine (Worksheet 21a) for you to
print and colour, this can go in front of the children’s
carriages on the wall or in the window.
• S how the children one of the train carriages which If there is time…
you have coloured and cut out before the lesson PDF
and say Look, a train! Play Musical chairs. WS 19
• Give the children a copy of the worksheet and Preparation Tip!
say Colour the train. Demonstrate by starting to Before the lesson, copy and cut up a
colour the train carriage and say for example A set of the toy mini flashcards. You need enough sets
blue train. if you are colouring with a blue pencil. to have one mini flashcard per child. Then stick the
• Monitor the class while the children are colouring. mini flashcards on the children’s chairs so that the
Praise the children for neat colouring and talk to children can easily see them. If there aren’t enough
the children about the colours they are using. chairs available in the classroom, then you could use
• When the children have finished colouring their cushions or laminated copies of the mini flashcards
train, say Cut out the train. and show the children instead.
how to cut out the train.
• Monitor the class again and praise the children for • P ut the chairs (cushions or laminated flashcards) in
careful and neat cutting. a place where the children can easily walk around
• At the end of the lesson, collect the children’s train them and sit on them.
carriages and attach them to a wall or window to • P lay some music for the children to move around to
create a long train with the engine at the front. (you could use some of the songs that the children
• The children could glue a photo of themselves on have learnt so far in Hooray! Let’s play!).
their train carriages. • T hen stop the music and say Sit down. and
8. S
ing the Tidy up song / seat that is available.
Clean up song (AmE). CD 1 / 5 • R andomly select one of the normal toy flashcards,
• A
sk the children to tidy away the crayons and show the children the flashcards and say the
materials by singing or playing the Tidy up song / word. All the children sitting on a chair with a
Clean up song (AmE) (See Introduction, p. 19). mini flashcard of the same toy are ‘out’. Ask these
children to stand near you for the next round and
Rounding Off then allow them to join back in the game the round
after.
9. S
ing the Circle song. CD 1 / 3 • P lay the music again and allow the remaining
• W
hen moving the children from the table to sit in children to move around the chairs and repeat the
a circle, you can sing or play the Circle song again activity.
10. S
ing the songs you remember.
• A
sk the children which English songs they
remember from the lessons so far and allow them

Unit 4 Toys


CD 2 / 4–5
• Play the I’m on my little bike song and encourage
the children to sing along and join in with the
actions from Lesson 3.
I’m on my little bike
53 I’m on my little bike, ting, ting, ting / ring, ring,
ring (AmE).
...
Main Objective I’m in my little car, vroom, toot, toot / vroom,
To complete a listening exercise. beep, beep (AmE).
…
Key Words
I’m on my little train, choo, choo, choo.
car, teddy/teddy bear (AmE), plane, doll, scooter, …
train, bike I’m in my little plane, whoo, whoo, whoo.
Receptive Language …
I’m on my little bike/train.
you can also use the karaoke version (CD 2 / 5).
I’m in my little car/plane.
Classroom Language Carpet Time
Colour (Rosie’s) (car) (orange).
Pass the (scooter). • If you want to move the children from another area
Sing the I’m on my little bike song.
Play the Flashcard jumble and Stand up and sit 4. Play the Flashcard jumble.
down. • Show the children the toy flashcards and elicit the
Listen and colour Rosie’s and Peter’s toys. toys.
Play Give Peter the scooter. • Choose six children and ask them to stand at the
front of the class. Give each of them a toy flashcard
Materials Checklist and encourage everyone to tell you which toy each
 P eter hand puppet child has.
 flashcards 28–34 (car, teddy/teddy bear (AmE), • Ask the children to turn over their flashcards and
plane, doll, scooter, train, bike) hold them to their chests so no one can see the
 CD 1 / 2–5, 8 (routine songs), CD 2 / 4–6 toys.
 Student’s Book, p. 53 • Put your hands gently on the heads or shoulders of
 coloured pencils or crayons different children and direct them to change places
 toy mini flashcards (Worksheet 19) (as if you are mixing the children up).
 colour and number mini flashcards (Worksheets • Point to each child with a flashcard and ask all the
5, 10a+b) (optional) children to tell you the toy on the flashcard.
• If there is time, collect the flashcards, and let
Notes different children hold them to repeat the activity.
PDF
5. Play Stand up and sit down. WS 19 (5, 10)
• G ive each child a mini flashcard and elicit the toy on
each card as you give them out.
• Say Doll, stand up. Then indicate to any children
who have a doll mini flashcard that they should
stand up.

• Say Teddy/Teddy bear (AmE), stand up. and Doll, Rounding Off
sit down. and indicate to the children with the
doll mini flashcards to sit down and those with the 9. Sing the Circle song. CD 1 / 3
teddy/teddy bear (AmE) mini flashcards to stand up. • When moving the children from the table to sit in
• Continue saying a different toy each time and, as a circle, you can sing or play the Circle song again
the children become more confident, say the toys (See Introduction, p. 19).
faster, or say more than one toy at a time.
• If the children are confident with toy vocabulary, 10. Play Give Peter the scooter.
you could give some children colour and/or number • Show the children the toy flashcards and elicit the
mini flashcards (Worksheets 5, 10a+b) and say names of the toys.
for example Green scooter, stand up. and the • Hide Peter behind your back and choose one of the
children with green or scooter should stand up. toy flashcards, for example the scooter.
• If the children are already excited before the activity, • Choose one child to start the activity and say to the
you might want them to just hold up the flashcard child Pass the scooter. and then give this child the
in the air rather than standing up and sitting down. scooter flashcard.
• Encourage the children to pass the sentence and
Pencil and Paper the scooter flashcard around the circle until all the
children have said the sentence.
6. S
• The last child should give the scooter flashcard to
• A
Peter. Stand next to the last child in the circle. Show
Peter to the children and whisper to the child next
to you Here you are / Here you go (AmE), Peter.
Encourage the child to repeat your sentence.
7. L isten and colour Rosie’s and Peter’s toys. • Repeat the activity, choosing a different child to
SB 53 CD 2 / 6 give the sentence to and using a different toy each
• H old up the page so the children can see. Point time.
to each of the toys and elicit the words from the
children. 11. Sing the Bye-bye song. CD 1 / 8
• Give the children their Student’s Books open to the • Look at Peter and say It’s time to go, Peter.
correct page. Provide the children with pencils of • Make Peter wave and say Bye-bye! and encourage
the right colours. If possible, each child should have the children to wave and say Bye-bye! back to
his or her own set. Peter.
• Say Listen. and play the listening from the CD. If • Signal to the children that it is the end of the
possible, pause the CD after each line to give the English lesson by singing or playing the Bye-bye
children time to point to the correct toy, select the song (See Introduction, p. 19).
correct picture, and colour the picture.
Toys listening activity
Colour Peter’s teddy/teddy bear (AmE) yellow. If there is time…
Colour Rosie’s doll pink.
Colour Peter’s scooter blue.
Play Statues.
Colour Rosie’s scooter green. • C hoose up to six confident children to stand at the
Colour Peter’s plane red. front of the class.
Colour Rosie’s car orange. • S ecretly show each child a toy flashcard and
encourage each child to keep their toy a secret and
• Alternatively, if you are not able to pause the CD
not tell the other children.
between each sentence, you may need to play the
• S ay Go! and encourage the children who were
whole listening twice. The first time, encourage the
shown toy flashcards to repeatedly do the action for
children to focus on Peter’s toys, and the second
their toy.
time, focus on Rosie’s toys.
• Say Freeze! and encourage the children who were
shown toy flashcards to freeze in position for the
colour but don’t let this worry them. Allow them
action for their toy.
to colour at an appropriate speed and repeat the
• S tand near each ‘frozen’ child in turn and invite the
information to the children as they need it.
rest of the class to guess which toy they think the
• Monitor the class and praise the children’s work.
child has. Encourage the ‘frozen’ child to answer
with Yes. or No, sorry.
8. S
ing the Tidy up song / • C ontinue with the other ‘frozen’ children until the
Clean up song (AmE). CD 1 / 5 class have guessed all of the toys.
• A
sk the children to tidy away the crayons and other • If there is time, repeat the activity with different
materials by singing or playing the Tidy up song / children standing at the front of the class.

Unit 4 Toys
2. Listen to and mime the Toys action story.

To complete a listening exercise. Toys action story
Fly your plane.
Key Words
Drive your car.
car, teddy/teddy bear (AmE), plane, doll, scooter, Hug your teddy/teddy bear (AmE).
train, bike Kiss your doll.
Receptive Language • If you have time, you could invite confident children
What’s my favourite picture? to perform the action story for the rest of the class
Touch the (car) with your (toes). to watch.
• If the children seem confident with the Toys action
Classroom Language story, then you could use an action story from an
Listen. earlier unit instead.
Colour (Connie)’s (train) (green).
Roll the dice. Carpet Time
Activities 3. Sing the Circle song. CD 1 / 3
Listen to and mime the Toys action story. • If you want to move the children from another area
Play What’s my favourite picture and Touch the of the classroom to sit or stand in a circle, you can
teddy/teddy bear (AmE) with your toes. sing or play the Circle song (See Introduction, p. 19).
Listen and colour the toys.
Play Roll the dice. 4. Play What’s my favourite picture?
• Put the toy flashcards in the centre of the circle
Materials Checklist where all the children can see clearly and say the
 P eter hand puppet names of each of the toys.
 flashcards 22–34 (eyes, ears, nose, hands, • Choose one of the cards for the children to guess
knees, toes, car, teddy/teddy bear (AmE), plane, and say for example, Listen carefully. What’s my
doll, scooter, train, bike) favourite picture? It isn’t scooter. It isn’t teddy/
 CD 1 / 2–5, 8 (routine songs), CD 2 / 3, 7 teddy bear (AmE). It isn’t plane. It isn’t doll. It
 extra listening activity (Worksheet 22) isn’t train and it isn’t car. What is it?
 toy mini flashcards (Worksheet 19) (optional) • Then encourage the children to name the picture
 coloured pencils or crayons they think is your favourite.
 a (big) dice • If the children are finding it hard, you can point to
 If there is time: a toy plane, a toy train, etc. each flashcard as you say it and shake your head.
(optional) Then point to the last flashcard, nod your head
and encourage the children to name the toy on the
Notes
flashcard.
5. Play Touch the teddy/teddy bear (AmE)

PDF
with your toes. WS 19
• Show the children the toy flashcards and the body
part flashcards and elicit the name of the item on
each flashcard.
• Spread the toy flashcards out on the floor and keep
the body part flashcards in your hand to prompt the
children if necessary.
• Use Peter to nominate a confident child and
encourage the child to stand in the middle of the
Warm-up and Revision toy flashcards.
• Make Peter say Touch the teddy/teddy bear
1. Sing the Hello song. CD 1 / 2 (AmE) with your toes. and encourage the child
• M ake Peter greet the children. Make the puppet say to follow the instructions. (You can show the child
Hello! and encourage the children to wave and say what to do if they need it).

• O nce the child has touched the teddy/teddy bear • Attach the toy flashcards to the board (or put
(AmE) flashcard with his or her toes, make Peter them on the floor) in a line with the pictures facing
kiss, hug or high five with the child. down.
• Continue the game, inviting different children to • Ask a child to roll the dice, say Roll the dice. and
touch the flashcards, naming a different toy or count the dots on the dice.
body part each time. • Start with the first flashcard and encourage the
• If you have a large class, you might want to split children to count along the cards with you until you
the class into two or three groups and use copies reach the number from the dice.
of the toy mini flashcards (Worksheet 19) instead of • Turn that flashcard over and encourage the children
the normal toy flashcards. to tell you the toy on the card. If the children can
tell you the toy, the card stays face up, if not, say
Pencil and Paper the correct word and turn it back face down.
• Ask another child to roll the dice and count on from
6. S
ing the Table song. CD 1 / 4 the card which you just looked at. Only count the
• A
sk the children to move to the tables and sit flashcards which still have their picture hidden and
down by singing or playing the Table song (See once you get to the last flashcard continue from the
Introduction, p. 19). first flashcard.
• Turn over the flashcard you end on and encourage
7. L isten and colour the toys. the children to tell you the toy on this card.
PDF
WS 22 CD 2 / 7 • Continue throwing the dice and counting along
• H old up a copy of the page so all the children can the flashcards which are face down until all the
see. Point to each of the toys on the page and elicit flashcards are showing a picture of a toy.
the names of the toys from the children.
• Give the children their copy of the page and make 11. Sing the Bye-bye song. CD 1 / 8
sure each child has a pencil or crayon of each • Look at Peter and say It’s time to go, Peter.
colour. For the listening activity to work smoothly • Make Peter wave and say Bye-bye! and encourage
the children really need their own pencils. the children to wave and say Bye-bye! back to
• Say Listen. Colour Connie’s train green., point to Peter.
Connie’s train in the picture and again say Colour • Signal to the children that it is the end of the
Connie’s train green., then give the children time English lesson by singing or playing the Bye-bye
to colour. song (See Introduction, p. 19).
• Play the listening track on the CD and have the
children listen and complete the exercise.
Toys extra listening activity If there is time…
Colour Connie’s train green.
Colour Tom’s teddy/teddy bear (AmE) orange. Play Musical flashcards.
Colour Connie’s plane red. • P lace the toy flashcards around the classroom in a
Colour Tom’s bike blue. place where they can easily be seen by the children
Colour Connie’s doll yellow. and the children can safely move between the cards
Colour Tom’s plane pink. (attached to a wall or something that can’t move is
• While the children are colouring the toys praise best).
them and name the toys and colours with them. • P oint to each of the cards around the room and elicit
the toy from the children.
8. S
ing the Tidy up song / • P lay some music for the children to move around to
Clean up song (AmE). CD 1 / 5 (you could use some of the songs that the children
have learnt so far).
• A
sk the children to tidy away the crayons and their
• S top the music and encourage the children to choose
worksheets by singing or playing the Tidy up song /
a toy and stand near the flashcard for that toy.
• Once all the children are by a flashcard say a toy
(to appear fair it is better to select a toy randomly –
Rounding Off perhaps put a toy train, a toy plane, etc. in a bag and
9. S
ing the Circle song. CD 1 / 3 pull one out). All the children standing by that toy
• W
hen moving the children from the table to sit in flashcard are ‘out’. Ask these children to stand near
a circle, you can sing or play the Circle song again you for the next round and then allow them to join
(See Introduction, p. 19). back in the game the round after.
10. Play Roll the dice.
activity.
• A
llow a few children to roll the dice and encourage
the class to count the number.

Unit 4 Toys


CD 2 / 4–5
• If the children are confident singing the song, you
can use the karaoke version (CD 2 / 5).
55
55
Carpet Time
Main Objective 3. Sing the Circle song. CD 1 / 3
To follow a DVD story. • If you want to move the children from another area
Key Words sing or play the Circle song (See Introduction, p. 19).
car, teddy/teddy bear (AmE), plane, doll, scooter,
train, bike 4. Play Simon says.
Receptive Language • G ive the instructions from the action story and extra
lines for scooter, train and bike in a random order:
Let’s play with the (plane).
Fly your plane.
Let’s build a tower.
Drive your car.
A big tower.
Oh, no! Sorry.
Kiss your doll.
Ride your scooter.
Classroom Language Drive your train.
Simon says. Ride your bike.
Point to your (eyes). • Start some instructions with Simon says... which
Values without Simon says... (the children shouldn’t do
To develop appreciation for apologizing and these actions).
forgiving. • Praise the children who are listening carefully and
Activities • If the children seem confident with the actions from
Sing the I’m on my little bike song. the action story, you can add instructions from the
Play Simon says. Body action story:
Watch The tower DVD story. Clap your hands.
Look and colour the tower in picture two. Turn around.
Play Quick draw. Join hands.
Materials Checklist Sit down.
• Or you can ask the children to Point to your eyes/
ears/nose/hands/knees/toes.
 flashcards 28–34 (car, teddy/teddy bear (AmE),
• Once the children are good at the game, you might
plane, doll, scooter, train, bike)
want to try and trick them by doing a different
 CD 1 / 2–6, 8 (routine songs), CD 2 / 4–5, (8)
action to the one you are saying. The children
should do what you say and not copy what you are
 DVD (The tower)
doing.
 Story cards 31–38 (The tower) (optional)
 If there is time: toy mini flashcards (Worksheet
19)

5. Watch The tower DVD story. 8. Sing the Tidy up song /
CD 1 / 6 (CD 2 / 8) Clean up song (AmE). CD 1 / 5
• If you want to use a transition marker to tell the • Ask the children to tidy away the crayons and other
children that the next activity is a story, then sing or materials by singing or playing the Tidy up song /
play: Clean up song (AmE) (See Introduction, p. 19).
Story song
It’s time for a story. Rounding Off
Listen and look.
(Repeat) 9. Sing the Circle song. CD 1 / 3
• Play the DVD story and allow the children to watch. • When moving the children from the table to sit in
If you don’t have access to a DVD player, then you a circle, you can sing or play the Circle song again
can use the Story cards with the audio CD (CD 2 / 8) (See Introduction, p. 19).
or read the story to the children.
10. Play Quick draw.
The tower • Make sure the children can see the board in the
Rosie: Hello, Connie. classroom, or if there is no board use a piece of
Connie: Hello, Rosie. paper that all the children can see.
Rosie: Come in. • Hold the toy flashcards in a fan with the pictures
Connie: Thank you. face down and make Peter choose one card, but
Rosie: Let’s play. don’t show it to the children.
Connie: OK. • Draw the toy from the card on the board, one line
Rosie: Let’s build a tower. at a time. Encourage the children to try and guess
Connie: Great. A big tower. what you are drawing after each line you draw.
Rosie: What a big tower! I love it! • Once the children guess the toy correctly, show
Rosie: Let’s play with the car. them the picture on the flashcard to confirm that
Connie: Yes, great idea! Vroom! they are correct.
Connie: Let’s play with the doll. • If you have time, repeat the activity with a different
Rosie: Yes, great idea! toy flashcard.
Rosie: Let’s play with the plane.
Connie: Yes, great idea! Woosh! 11. Sing the Bye-bye song. CD 1 / 8
Connie: Let’s play with the ball. • Look at Peter and say It’s time to go, Peter.
Rosie: Yes, great idea! • Make Peter wave and say Bye-bye! and encourage
Connie: Oh, no! Sorry, Rosie. the children to wave and say Bye-bye! back.
Rosie: It’s OK, Connie. • Signal to the children that it is the end of the
• If there is time and the children are still interested,
then let the children watch or listen to the story
more than once.
If there is time…
Pencil and Paper
PDF
Play Memory. WS 19
6. S
ing the Table song. CD 1 / 4 Preparation Tip!
• A
sk the children to move to the tables and sit The children need a set of the six toy
down by singing and playing the Table song (See mini flashcards (Worksheet 19).
• P ut the children in pairs and help them move so that
7. L ook and colour the tower in picture two. they have a space in front of them to put both their
SB 55 sets of mini flashcards on the floor.
• H old up the page so all the children can see. Point • E ncourage each pair of children to mix their sets of
to the pictures and say Are the pictures the same? mini flashcards and spread the cards on the floor in
• Point to a part that is not coloured in the second front of them with the picture facing down.
picture and say Look. Point to the same part in the • T he children should take it in turns to turn over two
first picture and ask What colour is it? then elicit cards, and they should try to name the pictures on
the colour from the children. the cards they turn over.
• Colour one or two parts in the second picture to • If the cards match, the child can keep the cards,
match the first picture and name the colours. otherwise he or she should put the cards back face
• Give the children their Student’s Books already open down and the other child takes a turn.
to the correct page and allow the children to colour • T he children should continue the game until all their
the second picture using information from the first. cards are in pairs.
• Monitor the class and praise the children.

Unit 4 Toys
Carpet Time
To listen to and join in telling a story. of the classroom to sit or stand in a circle, you can
Key Words
car, teddy/teddy bear (AmE), plane, doll, scooter, 4. Play What number?
train, bike • Attach the six number flashcards to the board in
Receptive Language
Let’s play with the (plane). • Attach the toy flashcards to the board, directly
Let’s build a tower. below the number flashcards, point to each toy and
A big tower. elicit the word.
Oh, no! Sorry. • Say What is three? Clap three times and point to
Freeze! the flashcard for number three. Then point to the
Classroom Language toy flashcard that is below number three and elicit
the word.
Colour the picture.
• Continue to say numbers and encourage the
Activities children to tell you the toy that is below that
Listen and mime the Toys action story. number.
Play What number? • You can also play the game the other way. You say
Tell The tower story. a toy and the children have to clap or stamp the
Fold and cut. Colour the mini storybook. correct number of times to tell you the number
Play Statues. above the toy.
• Once the children seem confident with the game,
Materials Checklist try turning over the toy flashcards so the children
 P eter hand puppet have to remember where they are.
 flashcards 14–19, 28–34 (one, two, three, four,
five, six, car, teddy/teddy bear (AmE), plane, 5. Tell The tower story.
PDF
doll, scooter, train, bike) CD 1 / 6 CD 2 / 8 (WS 1+2)
 CD 1 / 2–6, 8 (routine songs), CD 2 / 3, 8 • If you want to use a transition marker to tell the
 Story cards 31–38 (The tower) children that the next activity is a story, then sing or
 The tower mini storybook (Worksheet 23a+b) play:
 coloured pencils or crayons Story song
 scissors It’s time for a story.
 glue, stapler or sticky tape Listen and look.
 character masks or cut-outs (Worksheets 1+2) (Repeat)
(optional) • Using the Story cards tell The tower story (the script
 If there is time: toy mini flashcards (Worksheet is on the back of the cards). Encourage the children
19) to join in and name the characters and the actions
which they do.
• Hand out the Story cards in a random order
Warm-up and Revision to different children. Play or tell the story and
1. Sing the Hello song. CD 1 / 2 a line so they are in the correct order. Say, for
• M ake Peter greet the children. Make the puppet say example: Now let’s put the story together. Here
Hello! and encourage the children to wave and say you are / Here you go (AmE), (Maria). This is
Hello! back to Peter. your Story card, (Marco). Listen to the story.
• S ing or play the Hello song and make Peter look • If there is time, you could play or tell the story
like he is singing too (See Introduction, p. 19). again and the children can try to mime some of the
actions from the story as they listen. You could even
2. Listen and mime the Toys action story. give some of the children the character masks or
CD 2 / 3 cut-outs (Worksheets 1+2) to mime the actions of
one of the characters in the story.
• P lay the Toys action story and act it out with the
• However, don’t expect the children to do more than
children.
mime some of the actions from the story.
• If the children seem confident with the Toys action
story, then you could use an action story from an
earlier unit instead.

Pencil and Paper • Say Freeze! and encourage the children stood at
the front of the class to freeze in a position for
6. S
ing the Table song. CD 1 / 4 playing with their toy.
• A
sk the children to move to the tables and sit • Stand near each ‘frozen’ child in turn and invite the
down by singing or playing the Table song (See rest of the class to guess which toy they think the
Introduction, p. 19). child has. Encourage the ‘frozen’ child to answer
with Yes. or No, sorry.
7. F old and cut. Colour the mini storybook. • Continue with the other ‘frozen’ children until the
PDF
WS 23a+b class have guessed all the toys.
Preparation Tip! • If there is time, repeat the activity with different
You might want to cut and fold the children standing at the front of the class.
children’s mini storybooks (Worksheet 23a+b) before
the lesson so that the children do not need to do this 11. Sing the Bye-bye song. CD 1 / 8
themselves. • Look at Peter and say It’s time to go, Peter.
lesson to show the children.
Peter.
• S how the children your copy of the mini storybook. • Signal to the children that it is the end of the
• Look at each of the pictures and tell the children English lesson by singing or playing the Bye-bye
what is happening, using the lines from the story song (See Introduction, p. 19).
(See video script, p. 123).
• Either give each of the children a copy of the mini
If there is time…
storybook that you have made previously or give
them a photocopy of Worksheet 23a+b copied Play Treasure hunt.
PDF
WS 19
onto one A4 sheet (front and back). Follow the
instructions on page 13 of the Introduction to make Preparation Tip!
the mini storybooks. You may need to help children Either print the toy mini flashcards on
with the cutting and folding. different coloured pieces of paper, or colour sets of
• Encourage the children to choose and colour one the mini flashcards in one colour, for example a red
picture in the mini storybook. set, a green set, a blue set etc.
• Monitor the children’s work. Praise the children for
Before the lesson, hide the flashcards in the
neat colouring and ask the children in English about
classroom. Make sure it is possible for the children to
the colours they are using.
reach them and find them. If it is nice weather and
• The children could finish colouring their mini
you have a safe area to use outside, you might want
storybooks at home with their parents.
to hide the mini flashcards outside for the children to
find.
8. S
Clean up song (AmE). CD 1 / 5 • P ut the children into small groups or pairs depending
• Ask the children to tidy away the crayons and their on the number of sets of mini flashcards which you
mini storybooks by singing or playing the Tidy up have prepared.
song / Clean up song (AmE) (See Introduction, p. 19). • T ell each group which colour they are looking for.
• Give the children time to search for their mini
Rounding Off flashcards in their groups. When they have all six
cards, they can bring them to Peter to show him.
9. S
ing the Circle song. CD 1 / 3 • The first group to find all the cards can be given a
• W
hen moving the children from the table to sit in small prize and they can either help their classmates
a circle, you can sing or play the Circle song again to find the rest of their cards, or play a flashcard
(See Introduction, p. 19). game with their cards (See Introduction, p. 10ff.).
10. Play Statues.

• C hoose up to six confident children to stand at the
front of the class.
• Show each child a different toy flashcard and
encourage them to keep their toy a secret and not
tell the other children.
• Say Go! and encourage the children who were
shown the toy flashcards to pretend they are
playing with their toy (or they can do the action for
their toy).

