Book Ariel and the Prince

1
Skills Language
Reading: Can understand a simple text if supported Focus: Demonstrative: this, these; Interrogative: Whose?;
by pictures. Possessive form: ‘s; Possessive adjectives
Listening: Can understand basic phrases or sentences Function: Identifying your things
about things people have if supported by pictures.
Speaking: Can talk about personal possessions Phonics
(e.g. toys, pets), using simple language. Short vowels: medial + initial
Writing: Can use capital letters and end punctuation E, e, I, i
correctly in simple sentences.
Values
Vocabulary Courage: Follow your dreams.
Picture Dictionary: beach, cloud, fall, fork, human, love,
mermaid, ship, storm, swim
Find Out
Subject area: Geography
Phonics: leg, red, big, sit
Topic: Storms
Values: dream, look, walk
Big Question: How do you know it’s a storm?
Find Out: cloud, dark, heavy, house, lightning, loud, rain,
Project: Make a Storm in a Glass
strong, thunder, tree, wind, window

Read Together
Learning Objectives Materials
Reading: Can identify key information in a text to Reader: pp. ii–15
answer simple yes/no questions. Reader Audio: Before You Read, Story (complete)
Speaking: Can name everyday objects in their Teacher’s Notes: pp. 3–6
immediate surroundings or in pictures, if guided by Photocopiables: pp. 1–6
questions or prompts.

BEFORE YOU READ AFTER YOU READ

R Reader p. ii Reader p. 15

Teacher’s Notes p. 3
Extra Activities
Refer to the Introduction on p. 7 for ideas on introducing
Teacher’s Notes pp. 4–6
the story to the class.
Photocopiables pp. 4–6

WHILE YOU READ The following topics and themes are found in the story.
In the Teacher’s Notes, you will find instructions on how
R Reader pp. 1–14 to connect these topics to the story as well as activity
ideas. In most cases, the related activities are best done
Teacher’s Notes pp. 3–4 after reading the story with the class. However, in some
Photocopiables pp. 1–3 cases, an activity can be done before reading the story
as an introduction to the topic. Some activities have
Refer to the Introduction on p. 7 for ideas on reading the accompanying photocopiable activity sheets.
story with the class. 1 Different Bodies
2 Recognizing Things
3 Underwater World

24 Book 1 – Ariel and the Prince

Vocabulary
Learning Objectives Materials
Reading: Can demonstrate understanding of a word Reader: pp. 16–17; ii–14
by matching it to a picture. Reader Audio: Picture Dictionary
Speaking: Can say how someone is feeling using Teacher’s Notes: p. 6
single words, if guided by questions or prompts. Photocopiables: pp. 7–9
Writing: Can spell a range of common words. Workbook: pp. 2–3

Lesson Objective • Check answers. Ask individual students to call out

the words in the order they occur in the word snakes.
To use key words from the story in activities as a way to
Write them on the board.
build vocabulary knowledge.
Support: Tell students to check the spelling by
comparing them with the words in the box.
Warm-up
R Reader pp. 16–17
Workbook p. 3, Activity 2
• Read out the Picture Dictionary words, pointing to each
picture. Play the audio, pausing after each word and Look and circle.
getting students to repeat. • Point to Prince Eric in picture 1 and ask: Who’s this?
• Play a game. Say a Picture Dictionary word. Students Can he swim? (no) Does he fall? (yes)
find it in the Reader as quickly as possible. (beach: • Students do the rest of the items individually.
pp. 9, 10; cloud: p. 7; fall: p. 7; fork: pp. ii, 2; human: • Check answers. Ask students to call out the correct
pp. ii, 3, 4, 13, 14; love: p. 11; mermaid: pp. ii, 1, 3, word each time.
12, 13; ship: p. 2, 5; swim: p. 5, 8, 11; storm: p. 7.)
The student who finds the word first raises their hand
and calls out the page number to get a point. If Workbook p. 3, Activity 3
students hear the word again, they must find it on a
different page to get a point. When a student finds the Write. Use words from Activities 1 and 2.
word, write their name on the board and a check. Keep • Point to the fish and mermaids in picture 1 and ask:
a tally. The student with the most points wins. What are they? (fish, mermaids) Can they run? (no)
• Read out the sentence and ask what word from
activities 1 and 2 completes it (swim). Write swim on
Practice the board and tell students to write it.
• Students complete sentences 2–4 individually.
Workbook p. 2
• Check answers. Ask individual students to read out the
How does King Triton feel? Look and say. completed sentences. Write the words on the board.