Unit 4 Toys

2. Using productive language: ‘Do you like

(planes)?’
• Say for example, Do you like planes? and show
the action for plane or point to the plane flashcard.
Then say Yes, I like planes.
• Say Do you like planes? to a confident child in the
57
class and encourage them to say Yes. or No., and
if they say Yes., then help them to say Yes, I like
planes.
Main Objective • Continue around the class asking each child Do
To match items which are the same or similar. you like planes? and encourage each child to
give their answer, then help children to give a full
Key Words answer if they like planes.
car, teddy/teddy bear (AmE), plane, doll, scooter, • Drill the question using different voices, for example
train sing, whisper or shout it until the children seem
Receptive Language confident asking the question.
• Encourage each child to ask another child in the
What’s in the bag?
class Do you like planes? and encourage them to
What is it?
answer with Yes. or No.
Classroom Language • If you have time, you could then encourage the
Match the toys. children to try asking about some of the other toys.
Draw a line.
Carpet Time
Productive Language
Do you like (planes)? 3. Sing the Circle song. CD 1 / 3
Yes, I like (planes). • If you want to move the children from another area
Thinking Skills sing or play the Circle song (See Introduction, p. 19).
Paying attention to details and recognising toys
from different angles. 4. Tell The tower story. CD 1 / 6 CD 2 / 8
Activities • If you want to use a transition marker to tell the
Using productive language: ‘Do you like (planes)?’ children that the next activity is a story, then sing or
Tell The tower story. play:
Play What’s in the bag? Story song
Look and match the toys. It’s time for a story.
Play What number? Listen and look.
(Repeat)
Materials Checklist • Using the Story cards, play or tell The tower story
 P eter hand puppet (the script is on the back of the cards). Encourage
 flashcards 14–19, 28–34 (one, two, three, four, the children to join in and name the characters or
five, six, car, teddy/teddy bear (AmE), plane, describe the actions they are doing.
doll, scooter, train) • If there is time, hand out the cards randomly to
 CD 1 / 2–6, 8 (routine songs), CD 2 / 8 different children and encourage the children to
 a bag that you can’t see through make a line the correct order as they listen to the
 children’s toys to put in the bag (car, teddy/ story.
teddy bear (AmE), plane, doll, scooter, train)
 Story cards 31–38 (The tower)
 pencils or crayons
 If there is time: a (big) dice

5. Play What’s in the bag? • Say What is three? Clap three times and point to
• P ut one toy in a bag that the children can’t see the flashcard for number three. Then point to the
through. toy flashcard that is below number three and elicit
• Invite the children in turns to feel in the bag and the word.
guess which toy they can feel. Say What’s in the • Continue to say numbers and encourage the
bag? children to tell you the toy that is below that
• Once all the children have had a chance to feel the number.
toy in the bag and have guessed, allow one child to • You can also play the game the other way. You
take the toy out of the bag and show it to the class. say a toy and the children have to clap or stamp the
• Secretly put a new toy in the bag and repeat the correct number of times to tell you the number above
activity with this new toy. the toy.
• Once the children seem confident with the game,
Pencil and Paper try turning over the toy flashcards so the children
have to remember where they are.
6. S
• A
sk the children to move to the tables and sit 11. Sing the Bye-bye song. CD 1 / 8
7. L ook and match the toys. SB 57 Peter.
• H old up the page so the children can see. Point to • Signal to the children that it is the end of the
the first picture and say What is it? Elicit the name English lesson by singing or playing the Bye-bye
of the toy from the children. song (See Introduction, p. 19).
• Point to the other toys on the same line and again
say What is it? and elicit the toy.
• Point again to the first picture and elicit the name If there is time…
of the toy again, then say Where’s the other
scooter? and point to the line of toys shown from Play Roll the dice.
a different angle. • A ttach the toy flashcards to the board (or put them
• Encourage the children to help you find the second on the floor) in a line with the pictures facing down.
picture of a scooter and then draw a line joining • S ay Roll the dice., give one child a dice, allow them
the two pictures. to roll it and count the dots on the dice.
• Give the children their Student’s Books open to the • S tarting with the first flashcard, encourage the
correct page and say Match the toys. Draw a children to count along the cards with you until you
line. reach the number from the dice.
• Monitor the class. Praise the children for neat work • T urn that flashcard over and encourage the children
and encourage the children to name the toys. to tell you the toy on the card. If the children can tell
you the toy, the card stays face up, if not, say the
8. S
ing the Tidy up song / correct word and turn the card back face down.
Clean up song (AmE). CD 1 / 5 • A sk another child to roll the dice and count on from
• A
sk the children to tidy away the crayons and other the card which you just looked at. Only count the
materials by singing or playing the Tidy up song / flashcards which still have their picture hidden and
Clean up song (AmE) (See Introduction, p. 19). once you get to the last flashcard continue from the
first flashcard.
Rounding Off • T urn over the flashcard you end on and encourage
the children to tell you the number on this card.
9. S
ing the Circle song. CD 1 / 3 • C ontinue throwing the dice and counting along
• W
hen moving the children from the table to sit in the flashcards which are face down until all the
a circle, you can sing or play the Circle song again flashcards are showing a picture of a toy.

• A ttach the six number flashcards to the board in
• Attach the toy flashcards to the board, directly
below the number flashcards, point to each toy and
elicit the word.

Notes:

Unit 5 Clothes

Key Words Draw a line from the (jacket).
T-shirt Touch the (T-shirt) with your (toes).
jeans Put on / Take off your (T-shirt).
shoes What’s missing?
socks Colour (Tom)’s (cap) (yellow).
jacket Where’s the (cap)?
cap Stick in (Tom)’s (shoes).
pyjamas/pajamas (AmE) Colour the picture.
hot What’s (three)?
cold What number is (jeans)?
Circle the odd one out.
Receptive Language
Productive Language
What is it?
Let’s rap! Are you wearing (jeans)?
Is it the (jacket)? Yes, I am. / No, I’m not.
Shh! Objectives
Bingo!
Children learn:
Simon says.
• to recognise and name some different clothes in
Take off your T-shirt/shoes/jeans/socks.
English
Put on your pyjamas/pajamas (AmE).
• to listen to and act out an action story and order
Go to bed.
the pictures which tell the action story
It’s cold/hot.
• to listen to and join in with a song and a chant
What colour is your (T-shirt)?
• to watch and listen to a DVD story
(Red) shoes tap, tap, tap.
• to play some games in English
Shoes for you and me.
Put on your (jacket). Competences
Let’s go.
Children can:
No, I can’t find my shoes/jacket/cap.
• name and identify some clothes and use
Look, it’s / they’re (over) there.
movement, pointing and gestures to show their
Thank you, Rosie.
understanding
It’s too high.
• respond appropriately to the instructions and
(OK.) Get on my back.
language which is used in the classroom
Hooray, here’s the cap.
• participate in games, songs, chants and TPR
Help!
based action stories
What are you wearing?
• follow a story on DVD, or told using the CD and
Which is the odd one out?
Story cards
What’s my favourite picture?
• name some of the clothes which they are wearing
Classroom Language in English class
Trace the (jacket). Value
Colour the clothes/(jacket)/Peter.
• to develop appreciation for the value of
Point to the (jacket).
cooperation
Cut out the cards/clothes.
Show me the (jacket). Thinking Skills
Listen. • focusing on details and comparing pictures to
How many dots? find the odd one out
Draw the dots.

Unit 5 Clothes

LESSON 1 • CHANT CD 2 / 4–5
Unit 5 Clothes
actions (See Unit 4, Lesson 3).
I’m on my little bike
I’m on my little bike, ting, ting, ting / ring, ring,
ring (AmE).
...
I’m in my little car, vroom, toot, toot / vroom,
beep, beep (AmE).
…
I’m on my little train, choo, choo, choo.
...
I’m in my little plane, whoo, whoo, whoo.
59
...
• If the children are confident singing the song, they
can sing it using the karaoke track. Or you could
Main Objective sing the song without music and even change
To introduce the clothes using a chant. the order by using the toy flashcards to show the
children which toy to sing about next.
Key Words
T-shirt, jeans, shoes, socks, jacket, cap
Carpet Time
What is it? • If you want to move the children from another area
Let’s rap! of the classroom to sit or stand in a circle, you can
Trace the (jacket).
4. Introduce the clothes.
Colour the (cap).
Teaching Tip!
Point to the (jacket). You could use real items of clothing or
Activities doll’s clothing to introduce the vocabulary, instead of
using the flashcards.
Sing the I’m on my little bike song.
Introduce the clothes.
• Show the children the flashcard for T-shirt and say
Say the Clothes chant.
T-shirt. Point to T-shirts the children are wearing
Trace and colour.
and show the children an action for T-shirt. For
Play Point to...
example, pretend to put a T-shirt on and show
Materials Checklist the class the picture on the front of your pretend
T-shirt.
• Show the children the flashcard for jeans and say
 flashcards 35–40 (T-shirt, jeans, shoes, socks,
Jeans. Point to jeans if any children are wearing
jacket, cap)
them, and show the children an action for jeans.
 flashcards 28, 30, 33–34 (car, plane, train, bike)
For example, pretend to pull your jeans up and
(optional)
fasten the belt.
 CD 1 / 2–5, 8 (routine songs), CD 2 / 4–5, 9
• Point to the flashcard for T-shirt, look at Peter and
say What is it, Peter? Make Peter say Jeans.
Encourage the children to say No! to Peter and
 real or doll’s clothes to match the vocabulary
then you say No, Peter. T-shirt. and show the
items (optional)
action for T-shirt.
• Continue to show the children the other clothes
Warm-up and Revision flashcards. Say the name and show the children
an action as you name each item of clothing.
1. Sing the Hello song. CD 1 / 2 Suggested actions:
• M ake Peter greet the children. Make the puppet say shoes – pretend to tie your shoes
Hello! and encourage the children to wave and say socks – pretend to pull on some socks
Hello! back. jacket – pretend to put on a jacket and zip it up
• Sing or play the Hello song and make Peter look cap – pretend to put a cap on your head

• P oint to a flashcard and ask Peter What is it, 10. Play Point to...
Peter? Make Peter say different items of clothing, • Put the six clothes flashcards on the floor in front
then encourage the children to tell Peter if he is of the children. Say Point to the jacket. Do the
correct or not. Encourage the children to join in. action for jacket and then make Peter point to the
jacket flashcard.
5. S
ay the Clothes chant. CD 2 / 9 • Encourage the children to do the action and point
• S how the children each of the clothes flashcards to the flashcard with Peter.
and name them. • Repeat with the other clothes, encouraging the
• Play the chant and make Peter point to the children to do the action for each item of clothing
appropriate item of clothing as you say or hear and point at the correct flashcard.
them in the chant.
Clothes chant 11. Sing the Bye-bye song. CD 1 / 8
T-shirt, jeans and shoes. • Look at Peter and say It’s time to go, Peter.
Socks and jacket, cap. • Make Peter wave and say Bye-bye! and encourage
Let’s rap! the children to wave and say Bye-bye! back to
(Repeat) Peter.
• Repeat the chant and encourage the children to • Signal to the children that it is the end of the
join in doing the action for each item of clothing. English lesson by singing the Bye-bye song (See
Pencil and Paper
6. S
ing the Table song. CD 1 / 4 If there is time…
• A
by singing the Table song (See Introduction, p. 19). Play Where’s the cap?
Teaching Tip!
Jeans, shoes and socks are plural, so
7. T
race and colour. SB 59 CD 2 / 9
remember to model the sentence correctly for the
• H old up your Student’s Book so the children can see children: Where is the T-shirt/jacket/cap? and
the page. Play the Clothes chant and point to each Where are the jeans/shoes/socks? But don’t
of the clothes in the picture as you hear them. worry if the children don’t remember which items of
• Give the children their Student’s Books open to the clothing need is or are – if they are ready to use these
correct page, then repeat the chant and encourage words, they will learn from your model. Alternatively,
the children to point to each of the clothes. say Find the T-shirt/shoes/jeans. etc.
• Say Trace the T-shirt. and demonstrate by tracing
the T-shirt. Then say Colour the T-shirt. and colour • S how the children each of the clothes flashcards.
the T-shirt. Name the item of clothing as you show each card
• Continue asking the children to trace and then and then place the card face down on the floor.
colour the other items of clothing in the picture. • M ix the cards up by sliding them around the floor.
Then look at Peter and say Which one, Peter? Make
8. S
ing the Tidy up song / Peter say Cap, please. and show the children the
Clean up song (AmE). CD 1 / 5 action for cap, or if any children are wearing a cap,
• A
sk the children to tidy away the crayons and other point to these.
materials by singing or playing the Tidy up song / • Choose one of the children and say Where’s the
Clean up song (AmE) (See Introduction, p. 19). cap? Encourage the child to turn over a card.
• If the child turns over the card with the cap, then say
Yes. and allow the child to give the card to Peter.
Rounding Off
Peter should say Thank you. and can reward the
9. S
ing the Circle song. CD 1 / 3 child by giving a kiss, hug or high-five. If the card is
• W
hen moving the children from the table to sit in not the cap, then say No, sorry. and choose a new
a circle, you can sing or play the Circle song again child to turn over a card.
(See Introduction, p. 19). • Repeat the activity asking different children to find
different items of clothing each time and pointing to
the clothing the children are wearing, or showing the
children the action if no one is wearing that item.

Unit 5 Clothes
2. Say the Clothes chant. CD 2 / 9

EXTRA LESSON 1 (OPTIONAL) • Show the children each of the clothes flashcards
and name them.
Main Objective • Play the chant and make Peter point to the
appropriate item of clothing as you say or hear
To use the clothes in a chant.
them in the chant.
Key Words Clothes chant
T-shirt, jeans, shoes, socks, jacket, cap T-shirt, jeans and shoes.
Socks and jacket, cap.
Receptive Language Let’s rap!
Is it the (jacket)? (Repeat)
Shh! • Repeat the chant and encourage the children to
Bingo! join in doing the action for each item of clothing
or pointing to clothes the children are wearing.
Classroom Language
Suggested actions while sitting down:
Colour the clothes. T-shirt – pretend to put a T-shirt on and show the
Cut out the cards. class the picture on the front of your pretend T-shirt
Show me the (jacket). jeans – pretend to pull your jeans up and fasten
Activities the belt
shoes – pretend to tie your shoes
Say the Clothes chant. socks – pretend to pull on some socks
Play the Yes or no game and Say it louder! jacket – pretend to put on a jacket and zip it up
Colour the mini flashcards. cap – pretend to put a cap on your head
Play Bingo!
Materials Checklist Carpet Time
 P eter hand puppet 3. Sing the Circle song. CD 1 / 3
jacket, cap)
 clothes mini flashcards (Worksheet 24)
• Show the children the clothes flashcards and elicit
Notes appropriate vocabulary. 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.
head so that the children can see which flashcard
• With your other hand point to the flashcard and
say Is it the jacket? and encourage the children to
say Yes. if you are holding up the socks flashcard
and No, sorry. if not. If the answer was No, sorry.,
keep guessing until the children say Yes.

Warm-up and Revision • Show the children the flashcard for jacket. Elicit
the word from the children and encourage them to
point to their jackets if they have one, or mime the
action for jacket.
• Make Peter say Shh! and whisper Jacket.
Hello! back.
Encourage the children to whisper it with Peter.
• Say Jacket. repeatedly, each time a little louder, and
have the children repeat until you shout it, then say
Shh! and whisper Jacket. again.
• Repeat this with some of the other items of
clothing.

• A
fter some time you can try different voices, for 10. Play Bingo!
PDF
WS 24
example, try singing the word, or saying it with • Put the six clothes flashcards face down on the
a high squeaky voice and then a deep low voice. floor in front of Peter.
Or try saying the item of clothing while you are • Help the children to move so that they have a space
holding your nose or wobbling your lips using your in front of them, and help them to choose four of
finger. their mini flashcards and put them on the floor with
the picture facing up.
Pencil and Paper • Make Peter turn over one of the clothes flashcards
from his set, and show and say the word to the
6. S
children. Then encourage the children to turn over
• A
any mini flashcards with the same item of clothing
so the picture can’t be seen.
• Repeat this until some of the children have turned
7. C
olour the mini flashcards. over all of their mini flashcards, and encourage
PDF
WS 24 CD 2 / 9 them to shout Bingo! Peter can then kiss, hug or
Preparation Tip! high five with the children who have ‘Bingo’.
You might find it easiest to cut the mini • If the children are still interested, then turn all the
flashcards out before the lesson and let the children just cards back over and repeat the activity, this time
colour them in. calling the clothes a little quicker.
• H old up the page with the mini flashcards so the 11. Sing the Bye-bye song. CD 1 / 8
children can see. Say the Clothes chant and point to
the correct item of clothing on the paper.
Colour the clothes. and demonstrate by starting
Peter.
to colour one of the mini flashcards.
• While the children are working, monitor and praise
English lesson by singing the Bye-bye song (See
their work. You could also say the item of clothing
the child is colouring.
out the cards. and demonstrate by cutting out a If there is time…
card.
PDF
• You could play the Clothes chant in the background Play Memory. WS 24
quietly while the children are working, or play other • P ut the children in pairs and help them move so that
songs and chants the children know from earlier they have a space in front of them to put both their
units. sets of mini flashcards on the floor.
• When some of the children have finished, ask • E ncourage each pair of children to mix their sets of
them to show you some of their clothes cards, for mini flashcards and spread the cards on the floor in
example say Show me the jacket. and encourage front of them with the picture facing down.
the children to hold up their jacket mini flashcard. • T he children should take it in turns to turn over two
cards and name the pictures on the cards they turn
8. S
ing the Tidy up song / over.
Clean up song (AmE). CD 1 / 5 • If the cards match, the child can keep the cards,
• Ask the children to tidy away the crayons and their otherwise he or she should put the cards back face
mini flashcards by singing or playing the Tidy up down and the other child takes a turn.
song / Clean up song (AmE) (See Introduction, p. 19). • T he children should continue the game until all their
cards are in pairs.
Rounding Off
9. S
• W

Unit 5 Clothes

Hello! back.
2. Play Simon says.

• Give the children instructions from the Toys action
story or, if they are confident with these, you can
also use other instructions from previous units.
Fly your plane.
Drive your car.
61 Hug your teddy/teddy bear (AmE).
Kiss your doll.
Ride your scooter.
Main Objective Ride your bike.
To listen to and join in with an action story. • Start some instructions with Simon says... which
Key Words without Simon says... which the children
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/ shouldn’t do.
pajamas (AmE) • Make Peter praise the children who are listening
carefully and only do the action when Simon says
Word Revision
to.
Fly your plane. • If the children are good at this game, you might
Drive your car. want to try and trick them by showing them a
Hug your teddy/teddy bear (AmE). different action to the one you are saying. The
Kiss your doll. children should do what you say and not copy what
Ride your scooter/bike. you are doing.
Receptive Language
Simon says. Carpet Time
Take off your T-shirt/shoes/jeans/socks. 3. Sing the Circle song. CD 1 / 3
Put on your pyjamas/pajamas (AmE). • If you want to move the children from another area
Listen.
How many dots?
Draw the dots.
4. Listen to the Clothes action story.
Teaching Tip!
Activities To make the actions for the action story
Play Simon says. different from the vocabulary mimes, do them standing
Listen to and mime the Clothes action story. up.
Play What is it? • Say the action story in the correct order and act
Materials Checklist it out for the children. As you say each line mime
doing each action.
 flashcards 35–41 (T-shirt, jeans, shoes, socks, Clothes action story
jacket, cap, pyjamas/pajamas (AmE)) Take off your T-shirt.
 CD 1 / 2–5, 8 (routine songs), CD 2 / 10 Take off your shoes.
 Student’s Book, p. 61 Take off your jeans.
 pencils or crayons Take off your socks.
 If there is time: a bag that you can’t see Put on your pyjamas/pajamas (AmE).
through, real items of clothing Go to bed.

5. M
ime the Clothes action story. Rounding Off
• E ncourage the children to join in with the actions
as you say them. The children should copy your 9. Sing the Circle song. CD 1 / 3
actions as much as they can. • When moving the children from the table to sit in
• After a few turns just give the instructions from a circle, you can sing or play the Circle song again
the action story and only show the actions if the (See Introduction, p. 19).
children don’t do them on their own.
10. Play What is it?
Pencil and Paper • Show the children the flashcards and elicit the item
of clothing on each flashcard.
6. S
ing the Table song. CD 1 / 4 • Shuffle the cards and put them face down in a pile
• A
sk the children to move to the tables and sit down on the floor in the middle of the circle.
by singing the Table song (See Introduction, p. 19). • Invite one confident child to take the top card
7. L isten and draw the dots/numbers. child to pretend to put on the item of clothing on
SB 61 CD 2 / 10 the card.
• P lay the action story and do the actions as you hear • Encourage the other children to tell you what item
them. of clothing the child is putting on.
• Hold up your Student’s Book so the children can • Continue the game, allowing a different child
see. Play the action story again and point at the to come to the centre of the circle and take a
correct picture on the page as you listen. flashcard.
correct page. 11. Sing the Bye-bye song. CD 1 / 8
• Play or tell the action story pausing after each line • Look at Peter and say It’s time to go, Peter.
and encouraging the children to point at the correct • Make Peter wave and say Bye-bye! and encourage
picture on their page. the children to wave and say Bye-bye! back to
• Point to the dice at the top of the page and Peter.
encourage the children to help you count the dots • Signal to the children that it is the end of the
on the dice. English lesson by singing the Bye-bye song (See
• Play or tell the action story again. After the first Introduction, p. 19).
line, encourage the children to point to the correct
picture. Say How many dots? and elicit the word
One. from the children. Then say Draw the dot(s). If there is time…
and demonstrate by drawing one dot in the square
in the top left corner of the picture, or the number Play What’s in the bag?
one if the children are able to write numbers. • W ithout the children seeing, put a real item of
• The pictures are not in order, so the children need clothing into a bag.
to listen and draw the correct number of dots or • P ass the bag around the circle and say What’s in
write the correct number in the appropriate picture. the bag? Allow the children to put their hand in the
• Monitor the children and praise them for drawing bag and feel the item of clothing which is inside. You
the correct number of dots or the correct number. might need to hold the top of the bag so there is
• Repeat for the rest of the action story so that the only a small space for the children to put their hand
squares next to each picture show the correct in, otherwise they will be tempted to look in the bag.
number. • W hen all the children have had a chance to feel in
the bag, encourage them to tell you which item of
8. S
ing the Tidy up song / clothing it is. Then take the item of clothing out of
Clean up song (AmE). CD 1 / 5 the bag, show it to the children and elicit the name.
• A

Unit 5 Clothes
2. Say the Clothes chant. CD 2 / 9

EXTRA LESSON 2 (OPTIONAL) • Play the chant and encourage the children to join
in with Peter, pointing to the appropriate clothes
Main Objective flashcards or doing the action for each item of
To listen to and join in with an action story. clothing as they say it in the chant.
Clothes chant
Key Words T-shirt, jeans and shoes.
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/ Socks and jacket, cap.
pajamas (AmE) Let’s rap!
(Repeat)
Receptive Language
Take off your T-shirt/shoes/jeans/socks. Carpet Time
Go to bed. 3. Sing the Circle song. CD 1 / 3
Colour / Cut out the clothes. sing or play the Circle song (See Introduction, p. 19).
Activities
4. Listen to and mime the Clothes action
story. CD 2 / 10
Listen to and mime the Clothes action story.
Mix up the action story. • Play the action story and act out the story for the
Colour and make a Peter doll with clothes. children.
Perform and tell the action story. Clothes action story
Take off your T-shirt.
Materials Checklist Take off your shoes.
 P eter hand puppet Take off your jeans.
 flashcards 35–41 (T-shirt, jeans, shoes, socks, Take off your socks.
jacket, cap, pyjamas/pajamas (AmE)) Put on your pyjamas/pajamas (AmE).
 CD 1 / 2–5, 8 (routine songs), CD 2 / 9–10 Go to bed.
 coloured pencils or crayons • Encourage the children to stand up and join in with
 scissors the actions as you listen or tell the action story.
 Peter doll and clothes (Worksheet 25a–c) • If you have time, you could invite small groups of
 If there is time: clothes mini flashcards children to perform the action story for the rest of
(Worksheet 24) the class to watch.
Notes
5. Mix up the action story.
• Give the instructions from the action story in a
random order. Say Put on your pyjamas/pajamas
(AmE)., mime putting on pyjamas/pajamas (AmE)
and encourage the children to join in.
• Repeat with other actions showing the children the
join in.
• After a few turns just give the instructions and only
show the action if the children don’t do it on their
own.
• Once the children are confident with the actions
Warm-up and Revision from the action story, you can try changing the
instructions so sometimes you say, for example
1. Sing the Hello song. CD 1 / 2 Take off your T-shirt. and sometimes Put on
• M ake Peter greet the children. Make the puppet say your T-shirt.
Hello! back.

Pencil and Paper • If there is a board in the classroom, you could
attach the Peter doll to the board and use Blu-Tack
6. S
ing the Table song. CD 1 / 4 so the children can move the clothes around and
• A
sk the children to move to the tables and sit down stick them on Peter or the board.
Note:
7. C
olour and make a Peter doll with clothes. If parents collect their children at the end of the class, you
PDF
WS 25a–c might want to invite them into the classroom after the
Preparation Tip! children have practised the action story a couple of times.
You might find it easiest to cut the Peter The children could then perform the action story for their
doll and clothes out before the lesson and let the children parents to watch.
just colour them in. You might also want to glue the doll
to thicker paper or card for the children.
Also if you have a large class, the children could share a
Peter doll in groups and each child can cut and colour
one or two items of clothing.
• S how the children the pages with the Peter doll and Peter.
the clothes. Point to each of the clothes and elicit • Signal to the children that it is the end of the
the name from the children. Choose one of the English lesson by singing the Bye-bye song (See
worksheets from the sets of clothes. Copy it and Introduction, p. 19)
give it to the children.
• Say Colour the clothes. and demonstrate by
starting to colour in some of the clothes. If there is time…
• Monitor the class and praise the children for neat PDF
colouring. You can also talk to the children about Play Treasure hunt. WS 24
the item of clothing they are colouring and the Preparation Tip!
colour they are using. Either print the clothes mini flashcards
• Then say Cut out the clothes. and demonstrate on different coloured pieces of paper, or colour sets
by starting to cut out one of the items of clothing of the mini flashcards in one colour, for example a
from the page. red set, a green set, a blue set etc.
• Monitor the class again and praise the children for
neat cutting. Again, you can talk to the children Before the lesson, hide the flashcards in the
about the item of clothing they are cutting out and classroom. Make sure it is possible for the children to
the colours they have used. reach them and find them. If it is nice weather and
you have a safe area to use outside, you might want
8. S
ing the Tidy up song / to hide the mini flashcards outside for the children to
find.
• A
sk the children to tidy away the crayons and other • P ut the children into small groups or pairs depending
materials by singing or playing the Tidy up song / on the number of sets of mini flashcards which you
Clean up song (AmE) (See Introduction, p. 19). have prepared.
• T ell each group which colour they are looking for.
Rounding Off • Give the children time to search for their mini
flashcards in their groups. When they have all six
9. S
cards, they can bring them to Peter to show him.
• W
hen moving the children from the table to sit in • The first group to find all the cards can be given a
a circle, you can sing or play the Circle song again small prize and they can either help their classmates
(See Introduction, p. 19). to find the rest of their cards, or play a flashcard
game with their cards (See Introduction, p. 10ff.).
10. P
erform and tell the action story.
CD 2 / 10
• P lay or tell the action story. Encourage the children
to show you and Peter the actions from the story.
• Repeat the story, this time allowing the children to
use their Peter doll and the clothes which they made
during Pencil and Paper time to perform the story.
groups can swap.

Unit 5 Clothes

LESSON 3 • SONG story. CD 2 / 10
children.
Clothes action story
Take off your shoes.
Take off your jeans.
Take off your socks.
Go to bed.
• If you have time, you could invite confident children
to watch.

63
Carpet Time
To listen to and sing a song about clothes. of the classroom to sit or stand in a circle, you can
Key Words
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/ 4. Play It’s cold/hot.
pajamas (AmE), hot, cold
• Introduce the words cold and hot to the children.
Receptive Language Say It’s cold. and mime being cold. Then say It’s
It’s cold/hot. hot. and mime being really hot.
Put on / Take off your (jeans). • Say It’s cold, put on your T-shirt. and mime being
cold then putting on your T-shirt. Encourage the
Classroom Language children to join in and copy your actions.
Colour the T-shirt/socks. • Say It’s hot, take off your T-shirt. and mime
Draw a line from the (T-shirt). being hot then taking off your T-shirt. Encourage
Touch the (T-shirt) with your (toes). the children to join in and copy your actions.
• Continue telling the children it’s cold and name an
Activities
item of clothing to put on, or it’s hot and name an
Listen to and mime the Clothes action story. item of clothing to take off. Each time mime being
Play It’s cold/hot. either hot or cold and then mime taking off or
Listen to the Put on your jeans song. putting on the named item of clothing.
Colour the T-shirt and socks. Draw lines. • Once the children seem confident, allow them to
Play Touch the T-shirt with your toes. show you the mimes and only show them if they
Materials Checklist need help.
 flashcards 22–27, 35–41 (eyes, ears, nose, 5. Listen to the Put on your jeans song.
hands, knees, toes, T-shirt, jeans, shoes, socks, CD 2 / 11
jacket, cap, pyjamas/pajamas (AmE)) • Play the song. Let the children listen to the song
 CD 1 / 2–5, 8 (routine songs), CD 2 / 10–11 and watch you doing the actions.
 Student’s Book, p. 63 Put on your jeans
 coloured pencils or crayons It’s cold, it’s cold.
 If there is time: set of real clothes for the Put on your jeans.
children to dress up in, flashcards 14–19 (one, It’s cold, it’s cold.
two, three, four, five, six) (optional), (big) dice Put on your jeans.
It’s cold, it’s cold,
Warm-up and Revision Put on your T-shirt.
1. Sing the Hello song. CD 1 / 2 It’s cold, it’s cold.
• M ake Peter greet the children. Make the puppet say Oh yeah, it’s cold.
Hello! and encourage the children to say Hello! It’s cold, it’s cold.
back. Oh yeah, it’s cold.

… Put on your socks … • Make Peter say Touch the T-shirt with your toes.
… Put on your shoes … and encourage the child to follow the instructions.
You can show the child what to do if they need it.
… Put on your jacket …
• Once the child has touched the T-shirt flashcard
… Put on your cap …
with his or her toes, make Peter kiss, hug or high-
• Repeat the song and this time encourage the five with the child.
children to join in with the actions. • Continue the game inviting different children to
touch the flashcards, naming a different item of
Pencil and Paper clothing or body part each time.
6. S
• A
by singing the Table song (See Introduction, p. 19). • Look at Peter and say It’s time to go, Peter.
7. C
olour the T-shirt and socks. Draw lines
from the clothes to the body part they English lesson by singing the Bye-bye song (See
belong to. SB 63 CD 2 / 11 Introduction, p. 19).
song and point to the correct item of clothing for
each verse. If there is time…
correct page and hold a copy of the page so the Play Dressing up with the dice.
children can see. Teaching Tip!
• Play the song again and encourage the children to If you have a big class, you might want
point to the correct item of clothing for each verse. to have more than one set of clothes to put in the
• Say Colour the T-shirt. and demonstrate by centre of the circle. Then when the children are used
colouring the T-shirt. Then repeat for the socks. to the game, use two dice and start them at opposite
• Allow the children time to colour the T-shirt and the sides of the circle.
socks. Then say Draw a line from the jacket. and
demonstrate by drawing a line from the jacket to • P ut the real clothes in the centre of the circle where
Peter’s shoulder. all the children can get to them.
• Once the children have drawn the line, encourage • A ttach the clothes flashcards to the board and write
them to draw lines from the other clothes to the the numbers one to six above each flashcard. If there
appropriate part of Peter’s body. is no board in the classroom, you can put the clothes
flashcards in a space on the floor and the number
8. S
ing the Tidy up song / flashcards above them.
Clean up song (AmE). CD 1 / 5 • P oint to each number and the clothes flashcard
below and ask the children What number is it?
• A
What is this?
• S how the children the dice. Roll the dice, point to the
number you have thrown on the board and elicit the
item of clothing for that number from the children.
Rounding Off Then take that item from the centre of the circle and
9. S
ing the Circle song. CD 1 / 3 (pretend to) put it on.
• G ive the dice to one of the children. The child should
• W
throw the dice, name the item of clothing and then
(pretend to) put that item of clothing on.
• K eep passing the dice around the circle, encouraging
each child to name the item of clothing before they
10. Play Touch the T-shirt with your toes.
(pretend to) put it on. If one child is already wearing
• S how the children the clothes flashcards and the the item of clothing, they should take it off and give
body part flashcards and elicit the name of the item it to the child who has just thrown the dice.
on each flashcard.
• Spread the clothes flashcards out on the floor and
keep the body part flashcards in your hand to
prompt the children if necessary.
• U
se Peter to nominate a confident child and
encourage the child to stand in the middle of the
clothes flashcards.

Unit 5 Clothes
Carpet Time
To sing a song about clothes.
Key Words
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/ 4. Sing the Put on your jeans song.
pajamas (AmE), hot, cold CD 2 / 11–12
Receptive Language along and join in with the actions.
It’s cold/hot. Put on your jeans
What colour is your T-shirt? It’s cold, it’s cold.
Put on your jeans.
Classroom Language
It’s cold, it’s cold.
Simon says. Put on your jeans.
Put on / Take off your (T-shirt).
Colour / Cut out the T-shirt. It’s cold, it’s cold.
Put on your T-shirt.
Activities
Oh yeah, it’s cold.
Sing the Put on your jeans song.
Play Simon says.
Oh yeah, it’s cold.
Design a T-shirt.
Sing the songs you remember. ... Put on your socks...
... Put on your shoes...
Materials Checklist
... Put on your jacket...
... Put on your cap...
jacket, cap, pyjamas/pajamas (AmE)) • If the children seem confident with the song, you
 CD 1 / 2–5, 8 (routine songs), CD 2 / 9, 11–12 can sing the Take off your jeans version of the song.
 coloured pencils or crayons It’s hot, it’s hot.
 T-shirt template (Worksheet 26) Take off your jeans.
 scissors (optional) It’s hot, it’s hot.
Take off your jeans.
Notes
It’s hot, it’s hot.
... Take off your socks...
... Take off your shoes...
... Take off your jacket...
Warm-up and Revision ... Take off your cap...
• M ake Peter greet the children. Make the puppet say 5. Play Simon says.
Hello! and encourage the children to wave and say • Give instructions for taking off or putting on
Hello! back. different items of clothing in a random order:
• Sing or play the Hello song and make Peter look Take off / Put on your T-shirt.
like he is singing too (See Introduction, p. 19). Take off / Put on your shoes.
Take off / Put on your jeans.
2. Say the Clothes chant. CD 2 / 9 Take off / Put on your socks.
• P lay the chant and encourage the children to join Take off / Put on your pyjamas/pajamas (AmE).
in with Peter pointing to the appropriate clothes Take off / Put on your jacket.
flashcards or doing the mime for each item of Take off / Put on your cap.
clothing as they say it. Go to bed.
Clothes chant
T-shirt, jeans and shoes.
Socks and jacket, cap.
Let’s rap!
(Repeat)

• S tart some instructions with Simon says... which 8. Sing the Tidy up song /
the children should do, and some instructions Clean up song (AmE). CD 1 / 5
without Simon says... which the children shouldn’t • Ask the children to tidy away the crayons and
do. worksheets by singing or playing the Tidy up song /
• Praise the children who are listening carefully and Clean up song (AmE) (See Introduction, p. 19).
• Once the children seem confident with the
Rounding Off
instructions from this unit (taking off or putting on
items of clothing), give the children instructions you 9. Sing the Circle song. CD 1 / 3
remember from the previous units. • When moving the children from the table to sit in
• Once the children are good at the game, you might a circle, you can sing or play the Circle song again
want to try and trick them by doing a different (See Introduction, p. 19).
action to the one you are saying. The children
should do what you say and not copy what you are 10. Sing the songs you remember.
doing.
• Ask the children which English songs they
Pencil and Paper to choose which songs they would like to sing.
6. S
• A
sk the children to move to the tables and sit down 11. Sing the Bye-bye song. CD 1 / 8
by singing the Table song (See Introduction, p. 19). • Look at Peter and say It’s time to go, Peter.
PDF the children to wave and say Bye-bye! back.
7. D
esign a T-shirt. WS 26
Preparation Tip! English lesson by singing the Bye-bye song (See
You might find it easiest to cut out the Introduction, p. 19).
T-shirts before or after the lesson and let the children just
decorate and colour their T-shirts.
If there is time…
You might also want to make a couple of example T-shirt
designs before the lesson to show the children and give Play Musical flashcards.
them some ideas.
• P lace the clothes flashcards around the classroom in
a place where they can easily be seen by the children
• S how the children the page with the T-shirt outline
and the children can safely move between the cards
on it. Point to the outline and say What is it? Elicit
(attached to a wall or something that can’t move is
the word T-shirt from the children.
best).
• Say What colour is your T-shirt? and encourage
• P oint to each of the cards around the room and elicit
the children to look at T-shirts that they are wearing
the item of clothing from the children.
and name colours on their own T-shirts. If you have
• P lay some music for the children to move around to.
made some examples, the children could look at
You could use some of the songs that the children
these too and name the colours you drew on your
have learnt so far.
T-shirts.
• S top the music and encourage the children to choose
• Say Colour the T-shirt. and demonstrate by
a flashcard to stand near.
starting to draw a design on a T-shirt and colour
• O nce all the children are by a flashcard, say an
some of it in.
item of clothing. All the children standing by that
• Give the children their copy of the T-shirt outline
flashcard are ‘out’. Ask these children to stand near
and allow them time to colour and decorate their
you for the next round and then allow them to join
T-shirt.
back in the game the round after.
• While the children are colouring, talk to the
children in English about the colour they are using
children to repeat the activity.
and things they are drawing on the T-shirt.
• Say Cut out the T-shirt. and demonstrate by
starting to cut out your copy of the T-shirt.
• When the children have finished their T-shirts, hang
them around the classroom and let the children
look at each other’s work.

Unit 5 Clothes

LESSON 4 • LISTENING ACTIVITY 1. Sing the Hello song. CD 1 / 2
Hello! back.
2. Sing the Put on your jeans song.

CD 2 / 11–12
• Play the Put on your jeans song and encourage the
from Lesson 3.
• Or if the weather is hot outside, sing the Take off
your jeans version of the song (See Extra Lesson 3).
65
Carpet Time
Main Objective
To complete a listening exercise.
Key Words of the classroom to sit or stand in a circle, you can
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/ sing or play the Circle song (See Introduction, p. 19).
pajamas (AmE)
4. Play What’s missing?
Receptive Language • Put all the clothes flashcards on the floor so the
(Red) shoes, tap, tap, tap. children can see them. Point to each card and
Shoes for me and you. elicit the name of each item of clothing from the
Put on the (jacket). children.
• Turn the cards over so the picture can’t be seen and
Classroom Language mix the cards up. Make Peter take one flashcard
What’s missing? without the children seeing what the picture is.
Listen. • Turn the other flashcards over and encourage the
Colour (Tom)’s (cap) (yellow). children to tell you what clothes they see.
• Say What’s missing? and encourage the children
Activities
to try and tell you which flashcard Peter took away.
Sing the Put on your jeans song. • Make Peter praise children that say the correct
Play What’s missing? flashcard by giving them a hug, kiss or high-five.
Sing the Red shoes song. • Put all the clothes flashcards in the centre of the
Listen and colour Connie’s and Tom’s clothes. circle again and repeat the activity.
Play Silent postman. • Instead of Peter taking a card, different children can
Materials Checklist take it in turns to take away a card without looking
at the picture and sit on it. When the children think
they know which card has been taken, the picture
 flashcards 5–7, 35–41 (red, green, blue, T-shirt,
can be shown to check if they were correct.
jeans, shoes, socks, jacket, cap, pyjamas/
pajamas (AmE))
 CD 1 / 2–5, 8 (routine songs), CD 2 / 11–12, 14, 16
5. Sing the Red shoes song. CD 2 / 14
 Student’s Book, p. 65 • Put the red, green and blue colour flashcards in the
 coloured pencils or crayons centre of the circle so the children can see them.
 set of real clothes for the children to dress • Play the song. Let the children listen to the song
up in (T-shirt, jeans, shoes, socks, jacket, cap, and watch you doing the actions.
pyjamas)
 If there is time: soft ball or bean bag, clothes
mini flashcards (Worksheet 24)

Red shoes Rounding Off
Red shoes, tap, tap, tap.
(point to your shoes and tap your feet) 9. Sing the Circle song. CD 1 / 3
Green shoes, tap, tap, tap. • When moving the children from the table to sit in
Blue shoes, tap, tap, tap, tap, tap, tap, tap, tap, a circle, you can sing or play the Circle song again
tap. Hey! (See Introduction, p. 19).
(on Hey! put your arms in the air)
Red, green and blue 10. Play Silent postman.
(point to the colour flashcards as you say each • Put a set of real clothes in the centre of the circle.
colour) • Choose one child to start the activity and whisper
Shoes for me and you. to the child Put on the cap. This child should then
(point to your shoes, yourself and the children) whisper the instruction to the next child in the
(Repeat) circle.
• Repeat the song and this time encourage the • When all the children have heard the instruction,
children to join in with the actions. the last child should come into the circle and put on
the cap.
• Encourage the rest of the class to help the last child
Pencil and Paper if they don’t know what instruction was passed
6. S
ing the Table song. CD 1 / 4 around.
• A
sk the children to move to the tables and sit down • Make Peter praise the child for putting on the
by singing the Table song (See Introduction, p. 19). cap and then repeat the activity, starting with a
different child and giving a different instruction to
7. L isten and colour Connie’s and Tom’s be passed around the circle.
clothes. SB 65 CD 2 / 16
• H old up the page so the children can see. Point
to Connie’s and Tom’s clothes and elicit the words • Look at Peter and say It’s time to go, Peter.
from the children. • Make Peter wave and say Bye-bye! and encourage
• Give the children their Student’s Books open to the the children to wave and say Bye-bye! back.
correct page. Provide the children with pencils of • Signal to the children that it is the end of the
the right colours. If possible each child should have English lesson by singing the Bye-bye song (See
his or her own set. Introduction, p. 19).
• Say Listen. and play the listening from the CD.
If necessary, pause the CD after each line to give
the children time to point to the correct item of If there is time…
clothing, select the correct colour, and colour the Play Bean bag toss.
PDF
WS 24
picture.
Clothes listening activity Preparation Tip!
Colour Tom’s cap yellow. You will need enough clothes mini
Colour Tom’s T-shirt green. flashcards to be able to give one mini flashcard to
Colour Tom’s jeans blue. each child.
Colour Tom’s socks orange. If you have a large class, you might want only half
Colour Tom’s shoes red. the children to play. The other children can stand
Colour Connie’s cap pink. behind a friend and swap places after a short time.
Colour Connie’s jacket yellow. You also need a soft ball or a bean bag.
Colour Connie’s jeans red.
Colour Connie’s socks blue. • A sk the children to sit in a circle and put a mini
Colour Connie’s shoes orange. flashcard on the floor in front of each child. If the
the mini flashcards under each chair.
colour but don’t let this worry them. Allow them
• You should stand in the middle of the circle and say
to colour at an appropriate speed and repeat the
one of the clothes, then pass the bean bag to a child
information as they need it.
with a mini flashcard showing that item of clothing.
• Say another item of clothing and encourage the
8. S
ing the Tidy up song / child to pass the bean bag to a child with that mini
Clean up song (AmE). CD 1 / 5 flashcard.
• A
sk the children to tidy away the crayons and other • If the children seem confident with the game, a child
materials by singing or playing the Tidy up song / can stand in the middle of the circle and name the
Clean up song (AmE) (See Introduction, p. 19). clothes for the others to pass the bean bag to.

Unit 5 Clothes

• Play the action story and act out the story with the
To complete a listening exercise. Clothes action story
Key Words
Take off your shoes.
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/ Take off your jeans.
pajamas (AmE) Take off your socks.
Receptive Language Put on your pyjamas/pajamas (AmE).
Go to bed.
Shh!
What is it?
Classroom Language to watch.
Listen.
Colour (Rosie’s) (jeans) (orange). Carpet Time
Activities 3. Sing the Circle song. CD 1 / 3
Listen to and mime the Clothes action story. • If you want to move the children from another area
Play Whispered words. of the classroom to sit or stand in a circle, you can
Sing the Red shoes song. sing or play the Circle song (See Introduction, p. 19).
Listen and colour the clothes.
Play Quick draw. 4. Play Whispered words.
• Put the clothes flashcards on the floor in the centre
Materials Checklist of the circle. Point to each of the cards and elicit
 P eter hand puppet the word from the children.
 flashcards 5–7, 35–41 (red, green, blue, T-shirt, • Say Shh! and then whisper or silently mouth one
jeans, shoes, socks, jacket, cap, pyjamas/ of the clothes from the flashcards, for example say
pajamas (AmE)) Jacket. and point to your mouth as you say it.
 CD 1 / 2–5, 8 (routine songs), CD 2 / 10, 14, 17 • In a normal voice say What is it? and again
 extra listening activity (Worksheet 27) whisper or silently mouth Jacket.
 coloured pencils or crayons • Encourage the children to try and guess which
 If there is time: clothes mini flashcards flashcard you were naming. Peter can praise the
(Worksheet 24) (optional) children who guess correctly by giving them a kiss,
hug or high-five.
Notes • Repeat the activity by whispering or silently saying
different clothes words for the children to guess.
5. Sing the Red shoes song. CD 2 / 14

• Put the red, green and blue colour flashcards in the
centre of the circle so the children can see them.
and join in with the actions.
Red shoes
Red shoes, tap, tap, tap.
(point to your shoes and tap your feet)
Green shoes, tap, tap, tap.
Blue shoes, tap, tap, tap, tap, tap, tap, tap, tap,
Warm-up and Revision tap. Hey!
(on Hey! put your arms in the air)
• M ake Peter greet the children. Make the puppet say Red, green and blue
Hello! and encourage the children to wave and say (point to the colour flashcards as you say each
Hello! back. colour)
• Sing or play the Hello song and make Peter look Shoes for me and you.
like he is singing too (See Introduction, p. 19). (point to your shoes, yourself and the children)
(Repeat)

Pencil and Paper • Once the children guess the clothes correctly, show
them the picture on the flashcard to confirm that
6. S
ing the Table song. CD 1 / 4 they are correct. Peter can also praise the children
• A
sk the children to move to the tables and sit down who guessed correctly by kissing, hugging or high
by singing the Table song (See Introduction, p. 19). fiving with them.
• If you have time, repeat the activity with a different
7. L isten and colour the clothes. clothes flashcard.
PDF
WS 27 CD 2 / 17
• H old up the page so the children can see. Point to 11. Sing the Bye-bye song. CD 1 / 8
each of the clothes Rosie and Peter are wearing on • Look at Peter and say It’s time to go, Peter.
the page and elicit the names from the children. • Make Peter wave and say Bye-bye! and encourage
• Give the children their copy of the page and make the children to wave and say Bye-bye! back to
sure each child has a pencil or crayon of each Peter.
colour. For a listening activity to work smoothly the • Signal to the children that it is the end of the
children really need their own pencils. English lesson by singing the Bye-bye song (See
• Say Listen. Colour Rosie’s jeans orange., point Introduction, p. 19).
to the jeans in the picture and again say Colour
Rosie’s jeans orange. Then give the children time
to colour. If there is time…
• Have students listen to the CD and complete the PDF
activity. Check their work as they are doing it and

Play Musical chairs. WS 24
ask them the names of the different clothes and Preparation Tip!
Before the lesson, copy and cut up a set
colours.
of the clothes mini flashcards. You need enough sets
Clothes extra listening activity
to have one mini flashcard per child. Then stick the
Colour Rosie’s jeans orange.
mini flashcards on the children’s chairs so that the
Colour Rosie’s jacket pink.
children can easily see them. If there aren’t enough
Colour Rosie’s cap yellow.
chairs available in the classroom, then you could use
Colour Rosie’s shoes pink.
cushions or laminated copies of the mini flashcards
Colour Peter’s pyjamas/pajamas (AmE) blue. instead.
Colour Peter’s socks green.
Colour Peter’s shoes red. • P ut the chairs (cushions or laminated flashcards) in
a place where the children can easily walk around
8. S
ing the Tidy up song / them and sit on them.
Clean up song (AmE). CD 1 / 5 • P lay some music for the children to move around to.
• A
sk the children to tidy away the crayons and their You could use some of the songs that the children
worksheets by singing or playing the Tidy up song / have learnt so far in Hooray! Let’s play!
Clean up song (AmE) (See Introduction, p. 19). • T hen stop the music and say Sit down. and
seat that is available.
Rounding Off
• R andomly select one of the normal clothes flashcards
9. S
ing the Circle song. CD 1 / 3 and show the children the picture. All the children
• W
hen moving the children from the table to sit in sitting on a chair with a mini flashcard with the same
a circle, you can sing or play the Circle song again item of clothing are ‘out’. Ask these children to stand
(See Introduction, p. 19). near you for the next round and then allow them to
join back in the game the round after.
10. Play Quick draw. • P lay the music again and allow the remaining
• M ake sure the children can see the board in the children to move around the chairs and repeat the
classroom, or if there is no board, use a piece of activity.
paper that all the children can see.
• Hold the clothes flashcards in a fan with the
pictures face down and make Peter choose one
card, but don’t show it to the children.
• Draw the item of clothing from the card on the
board, one line at a time. Encourage the children to
try and guess what you are drawing after each line
you draw.

Unit 5 Clothes

Hello! back.