• Point to each character and ask: Who’s this?

• Say: Look at King Triton’s face. Is he happy/sad? (no) Extra Activities
Is he angry? (yes) Who is he angry with? (Ariel) How
do you know? (He’s pointing at her and he’s shouting.) Flashcard Game: Go Fishing!
Stretch: Ask: Why is King Triton angry? Accept all Teacher’s Notes p. 6
reasonable answers and encourage students to use
their imaginations, e.g., Ariel likes human things. She’s Photocopiables pp. 7–9
always late. She doesn’t listen to him. He doesn’t want
Ariel to leave the ocean and be with Prince Eric. Key Word Game: Charades
• Put students in two teams.
• A student from one team comes to the front of the
Workbook p. 3, Activity 1 classroom. Show them a slip of paper with a key word
on it, e.g., angry, down, fall, find, hold, leave, love, open,
1 Find the words. sleep, stop, take, think, up.
• Ask individual students to read out the words. • The student acts out the word. The first team to guess
• Students find the words in the word snakes and circle the word gets a point.
them with a pencil. • Continue the game with a student from the other team.
• Keep a tally on the board. The team with the most
points wins.
Support: Write the words on the board.

Book 1 – Ariel and the Prince 25

 Story
Learning Objectives Materials
Reading: Can understand a simple text, if supported Reader: pp. 1–14
by pictures. Teacher’s Notes: pp. 5–6
Speaking: Can say how someone is feeling using Photocopiables: pp. 4–6
single words, if guided by questions or prompts. Workbook: p. 4
Writing: Can spell a range of common words.

Lesson Objective Workbook p. 4, Activity 2

To practice the reading skill; to look at some features of
the story, and to react to the story. Look at the scenes. How does Ariel feel? How do
you feel? Write.
• Point to each icon in turn and ask a student to read
Warm-up out the adjectives and check that they understand
their meaning.
Reader pp. 1–14
• Point to the pictures and tell students to write how
• Play a game. Make true and false sentences about the Ariel feels in each one.
story events and characters. Say them one at a time. • Ask individual students what they have written
• Students call out Yes! if the statement is true, or No! about each picture and to say why. Ask the class
if it is false, and point to a picture in the Reader that if they agree.
illustrates their answer. Below are some possible • Then students write what they feel about each picture.
sentences: Students may disagree about the third picture; she
Ariel finds a fork. (true: p. 2) could be sad, scared, and/or angry.
The old ship is in the sea. (true: p. 2) • Point to each picture in turn and ask: Do you feel
Ariel sees five people on the ship. (false: p. 6) happy / scared / sad / angry? Ask students to raise
There’s a cat on the ship. (false: p. 6) their hands.
Ariel takes Prince Eric to a garden. (false: p. 9) Support: Point to the first picture and say: Prince Eric
Prince Eric opens his eyes and Ariel is happy. (true: is falling. How does Ariel feel? Is she happy? (no)
p. 10) King Triton sees Ariel’s things in the old ship and Is she scared? (yes) Tell students to write the word.
he is angry. (true: p. 12)

Extra Activities
Practice
Teacher’s Notes pp. 5–6
Workbook p. 4, Activity 1
Photocopiables pp. 4–6
1 Match the words (a–f) to the sentences (1–6).
• Ask individual students to read out the words a–f. Extend the lesson by using any After You Read topics,
• Tell students to look at the picture in item 1. Read out themes, or activities which you haven’t already used in
the incomplete sentence. Ask students what Ariel is Lesson 1 of this unit.
looking at (a human thing). Then ask which word(s) 1 Different Bodies
in a–f match the sentence. 2 Recognizing Things
• Students do the activity individually. 3 Underwater World
• Check answers. Ask individual students to call out the
words (a–f) that match each sentence. Then get them
to read out the completed sentence.