CD 2 / 11–13
• Play the Put on your jeans song and encourage the
from Lesson 3.
• Or if the weather is hot outside, sing the Take off
67
your jeans version of the song (See Extra Lesson 3).
• If the children seem confident singing the song, you
can also use the karaoke version (CD 2 / 13).
Main Objective
To follow a DVD story. Carpet Time
Key Words 3. Sing the Circle song. CD 1 / 3
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/ • If you want to move the children from another area
pajamas (AmE) of the classroom to sit or stand in a circle, you can
Receptive Language
Take off / Put on your (jacket). 4. Play Uncover the flashcard.
Let’s go. No, I can’t find my shoes/jacket/cap. • Show the children the clothes flashcards and elicit
Look, it’s / they’re (over) there. Thank you, Rosie. the names for each of the items of clothing.
It’s too high. (OK.) Get on my back. • Hold the cards so the pictures are all face down.
Hooray, here’s the cap. Show the children that you are mixing the cards so
Help! neither you nor the children know the order of the
Classroom Language cards.
• Take a piece of paper or card and cover the clothes
Simon says.
picture of one of the cards and hold the card so the
Where’s the (cap)?
children can see it.
Stick in (Tom)’s (shoes).
• Gradually move the paper or card up or down
Value the flashcard to reveal the picture of the item of
To develop appreciation for cooperating. clothing.
• Encourage the children to guess which item of
Activities clothing is hidden as the picture is being revealed.
Sing the Put on your jeans song. Peter can reward the children who guess correctly
Play Uncover the flash card. first by giving them a kiss, hug or high-five.
Watch the Where’s the cap? DVD story. • Repeat the activity, covering a different flashcard with
Stick in the shoes and jacket. Draw the cap. the piece of paper or card for the children to guess.
Play Move towards the flashcard.
5. Watch the Where’s the cap? DVD story.
Materials Checklist
CD 1 / 6 (CD 2 / 18)
 flashcards 35–41 (T-shirt, jeans, shoes, socks, children that the next activity is a story, then sing or
jacket, cap, pyjamas/pajamas (AmE)) play:
Story song
 stickers from the appendix of the Student’s
Book (red shoes, yellow jacket)
Listen and look.
(Repeat)
 DVD (Where’s the cap?)
 coloured pencils or crayons • Play the DVD story and allow the children to watch.
 Story cards 35–47 (Where’s the cap?) (optional) • If you don’t have access to a DVD player, you can
 If there is time: a (big) dice use the Story cards with the audio CD (CD 2/18) or
read the script from the back of the Story cards.

Where’s the cap? Rounding Off
Rosie: Let’s go. 9. Sing the Circle song. CD 1 / 3
Tom: No, I can’t find my shoes. • When moving the children from the table to sit in
Rosie: Look, they’re over there. a circle, you can sing or play the Circle song again
Tom: Thank you, Rosie. (See Introduction, p. 19).
Rosie: Let’s go.
Connie: No, I can’t find my jacket. 10. Play Move towards the flashcard.
Rosie: Look, it’s over there.
• If there is a board in the classroom, attach the
Connie: Thank you, Rosie.
clothes flashcards so that half the cards are on the
Rosie: Let’s go.
left of the board and half are on the right. If there is
Peter: No, I can’t find my cap.
no board, put the flashcards to the left and right of
Rosie: Look, it’s there.
a space on the floor.
Peter: It’s too high.
Connie: Peter, get on my back.
the clothes from the children.
Peter: OK. Tom, get on my back.
• Use Peter to nominate up to four children,
Tom: OK. Rosie, get on my back.
depending on the space and the number of
Rosie: OK.
children in the class. These children should stand
Hooray, here’s the cap!
in front of the board or in the space between the
All: Heeelp!
flashcards if they are on the floor.
Rosie: And now let’s go!
• Make Peter say Shoes. and then encourage the
Pencil and Paper right towards the shoes flashcard.
• Make Peter praise the children who moved towards
6. S
ing the Table song. CD 1 / 4 the correct flashcard, then ask these children to sit
• A
sk the children to move to the tables and sit down down in the circle.
by singing the Table song (See Introduction, p. 19). • Repeat the activity with different children and a
different item of clothing each time.
7. S
tick in the shoes and jacket. Draw the
cap. SB 67 11. Sing the Bye-bye song. CD 1 / 8
• H old up the page so all the children can see it. Say • Look at Peter and say It’s time to go, Peter.
Where’s Connie? and invite one child to point to • Make Peter wave and say Bye-bye! and encourage
Connie on the page. the children to wave and say Bye-bye! back.
• Give the children their Student’s Books open to the • Signal to the children that it is the end of the
correct page. Say Where’s Rosie? and check all the English lesson by singing the Bye-bye song (See
children are pointing at Rosie on their page. Introduction, p. 19).
• Say Where are Tom’s shoes? and encourage the
children to find Tom’s shoes in the picture. Then say
Stick in Tom’s shoes. If there is time…
• Demonstrate by taking the shoes sticker from the
sticker page and sticking it in the correct place. Play Roll the dice.
• Ask the children Where’s Connie’s jacket? and • A ttach the clothes flashcards to the board (or put
encourage them to find Connie’s jacket in the them on the floor) with the pictures facing down.
picture. Then say Stick in Connie’s jacket. • S ay Roll the dice., give one child a dice, allow them
• Ask the children Where’s Peter’s cap? Ask them to roll it and count the number.
to remember what happened on the DVD. Have • S tarting with the first flashcard, count along the
them draw the cap on the top of the wardrobe in cards according to the number from the dice.
the picture. Encourage the children to count with you.
• Monitor and talk to the children about other items • T urn the flashcard over and encourage the children
in the picture. to tell you the item of clothing on the card. If the
children can tell you the clothes, the card stays face
8. S
ing the Tidy up song / up, if not, say the correct word and turn the card
Clean up song (AmE). CD 1 / 5 back face down.
• C ontinue playing in this way.
• A

Unit 5 Clothes

To listen to and join in telling a story. Clothes action story
Key Words Take off your shoes.
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/ Take off your jeans.
pajamas (AmE) Take off your socks.
Receptive Language Go to bed.
Let’s go. • If you have time, you could invite confident children
No, I can’t find my shoes/jacket/cap. to perform the action story for the rest of the class
Look, it’s / they’re (over) there. to watch.
Thank you, Rosie. • If the children seem confident with the Clothes
It’s too high. action story, then you could use an action story
(OK.) Get on my back. from an earlier unit instead.
Hooray, here’s the cap.
Help!
Carpet Time
Classroom Language
Colour the picture. • If you want to move the children from another area
What is (three)? of the classroom to sit or stand in a circle, you can
What number is (jacket)? sing or play the Circle song (See Introduction, p. 19).
Activities
Listen to and mime the Clothes action story. 4. Play What number?
Play What number? • Attach the six number flashcards to the board in
Tell the Where’s the cap? story. order from one to six. Point to each of the cards
Fold and cut. Colour the mini storybook. and elicit the numbers.
Sing the Red shoes song. • Attach the clothes flashcards to the board, directly
below the number flashcards. Point to each item of
Materials Checklist clothing and elicit the word.
 P eter hand puppet • Say What is three? Clap three times and point to
 flashcards 5–7, 14–19, 35–41 (red, green, blue, the flashcard for number three. Then point to the
one, two, three, four, five, six, T-shirt, jeans, clothes flashcard that is below number three and
shoes, socks, jacket, cap, pyjamas/pajamas elicit the word.
(AmE)) • Continue to say numbers and encourage the
 CD 1 / 2–6, 8 (routine songs), CD 2 / 10, 14–15, 18 children to tell you the item of clothing that is
 S tory cards 39–47 (Where’s the cap?) below that number.
 W here’s the cap? mini storybook (Worksheet • You can also play the game the other way. You say
28a+b) an item of clothing and the children have to clap or
 coloured pencils or crayons stamp the correct number of times to tell you the
 s cissors number above the correct flashcard.
 g lue, stapler or sticky tape • Once the children seem confident with the game,
 c haracter masks or cut-outs (Worksheets 1+2) try turning over the clothes flashcards so the
(optional) children have to remember where they are.
 If there is time: set of real clothes for the
children to dress up in (T-shirt, jeans, shoes, 5. Tell the Where’s the cap? story.
PDF
socks, jacket, cap, pyjamas), a (big) dice CD 1 / 6 CD 2 / 18 (WS 1+2)
play:
Story song
1. Sing the Hello song. CD 1 / 2 It’s time for a story.
• M ake Peter greet the children. Make the puppet say Listen and look.
Hello! and encourage the children to wave and say (Repeat)
Hello! back.

• U sing the Story cards, play or tell the story. The 8. Sing the Tidy up song /
script is on the back of the cards. Encourage the Clean up song (AmE). CD 1 / 5
children to join in and name the characters and the • A
clothes they are looking for. mini storybooks by singing or playing the Tidy up
• H
and out the Story cards in a random order song / Clean up song (AmE) (See Introduction, p. 19).
Rounding Off
example: Now let’s put the story together. Here 9. Sing the Circle song. CD 1 / 3
you are / Here you go (AmE), (Maria). This is • When moving the children from the table to sit in
your Story card, (Marco). Listen to the story. a circle, you can play the Circle song again (See
• If there is time, you could play or tell the story Introduction, p. 19).
again. You could even give some of the children
the character masks or cut-outs (Worksheets 1+2) 10. Sing the Red shoes song. CD 2 / 14–15
to mime the actions of one of the characters in the
• Put the red, green and blue colour flashcards in the
story as they listen.
centre of the circle so the children can see them.
• However, don’t expect the children to do more than
• Play the Red shoes song. Let the children listen to
mime some of the actions from the story.
the song and encourage them to join you doing the
Pencil and Paper • If the children seem confident with the song, you
6. S
can use the karaoke track.
• A
by singing the Table song (See Introduction, p. 19). 11. Sing the Bye-bye song. CD 1 / 8
7. F old and cut. Colour the mini storybook. • Make Peter wave and say Bye-bye! and encourage
PDF the children to wave and say Bye-bye! back to
WS 28a+b
Peter.
Preparation Tip! • Signal to the children that it is the end of the
You might want to fold the children’s
storybooks before the lesson so that the children do not
need to do this themselves.

lesson so that you can show the children what they are If there is time…
going to make.
Play Dressing up with the dice.
• S how the children a copy of the mini storybook. • A ttach the clothes flashcards to the board and write
• Look at each of the pictures and tell the children the numbers one to six above each flashcard. If there
what is happening using the lines from the story is no board in the classroom, you can put the clothes
(See video script, p. 147). flashcards in a space on the floor and the number
• Either give each of the children a copy of the mini flashcards above them.
storybook that you have made previously or give • P oint to each number and the clothes flashcard
them a photocopy of Worksheet 28a+b copied below and ask the children What number is it?
onto one A4 sheet (front and back). Follow the What is this?
instructions on page 13 of the Introduction to make • S how the children the dice. Roll the dice, point to the
the mini storybooks. You may need to help children number you have thrown on the board and elicit the
with the cutting and folding. item of clothing for that number from the children.
• The children should choose one picture to colour. Then (pretend to) put on that item of clothing.
They can colour the other pictures at home with • G ive the dice to one of the children. The child should
their parents. throw the dice, name the item of clothing and then
• Monitor the children’s work and praise the children pretend to put that item of clothing on.
for neat colouring. You can also ask the children • K eep passing the dice around the circle, encouraging
in English about the colours they are using, the each child to name the item of clothing before they
characters and the clothes they are wearing. (pretend to) put it on.

Unit 5 Clothes

Hello! back.
2. Using productive language: ‘What are you

wearing?’
• Make Peter say Are you wearing jeans? and
pretend to put on some jeans or point to the jeans
flashcard. Say Yes, I am. Then make Peter ask Are
you wearing a cap? Point to your head and say
69
No, I’m not.
• Say Are you wearing jeans? to a confident child
in the class and encourage them to say Yes. or No.
Main Objective Help the children to say Yes, I am. for Yes. and No,
To find the odd one out. I’m not. for No.
• Continue around the class asking each child Are
Key Words you wearing jeans? and encourage each child to
T-shirt, jeans, shoes, socks, jacket, cap, pyjamas/ give their answer, then help children to give a full
pajamas (AmE) answer.
Receptive Language sing, whisper or shout it until the children seem
What are you wearing? confident asking the question.
Which is the odd one out? • Encourage each child to ask another child in the
What’s my favourite picture? class Are you wearing jeans? and encourage
them to answer with Yes, I am. or No, I’m not.
Classroom Language
• If you have time, you could encourage the children
What is it? to try asking about some of the other clothes.
Circle the odd one out.
Productive Language Carpet Time
Are you wearing (jeans)? 3. Sing the Circle song. CD 1 / 3
Yes, I am. / No, I’m not. • If you want to move the children from another area
Thinking Skills of the classroom to sit or stand in a circle, you can
Focusing on details and comparing pictures to find
the odd one out.
4. Tell the Where’s the cap? story.
Activities CD 1 / 6 CD 2 / 18
Using productive language: ‘What are you • If you want to use a transition marker to tell the
wearing?’ children that the next activity is a story, then sing or
Tell the Where’s the cap? story. play the Story song (See Introduction, p. 19).
Play Odd one out. • Using the Story cards, tell the story. The script is
Find and circle the odd one out. on the back of the cards. Encourage the children
Play What’s my favourite picture? to join in and name the characters or describe the
clothes they are looking for.
Materials Checklist • Hand out the Story cards in a random order
 P eter hand puppet to different children. Play or tell the story and
 flashcards 35–41 (T-shirt, jeans, shoes, socks, encourage the children with Story cards to make
jacket, cap, pyjamas/pajamas (AmE)) a line so they are in the correct order. Say, for
 any flashcards from previous units example Now let’s put the story together. Here
 CD 1 / 2–6, 8 (routine songs), CD 2 / 18 you are / Here you go (AmE), (Carla). This is
 Student’s Book, p. 69 your Story card, (Silvio). Listen to the story.
 Story cards 39–47 (Where’s the cap?)

5. Play Odd one out. Rounding Off
• T ake three clothes flashcards and a flashcard from
another unit, for example, a colour flashcard. 9. Sing the Circle song. CD 1 / 3
• Show the children the four flashcards one at a time • When moving the children from the table to sit in
and elicit the word for each card. Then put the a circle, you can sing or play the Circle song again
flashcards in a line on the floor where the children (See Introduction, p. 19).
can see them.
• Point to the three clothes flashcards and say the 10. Play What’s my favourite picture?
words, then point to the colour and say the word. • Put the clothes flashcards in the centre of the circle
Say No, sorry. It’s the odd one out. and point to where all the children can see clearly and say the
the colour flashcard again. Then collect up the four names of each of the items of clothing.
flashcards. • Choose one of the cards for the children to guess
• Choose three flashcards from the same unit and and say for example Listen carefully. What’s my
put one flashcard from a different unit in between favourite picture? It isn’t socks. It isn’t shoes.
the three cards. It isn’t jacket. It isn’t T-shirt. It isn’t cap. It isn’t
• Line the cards up on the floor, point to each card jeans. What is it?
and elicit the words from the children. • Then encourage the children to name the picture
• Say Which is the odd one out? and, if the they think is your favourite.
children need help, say the names of the cards for • If the children are finding it hard, you can point to
them. Point to the odd one out and say the word each flashcard as you say it and shake your head.
shaking your head to indicate that it shouldn’t be Then point to the last flashcard, nod your head
there. and encourage the children to name the item of
clothing on the flashcard.
Pencil and Paper 11. Sing the Bye-bye song. CD 1 / 8
6. S
ing the Table song. CD 1 / 4 • Look at Peter and say It’s time to go, Peter.
• A
sk the children to move to the tables and sit down • Make Peter wave and say Bye-bye! and encourage
by singing the Table song (See Introduction, p. 19). the children to wave and say Bye-bye! back.
7. F ind and circle the odd one out. SB 69
• H old up the page so the children can see. Point to
the first picture and say What is it? Elicit the name
of the item from the children. If there is time…
• Point to the other items on the same line and again Play Find the flashcard.
say What is it? and elicit the name of the items. • C hoose a confident child from the class and ask him
• Give the children their Student’s Books open to the or her to choose a clothes flashcard (e.g. T-shirt) then
correct page. stand near you. Ask the child to close his or her eyes.
• Say Three, socks, one, five. and then ask the • T ell the other children to be quiet and show them
children Which is the odd one out? and elicit the that you are hiding the flashcard for example under a
word socks from the children. cushion, in a toy box, on the bookcase, etc.
• Say Circle the odd one out. and demonstrate by • A sk the child to open his or her eyes. Say Where’s
circling the socks. the T-shirt? and make it clear to the other children
• Point to the pictures on the second line and say that they are not to say where the flashcard was
Circle the odd one out. hidden.
• Allow the children to work independently and circle • E ncourage the child to walk around the classroom
the odd one out in each line. to find the hidden flashcard. Keep saying the word
• Monitor the class, praise neat work and encourage T-shirt. as the child moves around, but as the child
the children to tell you some of the pictures on the gets closer to the hidden card, say T-shirt. more
page in English. loudly and show that they are correct (for example,
nod your head). As the child moves away from the
8. S
card, say T-shirt. more quietly and e.g. shake your
Clean up song (AmE). CD 1 / 5 head.
• A
sk the children to tidy away the crayons and other • O nce the child has found the card, Peter can give the
materials by singing or playing the Tidy up song / child a hug, kiss or high-five as a reward.
Clean up song (AmE) (See Introduction, p. 19). • R epeat the game, choosing a different child. This
time encourage the children to join in saying the
colour loudly or quietly as the child gets closer or
further away from the hidden card.

Notes:

Unit 6 Party

Key Words Is this a princess’ nose?
doctor That’s not right.
robot Roll the dice.
pirate Colour / Cut out the doll.
clown Listen (carefully).
cowboy Draw a line.
princess Colour the T-shirt / the (cowboy) (orange).
Simon says.
Receptive Language Peter is a...
What is it? Draw a line from (Peter) to (his) costume.
Now sit down! Colour the costumes / the picture.
Shh! What is...?
Snap! Circle the (clown) with the (blue) (nose).
Look, there’s a (clown). Walk like a robot/cowboy/princess.
Hahaha.
Productive Language
Yippee!
Hello! Who are you?
One, two, three. I’m a (princess).
Aaah! Objectives
Let’s run.
Children learn:
• to recognise and name different party costumes
I’m dancing with a (princess).
in English
Oh, what fun!
• to listen to, act out an action story, and order the
Join us, everyone.
pictures which tell the action story
Whose nose is it?
• to listen and join in with a song and a chant
On (Rosie)’s T-shirt there is a (clown).
• to watch and listen to a DVD story
What’s my favourite picture?
• to play some English party games
Let’s dress up.
• to mime along with the story when it is told using
Oh, yes. Good idea.
the CD or by the teacher
I want to be a pirate/clown/princess (too).
Here you are. / Here you go (AmE). Competences
Oh, Rosie.
Children can:
Look at me! I’m a (pirate).
• name and identify some party costumes and
How many clowns?
use movement, pointing, gestures to show their
What colour is the...?
understanding
Classroom Language • respond appropriately to the instructions and
language which is used in the classroom
Stick in the robot’s hat / cowboy’s hat.
• participate in games, songs, chants and TPR
Trace/Colour the pirate’s hat / doctor’s hat / clown’s
based action stories
hat / princess’ crown.
• follow a story on DVD, or told using the CD and
Point to the (cowboy).
Story cards
Show me the (doctor).
• name the costume they are wearing to the party
Colour the (clown)/costumes/party hat/doll.
Cut out the cards. Value
Listen.
• to understand the value of friendship
How many dots?
Draw the dots. Thinking Skills
Look, a clown’s hat. • identifying similarities
Colour / Cut out your party hat.

Unit 6 Party

LESSON 1 • CHANT
Unit 6 Party Hello! and encourage the children to wave and say
Hello! back.

CD 2 / 11–13
• Play the Put on your jeans song from the previous
unit and encourage the children to sing along and
• Or, if the weather is hot outside, sing the Take off
71
your jeans version of the song (See Unit 5 Extra
Lesson 3).
• If the children seem comfortable with the song, you
Main Objective can use the karaoke track.
To introduce the party vocabulary using a chant.
Key Words
Carpet Time
doctor, robot, pirate, clown, cowboy, princess 3. Sing the Circle song. CD 1 / 3
What is it? sing or play the Circle song (See Introduction, p. 19).
Now sit down!
Classroom Language 4. Introduce the party vocabulary.
• Show the children the flashcard for doctor, feel
Stick in the robot’s hat / cowboy’s hat.
for your pulse on your wrist or your neck and say
Trace/Colour the doctor’s hat / pirate’s hat / clown’s
Doctor.
hat / princess’ crown.
• Show the children the flashcard for robot, move like
Activities a robot and say Robot.
Sing the Put on your jeans song. • Point to the flashcard for the doctor, look at Peter
Introduce the party vocabulary. and say What is it, Peter? Make Peter say A
Say the Party chant. robot. Encourage the children to say No! to Peter
Trace and colour the hats. Stick in the robot’s and and then you say No, Peter. A doctor. and do the
cowboy’s hat. action for doctor.
Play A party game. • Continue to show the children the other party
flashcards. Say the name and show the children an
Materials Checklist action for each card. Suggested actions:
 P eter hand puppet pirate – pretend to look through a hand-held
 flashcards 42–47 (doctor, robot, pirate, clown, telescope
cowboy, princess) clown – pretend to squeeze your clown’s nose
 CD 1 / 2–5, 8 (routine songs), CD 2 / 11–13, 19 cowboy – pretend to swing your lasso above your
 Student’s Book, p. 71 head
 stickers from the appendix of the Student’s princess – pretend to hold out your dress and
Book (robot’s hat, cowboy’s hat) curtsy or, if sitting down, bow your head like you’re
 coloured pencils or crayons meeting a princess
• Point to a flashcard and ask Peter What is it, Peter?
Make Peter say different party costumes, then
Teaching Tip! encourage the children to tell Peter if he is correct
Tell the children that the last lesson will be or not. Encourage the children to join in, doing the
a party lesson and they will be able to come to class action for the correct item and saying the name.
dressed in a party costume. Make sure you also contact
parents and tell them the date of the party lesson. 5. Say the Party chant. CD 2 / 19
• Show the children each of the party flashcards and
name them.

• P lay the chant and make Peter point to the 10. Play A party game. CD 2 / 19
appropriate party costume as you say or hear it in • Put the party flashcards in the centre of the circle so
the chant. the children can see them. The cards should be in
Party chant the correct order for the Party chant.
Doctor, robot, pirate, clown. • Play the Party chant and encourage the children
Cowboy, princess. to join in and show you the actions for each party
Now sit down! costume.
(Repeat) • Ask the children to stand up in the circle and hold
• Repeat the chant and, as you say it, use the actions hands.
from introducing the vocabulary (Activity 4 in this • Choose one confident child to start the game. Point
Lesson). Encourage the children to join in doing the to the first flashcard and encourage the child to
action for each party costume. start the chant by saying Doctor.
• Encourage the next child to say Robot. and the
Pencil and Paper next to say Pirate. and continue with each child
saying one word to continue the chant.
6. S
ing the Table song. CD 1 / 4 • When a child says Princess., the rest of the
• A
sk the children to move to the tables and sit class should say to that child Now sit down! and
down by singing or playing the Table song (See encourage the child to sit down.
Introduction, p. 19). • Repeat the activity and when a different child says
Princess. and the rest of the class says Now sit
7. T
race and colour the hats. Stick in the down!, the new princess should sit down. The
robot’s and cowboy’s hat. ‘first’ princess should stay sitting down and the
SB 71 CD 2 / 19 game continues until only one child is left standing.
• Alternatively, if you want to keep all the children
• H old up your Student’s Book so the children can
involved in the game, allow the ‘first’ princess to
see the page. Play the Party chant and point to
stand up when the ‘second’ princess sits down. In
each of the children in the picture as you hear the
this case, end the game when most of the children
costumes.
have had a turn at being the princess.
correct page, then repeat the chant and encourage
the children to point to each of the children on the 11. Sing the Bye-bye song. CD 1 / 8
page. • Look at Peter and say It’s time to go, Peter.
• Say Stick in the robot’s hat. and show the • Make Peter wave and say Bye-bye! and encourage
children the sticker for the robot’s hat in the the children to wave and say Bye-bye! back.
appendix of the Student’s Book. Monitor the • Signal to the children that it is the end of the
children and help them peel off the sticker and stick English lesson by singing or playing the Bye-bye
it in the correct place. song (See Introduction, p. 19).
• Repeat for the sticker with the cowboy’s hat.
• Say Trace the doctor’s hat. and demonstrate If there is time…
by tracing the doctor’s hat. Then say Colour the
doctor’s hat. and show colouring the hat. Play Where’s the robot?
• Continue, asking the children to trace and then • S how the children each of the party flashcards. Name
colour the other hats for the other party costumes the picture as you show each card and then place
in the picture. the card face down on the floor.
• Monitor the class. Look at the children’s work and • M ix the cards up by sliding them around the floor.
praise the children or point to and name different Then look at Peter and say Which one, Peter? Make
costumes and colours on the page. Peter say Robot, please. and move like a robot.
• C hoose one of the children and say Where’s the
8. S
ing the Tidy up song / robot? Encourage the child to turn over a card.
Clean up song (AmE). CD 1 / 5 • If the child turns over the card with the robot, then
• A
sk the children to tidy away the crayons and other say Yes. and allow the child to give the card to Peter.
materials by singing or playing the Tidy up song / Peter should say Thank you. and can reward the
Clean up song (AmE) (See Introduction, p. 19). child by giving a kiss, hug or high-five. If the card is
not the robot, then say No, sorry. and choose a new
Rounding Off child to turn over a card.
• T he cards that children have found can be put on the
9. S
ing the Circle song. CD 1 / 3 floor near Peter, or to make the game harder they
• W
hen moving the children from the table to sit in can be put back in the game with the other cards.
a circle, you can sing or play the Circle song again • R epeat the activity using different children.

Unit 6 Party
Party chant
EXTRA LESSON 1 (OPTIONAL) Doctor, robot, pirate, clown.
Cowboy, princess.
Now sit down!
Main Objective
(Repeat)
To use the party vocabulary in a chant.
Key Words join in doing the action for each party costume, or
doctor, robot, pirate, clown, cowboy, princess they can play the A party game from Lesson 1.
Suggested actions:
Receptive Language doctor – feel for your pulse on your wrist or your
Shh! neck
Snap! robot – move like a robot
pirate – pretend to look through a hand-held
Classroom Language telescope
Point to the (cowboy). clown – pretend to squeeze your clown’s nose
Colour the costumes. cowboy – pretend to swing your lasso above your
Cut out the cards. head
Show me (princess). princess – pretend to hold out your dress and
curtsy or, if sat down, bow your head like you’re
Activities meeting a princess
Say the Party chant.
Play Point to... and Say it louder! Carpet Time
Play Snap! 3. Sing the Circle song. CD 1 / 3
Materials Checklist of the classroom to sit or stand in a circle, you can
 P eter hand puppet sing or play the Circle song (See Introduction, p. 19).
 flashcards 42–47 (doctor, robot, pirate, clown,
cowboy, princess) 4. Play Point to...
 CD 1 / 2–5, 8 (routine songs), CD 2 / 19 • Put the six party flashcards on the floor in front of
 party mini flashcards (Worksheet 29) the children. Say Point to the clown. Make Peter
 coloured pencils or crayons point to the clown flashcard and show the action
 scissors (optional) for clown. Encourage the children to point with
Notes him.
• Repeat with the other party costumes doing the
action for each item and then ask Peter and the
children to point to the correct flashcard.

• Show the children the flashcard for princess. Elicit
the word from the children and encourage them to
do the action for princess.
• Make Peter say Shh! and whisper Princess.
Encourage the children to whisper it with Peter.
Warm-up and Revision • Say Princess. repeatedly each time a little louder
and have the children repeat until the last time you
1. Sing the Hello song. CD 1 / 2 shout it and then say Shh! and whisper Princess.
• M ake Peter greet the children. Make the puppet say again.
Hello! and encourage the children to wave and say • Repeat this with some of the other party costumes.
Hello! back to Peter. • After some time you can try different voices, for
• S ing or play the Hello song and make Peter look example, try singing the word, or saying it with a
like he is singing too (See Introduction, p. 19). high squeaky voice and then a deep low voice. Or
try saying the word while you are holding your nose
2. Say the Party chant. CD 2 / 19 or wobbling your lips using your finger.
• S how the children each of the party flashcards and
name them.
• Play the chant and make Peter point to the
appropriate flashcard as you say or hear it in the
chant.

Pencil and Paper
name the party costume for the children. Then
6. S
ing the Table song. CD 1 / 4 make Peter hug, kiss or high five the children who
• A
sk the children to move to the tables and sit held up the same costume and say Snap!
down by singing or playing the Table song (See • Put all the cards back to the starting position and
Introduction, p. 19). repeat the activity with Peter and the children
selecting a different card.
7. C
olour the mini flashcards.
PDF
WS 29 CD 2 / 19 11. Sing the Bye-bye song. CD 1 / 8
Preparation Tip! • Look at Peter and say It’s time to go, Peter.
You might find it easiest to cut the mini • Make Peter wave and say Bye-bye! and encourage
flashcards out before the lesson and let the children just the children to wave and say Bye-bye! back to
colour them in. Peter.
• H old up the page with the mini flashcards so the English lesson by singing or playing the Bye-bye
children can see. Say the Party chant and point to song (See Introduction, p. 19).
the correct mini flashcard.
• Give each child a copy of the mini flashcards.
Say Colour the costumes. and demonstrate by If there is time…
colouring the costumes.
• While the children are working, praise their work Play a party game – Musical flashcards.
and name the picture each child is colouring. PDF
WS 29
• When the children have coloured the cards, say Cut • P lace the party flashcards around the classroom in a
out the cards. and demonstrate by cutting out a place where they can easily be seen by the children
card. and the children can safely move between the cards
• You could play the Party chant in the background (attached to a wall or something that can’t move is
quietly while the children are working, or play other best).
songs and chants the children know from earlier • P oint to each of the cards around the room and elicit
units. the party costumes from the children.
• When some of the children have finished, ask them • P lay some music for the children to move around to.
to show some of their party flashcards, for example You could use some of the songs that the children
say Show me princess. and encourage the have learnt so far.
children to hold up their princess mini flashcard. • S top the music and encourage the children to choose
a flashcard to stand next to.
8. S
ing the Tidy up song / • O nce all the children are standing by a flashcard, say
Clean up song (AmE). CD 1 / 5 a party costume. To appear fair it is better to select a
• Ask the children to tidy away the crayons and their costume randomly – perhaps put the mini flashcards
mini flashcards by singing or playing the Tidy up in a bag and pull one out. All the children standing
song / Clean up song (AmE) (See Introduction, p. 19). by that flashcard are ‘out’. Ask these children to
stand near you for the next round and then allow
Rounding Off them to join back in the game the round after.
9. S
ing the Circle song. CD 1 / 3 children to move around the room and repeat the
• W
hen moving the children from the table to sit in activity.
PDF
10. Play Snap! WS 29
in front of them and help them to put their six mini
flashcards on the floor with the picture facing up.
• Hold the normal party flashcards in a fan. Make
Peter select one of the cards and hold it so the
children can’t see which one has been chosen.
• Encourage the children to choose one of their mini

Unit 6 Party

2. Play Simon says.

• Give the children instructions from the action
stories and games of Simon says from the previous
units, for example:
Take off / Put on your T-shirt.
Take off / Put on your socks.
73 Go to bed.
Touch your toes.
Drive your car.
Main Objective
To listen to and join in with an action story. the children should do, and some instructions
Key Words without Simon says... which the children shouldn’t
do.
doctor, robot, pirate, clown, cowboy, princess • Praise the children who are listening carefully and
Receptive Language only do the action when Simon says to.
• If the children are good at this game, you might
Look, there’s a (clown).
want to try and trick them by showing the children
Hahaha.
a different action to the one you are saying. The
Yippee!
children should do what you say and not copy what
Hello!
you are doing.
One, two, three.
Aaah!
Let’s run! Carpet Time
Stand up. / Sit down. 3. Sing the Circle song. CD 1 / 3
Classroom Language • If you want to move the children from another area
Listen.
How many dots?
Draw the dots.
4. Listen to the Party action story.
Activities Teaching Tip!
To make the actions for the action story
Play Simon says.
different from the vocabulary mimes, do them standing
Listen to and mime the Party action story.
up.
• Say the action story in the correct order and act it
Materials Checklist out for the children. As you say each line, mime
 P eter hand puppet doing each action.
 flashcards 42–47 (doctor, robot, pirate, clown, Party action story
cowboy, princess) Look, there’s a clown. – Hahaha.
 CD 1 / 2–5, 8 (routine songs), CD 2 / 20 Look, there’s a cowboy. – Yippee!
 Student’s Book, p. 73 Look, there’s a princess. – Hello!
 pencils or crayons Look, there’s a robot. – One, two, three.
 party mini flashcards (Worksheet 29) Look, there’s a doctor. – Aaah!
(as if you are opening your mouth so that the
Notes doctor can look inside)
Look, there’s a pirate. – Let’s run!
• Start each action by pretending to point at
something in the distance and then do the action
for each of the party costumes.

5. Mime the Party action story. 10. Play Stand up and sit down.
PDF
WS 29
• E ncourage the children to stand up and join in with • Give each child a mini flashcard and elicit the party
the actions as you say them. The children should costume on each card as you give them out.
copy your actions as much as they can. • Say Princess, stand up. Then indicate to any
• After a few turns just give the instructions from children who have a princess mini flashcard that
the action story and only show the actions if the they should stand up.
children don’t do them on their own. • Say Robot, stand up. and Princess, sit down.
• If you have time, you could invite some confident Indicate to the children with the princess mini
children to perform the action story for the class flashcards to sit down and those with the robot
to watch, or if you have some sets of clothes, they mini flashcards to stand up.
could use these. • Continue saying a different party costume each
time and, as the children become more confident,
Pencil and Paper say the items faster, or say more than one at a time.
• If the children are already excited before the activity,
6. S
ing the Table song. CD 1 / 4 you might want them to just hold up the flashcard
• A
sk the children to move to the tables and sit in the air rather than standing up and sitting down.
Introduction, p. 19). 11. Sing the Bye-bye song. CD 1 / 8
7. L isten and draw the dots/numbers.
SB 73 CD 2 / 20 the children to wave and say Bye-bye! back to Peter.
• H old up your Student’s Book so the children can • Signal to the children that it is the end of the
see. Play the Party action story again and point at English lesson by singing or playing the Bye-bye
the correct picture on the page as you listen. song (See Introduction, p. 19).
correct page.
picture on their page. Play a party game – Party time.
PDF
WS 29
• Point to the dice at the top of the page and
encourage the children to help you count the dots Teaching Tip!
on the dice. Make sure there is enough room in the
• Play or tell the action story again. After the first classroom for children to do this activity safely, or if
line, encourage the children to point to the correct the weather is nice and you have a space available,
picture. Say How many dots? and elicit the word take the children outside.
One. from the children. Then say Draw the dot(s).
and demonstrate by drawing one dot in the square • G ive each child a mini flashcard and elicit the party
in the top left corner of the picture, or the number costume on each card as you give them out.
one if the children are able to write numbers. • S ay Put your card on the floor. and make sure all
• Monitor the children and praise them for drawing the children put their flashcard on the floor in front
the correct number of dots or the correct number. of them and sit down, or the children can stand if
• Repeat for the rest of the action story so that the they are outside and can’t sit on the floor.
squares show the correct number. • Say Cowboy. and encourage all the children with a
cowboy mini flashcard to stand up, run around the
8. S
ing the Tidy up song / circle and sit back down in their place.
Clean up song (AmE). CD 1 / 5 • The last child to sit in their place becomes the
• A
sk the children to tidy away the crayons and other teacher and chooses which party item to call next.
materials by singing or playing the Tidy up song / • Continue naming the party items and encouraging
Clean up song (AmE) (See Introduction, p. 19). the children to run around the circle and sit back in
their place when they hear their flashcard.
• Sometimes shout It’s party time! All the children
Rounding Off
should stand up, run around the circle and sit back in
9. S
ing the Circle song. CD 1 / 3 their place.
• W
hen moving the children from the table to sit in • If children are getting overexcited, then you can
a circle, you can sing or play the Circle song again change how they move and tell them to hop, skip or
(See Introduction, p. 19). walk around the circle. You could even change the
instructions each time, for example, Clowns, jump
around the circle!

Unit 6 Party
2. Say the Party chant. CD 2 / 19

EXTRA LESSON 2 (OPTIONAL) • Show the children each of the party flashcards and
name them.
Main Objective • Play the chant and make Peter point to the
appropriate flashcard as you say or hear it in the
chant.
Key Words Party chant
doctor, robot, pirate, clown, cowboy, princess Doctor, robot, pirate, clown.
Cowboy, princess.
Receptive Language Now sit down!
Look, there’s a (clown). (Repeat)
Hahaha. • Repeat the chant and encourage the children to join
Yippee! in doing the action for each party costume, or the
Hello! children can play the A party game from Lesson 1.
One, two, three.
Aaah! Carpet Time
Let’s run!
Look, a clown’s hat. of the classroom to sit or stand in a circle, you can
Colour / Cut out your party hat. sing or play the Circle song (See Introduction, p. 19).
Activities
4. Listen to and mime the Party action story.
Say the Party chant.
CD 2 / 20
Mix up the action story. • Play the action story and act it out for the children.
Colour and make a party headdress. Party action story
Perform and tell the action story. Look, there’s a clown. – Hahaha.
Look, there’s a cowboy. – Yippee!
Materials Checklist Look, there’s a princess. – Hello!
 P eter hand puppet Look, there’s a robot. – One, two, three.
 flashcards 42–47 (doctor, robot, pirate, clown, Look, there’s a doctor. – Aaah!
cowboy, princess) Look, there’s a pirate. – Let’s run!
 CD 1 / 2–5, 8 (routine songs), CD 2 / 19–20 • Encourage the children to stand up and join in with
 party headdresses (Worksheet 30a–c) (copied the actions as you listen to or tell the action story.
onto thick paper or card) • If you have time, you could invite small groups of
 coloured pencils or crayons children to perform the action story for the rest of
 scissors the class to watch.
 elastic band and a stapler
 If there is time: a selection of flashcards from 5. Mix up the action story.
earlier units, a big piece of material • Give the instructions from the action story in a
Notes random order. Say Look, there’s a cowboy –
Yippee!, point to something in the distance and
then pretend to be a cowboy swinging your lasso
above your head.
• Repeat with other actions, showing the children the
join in.
• After a few turns just give the instructions and only
show the actions if the children don’t do them on
their own.
Hello! back.

Pencil and Paper 10. Perform and tell the action story.
CD 2 / 20
6. S
ing the Table song. CD 1 / 4 • Play or tell the Party action story. Encourage the
• A
sk the children to move to the tables and sit children to show you and Peter the actions from the
down by singing or playing the Table song (See story.
Introduction, p. 19). • Repeat the story, this time allow the children to use
their headdress which they made during Pencil and
7. C
olour and make a party headdress. Paper time to perform the story.
PDF
WS 30a–c • If the children seem confident, split the class into
Preparation Tip! two groups. One group can perform the action
If you are short of time, you might find it story while the other group watches and then
easier to cut out the party headdresses before the lesson groups can swap.
and the children can just colour them.
Also the bands to hold the headdresses on the children’s
Note:
heads could be added after the lesson if necessary.
• S how the children the party headdresses and say
Look, a clown’s hat. and point to the clown’s hat.
The children can then perform the action story for their
• Show the children the other headdresses and
parents to watch.
encourage them to tell you which party character
the headdress belongs to.
• Either let the children choose which headdress they 11. Sing the Bye-bye song. CD 1 / 8
would like to colour, or put the children into groups • Look at Peter and say It’s time to go, Peter.
and give each group the same headdress. • Make Peter wave and say Bye-bye! and encourage
• Allow the children time to colour their headdresses the children to wave and say Bye-bye! back to
and cut them out. Peter.
• Monitor the class, praise the children for working • Signal to the children that it is the end of the
well, and talk to the children in English about the English lesson by singing or playing the Bye-bye
colours they are using and the headdress they have song (See Introduction, p. 19).
chosen.
• Attach an elastic band to the back of the headdress
using staples or by making a small hole and If there is time…
tying the elastic to the headdress. Make sure the
headdress fits on the child’s head before securing Play a party game – What’s missing?
the second side of the elastic band. If elastic • S how the children a selection of up to eight
material is not available, then you could use a strip flashcards from this unit and earlier units and elicit
of paper instead but it is unlikely to last long if the the item on each flashcard as you show it to the
children are putting the headdress on their heads children.
and taking it off again. • P ut the flashcards in a group on the floor in the circle
where all the children can see them. You might want
Note: to elicit all the items again if the children seemed
You might want to collect the headdresses at the end of unsure the first time.
the lesson and save them for the party in the last lesson • A sk all the children to Close your eyes. and cover
of this unit. all the flashcards with a piece of material if you have
a big enough piece available.
• W hile the children have their eyes closed and the
8. S
ing the Tidy up song / cards are covered, take away one of the cards
Clean up song (AmE). CD 1 / 5 without letting the children see which card has been
• A
sk the children to tidy away the crayons and other taken away.
materials by singing or playing the Tidy up song / • S ay Open your eyes. and take the material off the
Clean up song (AmE) (See Introduction, p. 19). flashcards. Ask What’s missing?
• E ncourage the children to name or try and guess
which flashcard has been taken away. Peter can
Rounding Off
praise the children who name the correct item.
9. S
ing the Circle song. CD 1 / 3 • Repeat the activity, allowing confident children to
• W
hen moving the children from the table to sit in play the role of teacher and take cards away.
a circle, you can sing or play the Circle song again • If the children are confident at naming the flashcard
(See Introduction, p. 19). which has been removed, you could try removing
more than one card each time.

Unit 6 Party

LESSON 3 • SONG
Hello! back.

CD 2 / 20
children.
Party action story
Look, there’s a clown. – Hahaha.
75 Look, there’s a cowboy. – Yippee!
Look, there’s a princess. – Hello!
Look, there’s a robot. – One, two, three.
Main Objective Look, there’s a doctor. – Aaah!
To listen to and sing a song about dancing with Look, there’s a pirate. – Let’s run!
party characters. • If you have time, you could invite confident children
Key Words to perform the action story for the rest of the class.
doctor, robot, pirate, clown, cowboy, princess
Carpet Time
Receptive Language
I’m dancing with a (princess).
Oh, what fun!
Join us, everyone.
Whose nose is it?
Classroom Language 4. Play the Yes or no game.
Is this a princess’ nose? • Show the children the party flashcards and elicit the
That’s not right. words.
Roll the dice. • Show the children that you are mixing the cards in
your hands so neither you nor the children know
Activities the order of the cards.
Listen to and mime the Party action story. • Take one of the flashcards and hold it above your
Play the Yes or no game. head so that the children can see which flashcard
Listen to the I’m dancing with a princess song. you are holding but you can’t.
Look and circle the six things that are wrong in the • With your free hand, point to the flashcard and say
picture. Clown? Encourage the children to say Yes. if you
Play Roll the dice. are holding up the clown flashcard and No, sorry.
if not. If the answer was No, sorry., keep guessing
Materials Checklist until the children say Yes.
 P eter hand puppet • Repeat this with some of the other flashcards.
 flashcards 42–47 (doctor, robot, pirate, clown, • If you have time, invite confident children to take
cowboy, princess) the role of the teacher and guess which flashcard is
 CD 1 / 2–5, 8 (routine songs), CD 2 / 20–21 above their head.
 coloured pencils or crayons 5. Listen to the I’m dancing with a princess
 a (big) dice song. CD 2 / 21
 If there is time: party mini flashcards (Worksheet • Play the song. Let the children listen to the song
29) and watch you dancing with each party character
Notes as that character would dance.
I’m dancing with a princess
I’m dancing with a princess.
Oh, what fun!
I’m dancing with a princess.
Join us, everyone.

Chorus: 10. Play Roll the dice.
Dancing, dancing, dancing, dancing, • Attach the party flashcards to the board (or put
Dancing, dancing! Oh, what fun! them on the floor) with the pictures facing down.
(Repeat) • Show the dice, ask a child to roll the dice by saying
I’m dancing with a pirate. Roll the dice. and count the dots on the dice.
Oh, what fun! • Start with the first flashcard and encourage the
I’m dancing with a pirate. children to count along the cards with you until you
Join us, everyone. reach the number from the dice.
• Turn that flashcard over and encourage the children
Chorus to name the picture on the card. If the children can
I’m dancing with a robot/cowboy/doctor/clown. correctly name the picture, the card stays face up, if
Oh, what fun! not, say the word and turn it back face down.
I’m dancing with a robot/... • Ask another child to roll the dice and count on from
Join us, everyone. the card which you have just looked at. Only count
the flashcards which still have their picture hidden
Chorus and once you get to the last flashcard, continue
• R
epeat the song and this time encourage the from the first flashcard.
children to join in dancing with the different • Turn over the flashcard you end on and encourage
characters. the children to tell you the party character on this
card.
Pencil and Paper • Continue throwing the dice and counting along
the flashcards which are face down until all the
6. S
ing the Table song. CD 1 / 4 flashcards are showing a picture.
• A
down by singing or playing the Table song (See 11. Sing the Bye-bye song. CD 1 / 8
Introduction, p. 19). • Look at Peter and say It’s time to go, Peter.
7. L ook and circle the six things that are the children to wave and say Bye-bye! back.
wrong in the picture. SB 75 CD 2 / 21 • Signal to the children that it is the end of the
• H old up the page so the children can see. Play the English lesson by singing or playing the Bye-bye
I’m dancing with a princess song and point to the song (See Introduction, p. 19).
correct party character for each verse.
• Point to each of the children on the page and elicit
the party character from the class. If there is time…
• Point to the princess in the picture and say Who is
it? and elicit the correct word from the children.
Play a party game – Treasure hunt.
PDF
• Then point to the princess’ nose and say Is this a WS 29
Preparation Tip!
princess’ nose? When the children say No. ask Either print the party mini flashcards
them Whose nose is it? on different coloured pieces of paper, or colour sets
• Say A princess with a clown’s nose. That’s not of the mini flashcards in one colour, for example a
right. and circle the clown’s nose that the princess red set, a green set, a blue set, etc.
is wearing. Before the lesson, hide the flashcards in the
• Give the children their Student’s Books open to the classroom. Make sure it is possible for the children to
correct page. reach them and find them. If it is nice weather and
• Encourage the children to point and talk about the you have a safe area to use outside, you might want
other things that are wrong in the picture. Then let to hide the mini flashcards outside for the children to
the children circle the things that are wrong. find.
8. S
ing the Tidy up song / • P ut the children into small groups or pairs depending
Clean up song (AmE). CD 1 / 5 on the number of sets of mini flashcards which you
• A
sk the children to tidy away the crayons and other have prepared.
materials by singing or playing the Tidy up song / • T ell each group which colour they are looking for.
Clean up song (AmE) (See Introduction, p. 19). • Give the children time to search for their mini
flashcards in their groups. When they have all six
Rounding Off cards, they can bring them to Peter to show him.
• The first group to find all the cards can be given a
9. S
ing the Circle song. CD 1 / 3 small prize and they can either help their classmates
• W
hen moving the children from the table to sit in to find the rest of their cards, or play a flashcard
a circle, you can sing or play the Circle song again game with their cards (See Introduction, p. 10ff.).

Unit 6 Party
2. Say the Party chant. CD 2 / 19
EXTRA LESSON 3 (OPTIONAL) • Play the chant and encourage the children to join
in doing the action for each party costume, or the
Main Objective children can play the A party game from Lesson 1.
Party chant
To sing a song about party characters.
Doctor, robot, pirate, clown.
Key Words Cowboy, princess.
doctor, robot, pirate, clown, cowboy, princess Now sit down!
(Repeat)
Receptive Language
I’m dancing with a (princess). Carpet Time
Oh, what fun!
Join us, everyone. 3. Sing the Circle song. CD 1 / 3
Colour / Cut out the doll. sing or play the Circle song (See Introduction, p. 19).
Activities 4. Sing the I’m dancing with a princess song.

Say the Party chant. CD 2 / 21
Sing the I’m dancing with a princess song. • Play the song and encourage the children to join in
Play What is it? dancing with each party character as that character
Make some party decorations. would dance.
Sing the songs you remember.
I’m dancing with a princess
Materials Checklist I’m dancing with a princess/pirate/robot/cowboy/
 P eter hand puppet doctor/clown.
 flashcards 42–47 (doctor, robot, pirate, clown, Oh, what fun!
cowboy, princess) I’m dancing with a princess/...
 CD 1 / 2–5, 8 (routine songs), CD 2 / 19, 21 Join us, everyone.
 paper doll chain (Worksheet 31a–c) Chorus:
 coloured pencils or crayons Dancing, dancing, dancing, dancing,
 paper fasteners Dancing, dancing! Oh, what fun!
 scissors (Repeat)
 strips of coloured paper (optional)
 If there is time: soft ball or bean bag, party mini 5. Play What is it?
flashcards (Worksheet 29)
• Show the children the flashcards and elicit the party
Notes costume on each flashcard.
• Shuffle the cards and put them in a pile on the floor
in the middle of the circle.
• Invite one confident child to take the top card
child to pretend to be wearing the party costume
on the flashcard. The child should mime the action
for the party costume.
• Encourage the other children to tell you what party
costume the child is wearing.
• Continue the game, allowing a different child
to come to the centre of the circle and take a
flashcard.

Hello! back.

Pencil and Paper
6. S
ing the Table song. CD 1 / 4 • Make Peter wave and say Bye-bye! and encourage
• A
sk the children to move to the tables and sit the children to wave and say Bye-bye! back to
down by singing or playing the Table song (See Peter.
Introduction, p. 19). • Signal to the children that it is the end of the
7. M
ake some party decorations.
PDF
WS 31a–c song (See Introduction, p. 19).
Preparation Tip!
If you are short of time, you might find it
If there is time…
easier to cut out the paper dolls before the lesson and the
children can just colour them. Play a party game – Bean bag toss.
PDF
WS 29
• S how the children the paper dolls and elicit the
Preparation Tip!
party vocabulary from the children. You will need enough party mini
• Give the children a worksheet with two of the flashcards to be able to give one to each child.
dolls to colour. Say Colour the pirate/cowboy/ If you have a large class, you might want only half
princess/robot/doctor/clown. and allow the the children to play. The other children can stand
children time to colour the paper dolls. behind a friend and swap places after a short time.
• Monitor the class and talk to the children in English You also need a soft ball or a bean bag.
about their paper dolls and the colours they are
using. • A sk the children to sit in a circle and put a mini
• Say Cut out the pirate/cowboy/princess/robot/ flashcard on the floor in front of each child (or if the
doctor/clown. and let the children cut around their children are sat on chairs in the circle, you can put
paper dolls. the mini flashcard under each chair).
• Encourage the children to join their dolls together • Y ou should stand in the middle of the circle and say
to make a long line by using paper fasteners to join one of the party costumes, then pass the bean bag
the hands of the dolls, or if there are a lot of dolls, to a child with a mini flashcard of that costume.
collect them together and pin them on the wall as a • S ay another party costume and encourage the child
decoration for the party in Lesson 6. to pass the bean bag to a child with the party mini
• If there is time, you could also let the children make flashcard.
streamers and paper chains using strips of coloured • If the children seem confident with the game, a child
paper. can stand in the middle of the circle and name the
costume for the others to pass the bean bag to.
Note:
Save any decorations that the children make in this lesson
or at home and use them to decorate the classroom for
the party in the last lesson of this unit.
8. S
• A
Rounding Off
9. S
• W
10. S
ing the songs you remember.
• A
sk the children which English songs they

Unit 6 Party

Hello! back.
2. Sing the I’m dancing with a princess song.