26 Book 1 – Ariel and the Prince

Language
Learning Objectives Materials
Grammar: Can use “It’s my …/This is my …/ Reader: pp. 2, 4
That’s my …” with a few simple personal objects. Workbook: p. 5
Listening: Can understand basic phrases or sentences Workbook Audio: p. 5, Activity 1
about things people have if supported by pictures.
Speaking: Can talk about personal possessions
(e.g. toys, pets), using simple language.

Lesson Objective Workbook p. 5, Activity 2

To use some language from the story in activities as a
way to build grammar knowledge. Look, read, and write.
• Point to the names and say: Nick has a dog and a
watch. Mia has shoes and books.
Warm-up • Focus on the first dialog. Explain what Anna wants to
know about the dog. What word does she use to ask?
Reader pp. 2, 4
(Whose) How does Paul say the dog belongs to Nick?
• Students look at p. 2 of the Reader. Point to the • Students complete the dialogs.
objects and say: It’s Ariel’s fork/bag. It’s her fork/bag. • Check answers. Ask pairs of students to read out the
Get students to repeat. completed dialogs.
• Point to the objects again and ask: Whose fork/ Support: Write the completed dialogs on the board.
bag is this? Get students to repeat and answer.
• Students look at p. 4 of the Reader. Say: This is Ariel’s
secret place. It’s her secret place. Get students to repeat. Workbook p. 5, Activity 3
• Point to all of Ariel’s things and ask: Whose things
are these? Get students to repeat and then answer. Practice the dialog. Use these words.
• Point to the objects in turn and ask: What’s this? /
What are these?
Practice
• Demonstrate the activity with a confident student.
W Workbook p. 5, Activity 1 Ask: Whose (erasers) are these? and elicit:
They’re (Will’s erasers).
Listen and read. • Put students in pairs to practice the dialog.
• Focus on the Language box. Play the audio and get • Monitor to make sure students are only using a/an
students to repeat. with singular nouns, and pronouncing the possessive ’s
• Revise the possessive adjectives (my, your, his, her, after the name.
our, their). • Ask pairs of students to role-play their dialog in front
of the class.
• Hold up a pencil and say, pointing at yourself:
• Play a game. Give each student two pieces of paper and
It’s my pencil. Tell students to hold up their pencils
ask them to draw something they own on each one.
and repeat.
• Collect the drawings and shuffle them.
• Ask a student to come to the front of the classroom
• Hold up each drawing in turn and asks: Whose (cat)
with their pencil. Say: It’s your pencil.
is this?
• Point to a girl, then a boy, and say: It’s her pencil.
• Students try to guess: It’s John’s cat. The ‘owner’
It’s his pencil.
keeps quiet.
• Point to a few students and say: They’re their
• If they guess correctly, they get a point. Keep a tally on
pencils.
the board.
• Then indicate the classroom and say: It’s our
classroom.
• Take a pencil out of your bag and ask: Whose pencil
is this? Elicit: It’s your pencil.
• Walk around the classroom, picking up various objects
belonging to students and asking each time: Whose
(pencil) is this? Prompt: It’s his/her pencil. Then say:
Yes, it’s (Ana’s) pencil.
• Write on the board: It’s (Ana’s) pencil. Use a different
color for ’s. Repeat with other students and their
things, and each time write on the board: It’s/They’re
[name + ‘s] (pencil/pencils).