CD 2 / 21–22
• Play the I’m dancing with a princess song.
Encourage the children to join in dancing with each
party character as that character would dance.
77
you can use the karaoke version (CD 2 / 22).
Carpet Time
Main Objective
To complete a listening exercise. 3. Sing the Circle song. CD 1 / 3
Key Words of the classroom to sit or stand in a circle, you can
doctor, robot, pirate, clown, cowboy, princess sing or play the Circle song (See Introduction, p. 19).
Receptive Language 4. Play Move towards the flashcard.
On (Rosie)’s T-shirt there is a (clown). • If there is a board in the classroom, attach the party
What’s my favourite picture? flashcards so that half the cards are on the left of
Classroom Language the board and half are on the right. If there is no
board, put the flashcards to the left and right of a
Listen (carefully).
space on the floor.
Draw a line.
Colour the T-shirt.
the party words from the children.
Activities • Use Peter to nominate up to four children,
Sing the I’m dancing with a princess song. depending on the space and number of children
Play Move towards the flashcard. in the class. These children should stand in front of
Sing the Welcome to the party song. the board or in the space between the flashcards if
Listen and match then colour the T-shirts. they are on the floor.
Play What’s my favourite picture? • Make Peter say Cowboy. and encourage the
Materials Checklist right towards the cowboy flashcard.
 P eter hand puppet • Make Peter praise the children who moved in the
 flashcards 42–47 (doctor, robot, pirate, clown, correct direction by kissing, hugging, or giving
cowboy, princess) high-five, then ask these children to sit down in the
 CD 1 / 2–5, 8 (routine songs), CD 2 / 21–23, 25 circle.
 Student’s Book, p. 77 • Repeat the activity with different children and a
 coloured pencils or crayons different party flashcard each time.
Notes 5. Sing the Welcome to the party song.

CD 2 / 23

Welcome to the party Rounding Off
Welcome to the party.
(wave your hand as if you are telling people to 9. Sing the Circle song. CD 1 / 3
come in) • When moving the children from the table to sit in
Hello, hello! a circle, you can sing or play the Circle song again
(pretend to greet people and say hello) (See Introduction, p. 19).
Hello, hello! Come on! 10. Play What’s my favourite picture?
Clap your hands and turn around, • Put the party flashcards in the centre of the circle
Clap and shout “Hooray, hooray!” where all the children can see clearly and say the
(clap hands, turn around, clap hands, and put names of each of the party costumes.
arms in the air to shout hooray) • Choose one of the cards for the children to guess
Clap your hands and turn around, and say for example, Listen carefully. What’s
Clap and shout “Hooray, hooray!” my favourite picture? It isn’t the princess. It
(Repeat) isn’t the doctor. It isn’t the cowboy. It isn’t the
• Repeat the song and this time encourage the robot. It isn’t the pirate. What is it?
children to join in with the actions. • Then encourage the children to name the picture
they think is your favourite.
• If the children are finding it hard, you can point to
Pencil and Paper each flashcard as you say it and shake your head.
6. S
ing the Table song. CD 1 / 4 Then point to the last flashcard, nod your head and
• A
sk the children to move to the tables and sit encourage the children to name the party costume
down by singing or playing the Table song (See on the flashcard.
7. L isten and match then colour the T-shirts. • Look at Peter and say It’s time to go, Peter.
SB 77 CD 2 / 25 • Make Peter wave and say Bye-bye! and encourage
• H old up the page so the children can see. Point to the children to wave and say Bye-bye! back to
each of the Hooray! Let’s play! characters and elicit Peter.
their names from the children. • Signal to the children that it is the end of the
• Point to each of the T-shirts and elicit the names of English lesson by singing or playing the Bye-bye
the party characters from the children. song (See Introduction, p. 19).
correct page. Provide the children with pencils to
draw a line with.
• Say Listen. and play the listening from the CD. If If there is time…
possible, pause the CD after each line to give the
children time to point to the correct character, the Play a party game – Copy Cat.
correct T-shirt and then draw a line. • M ake sure all the children are sat in a position where
Party listening activity they can easily see you and any actions you do.
On Rosie’s T-shirt there’s a clown. • S ay Clown, clown, clown. and do the action the
On Tom’s T-shirt there’s a pirate. children know for clown each time you say the word.
On Connie’s T-shirt there’s a robot. • E ncourage the children to copy your movements.
On Peter’s T-shirt there’s a cowboy. • C ontinue naming party vocabulary three times and
• Alternatively, if you are not able to pause the CD encouraging the children to copy your actions and
between each sentence, you may need to play the movements each time.
whole listening twice. • A s the children become more confident, you can use
• Once the children have drawn the four lines, say other vocabulary items that the children know, for
Colour the T-shirts. and allow the children to example Nose, nose, nose. and tap your nose each
choose the colours they want to use. time you say the word.
• Monitor the children’s work, and ask the children • A lternatively, if the class are confident, you can give
about the T-shirts and the colours they are using. them different words instead of repeating the same
word three times, for example Clown, princess,
8. S
ing the Tidy up song / clown. or even trickier Clown, nose, cowboy.
• A

Unit 6 Party

To complete a listening exercise. Party action story
Key Words Look, there’s a cowboy. – Yippee!
doctor, robot, pirate, clown, cowboy, princess Look, there’s a princess. – Hello!
Receptive Language
Look, there’s a doctor. – Aaah!
Shh! Look, there’s a pirate. – Let’s run!
What is it?
Classroom Language to perform the action story for the rest of the class
to watch.
Listen.
Colour the (cowboy) (orange).
Carpet Time
Activities
Play Whispered words. • If you want to move the children from another area
Sing the Welcome to the party song. of the classroom to sit or stand in a circle, you can
Listen and colour the clothes. sing or play the Circle song (See Introduction, p. 19).
Play Uncover the flashcard.
4. Play Whispered words.
Materials Checklist • Put the party flashcards on the floor in the centre of
 P eter hand puppet the circle. Point to each of the cards and elicit the
 flashcards 42–47 (doctor, robot, pirate, clown, word from the children.
cowboy, princess) • Say Shh! and then whisper or silently mouth one
 CD 1 / 2–5, 8 (routine songs), CD 2 / 20, 23–24, of the party words from the flashcards, for example
26 say Robot. and point to your mouth as you say it.
 extra listening activity (Worksheet 32) • In a normal voice say What is it? and again
 coloured pencils or crayons whisper or silently say Robot.
• Encourage the children to try and guess which
Notes 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 party words for the children to guess.
5. Sing the Welcome to the party song.

CD 2 / 23–24
• Play the song and encourage the children to join in
with the song and the actions (See Lesson 4).
Welcome to the party
Warm-up and Revision Hello, hello!
Hello, hello! Come on!
Hello! and encourage the children to wave and say Clap your hands and turn around,
Hello! back to Peter. Clap and shout “Hooray, hooray!”
• S ing or play the Hello song and make Peter look Clap your hands and turn around,
like he is singing too (See Introduction, p. 19). Clap and shout “Hooray, hooray!”
(Repeat)
you can use the karaoke version (CD 2 / 24).

Pencil and Paper • Gradually move the paper or card up or down the
flashcard to reveal the picture of the party costume.
6. S
ing the Table song. CD 1 / 4 • Encourage the children to guess which party
• A
sk the children to move to the tables and sit costume is covered as the picture is being revealed.
down by singing or playing the Table song (See Peter can reward the children who guess correctly
Introduction, p. 19). first by giving them a kiss, hug or high-five.
• Repeat the activity, covering a different flashcard
7. L isten and colour the clothes. with the piece of paper or card for the children to
PDF
WS 32 CD 2 / 26 guess.
• H
old up the page so the children can see. Point to
each of the characters on the page and elicit the 11. Sing the Bye-bye song. CD 1 / 8
party vocabulary. • Look at Peter and say It’s time to go, Peter.
• Give the children their copy of the page and make • Make Peter wave and say Bye-bye! and encourage
sure each child has a pencil or crayon of each the children to wave and say Bye-bye! back to
colour. For a listening activity to work smoothly, the Peter.
children really need their own pencils. • Signal to the children that it is the end of the
• Say Listen. Colour the cowboy orange. Point to English lesson by singing or playing the Bye-bye
the cowboy on the page and again say Colour the song (See Introduction, p. 19).
cowboy orange., then give the children time to
colour.
• Have students listen to the CD and complete the If there is time…
activity.
Party extra listening activity The Party chant.
Colour the cowboy orange. • P ut the party flashcards in the centre of the circle so
Colour the princess pink. the children can see them and so the cards are in the
Colour the robot red. correct order for the Party chant (See Lesson 1 of this
Colour the clown yellow. unit).
Colour the doctor green. • A sk the children to stand up in a circle and hold
Colour the pirate blue. hands.
• While the children are colouring the clothes, praise • C hoose one confident child to start the game. Point
them and name the party items and colours with to the first flashcard and encourage the child to start
them. the chant by saying Doctor.
• E ncourage the next child to say Robot., and the next
8. S
ing the Tidy up song / to say Pirate., and continue with each child saying
one word from the chant.
• W hen a child says Princess., the rest of the class
• A
should say to that child Now sit down! and
worksheets by singing or playing the Tidy up song /
encourage the child to sit down.
• R epeat the activity and when a different child says
Princess., and the rest of the class says Now sit
Rounding Off down! then this child should sit down. Continue
9. S
ing the Circle song. CD 1 / 3 until all the children are sitting down.
• W
10. Play Uncover the flashcard.

• S how the children the party flashcards and elicit the
names for each of the party costumes.
• 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 of the
cards.
• Take a piece of paper or card and cover the party
costume picture of one of the cards and hold the
card so the children can see it.

Unit 6 Party
Teaching Tip!
LESSON 5 • DVD STORY Remind the children that the last lesson will
be a party lesson and they will be able to come to class
dressed in a party costume. If possible, also remind the
parents about the party lesson.

Hello! back.
2. Sing the I’m dancing with a princess song.

79
CD 2 / 21–22
• Play the I’m dancing with a princess song.
Main Objective Encourage the children to join in dancing with each
To follow a DVD story. party character as that character would dance.
Key Words you can use the karaoke track (CD 2 / 22).
doctor, robot, pirate, clown, cowboy, princess
Carpet Time
Receptive Language
Let’s dress up. 3. Sing the Circle song. CD 1 / 3
Oh, yes. Good idea. • If you want to move the children from another area
I want to be a pirate/clown/princess (too). of the classroom to sit or stand in a circle, you can
Here you are. / Here you go (AmE). sing or play the Circle song (See Introduction, p. 19).
Oh, Rosie.
Look at me! I’m a pirate/clown/princess. 4. Play Simon says.
• Give instructions for moving or dancing like one of
Classroom Language
the party characters:
Simon says. Dance like a princess.
(Peter) is a... Walk like a robot.
Draw a line from (Peter) to (his) costume. Say hello to a cowboy. etc.
Colour the costumes.
Value the children should do, and some instructions
To understand the value of friendship. without Simon says... which the children shouldn’t
do.
Activities • Praise the children who are listening carefully and
Sing the I’m dancing with a princess song. only do the action when Simon says to.
Play Simon says. • Once the children seem confident with the
Watch the Let’s dress up DVD story. instructions from this unit, give the children
Match the characters with their costumes. instructions you remember from the previous units.
Play the Flashcard jumble.
5. Watch the Let’s dress up DVD story.
Materials Checklist
CD 1 / 6 (CD 2 / 27)
 flashcards 42–47 (doctor, robot, pirate, clown,
cowboy, princess)
play:
 Student’s Book, p. 79 Story song
 DVD (Let’s dress up) It’s time for a story.
 coloured p encils or crayons Listen and look.
 scissors (Repeat)
 glue, stapler or sticky tape
 Story cards 48–55 (Let’s dress up) (optional)

• P lay the DVD story and allow the children to watch. 8. Sing the Tidy up song /
• If you don’t have access to a DVD player, you can Clean up song (AmE). CD 1 / 5
use the Story cards with the audio CD (CD 2 / 27) or • Ask the children to tidy away the crayons and other
read the script from the back of the Story cards. materials by singing or playing the Tidy up song /
Let’s dress up
Rosie: Let’s dress up. Rounding Off

Connie, Tom +
Peter: Oh, yes. Good idea. 9. Sing the Circle song. CD 1 / 3
Peter: I want to be a pirate. • When moving the children from the table to sit in
Connie: Here you are. / Here you go (AmE). a circle, you can sing or play the Circle song again
Peter: Thank you. (See Introduction, p. 19).
Rosie: Oh, yes, I want to be a pirate too!
10. Play the Flashcard jumble.
Tom: I want to be a clown.
• Show the children the party flashcards and elicit the
Peter: Here you are. / Here you go (AmE).
party costumes.
Tom: Thank you.
• Choose six children and ask them to stand at
Rosie: Oh, yes, I want to be a clown too!
the front of the class. Give each of them a party
Connie: I want to be a princess. flashcard and encourage the rest of the class to tell
Tom: Here you are. / Here you go (AmE). you which flashcard each child has.
Connie: Thank you. • Ask the children to turn over their flashcards and
Rosie: Oh, yes, I want to be a princess too! hold them to their chests so no one can see the
pictures.
Rosie: Look at me! I’m a pirate. I’m a clown.
I’m a princess!
different children and direct them to change places,
Peter, Tom +
as if you are mixing the children up.
Connie: Oh, Rosie.
• Point to one of the children and encourage the
class to tell you which party flashcard that child is
• If there is time and the children are interested, allow
holding. Then ask the child to turn over their card
the children to watch or listen to the story more
and reveal the picture.
than once.
Pencil and Paper
6. S
ing the Table song. CD 1 / 4 • Make Peter wave and say Bye-bye! and encourage
• A
sk the children to move to the tables and sit down the children to wave and say Bye-bye! back.
by playing the Table song (See Introduction, p. 19). • Signal to the children that it is the end of the
7. M
atch the characters with their costumes. song (See Introduction, p. 19).
SB 79
• H old up the page so the children can see. Point to If there is time…
each of the Hooray! Let’s play! characters and elicit
Play a party game – Statues.
their names from the children and elicit the names
• C hoose up to six confident children to stand at the
of the costumes at the bottom of the page.
front of the class.
• Say Peter is a... and encourage the children to tell
• S ecretly show each child a party flashcard and
you which costume Peter dresses up in during the
encourage each child to keep their flashcard a secret
story. If necessary, show the children the Story card
and not tell the other children.
with Peter dressed up again (Story card 50).
• S ay Go! and encourage the children who were
• Elicit the costumes that Tom and Connie wears in
shown party flashcards to silently move like their
the story as well (Story cards 52 and 54).
party character.
• S ay Freeze! and encourage the children who were
correct page. Say Draw a line from Peter to his
shown party flashcards to freeze in position for their
costume. and allow the children to draw a line.
party character.
• Encourage the children to draw a line from Connie
• S tand near each ‘frozen’ child in turn and invite the
and Tom to their costumes. Please note that Rosie is
rest of the class to guess which party character they
already wearing her costume in the picture.
think the child is. Encourage the ‘frozen’ child to
• When the children have joined the characters to
answer with Yes. or No, sorry.
the correct costumes, say Colour the costumes.
• C ontinue with the other ‘frozen’ children until the
and allow the children to colour the costumes using
class have guessed all of the party characters.
their own choice of colours.

Unit 6 Party

To listen to and join in telling a story. Party action story
Key Words Look, there’s a cowboy. – Yippee!
doctor, robot, pirate, clown, cowboy, princess Look, there’s a princess. – Hello!
Receptive Language Look, there’s a doctor. – Aaah!
Let’s dress up. Look, there’s a pirate. – Let’s run!
Oh, yes. Good idea. • If you have time, you could invite confident children
I want to be a pirate/clown/princess (too). to perform the action story for the rest of the class
Here you are. / Here you go (AmE). to watch.
Oh Rosie.
Look at me! I’m a (pirate). Carpet Time
Colour the picture. • If you want to move the children from another area
What is...? of the classroom to sit or stand in a circle, you can
Play What number?
Tell the Let’s dress up story. • Attach the six number flashcards to the board in
Fold and cut. Colour the mini storybook. order from one to six. Point to each of the cards
Play Look, I’m a princess. and elicit the numbers.
• Attach the party flashcards to the board, directly
Materials Checklist below the number flashcards. Point to each party
 P eter hand puppet flashcard and elicit the word.
 flashcards 14–19, 42–47 (one, two, three, four, • Say What is three?, clap three times and point to
five, six; doctor, robot, pirate, clown, cowboy, the flashcard for number three. Then point to the
princess) party flashcard that is below number three and
 CD 1 / 2–6, 8 (routine songs), CD 2 / 20, 27 elicit the word.
 Story cards 48–55 (Let’s dress up) • Continue to say numbers and encourage the
 Let’s dress up mini storybook (Worksheet children to tell you the party flashcard that is below
33a+b) that number.
 character masks or cut-outs (Worksheets 1+2) • You can also play the game the other way. You say
(optional) a party word and the children have to clap or stamp
 party headdresses (Worksheet 30a–c) (copied the correct number of times to tell you the number
onto thick paper or card) above the flashcard.
 If there is time: Peter doll party costume clothes • Once the children seem confident with the game,
(Worksheet 34a–e) turn over the party flashcards so the children have
to remember where they are.
Teaching Tip! 5. Tell the Let’s dress up story.

PDF
Remind the children that the last lesson will CD 1 / 6 CD 2 / 27 (WS 1+2)
be a party lesson and they will be able to come to class • If you want to use a transition marker to tell the
dressed in a party costume. If possible, also remind the children that the next activity is a story, then sing or
parents about the party lesson. play:
Story song
Warm-up and Revision Listen and look.
(Repeat)
Hello! back.

• U sing the Story cards, play or tell the Let’s dress Rounding Off
up story. The script is on the back of the cards.
Encourage the children to join in and name the 9. Sing the Circle song. CD 1 / 3
characters and their costumes. • When moving the children from the table to sit in
• Hand out the Story cards in a random order a circle, you can sing or play the Circle song again
to different children. Play or tell the story and (See Introduction, p. 19).
a line so they are in the correct order. Say, for 10. Play Look, I’m a princess.
PDF
WS 30a–c
example: Now let’s put the story together. Here • Put on one of the hats from Extra Lesson 2 and say
you are / Here you go (AmE), (Anna). This is Look at me! I’m a princess/pirate etc.
your Story card, (Luca). Listen to the story. • Have the children put on the hats they made in
• The children could even wear the character masks Extra Lesson 2 and introduce themselves saying
(Worksheet 1a–d) while they are miming the Look at me! I’m a princess/pirate etc.
actions of one of the characters in the story or use • Get the children to swap hats with each other and
their cut-outs from Worksheet 2. introduce themselves as different characters.
• If you have time, you might want to play a version
Pencil and Paper of Statues and play some music. The children
should pass their hats around until the music stops,
6. S
then put the hat they are holding on and introduce
• A
sk the children to move to the tables and sit themselves as that character.
PDF • Make Peter wave and say Bye-bye! and encourage
WS 33a+b
Preparation Tip!
Peter.
You might want to fold the storybooks
before the lesson so that the children do not need to do
this themselves.
lesson so that you can show the children what they are
going to make. If there is time…
• S how the children a copy of the mini storybook. Make party costume clothes for the Peter
PDF
• Look at each of the pictures and tell the children doll. WS 34a–e
what is happening using the lines from the story Preparation Tip!
(See video script, p. 171). Children will need the Peter doll
• Either give each of the children a copy of the mini made in Unit 5, Extra Lesson 2. If they haven’t made
storybook that you have made previously or give it yet, they can do that now. If you have a large class,
them a photocopy of Worksheet 33a+b copied the children could share a Peter doll in groups and
onto one A4 sheet (front and back). Follow the each child can cut out and colour one or two party
instructions on page 13 of the Introduction to make costumes.
the mini storybooks. You may need to help children You might find it easier to cut the party costume
with the cutting and folding. clothes out before the lesson and let the children just
• Encourage the children to choose and colour one colour them in.
picture in the mini storybook.
• Monitor the children’s work. Praise the children for • S how the children the Peter doll you have made
neat colouring and ask them in English about the before and the party costume clothes. Elicit the
colours they know, the characters and the actions names of the clothes from the children.
they are doing. • L et the children choose which party costume they
• The children could finish colouring their books at would like to colour.
home with their parents. • Allow the children time to colour the party costumes
and cut them out.
8. S
ing the Tidy up song / • You could use the Peter doll and the party costume
clothes to perform the action story from Lesson 2.
• If there is a board in the classroom, you could attach
the Peter doll to the board and use Blu-Tack so the
mini storybooks by singing or playing the Tidy up
children can move the costumes around and stick
them on Peter or the board.

Unit 6 Party
LESSON 6 • THINKING SKILLS Note:

This is a party lesson, so the children can wear party
costumes to class, selected from one of the six costumes
they have learnt so far.

2. Using productive language: ‘Who are you?’

81 • Say Who are you? to a confident child in the class
and encourage him or her to name the costume he
or she is wearing, for example I’m a princess.
Main Objective • Continue around the class asking each child Who
To match items which are the same or similar. are you? Encourage each child to give their answer.
Key Words
sing, whisper or shout it until the children seem
doctor, robot, pirate, clown, cowboy, princess confident asking the question.
Receptive Language • Encourage each child to ask another child in the
class Who are you? and encourage them to
What is it?
answer with I’m a (clown).
How many clowns?
• If the children are not wearing a costume, they
What colour is the...?
can pretend to wear a costume and can show the
Classroom Language action for the costume after they have answered
Circle the (clown) with the (blue) (nose). the question.
Walk like a robot/cowboy/princess.
Productive Language
Carpet Time
Who are you? 3. Sing the Circle song. CD 1 / 3
I’m a (princess). • If you want to move the children from another area
Thinking Skills
Identifying similarities.
Activities 4. Tell the Let’s dress up story.
Using productive language: ‘Who are you?’ CD 1 / 6 CD 2 / 27
Tell the Let’s dress up story. • If you want to use a transition marker to tell the
Play a party game – Pass the parcel. children that the next activity is a story, then sing or
Find and circle. play the Story song (See Introduction, p. 19).
Play a party game – Musical chairs. • Using the Story cards, play or tell the Let’s dress
up story. The script is on the back of the cards.
Materials Checklist Encourage the children to join in and name the
 P eter hand puppet characters and the costumes.
 flashcards 42–47 (doctor, robot, pirate, clown, • Hand out the Story cards in a random order
cowboy, princess) to different children. Play or tell the story and
 CD 1 / 2–6, 8 (routine songs), CD 2 / 27 encourage the children with Story cards to make a
 Student’s Book, p. 81 line so they are in the correct order.
 Story cards 48–55 (Let’s dress up)
PDF
 pencils or crayons 5. Play a party game – Pass the parcel. WS 29
 a small prize Preparation Tip!
 newspaper or wrapping paper to wrap the prize Before the lesson, wrap a small prize in
 m
ini flashcards from Unit 6 (Worksheet 29) or many layers of wrapping paper or newspaper. Between
from earlier units each layer put one of the mini flashcards from Unit 6
 If there is time: scarf or eye mask, clown’s nose or earlier units. If possible, make sure there are enough
and head (Worksheet 35) layers for each child to unwrap one layer of the parcel.

• P lay some music and encourage the children to pass 10. Play a party game – Musical chairs.
PDF
WS 29
the parcel around the circle until the music stops.
You could use songs from Hooray! Let’s play! or Preparation Tip!
other English songs which the children know. Before the lesson, copy and cut up a set
• The child holding the parcel when the music of the party mini flashcards. You need enough sets to
stops, can take one layer of paper off the parcel. have one mini flashcard per child. Stick the mini flashcards
Encourage the child who is unwrapping to look at on the children’s chairs so that the children can easily see
the mini flashcard between the layers and elicit the them. If there aren’t enough chairs available, you could
name of the item on the mini flashcard. use cushions or laminate the mini flashcards instead.
• Continue playing music and passing the parcel
around the circle, opening a layer of paper when • Put the chairs (cushions or laminated flashcards) in
the music stops, until a child opens the last layer of a place where the children can easily walk around
paper and reveals the prize. and sit on them.
• Play some music for the children to move around to.
• As the children are moving around the chairs,
Pencil and Paper encourage the children to move like a party
6. S
ing the Table song. CD 1 / 4 character, say Walk like a (cowboy).
• A
sk the children to move to the tables and sit down • Then stop the music and say Sit down. and
by playing the Table song (See Introduction, p. 19). encourage the children to sit down.
• Randomly select one of the normal party flashcards
and show the children the picture.
7. Find and circle. SB 81
• All the children sitting on a chair with a mini
• H old up the page so the children can see.
flashcard of the same picture are ‘out’. Ask these
• Point to the first picture on the left and say Who is
children to stand near you for the next round and
it? Elicit the name of the party character.
then allow them to join back in the game.
• Point to the party scene picture and say How many
clowns? and encourage the children to count the
children to move around the chairs.
clowns (four) in the picture with you.
• Point again to the clown on the left and say What
colour is the clown’s nose? and elicit the correct
colour (blue) from the children. Then point to • Look at Peter and say It’s time to go, Peter.
the clowns in the party scene and encourage the • Make Peter wave and say Bye-bye! and encourage
children to tell you the colour of each clown’s nose the children to wave and say Bye-bye! back.
(red, yellow, green, blue). • Signal to the children that it is the end of the
• Look at the picture of the clown on the left and English lesson by singing or playing the Bye-bye
circle the clown with the same coloured nose in the song (See Introduction, p. 19).
party scene.
• Repeat for the other pictures on the left getting the
children to count each character in the party scene If there is time…
and describe the different colours. Play a party game – Pin the nose on the
• Give the children their Student’s Books open to the clown.
PDF
WS 35
correct page and say Circle the clown with the Preparation Tip!
blue nose. Prepare a copy of the clown’s head and
• Allow the children to work independently and circle nose and before the lesson. Attach the clown’s head
the correct parts of the picture. to a wall where the children can easily reach it.
• Monitor the class and praise them for neat work. Put a small piece of Blu-Tack on the back of the
clown’s nose so it can be attached to the picture of
8. S
ing the Tidy up song / the clown’s head.
• Invite a confident child to be blindfolded.
• A
sk the children to tidy away the crayons and other • C heck the child can’t see and then gently turn the
materials by singing or playing the Tidy up song / child around three times, counting One, two, three.
Clean up song (AmE) (See Introduction, p. 19). • G ive the child the clown’s nose and guide the child
to the picture of the clown. Say Stick the nose on.
Rounding Off • L et the child feel the picture and then stick the nose
where he or she thinks it should be placed.
9. S
• A llow the child to see where he or she has put
• W
the nose. You could write the child’s name on the
head so the children can see who guesses the best
position. Continue inviting other children to pin the
nose on the clown.