Book 1 – Ariel and the Prince 27

 Phonics
Learning Objectives Materials
Reading: Can link letters and sounds when reading Reader: pp. 18; 1–14
words. Reader Audio: Phonics
Listening: Can recognize words or phrases that are Teacher’s Notes: pp. 6–7
repeated in a short dialog or poem. Photocopiables: p. 10
Speaking: Can say simple tongue-twisters and other Workbook: p. 6; Workbook Level 1
types of playful language. Workbook Audio: p. 6, Activities 1–3
Writing: Can link letters to sounds when writing Equipment: A set of Phonics cards for every
basic words. two students

Lesson Objective W Workbook p. 6, Activity 2

To read, write, and say the letter-sounds E, e, and I, i.
Listen and write e or i.
• Play the audio of the rhyme twice. The first time
Warm-up students just listen. The second time, pause after each
line so they can write the missing letters.
Workbook Level 1 Phonics
• Check answers by writing the completed rhyme on the
• Review the sounds from Workbook Level 1, i.e., b, c, d, board, underlining the target letters.
g, h, l, m, n, p, r, t, w. Stretch: Play the audio again for students to say the
• Make a sound, ask students to say words beginning rhyme chorally, along with the audio. Then get them to
with it, and write them on the board. chant it, clapping for each stressed word or syllable.
• Do the same with the other sounds.
• When you have finished, point to random words on the
board and get students to say them. Workbook p. 6, Activity 3
W

Read. Match the rhyming words. Listen and check.

Presentation
• Give examples of rhyming words, e.g., sit – hit;
R Reader p. 18 ten – men.
• Put students in pairs. Ask them to read out the
Teacher’s Notes pp. 6–7 words to each other and join the rhyming words by
• Point to E e, and I i on p. 18 of the Reader. Play the drawing lines.
• Play the audio for them to listen and check their
audio for students to listen and repeat.
• Ask students to find words with the e or i sound in the answers.
• Ask individual students to read out the pairs. Play the
Reader, and say them. (p. 1: King, sing, is; p. 2: in, ship,
audio again for students to listen and repeat.
sing; p. 3: with, things; p. 4: things, This; p. 5: swims,
ship, thinks; p. 6: Prince, Eric, legs; p. 7: big, windy,
Prince, Eric; p. 8: Quickly, swims, Prince, Eric, him;
Extra Activity
p. 9: Prince, Eric, his; p. 10: Prince, Eric, is, Quickly;
p. 11: swim, sings, him; p. 12: King, legs, Prince, Eric; Phonics Flashcard Game: Circle Swap
p. 13: King, very; p. 14: thinks.)
Photocopiables p. 10

• Students stand in a circle.

Practice • Give each student two Phonics cards: a picture card
W Workbook p. 6, Activity 1 and a word card that represents a different letter from
the picture card.
Listen and circle. Which sound do you hear, e or i? • Call out one of the sounds, e or i, and ask students
• Tell students the word for each item has the e or to hold up the correct card, and say the sound and
i sound. the word.
• Play the audio twice for students to listen and circle • Students then give the card they held up to the student
the sound. on their left and take a new card from the student on
• Check answers. Ask individual students to say the their right.
sound in each word. Write the word on the board using • Continue to call out sounds, but do not alternate them.
a different color for each sound.
• Play the audio again for students to listen and repeat.
Support: Ask students to name the pictures.

28 Book 1 – Ariel and the Prince

Values
Learning Objectives Materials
Reading: Can get the gist of a very simple illustrated Reader: pp. 19; 4–14
story. Reader Audio: Values
Grammar: Can use “I want to” with a range of Teacher’s Notes: pp. 7–8
common verbs. Photocopiables: p. 11
Speaking: Can talk about their hobbies and interests, Workbook: p. 7
using simple language. Equipment: A large copy of the Values Photocopiables
Writing: Can write basic, single-clause sentences, frames; slips of paper with the comic strip words; glue
given a model.

Lesson Objective • Ask students to draw a picture of their dream and

complete the sentence I want to …. Set a time limit
To talk about following our dreams in our own lives.
for this.
• Monitor while students are drawing and help with any
Warm-up words they don’t know.
Support: Prompt students by asking questions,
Reader pp. 4–14
e.g., Do you want to be an astronaut / pilot / singer /
Students look at the following pages in the Reader. Ask: soccer player? Do you want to ride a horse / go to
New York / have a pet dog? Write their ideas on
• p. 4: What does Ariel like? (human things)
the board.
• p. 5: Does Ariel like the ship? (yes) How do you know
this? (She thinks it’s beautiful.) Stretch: Ask students why they want to be / have / do
• p. 6: What does Prince Eric have? (two legs) Does Ariel this thing.
have legs? (no) Why not? (She’s a mermaid.)
• p. 12: Why does Ariel want legs? (She wants to be
with Prince Eric.) Workbook p. 7, Activity 3
• p. 14: What is Ariel’s dream? (She wants to be human.)
Share.
• Point to the speaking head, read the speech bubble,
Presentation and say: This is her dream.
• Then say: I want to go to the moon. It’s my dream.
R Reader p. 19
• Ask students: What’s your dream?
Teacher’s Notes pp. 7–8 • Students take turns to stand up and show their
drawing, and say what they want to be, have, or do.
Stretch: After a student has shared their dream, ask if
Practice any other students have the same dream. Encourage
them to say: I want to (be an astronaut), too.
Workbook p. 7, Activity 1

What is Ariel’s dream? Check.

Extra Activity
• Focus on picture 1 and ask: Does Ariel have legs? (no)
Is she human? (no) Comic Strip Activity
• Focus on picture 2 and ask: What does Ariel have?
Photocopiables p. 11
(legs)
• Students check the right picture. • Put students in groups of three.
• Check the answer by asking: What can Ariel do with • Give each group one of the enlarged comic strip
legs? (She can walk.) frames and the slips of paper with the words for
that frame.
• Groups work together to put the words in the right
Workbook p. 7, Activity 2 order and stick them on the speech bubble in
their frame.
What is your dream? Draw and write.
• When groups have finished, ask them to read out
• Focus on the picture and ask: What does the girl want the speech bubbles for their frame in turn.
to do? (She wants to fly / fly a plane) Is that her
dream? (yes)
• Ask students what their dream is. Write their dreams on
the board.

Book 1 – Ariel and the Prince 29

 Find Out
Learning Objectives Materials
Reading: Can understand basic phrases in short, Reader: pp. 20–21; 5, 7
simple texts. Reader Audio: Find Out
Speaking: Can take part in a very simple conversation Teacher’s Notes: p. 8
on a familiar topic, if the other speaker repeats. Workbook: p. 8
questions as necessary and speaks slowly and clearly.
Writing: Can use capital letters and end punctuation
correctly in simple sentences.

Lesson Objective Practice

To learn and talk about storms; to practice writing a
Workbook p. 8, Activity 1
question mark or an exclamation mark at the end of
a sentence. Read and circle.
• Focus on the photo and ask: What can you see?
Warm-up (a storm/dark clouds)
• Read out the first sentence twice, once with clouds
Reader pp. 5, 7 and once with the sun. Ask students which is correct.
Tell them to circle the correct word.
• Introduce the topic and write Storms on the board. • Tell students to read sentences 2–4 and check that
• Students look at the following pages of the Reader: they understand under, move away from, and next to.
• p. 5: Ask: Can you see clouds? (yes) Then ask if the • Students do the activity individually. Check answers.
ocean is calm or rough (calm). Ask individual students to read out the sentences with
• p. 7: Ask students what is different from the picture the correct words. Write the words on the board.
on p. 5. (The clouds are dark, the sea is rough,
and there is lightning.) Elicit that the picture shows
a storm. Writing Tip