Notes:

Extra Unit Christmas
LANGUAGE OVERVIEW • CHRISTMAS UNIT

Key Words Productive Language
Christmas tree Happy/Merry (AmE) Christmas!
present
Father Christmas / Santa Claus (AmE) Objectives
doll Children learn:
teddy/teddy bear (AmE) • to identify and name some Christmas items in
car English
ball • to listen and join in with a Christmas song
• to watch and listen to a DVD story about
Receptive Language Christmas
Look! • some English games connected with Christmas
What? • some information about English and American
He’s coming! Christmas traditions
Back to bed. Quick.
Ha, ha, ha, they’re not asleep. Competences
Sleep, Rosie/Connie/Peter/Tom, sleep. Children can:
Good night. Sleep tight. • recognise and point to the appropriate Christmas
Where is Father Christmas / Santa Claus (AmE) / he? picture
Here are the presents. • sing a Christmas song in English
Now let’s sing a song. • recognise the toys in Christmas presents from
Thanks a lot for all the toys. their shapes
Happy/Merry (AmE) Christmas (girls and boys). • trace the outline of toys
Classroom Language Value

Who/What is it? • to appreciate celebrating special days together
Find Connie’s/Peter’s/Rosie’s/Tom’s present.
Thinking Skills
Point to the...
Trace the toys. • focusing on details in half a picture to trace the
Colour the toys. mirror image


LESSON 1 • DVD STORY/SONG
Extra Unit Christmas encourage the children to wave and say Hello!
back.
• Sing or play the Hello song (See Introduction, p. 19).
2. Introduce the Christmas vocabulary.

• Show the children the flashcard for Father
Christmas / Santa Claus (AmE) and ask the children
Who is it?
• Say It’s Father Christmas / Santa Claus (AmE).
and show the children an action for Father
Christmas / Santa Claus (AmE), for example hold
83
your stomach and say Ho, ho, ho! like Father
Christmas / Santa Claus (AmE) laughing.
• Show the other Christmas flashcards and tell the

Main Objective children the English word as well as showing them
To follow a DVD story about Christmas. an action.
Suggested actions:
Key Words Christmas tree – draw the shape of a Christmas
Christmas tree, present, Father Christmas / Santa tree in the air
Claus (AmE), ball, teddy/teddy bear (AmE), car, doll present – pretend to open a present
• If you have already done the Toys unit with the
Receptive Language
children, elicit the toy vocabulary. Otherwise you
Look! What? could introduce some of these as well.
He’s coming! Back to bed. Quick. • Also introduce the children to the word sleep,
Ha, ha, ha, they’re not asleep. Sleep, (Rosie), sleep. say Sleep. and pretend to fall asleep. You can
Good night. Sleep tight. encourage the children to join in by saying Sleep,
Where is Father Christmas / Santa Claus (AmE) / he? (Marie), sleep. and encouraging the child to
Here are the presents. Now let’s sing a song. pretend to fall asleep.
Thanks a lot for all the toys.
Happy/Merry (AmE) Christmas (girls and boys).
Carpet Time
Classroom Language
Who/What is it?
What is Peter’s/Rosie’s/Connie’s/Tom’s present?
Draw a line to (Peter)’s present.
Value
To appreciate celebrating special days together. 4. Watch the Christmas DVD story.
CD 1 / 6 (CD 2 / 28)
Activities
Introduce the Christmas vocabulary. children that the next activity is a story, then sing or
Watch the Christmas DVD story. play:
Play Where’s Father Christmas / Santa Claus (AmE)?
Story song
Look and match then draw the lines.
Play Point to…
Listen and look.
Materials Checklist (Repeat)
 P eter hand puppet • Play the DVD story and allow the children to watch.
 flashcards 13, 28–29, 31, 48–50 (ball, car, • If you don’t have access to a DVD player, you can
teddy/teddy bear (AmE), doll, Christmas tree, use the Story cards with the audio CD (CD 2 / 28) or
present, Father Christmas / Santa Claus (AmE)) read the script from the back of the Story cards.
 CD 1 / 2–6, 8 (routine songs), (CD 2/28) • If there is time, let the children watch the story
 DVD (Christmas) more than once.
 Story cards 56–63 (Christmas) (optional)
 If there is time: Christmas wrapping paper

• Say Draw a line to Peter’s present. and
Christmas
demonstrate by drawing a line from Peter to the
Connie: Look! correct wrapped present.
Rosie: What? • Give the children their Student’s Books open to the
Tom: It’s Father Christmas / Santa Claus (AmE)! correct page and encourage them to match the
Peter: He’s coming! characters to their presents.
Tom: Back to bed.
Connie: Quick. 8. Sing the Tidy up song /
Father Christmas / Santa Claus (AmE): Clean up song (AmE). CD 1 / 5
Ha ha ha, they’re not asleep. • Ask the children to tidy away the crayons and other
Sleep, Rosie, sleep. materials by singing or playing the Tidy up song /
Sleep, Connie, sleep. Clean up song (AmE) (See Introduction, p. 19).
Sleep, Peter, sleep.
Sleep, Tom, sleep. Rounding Off
Good night.
Good night. 9. Sing the Circle song. CD 1 / 3
Sleep tight. • When moving the children from the table to sit in
Connie: Where is Father Christmas / Santa Claus (AmE)? (See Introduction, p. 19).
Tom: Where is he?
Peter: No Father Christmas / Santa Claus (AmE).
10. Play Point to…
Rosie: Look! Here are the presents.
• Put the Christmas (and toy) flashcards on the floor
All: Now let’s sing a song.
in front of the children.
Rosie Father Christmas / Santa Claus (AmE), • Point to each of the cards and elicit the correct
(singing): Father Christmas / Santa Claus (AmE), word for each picture.
thanks a lot • Say Point to the Christmas tree., show the action
for all the toys. for Christmas tree and encourage the children to
All Happy/Merry (AmE) Christmas, point at the correct flashcard.
(singing): Happy/Merry (AmE) Christmas, • Repeat asking the children to point to different
Happy/Merry (AmE) Christmas, flashcards each time.
girls and boys.
5. Play Where’s Father Christmas / • Look at Peter and say It’s time to go, Peter.
Santa Claus (AmE)? • Make Peter wave and say Bye-bye! and encourage
• S how the children each of the Christmas and toy the children to wave and say Bye-bye! back.
flashcards and elicit the correct word as you place • Signal to the children that it is the end of the
each card face down on the floor. English lesson by singing the Bye-bye song (See
• M
ix up the cards by sliding them around the floor. Introduction, p. 19).
• Make Peter say Where’s Father Christmas / Santa
Claus (AmE)? and invite one of the children to turn
a card over and try and find the Father Christmas / If there is time…
Santa Claus (AmE) card.
Play a Christmas game –
• Once the children have found Father Christmas /
Santa Claus (AmE), repeat the activity. Guess the presents.
Preparation Tip!
Before the lesson, select some objects
Pencil and Paper from the classroom that the children can name in
English. Wrap these items in Christmas wrapping
6. S
paper and put them in a pile in the classroom where
• A
sk the children to move to the tables and sit down the children will see them.
• S ay Look, presents! and invite the children to look
7. L ook and match then draw the lines. SB 83 at the pile of presents in the classroom.
• H
old up your Student’s Book so children see the • C hoose one and say What is it? and encourage the
page. children to try and guess what the present is.
• Say Where’s Peter? and encourage the children to • C hoose one or two children to open the present and
point to Peter. show the rest of the class what was wrapped up.
• Say What is Peter’s present? and elicit the name • C ontinue with the other presents in the pile until all
of the toy Peter is holding. the presents have been guessed and unwrapped.
• Point to each of the presents at the bottom of the
page and say Is this the ball?


back.
2. Sing the Father Christmas /

Santa Claus (AmE) song. CD 2 / 29
• Play the CD and allow the children to listen to the
song. While the children are listening, show them
some actions for the song.
Father Christmas / Santa Claus (AmE)
Father Christmas / Santa Claus (AmE),
85 (do the action for Father Christmas)
Father Christmas / Santa Claus (AmE),
(do the action for Father Christmas)
Main Objective Thanks a lot
To complete simple pictures by tracing outlines. For all the toys.
(do actions for toys that the children know)
Key Words
Christmas tree, present, Father Christmas / Santa Happy/Merry (AmE) Christmas,
Claus (AmE), ball, car, teddy/teddy bear (AmE), doll Happy/Merry (AmE) Christmas,
Happy/Merry (AmE) Christmas,
Receptive Language Girls and boys.
Father Christmas / Santa Claus (AmE). • Play the song again and this time encourage the
Thanks a lot for all the toys. children to join in with the actions and sing as
Happy/Merry (AmE) Christmas (girls and boys). much as they can.
Classroom Language
Carpet Time
Point to...
Trace the doll/teddy/teddy bear (AmE)/ball/car. 3. Sing the Circle song. CD 1 / 3
Colour the doll/teddy/teddy bear (AmE)/ball/car. • If you want to move the children from another area
Thinking Skills sing or play the Circle song (See Introduction, p. 19).
Focusing on details in half a picture to trace the
mirror image. 4. Play Point to…
Activities • Put the Christmas (and toy) flashcards on the floor
in front of the children.
Sing the Father Christmas / Santa Claus (AmE)
• Point to each of the cards and elicit the correct
song.
word for each picture.
Play Point to… and Move towards the flashcard.
• Say Point to the Christmas tree., show the action
Trace and colour the toys.
for Christmas tree and encourage the children to
Play the Yes or no game.
point at the correct flashcard.
Materials Checklist • Repeat asking the children to point to different
 P eter hand puppet flashcards each time.
 flashcards 13, 28–29, 31, 48–50 (ball, car,
teddy/teddy bear (AmE), doll, Christmas tree, 5. Play Move towards the flashcard.
present, Father Christmas / Santa Claus (AmE)) • If there is a board in the classroom, attach the
 CD 1/2–5, 8 (routine songs), CD 2/29 Christmas and toy flashcards so that about half
 Student’s Book, p. 85 are on the left of the board and the rest are on the
 coloured pencils or crayons right. If there is no board, put the flashcards to the
left and right of a space on the floor.
Notes • Ask some of the children to stand in front of the
board, or in the space between the flashcards if
they are on the floor.

• S ay Where’s Father Christmas / Santa Claus keep guessing until the children say Yes.
(AmE)? and encourage the children who are stood • Repeat this with some of the other flashcards.
up to move to the left or right towards the Father • If you have time, more confident children can
Christmas / Santa Claus (AmE) flashcard. pretend to be the teacher and guess which
• Repeat the activity with a different group of flashcard is above their head.
children and ask them to move towards a different
flashcard. 11. Sing the Bye-bye song. CD 1 / 8
Pencil and Paper • Make Peter wave and say Bye-bye! and encourage
6. S
Peter.
• A
sk the children to move to the tables and sit down • Signal to the children that it is the end of the
by singing the Table song (See Introduction, p. 19). English lesson by singing the Bye-bye song (See
7. T
race and colour the toys. SB 85
• H old up your Student’s Book so the children can see
the page. Point to the first picture and say What is
it? Elicit the name of the toy from the children. If there is time…
• Point to the other toys on the page and elicit the Play a Christmas game – Musical
names of the toys.
flashcards.
• P ut the Christmas and toy flashcards around the
correct page.
classroom in a place where the children can safely
• Point again to the first picture and elicit the name
move between the cards (attached to a wall or
of the toy again, then say Trace the doll. and
something that won’t move is best).
demonstrate by tracing the doll.
• P lay some Christmas music for the children to move
• The half which the children are tracing should
around to.
match the printed half of the toy on the page.
• S top the music and encourage the children to stand
• When the children have traced the doll, ask the
near one of the Christmas flashcards.
children to trace the other toys.
• O nce all the children are by a flashcard, say a
• Once the children have traced all the toys, ask the
Christmas item or toy. All the children standing next
children to colour the toys.
to that flashcard are ‘out’. Ask these children to
• Monitor the class and praise the children for neat
stand near you for the next round and then allow
work. You can also encourage the children to name
them to join back in the game the round after.
the toys and colours they are using.
8. S
activity.
• A
Rounding Off
9. S
• W
10. P
lay the Yes or no game.
• S how the children that you are mixing the
flashcards in your hands so neither you nor the
children know the order of the cards.
• Take one of the cards 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 Christmas or toy items. Encourage
the children to say Yes. if you guessed correctly,
and No, sorry. if not. If the answer was No, sorry.,


EXTRA LESSON (OPTIONAL)
Main Objective • Make Peter greet the children by saying Hello! and
To join in with a story and a song about Christmas.
back to Peter.
Key Words • Sing or play the Hello song (See Introduction, p. 19).
Christmas tree, present, Father Christmas / Santa
Claus (AmE), ball, car, teddy/teddy bear (AmE), doll 2. Play Uncover the flashcard.
• Cover one of the Christmas (or toy) flashcards with
Receptive Language a piece of card or another flashcard.
Look! What? • Gradually move the piece of card up and down or
He’s coming! across the flashcard to show some of the picture.
Back to bed. Quick. • Say What is it? and encourage the children to
Ha, ha, ha, they’re not asleep. guess which flashcard they can see.
Sleep, Rosie/Connie/Peter/Tom, sleep. • Make Peter praise the children who guess correctly,
Good night. Sleep tight. and then repeat by covering a different flashcard
Where is Father Christmas / Santa Claus (AmE) / he? for the children to guess.
Here are the presents.
Now let’s sing a song. Carpet Time
Father Christmas / Santa Claus (AmE).
Thanks a lot for all the toys. 3. Sing the Circle song. CD 1 / 3
Happy/Merry (AmE) Christmas (girls and boys). • If you want to move the children from another area
What/Who is it?
Colour Father Christmas / Santa Claus (AmE). 4. Tell the Christmas story.
Cut out Father Christmas / Santa Claus (AmE). CD 1 / 6 CD 2 / 28
What’s missing? • If you want to use a transition marker to tell the
Activities children that the next activity is a story, then sing or
play:
Play Uncover the flashcard.
Tell the Christmas story. Story song
Sing the Father Christmas / Santa Claus (AmE) song. It’s time for a story.
Fold and cut. Colour the mini storybook. Listen and look.
Make a Father Christmas / Santa Claus (AmE) (Repeat)
puppet. • Using the Story cards tell the Christmas story. The
Play What’s missing? script is on the back of the cards. Encourage the
children to join in and name the characters or
Materials Checklist describe their actions.
 P eter hand puppet • Hand out the Story cards in a random order
 flashcards 13, 28–29, 31, 48–50 (ball, car, to different children. Play or tell the story and
teddy/teddy bear (AmE), doll, Christmas tree, encourage the children with Story cards to make
present, Father Christmas / Santa Claus (AmE)) a line so they are in the correct order. Say, for
 CD 1/2–6, 8 (routine songs), CD 2/28–30 example: Now let’s put the story together. Here
 coloured pencils or crayons you are / Here you go (AmE), (Anna). This is
 scissors your Story card, (Maria). Listen to the story.
 stapler, sticky tape or glue
 Christmas mini storybook (Worksheet 36a+b) 5. Sing the Father Christmas / Santa Claus
 Father Christmas / Santa Claus (AmE) puppet (AmE) song. CD 2 / 29–30
(Worksheet 37) • Play the CD and encourage the children to join in
 (lollipop) stick to attach the puppet to with the actions and sing as much of the song as
 cotton wool (optional) they can (See Lesson 2).
 If there is time: small prize, wrapping paper/ • Once the children are confident singing the song,
newspaper, mini flashcards (e. g. Worksheets 5, you can repeat the song using the karaoke track
19, etc.) (CD 2/30) or without music.

6. S
ing the Table song. CD 1 / 4 10. Sing the Circle song. CD 1 / 3
• A
sk the children to move to the tables and sit down • When moving the children from the table to sit in
by singing the Table song (See Introduction, p. 19). a circle, you can sing or play the Circle song again
PDF
WS 36a+b 11. Play What’s missing?
• S how the children a copy of the mini storybook. • Elicit the Christmas and toy vocabulary as you put
• Look at each of the pictures and tell the children the flashcards on the floor face down so the picture
what is happening using the lines from the story. can’t be seen.
• Either give each of the children a copy of the mini • Mix the cards up and take one away without letting
storybook that you have made previously or give the children see the picture.
them a photocopy of Worksheet 36a+b copied • Turn the remaining flashcards over and again elicit
onto one A4 sheet (front and back). Follow the the vocabulary for each card.
instructions on page 13 of the Introduction to make • Say What’s missing? and encourage the children
the mini storybooks. You may need to help children to try and tell you which flashcard was taken away.
with the cutting and folding. • Repeat the activity, taking away a different
• Encourage the children to choose one picture to flashcard each time.
colour during the lesson. The children can colour • If you have time, you could allow one of the
the other pictures at home with their parents. children to select which flashcard should be taken
• Monitor the children’s work and praise the children away. Or, if the children seem confident with the
for neat colouring. You can also ask the children vocabulary, take two or three flashcards away for
in English about the colours they are using, the the children to name.
characters and the actions they are doing.
Teaching Tip!
If there is enough time, you can also let
the children make a Father Christmas / Santa Claus (AmE)
puppet (See the next activity).
Peter.
8. M
ake a Father Christmas / English lesson by singing the Bye-bye song (See
PDF
Santa Claus (AmE) puppet. WS 37 Introduction, p. 19).
• S how the children a copy of the Father Christmas
/ Santa Claus (AmE) puppet that you have made
before the class and ask Who is it? If there is time…
• Give the children their copy of the Father Christmas
Play a Christmas game – Pass the parcel.
/ Santa Claus (AmE) puppet. If you don’t have a PDF
WS 5, 19
lot of time, you might want to cut out the puppet
before the lesson. Preparation Tip!
Wrap a small prize in many layers of
• Say Colour Father Christmas / Santa Claus
wrapping paper or newspaper. Between each layer
(AmE). and give the children time to colour.
put a mini flashcard from units the children have
• Monitor the children’s work and praise the children
covered already in lessons (e. g. Worksheets 5, 19,
for neat colouring. You can also ask the children in
etc.). If possible, make sure there are enough layers
English about the colours they are using.
for each child to unwrap one layer of the parcel.
• If there is time, when the children have coloured
their puppet say Cut out Father Christmas / • P lay some Christmas music and encourage the
Santa Claus (AmE). and demonstrate how to cut children to pass the parcel around the circle until the
out the puppet. music stops.
• If you have cotton wool available, show the children • T he child holding the parcel when the music stops
how to stick the cotton wool on the puppet’s hat can take one layer of paper off the parcel. Encourage
and on his beard and coat-linings. the child who is unwrapping to look at the mini
• Help the children to attach their puppet to a stick. flashcard between the layers and elicit the name of
the item on the mini flashcard.
9. S
ing the Tidy up song / • C ontinue playing until a child opens the last layer of
Clean up song (AmE). CD 1 / 5 paper and reveals the prize.
• A
sk the children to tidy away the crayons and other • If possible, make sure the music stops on a different
materials by singing or playing the Tidy up song / child each time so all the children get a turn.

Notes:

Extra Unit Easter
LANGUAGE OVERVIEW • EASTER UNIT

New Words Productive Language
(Easter) bunny/egg/basket Happy Easter!
red, green, blue, yellow
one, two, three, four, five, six Objectives
Children learn:
Receptive Language • to identify and name some Easter items in English
Easter bunny. • to listen and join in with an Easter song
You’re so funny. • some English games connected with Easter
When you run and hop. • some information about English and American
Your ears go flop, flop, flop. Easter traditions
Classroom Language Competences
Point to the Easter bunny/egg/basket. Children can:
Who is it? • recognise and point to the appropriate Easter
Can you find any Easter eggs? picture
What colour is it / are the Easter eggs? • sing an Easter song in English
How many red/green/blue/yellow eggs are there? • find and count Easter eggs
Circle the number (three). • trace and colour Easter eggs
Look, Easter eggs!
Trace the lines on the Easter eggs. Thinking Skills
Where’s the Easter bunny? • paying attention to details to trace lines and
What’s missing? patterns

Extra Unit Easter

LESSON 1 • SONG
Extra Unit Easter encourage the children to wave and say Hello!
1 back.
3 • Sing or play the Hello song (See Introduction, p. 19).
6
2
2. Introduce the Easter vocabulary.
3
5 • Show the children the flashcard for the Easter
1
bunny and ask the children Who is it?
3 • Say It’s the Easter bunny. and show the children
4 an action for the Easter bunny, for example hold
2 two fingers above your head like bunny ears and
4 twitch your nose like a rabbit.
6
87
• Show the other Easter flashcards and tell the
children the English word as well as showing them
an action:
Main Objective Easter egg – mime unwrapping and eating a
To introduce some Easter vocabulary and listen to chocolate Easter egg
an Easter bunny song. Easter basket – pretend to carry and put things in
your basket
Key Words • You might also want to show the children the
(Easter) bunny/egg/basket colour and number flashcards and elicit the correct
red, green, blue, yellow words to check the children remember these.
one, two, three, four, five, six
Receptive Language
Carpet Time
You’re so funny. 3. Sing the Circle song. CD 1 / 3
When you run and hop. • If you want to move the children from another area
Your ears go flop, flop, flop. of the classroom to sit or stand in a circle, you can
Classroom Language
Point to the Easter bunny/egg/basket. 4. Play Point to…
Who is it? • Put the Easter (and colour and number) flashcards
Can you find any Easter eggs? on the floor in front of the children.
What colour is it? • Point to each of the cards and elicit the correct
How many red/green/yellow/blue eggs are there? word for each picture.
Circle the number (three). • Say Point to the Easter bunny., show the action
Activities for the Easter bunny and encourage the children to
point at the correct flashcard.
Introduce the Easter vocabulary.
• Repeat the activity asking the children to point to a
Play Point to…
different flashcard each time.
Sing the Funny Easter bunny song.
Look, count and circle the correct number.
Play Where’s the Easter bunny? 5. Sing the Funny Easter bunny song.
CD 2 / 31
Materials Checklist • Play the CD and allow the children to listen to the
 P eter hand puppet Funny Easter bunny song. While the children are
 flashcards 5–8, 14–19, 51–53 (red, green, blue, listening, show them some actions for the song.
yellow, one, two, three, four, five, six, Easter
bunny, Easter egg, basket)
 If there is time: colour paper eggs

Funny Easter bunny 10. Play Where’s the Easter bunny?
Easter bunny • Show the children each of the Easter, number and
(do the action for the Easter bunny) colour flashcards and elicit the correct word as you
You’re so funny place each card face down on the floor.
(pretend to laugh) • Mix up the cards by sliding them around the floor.
When you run and hop, hop, hop. • Make Peter say Where’s the Easter bunny? and
(run and hop on the spot) invite one of the children to turn over a card and try
Easter bunny and find the Easter bunny.
(do the action for Easter bunny) • Once the children have found the Easter bunny,
You’re so funny repeat the activity asking the children to find one of
(pretend to laugh) the other flashcards.
When your ears go flop, flop, flop.
(hold your hands like ears above your head 11. Sing the Bye-bye song. CD 1 / 8
and wave the fingers like floppy ears) • Look at Peter and say It’s time to go, Peter.
• Repeat the song and encourage the children to • Make Peter wave and say Bye-bye! and encourage
join in with the actions and singing when they feel the children to wave and say Bye-bye! back to
comfortable. Peter.
Pencil and Paper
6. S
• A
by singing the Table song (See Introduction, p. 19). If there is time…
7. L ook, count and circle the correct number. Play an Easter game – An Easter egg
SB 87 hunt.
• H old up your Student’s Book so the children can see Preparation Tip!
the page. Before the lesson, hide some plastic or
• Point to each of the Hooray! Let’s play! characters polystyrene eggs around the classroom. If plastic
and say Who is it? or polystyrene eggs aren’t available, you can make
• Say Can you see any Easter eggs? and allow paper eggs to use instead. They should be hidden in
some children to point to some of the eggs on the a place where the children can get them – it is best
page. to leave a small amount of the egg visible.
• Point to one of the Easter eggs and ask the children If you have a large class, you might want to hide
What colour is it? Then ask the children to count the same number of each colour egg so groups of
how many eggs are that colour, for example say children can search for a specific colour egg.
How many red eggs are there? If it is nice weather and you have space available, you
• When the children have counted all the red eggs, might want to do this activity outside instead of in
say Circle the number six. and demonstrate by the classroom.
circling the number six.
• Give the children their Student’s Books open to the • S ay Can you see any Easter eggs? And look
correct page and say Find the eggs and circle the around the classroom as if you are searching for
number. Easter eggs.
• E ncourage the children to look with you. If they
8. S
ing the Tidy up song / can’t see any then give them some help by pointing
Clean up song (AmE). CD 1 / 5 towards a hidden egg and saying Is there an Easter
• A
sk the children to tidy away the crayons and other egg over there?
materials by singing or playing the Tidy up song / • A sk one of the children to bring the Easter egg to
Clean up song (AmE) (See Introduction, p. 19). you, and then say How many Easter eggs can you
find?
• A llow the children to look around the classroom for
Rounding Off the Easter eggs and collect as many as they can.
9. S
ing the Circle song. CD 1 / 3 • O nce all the eggs have been found, bring the
• W
hen moving the children from the table to sit in children back to the circle area and ask the children
a circle, you can sing or play the Circle song again How many Easter eggs have you got? Make
(See Introduction, p. 19). Peter help the children count their Easter eggs and
praise the children for good counting and Easter
eggs hunting.