W Workbook p. 8
Presentation • Read out the Writing tip.
• Draw a KWL chart on the board: • Students look at the following pages of the Reader and
What I know What I What I have say what they can see at the end of the sentences:
wonder learned • p. 4 (three periods, a question mark) Elicit or remind
students that we use a question mark at the end of
questions.
• Know: Get students to share anything they know about • p. 7 (three periods, two exclamation marks)
storms Write this on the chart in the Know column. Elicit from students that the exclamation marks
Ask guiding questions and show a picture to activate here show a strong emotion.
students’ schema. • p. 9 (three periods, two question marks)
• Wonder: Ask students what they wonder about storms. • p. 10 (two periods, one exclamation mark)
Write their questions in the Wonder column. Don’t • p. 11 (two periods, one exclamation mark)
provide any answers at this stage in the lesson. • Play the audio for these pages and get students
Students might ask: Why are there storms? Why are to repeat.
clouds sometimes white and sometimes dark? What
makes lightning? What makes thunder? How dangerous
is lightning? Workbook p. 8, Activity 2

Read. Add an exclamation mark or a question mark.

Big Question • Do this as a whole class activity. Read out each
How do you know it’s a storm? sentence, exaggerating the question intonation.
• Ask students what each sentence expresses: Is it
R Reader pp. 20–21 asking a question? Is it expressing a strong feeling
such as fear, excitement, or surprise?
Teacher’s Notes p. 8
• When you have finished, ask individual students to read
out the sentences with expression, then come to the
board and write the punctuation they used.

30 Book 1 – Ariel and the Prince

Extra Activity • White: because they reflect the light of the sun.
Dark: if clouds are very thick or very high, all the
Project: Make a Storm in a Glass light above them can’t shine through.
• Lightning is electricity. When a cloud is high in
Teacher’s Notes p. 8
the sky, the water inside them gets very cold and
forms tiny pieces of ice. These pieces of ice bump
into each other as they move around in the air and
Wrap-up make an electric charge. Then things on the ground
• Return to the KWL Chart. attract the electric charge and there is lightning.
• Learned: Ask the students to tell you what they have • Thunder is a very loud sound. All sounds are
learned about storms. Write it on the chart. Which of vibrations. They travel through the air until they
the questions from the Wonder column can they now reach your ear. Lightning is electricity, and when
answer? Check them off. electricity travels through the air, it causes a lot of
• Suggested answers to the questions in the Wonder vibrations.
column are: • Lightning is very dangerous. It can hurt or even kill
• Sometimes there is a lot of moisture (tiny drops you, so you must be careful and keep safe.
of water) in the air. If the air is warm, it rises high • Any unanswered questions can be set for students to
above the Earth. There it meets cold air and the find out about at home. They can bring their answers
moisture forms clouds. If there is a lot of moisture to class the next lesson and help to complete the KWL
and a lot of clouds, we sometimes get storms. chart about clothes.

Review
Learning Objectives Materials
Reading: Can recognize simple words and phrases Workbook: p. 9, 50, 56
related to familiar topics if supported by pictures. Equipment: A coin and counters of different colors for
Speaking: Can talk about personal possessions each pair or group of four students
(e.g. toys, pets), using simple language.

Lesson Objective Self-assessment

To review some of the language in this unit.
Workbook p. 9

• Focus attention on the Now I can … statements and

Game: Follow the Path ask students:
Workbook p. 9 • Can you understand and use key words from the story?
• Can you ask and answer questions about people’s
• Put students in pairs or groups of four. Give each things?
student a counter of a different color. Give each pair/ • Can you hear the difference between sounds for e
group a coin. and i and say them?
• Toss the coin to demonstrate heads and tails.
• If they can do these things, they add a check.
• Explain how to play the game:
1 Students take turns to toss the coin. If the coin
comes down heads, they move their counter forward Quiz
two spaces. If the coin comes down tails, they move
their counter forward one space. Workbook p. 50
2 They look at the picture and/or question on the
Refer to the Introduction on p. 9 for ideas on completing
square, read, and answer.
the Quiz with the class.
3 If they can’t answer, they lose a turn.
4 The first student to finish is the winner.
• Circulate and monitor while students are playing. Reading Record
Stretch: Tell students to draw a picture and write a
Workbook p. 56
question of their own. You can then put the questions
together to make another game. Refer to the Introduction on p. 9 for ideas on completing
the Reading Record with the class.

Book 1 – Ariel and the Prince 31