Extra Unit Easter

back.
2. Sing the Funny Easter bunny song.

CD 2 / 31
• Play the CD and encourage the children to join in
with the actions and sing as much of the song as
they can.
Funny Easter bunny
Easter bunny
89 (do the action for the Easter bunny)
You’re so funny
(pretend to laugh)
Main Objective When you run and hop, hop, hop.
To listen to and join in with an Easter bunny song (run and hop on the spot)
and draw patterns on some Easter eggs.
Easter bunny
Key Words (do the action for Easter bunny)
(Easter) bunny/egg/basket You’re so funny
red, green, blue, yellow (pretend to laugh)
one, two, three, four, five, six When your ears go flop, flop, flop.
(hold your hands like ears above your head
Receptive Language and wave the fingers like floppy ears)
You’re so funny.
When you run and hop. Carpet Time
Your ears go flop, flop, flop.
Point to the Easter bunny/egg/basket. of the classroom to sit or stand in a circle, you can
What is it? Look, Easter eggs! sing or play the Circle song (See Introduction, p. 19).
What colour are the Easter eggs?
Trace the lines on the Easter eggs. 4. Play Point to…
• Put the Easter (and colour and number) flashcards
Thinking Skills
on the floor in front of the children.
Paying attention to details to trace lines and • Point to each of the cards and elicit the correct
patterns. word for each picture.
Activities • Say Point to the Easter bunny., show the action
for the Easter bunny and encourage the children to
Sing the Funny Easter bunny song. point at the correct flashcard.
Play Point to… and Uncover the flashcard. • Repeat the activity asking the children to point to a
Look and trace the lines on the eggs. different flashcard each time.
Play Roll the dice.
Materials Checklist 5. Play Uncover the flashcard.
 P eter hand puppet • Cover one of the Easter (or number or colour)
 flashcards 5–8, 14–19, 51–53 (red, green, blue, flashcards with a piece of card (or another
yellow, one, two, three, four, five, six, Easter flashcard).
bunny, Easter egg, basket) • Gradually move the piece of card up and down or
 CD 1 / 2–5, 8 (routine songs), CD 2 / 31 across the flashcard to show some of the picture.
 Student’s Book, p. 89 • Say What is it? and encourage the children to
 coloured pencils or crayons guess which flashcard they can see.
 a (big) dice • Make Peter praise the children who guess correctly,
 If there is time: an Easter basket, small plastic or and then repeat the activity by covering a different
polystyrene eggs or paper eggs flashcard for the children to guess.

Pencil and Paper • Ask another child to roll the dice and count on from
the card which you just looked at. Only count the
6. S
ing the Table song. CD 1 / 4 flashcards which still have their picture hidden and
• A
sk the children to move to the tables and sit down once you get to the last flashcard continue from the
by singing the Table song (See Introduction, p. 19). first flashcard.
• Turn over the flashcard you end on and encourage
7. L ook and trace the lines on the eggs. SB 89 the children to name the picture on this card.
• H old up your Student’s Book so the children can • Continue throwing the dice and counting along
see. Point to the Easter eggs and say Look, Easter the flashcards which are face down until all the
eggs! flashcards are showing a picture.
• Then point to each Easter egg in turn and say
to the children What colour is it? and elicit the 11. Sing the Bye-bye song. CD 1 / 8
colours from the children. • Look at Peter and say It’s time to go, Peter.
• Give the children their Student’s Books open to the • Make Peter wave and say Bye-bye! and encourage
correct page. the children to wave and say Bye-bye! back to
• Say Point to the blue Easter egg. and check the Peter.
children are pointing to the correct egg on the • Signal to the children that it is the end of the
page. English lesson by singing the Bye-bye song (See
• Say Trace the lines on the egg. and demonstrate Introduction, p. 19).
by tracing the lines on one of the eggs.
• While the children are working, monitor the class
and praise the children for neat tracing. If there is time…
• After the children have finished tracing the lines,
say Colour the eggs. Play an Easter game – Eggs in the basket.
• Monitor the children while they are colouring and Preparation Tip!
talk to the children in English about the colours If you don’t have plastic or polystyrene
they are using. eggs available, then scrunch up paper to make small
balls and these can be the eggs for this activity.
8. S
• S how the children the Easter eggs and say Look,
Easter eggs! and, if the eggs are different colours,
• A
ask the children to name the colours of the eggs.
• H old up the basket and say Look, an Easter
basket!
• S ay Can you throw the eggs in the basket?
Rounding Off • G ive the eggs out to some of the children and allow
the children to try and throw the eggs into the
9. S
basket.
• W
• Y ou could put the basket on the floor in the middle
of the circle or, if the children are quite good at
aiming when they throw, you could hold the basket
in the middle of the circle and move it slowly as the
10. Play Roll the dice. children are throwing.
• S how the dice, allow a few children to roll the dice • O nce all the eggs have been thrown, allow some
and encourage the class to count the number on of the children to collect the eggs and give them to
the dice. children that haven’t had a go yet. Then let these
• Attach Easter and colour flashcards to the board (or children try and throw the eggs into the basket.
put them on the floor) in a line with the pictures • C ontinue until all the children have had at least one
facing down. chance to throw an egg into the basket.
• Ask a child to roll the dice, say Roll the dice. and
count the dots on the dice.
• Start with the first flashcard and encourage the
children to count along the cards with you until you
reach the number from the dice.
• Turn that flashcard over and encourage the children
to name the picture on the card. If the children can
correctly name the picture, the card stays face up,
if not, say the correct word and turn it back face
down.

Extra Unit Easter
2. Sing the Funny Easter bunny song.

EXTRA LESSON (OPTIONAL) CD 2 / 31–32
• Play the CD and encourage the children to join in
Main Objective with the actions and sing as much of the Funny
To listen to and join in with an Easter bunny song. Easter bunny song as they can.
Key Words you can repeat the song using the karaoke track
(Easter) bunny/egg/basket (CD 2 / 32) or without music.
red, green, blue, yellow
one, two, three, four, five, six Carpet Time
You’re so funny. • If you want to move the children from another area
When you run and hop. of the classroom to sit or stand in a circle, you can
Your ears go flop, flop, flop. sing or play the Circle song (See Introduction, p. 19).
Classroom Language 4. Play Move towards the flashcard.

Where’s the Easter bunny? • If there is a board in the classroom, attach the
What’s missing? flashcards so that about half are on the left of the
board and the rest are on the right. If there is no
Activities
board, put the flashcards to the left and right of a
Sing the Funny Easter bunny song. space on the floor.
Play Move towards the flashcard and the Yes or no • Ask some of the children to stand in front of the
game. board, or in the space between the flashcards if
Make an Easter bunny mask. they are on the floor.
Play What’s missing? • Say Where’s the Easter bunny? and encourage
Materials Checklist the children who are stood up to move to the left
or right towards the Easter bunny flashcard.
 P eter hand puppet • Repeat the activity with a different group of
 flashcards 5–8, 14–19, 51–53 (red, green, blue, children and ask them to move towards a different
yellow, one, two, three, four, five, six, Easter flashcard.
bunny, Easter egg, basket)
 Easter bunny mask (Worksheet 38)
 strip of paper or card (big enough to go around • Show the children that you are mixing the
the child’s head) or rubber band flashcards in your hands so neither you nor the
 coloured pencils or crayons children know the order of the cards.
 scissors • Take one of the cards and hold it above your head
 sticky tape or glue so that the children can see which flashcard you are
holding but you can’t.
Notes • With your free hand, point to the flashcard and
name one of the Easter items or a number or a
colour. 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.
• If you have time, invite more confident children
Warm-up and Revision to pretend to be the teacher and guess which
flashcard is above their head.
• M ake Peter greet the children by saying Hello! and
back.

Pencil and Paper 10. Play What’s missing?
• Elicit the Easter, number and colour vocabulary as
6. S
ing the Table song. CD 1 / 4 you put the flashcards on the floor face down so
• A
sk the children to move to the tables and sit down the picture can’t be seen.
by singing the Table song (See Introduction, p. 19). • Mix the cards up and take one away without letting
the children see the picture.
PDF
7. M
ake an Easter bunny mask. WS 38 • Turn the remaining flashcards over and again elicit
the vocabulary for each card.
Preparation Tip! • Say What’s missing? and encourage the children
If you don’t have a lot of time, you might to try and tell you which flashcard was taken away.
want to cut out the children’s masks before the lesson so • Repeat the activity taking away a different flashcard
that the children do not need to do this themselves. each time.
You might also want to make a mask before the lesson • If you have time, you could allow one of the
so that you can show the children what they are going to children to select which flashcard should be taken
make. away. Or if the children seem confident with the
vocabulary, take two or three flashcards away.
• S how the children a copy of the Easter bunny mask
that you have made before the class and ask What 11. Sing the Bye-bye song. CD 1 / 8
is it? • Look at Peter and say It’s time to go, Peter.
• Give the children their copy of the Easter bunny • Make Peter wave and say Bye-bye! and encourage
mask. the children to wave and say Bye-bye! back.
• Say Colour the Easter bunny mask. and give the • Signal to the children that it is the end of the
children time to colour their mask. English lesson by singing or playing the Bye-bye
• Monitor the children’s work and praise the children song (See Introduction, p. 19).
for neat colouring. You can also ask the children in
English about the colours they are using.
• If there is time, when the children have coloured
their mask say Cut out the Easter bunny mask. If there is time…
and demonstrate how to cut out the mask. Teaching Tip!
• Use a strip of paper or rubber band to make a Make sure there is enough room for
headband and help the children attach their mask the children to safely move around the circle. If there
to it. is not a lot of space in the classroom, and you have
• The children can then run and hop around the a bigger available outside or in a hall then take the
room with their floppy ears just like the Easter children there for this activity.
bunny in the song.
Play an Easter game – Bunny, bunny,
8. S
ing the Tidy up song / rabbit.
Clean up song (AmE). CD 1 / 5 • W alk around the circle tapping the children gently
• A
sk the children to tidy away the crayons and other on their head or shoulder. As you tap each child say
materials by singing or playing the Tidy up song / Bunny.
Clean up song (AmE) (See Introduction, p. 19). • C hoose one child and, as you tap them on the head
or shoulder, say Rabbit. then encourage this child to
Rounding Off stand up and chase you around the circle.
• T he first time, move around the circle quite slowly
9. S
ing the Circle song. CD 1 / 3 and allow the child to catch you and then sit back in
• W
hen moving the children from the table to sit in their place.
a circle, you can sing or play the Circle song again • T he second time you do this, try to sit in the child’s
(See Introduction, p. 19). place before they catch you. This child then walks
around the circle saying Bunny, bunny, bunny …
rabbit!
• If space is limited in the classroom, ask the children
to walk around the circle or they could hop like a
bunny rabbit instead of running.

Appendix
HOORAY! LET’S PLAY! A – WORKSHEET OVERVIEW
General worksheets
General worksheets – Character masks General worksheets – Character masks
Hooray! Let’s play! A © Helbling Languages WORKSHEET 2b

Hooray! Let’s play! A © Helbling Languages WORKSHEET 2a
Worksheet 2a+b
Make Peter and Connie puppets.
Make Tom and Rosie puppets.

Character cut outs
General worksheets – Character cut outs
General worksheets – Character cut outs

Worksheet 1a-d
Make a Peter mask. Make a Rosie mask.
Hooray! Let’s play! A © Helbling Languages WORKSHEET 1a Hooray! Let’s play! A © Helbling Languages WORKSHEET 1b
General worksheets – Character masks General worksheets – Character masks
Character masks
Make a Tom mask. Make a Connie mask.
Hooray! Let’s play! A © Helbling Languages WORKSHEET 1c Hooray! Let’s play! A © Helbling Languages WORKSHEET 1d
Unit Welcome
Unit Welcome, Extra Lesson Unit Welcome, Extra Lesson
Hooray! Let’s play! A © Helbling Languages WORKSHEET 4
8
7
Hooray!
Hooray! Let’s play! A • Unit Welcome © Helbling Languages

Günter Gerngross • Herbert Puchta
Let’s play!
Worksheet 3a+b Worksheet 4

Colour the bits to make a picture of Rosie and Peter.
(Extra Lesson): (Extra Lesson):


Mini storybook: Hello Picture of Peter and Rosie

Unit Welcome, Extra Lesson
5
Fold and cut. Colour the mini storybook. Fold and cut. Colour the mini storybook.
Unit 1 Colours
Unit 1 Colours, Extra Lesson 1
Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages
Worksheet 5 Worksheet 8
Listen and colour the balloons.
(Extra Lesson 1): (Extra Lesson 4):

Mini flashcards: colours Extra listening activity: colours
Unit 1 Colours, Extra Lesson 2 Unit 1 Colours, Extra Lesson 5 Unit 1 Colours, Extra Lesson 5
8
7
1

Worksheet 9a+b
Worksheet 6
(Extra Lesson 5):
(Extra Lesson 2):
Mini storybook:

Picture of Connie
The kites
5
Colour Connie. Fold and cut. Colour the mini storybook. Fold and cut. Colour the mini storybook.
Hooray! Let’s play! A © Helbling Languages WORKSHEET 6 Hooray! Let’s play! A © Helbling Languages WORKSHEET 9a Hooray! Let’s play! A © Helbling Languages WORKSHEET 9b
Worksheet 7
(Extra Lesson 3):
Mini kite
Make a mini kite.

Unit 2 Numbers
Unit 2 Numbers, Extra Lesson 1 Unit 2 Numbers, Extra Lesson 1

Worksheet 10a+b
Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages Hooray! Let’s play! A © Helbling Languages
Worksheet 13
(Extra Lesson 1):

(Extra Lesson 4):
Mini flashcards:
Extra listening activity: numbers
numbers
Unit 2 Numbers, Extra Lesson 4

Colour the mini flashcards. Colour the mini flashcards.
Unit 2 Numbers, Extra Lesson 2 Unit 2 Numbers, Extra Lesson 5 Unit 2 Numbers, Extra Lesson 5
7
1

Worksheet 14a+b
Worksheet 11
(Extra Lesson 5):
(Extra Lesson 2):
Mini storybook:

Three balloons
Crossing the road
6
Colour the balloons green. Fold and cut. Colour the mini storybook. Fold and cut. Colour the mini storybook.
Worksheet 12
Make an elephant mask.
(Extra Lesson 3):

Elephant mask
Unit 2 Numbers, Extra Lesson 3

Unit 3 Move your body, Extra Lesson 1 Unit 3 Move your body, Extra Lesson 4
Mini flashcards: body parts Extra listening activity: body parts
Colour the mini flashcards. Listen and colour the body parts.
Hooray! Let’s play! A © Helbling Languages WORKSHEET 15 Hooray! Let’s play! A © Helbling Languages WORKSHEET 17
Unit 3 Move your body, Extra Lesson 2 Unit 3 Move your body, Extra Lesson 5 Unit 3 Move your body, Extra Lesson 5
8
7
1

Worksheet 18a+b
Worksheet 16
(Extra Lesson 5):
(Extra Lesson 2):
Mini storybook:

Action spinner
Rosie, please stop!
5
Make an action spinner. Fold and cut. Colour the mini storybook. Fold and cut. Colour the mini storybook.

Appendix
Unit 4 Toys
Unit 4 Toys, Extra Lesson 1

Listen and colour the toys.

Mini flashcards: toys Extra listening activity: toys

Unit 4 Toys, Extra Lesson 2 Unit 4 Toys, Extra Lesson 5 Unit 4 Toys, Extra Lesson 5
7
1

Worksheet 23a+b
Worksheet 20
(Extra Lesson 5):
(Extra Lesson 2):
Mini storybook:

Hanging mobile
The tower
6
Make a hanging mobile.
Worksheet 21a+b
(Extra Lesson 3):
Colour the train.
Colour the train.
Train
Unit 5 Clothes
Unit 5 Clothes, Extra Lesson 1
Listen and colour the clothes.

Mini flashcards: clothes Extra listening activity: clothes
Unit 5 Clothes, Extra Lesson 2 Unit 5 Clothes, Extra Lesson 2 Unit 5 Clothes, Extra Lesson 5 Unit 5 Clothes, Extra Lesson 5
8
7
1

Worksheet 28a+b
(Extra Lesson 5):
Mini storybook:

Where’s the cap?

Worksheet 25a-c
5
Make a Peter doll with clothes. Make a Peter doll with clothes. Fold and cut. Colour the mini storybook. Fold an cut. Colour the mini storybook.
Hooray! Let’s play! A © Helbling Languages WORKSHEET 25a Hooray! Let’s play! A © Helbling Languages WORKSHEET 25b Hooray! Let’s play! A © Helbling Languages WORKSHEET 28a Hooray! Let’s play! A © Helbling Languages WORKSHEET 28b

(Extra Lesson 2):
Peter doll with clothes
Make a Peter doll with clothes.
Hooray! Let’s play! A © Helbling Languages WORKSHEET 25c
Worksheet 26
(Extra Lesson 3):
Design a T-shirt
Design a T-shirt.

Unit 6 Party
Unit 6 Party, Extra Lesson 1
Mini flashcards: party Extra listening activity:

party costumes

Listen and colour the party costumes.
Unit 6 Party, Extra Lesson 2 Unit 6 Party, Extra Lesson 2

7
1

Worksheet 33a+b
(Extra Lesson 5):
Mini storybook:

Let’s dress up
Worksheet 30a-c
6
Make a party headdress. Make a party headdress.
(Extra Lesson 2):

Party headdresses
Unit 6 Party, Extra Lesson 5 Unit 6 Party, Extra Lesson 5 Unit 6 Party, Extra Lesson 5
Make a party headdress.
Make party costume clothes for the Peter doll. Make party costume clothes for the Peter doll. Make party costume clothes for the Peter doll.
Hooray! Let’s play! A © Helbling Languages WORKSHEET 34a Hooray! Let’s play! A © Helbling Languages WORKSHEET 34b Hooray! Let’s play! A © Helbling Languages WORKSHEET 34c
Worksheet 34a-e
(Extra Lesson 5):
Make some party decorations.
Party costume clothes

for the Peter doll
Worksheet 31a-c Make party costume clothes for the Peter doll. Make party costume clothes for the Peter doll.
(Extra Lesson 3):

Hooray! Let’s play! A © Helbling Languages WORKSHEET 34d Hooray! Let’s play! A © Helbling Languages WORKSHEET 34e
Party decorations
Worksheet 35
(Extra Lesson 6):
Pin the nose on the clown

Pin the nose on the clown.

Extra Unit Christmas, Extra Lesson Extra Unit Christmas, Extra Lesson Extra Unit Christmas, Extra Lesson
8
7
1

Worksheet 36a+b Worksheet 37

(Extra Lesson): (Extra Lesson):
Mini storybook: Father Christmas / Santa Claus (AmE)

Christmas cut out

5
Fold and cut. Colour the mini storybook. Fold and cut. Colour the mini storybook. Make a Father Christmas puppet.
Hooray! Let’s play! A © Helbling Languages WORKSHEET 36a Hooray! Let’s play! A © Helbling Languages WORKSHEET 36b Hooray! Let’s play! A © Helbling Languages WORKSHEET 37
Extra Unit Easter

Extra Unit Easter, Extra Lesson
Worksheet 38
(Extra Lesson):
Easter bunny mask
Make an Easter bunny mask.

Appendix
Class Audio CD 1 Class Audio CD 2
1 Introduction 0:18 1 Introduction 0:19

2 Hello song 0:24 2 Toys chant 1:04
3 Circle song 0:26 3 Toys action story 0:43
4 Table song 0:36 4 I’m on my little bike (a song) 1:48
5 Tidy up song / Clean up song (AmE) 0:23 5 I’m on my little bike (karaoke version) 1:44
6 Story time song 0:26 6 Toys listening activity 3:44
7 Calm down song 0:46 7 Toys extra listening activity 3:43
8 Bye-bye song 0:30 8 The tower (a story) 3:00
9 Welcome chant 1:07 9 Clothes chant 0:57
10 Hello (a story) 1:53 10 Clothes action story 1:16
11 Hello, I’m Peter (a song) 1:46 11 Put on your jeans (a song) 1:57
12 Hello, I’m Peter (karaoke version) 1:41 12 Take off your jeans (a song) 1:58
13 Colours chant 0:57 Put on your jeans / Take off your jeans
13 1:54
(karaoke version)
14 Colours action story 0:59
14 Red shoes (a song) 1:41
15 A blue balloon for Rosie (a song) 1:16
15 Red shoes (karaoke version) 1:35
16 A blue balloon for Rosie (karaoke version) 1:11
16 Clothes listening activity 6:06
17 Colours listening activity 2:25
17 Clothes extra listening activity 4:19
18 Colours extra listening activity 2:25
18 Where’s the cap? (a story) 2:26
19 The kites (a story) 2:29
19 Party chant 1:18
20 Numbers chant 1:03
20 Party action story 1:16
21 Numbers action story 0:46
21 I’m dancing with a princess (a song) 3:49
22 Six little elephants (a song) 1:13
22 I’m dancing with a princess (karaoke version) 3:44
23 Six little elephants (karaoke version) 1:09
23 Welcome to the party (a song) 1:34
24 Numbers listening activity 2:07
24 Welcome to the party (karaoke version) 1:30
25 Numbers extra listening activity 2:07
25 Party listening activity 2:16
26 Crossing the road (a story) 2:34
26 Party extra listening activity 3:20
27 Body chant 1:06
27 Let’s dress up (a story) 2:14
28 Body action story 0:49
28 Christmas (a story) 2:34
29 Touch your eyes (a song) 1:49
29 Father Christmas / Santa Claus (AmE) (a song) 1:33
30 Touch your eyes (karaoke version) 1:42
Father Christmas / Santa Claus (AmE)
31 Hop, hop, hop (a song) 1:41 30 1:26
(karaoke version)
32 Hop, hop, hop (karaoke version) 1:34 31 Funny Easter bunny (a song) 1:45
33 Body listening activity 3:15 32 Funny Easter bunny (karaoke version) 1:38
34 Body extra listening activity 3:18
35 Rosie, please stop! (a story) 1:52
Credits:
Authors: Günter Gerngross, Herbert Puchta
Recordings: The Soundhouse, London
Sound Design & Mastering: Tonburg
Production: Lucia Astuti, Markus Spielmann
© + Helbling Languages, 2012

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Hooray!

Syllabus Hooray! Let’s play! A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

CD 1 / 3 Class Audio CD

SB 13 Student’s Book

2 Hooray! Let’s play! A © Helbling Languages

Unit Aims Vocabulary and phrases Activities and skills

Hooray! Let’s play! A © Helbling Languages

• Tracing and colouring activity.

Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages

6 Hooray! Let’s play! A © Helbling Languages

STRUCTURE Lesson 5 introduces the children to a story in English

Hooray! Let’s play! A © Helbling Languages 7

8 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages 9

Vocabulary games using memory

10 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages 11

Working with the mini flashcards Musical chairs

12 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages 13

HOW YOUNG LEARNERS LEARN Holistic Language Learning

14 Hooray! Let’s play! A © Helbling Languages

The development of second language skills does not S M I L E

Hooray! Let’s play! A © Helbling Languages 15

Area of Activation in Hooray! Let’s HOW TO MANAGE YOUR CLASS

When children identify with what has been learnt,

16 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages 17

Using English names within the Tips for teaching very

18 Hooray! Let’s play! A © Helbling Languages

Bye-bye routine Calm down routine

Hooray! Let’s play! A © Helbling Languages 19

20 Hooray! Let’s play! A © Helbling Languages

LANGUAGE OVERVIEW • WELCOME UNIT

Hooray! Let’s play! A © Helbling Languages 21

2. Introduce Peter the panda.

make Peter say Hello, (Sophie).

22 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages 23

Warm-up and Revision

2. Play a name game.

24 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages 25

Warm-up and Revision

2. Say the Welcome chant. CD 1 / 9

26 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages 27

Warm-up and Revision

2. Using productive language: ‘What’s your

28 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages 29

2. Play What’s my favourite picture?

30 Hooray! Let’s play! A © Helbling Languages

Hooray! Let’s play! A © Helbling Languages 31

32 Hooray! Let’s play! A © Helbling Languages

LANGUAGE OVERVIEW • UNIT 1

Hooray! Let’s play! A © Helbling Languages 33

2. Sing the Hello, I’m Peter song. CD 1 / 11

• Tracing and colouring activity.

2. Play a name game.

2. Say the Welcome chant. CD 1 / 9

2. Using productive language: ‘What’s your

2. Play What’s my favourite picture?

2. Listen to and mime the Colours action

7. L isten and match then draw yourself.

Materials Checklist 4. Sing the A blue balloon for Rosie song.

2. Sing the A blue balloon for Rosie song.

2. Sing the A blue balloon for Rosie song.

2. Listen to and mime the Colours action

2. Sing the A blue balloon for Rosie song.

2. Play A bigger balloon, a bigger balloon,

2. Listen to and mime the Numbers action