Five Six Seven: A Content and Language Integrated Course For 5 To 7-Year-Olds

Five Six Seven: A Content and
Language Integrated Course for

5 to 7-year-olds.
Michelle Worgan
© 2012
Contents
Syllabus p 1-10
Unit One: Creepy Crawlies p 11-19
Unit Two: Our House p 20-35
Unit Three: Jungle Animals p 36-49
Unit Four: Our Heroes p 50-61
Unit Five: Our World p 62-73
Unit Six: Our Body p 74-85
Unit Seven: Healthy Eating p 86 -97
Unit Eight: Treasure Island p 98-110
Unit Nine: Growing p 111-122
Extra Units: Autumn p 123-127
Winter p 128-133
Spring p 134-140
Summer p 141-147
Resources p 148-184
Image Bank p185-214
Links p 215-216
Unit One: Creepy Crawlies
Unit One Main Activities and Cognitive and Language Input Suggested Language Output Areas of the
Tasks Thinking Skills Curriculum
Lesson One Examine and compare Comparing and How many The spider has/hasn’t got… Maths
and contrast different contrasting. legs/eyes/wings has it Numbers Science
types of insects and Identifying and sorting. got? Colours
bugs. Has it got…? Adjectives: big/small/long/short
Insects: caterpillar, ladybird,
butterfly, spider, cricket etc
Lesson Two Watch videos of insects Recognising and Walk like an ant. Ants walk slowly. Drama and P.E
to learn about how they identifying. Fly like a bee. Spiders run quickly.
move. Total Physical Classifying. Adverbs of movement: Verbs of Movement:
Response. Remembering and quickly, slowly. walk/run/fly/climb/slide
applying. Adverbs of Movement:
quickly/slowly
Lesson Three Focus on spiders. Listening and Where is the spider He’s climbing/falling/walking/ Music
Song: Incy Wincy responding. going? running Phonics: S
Spider Sequencing. Is he climbing up the Spider
Putting song events in Recognising and water spout? Is he falling Rain/sunshine
order. reproducing phoneme down? Words beginning with /s/
/s/. Weather: rain/sunshine
Lesson Four Focus on spiders. Following instructions. Instructions: Colour/ Colours Arts and Crafts
Craft activity – make Presenting. paint/ draw/ stick etc Body Parts: eyes/legs/body/head
your own spider. Prepositions of place – My spider is…
in/on/next to His name is …
He’s got…
Lesson Five Listen to the story “The Predicting Days of the week Food Vocabulary Maths: counting
Very Hungry Recalling Before/after Specific story vocabulary Phonics: C/K
Caterpillar” Sequencing How many different
Recognising and foods did the caterpillar
reproducing /k/ eat?
Lesson Six “The Very Hungry Sequencing First, Next, After that, Story vocabulary: Science
Caterpillar” Reasoning then egg/leaf/hatches/pupa Art
Learning about the life Transferring information It turns into…
cycle of a butterfly.
Unit Two: Our House
Unit Two Main Activities and Cognitive and Language Input Suggested Language Areas of the
Tasks Thinking Skills Output Curriculum
Lesson One Looking at different Comparing and Family Relationships Comparative Adjectives Social Education
types of house and who evaluating. Types of house (house, flat, hut e.g. This house is bigger. Phonics: H
lives there. Matching. etc)
Recognising and Comparative Adjectives
reproducing /h/
Lesson Two Listen to The Three Listening and following Story Vocabulary: straw, sticks, Vocabulary to discuss Social Education
Little Pigs Story (i). a story. bricks, blow down. collaboration: help, work Phonics: I
Discuss problems and Sequencing. What is the problem? What can together.
how to solve them Problem Solving. the pigs do?
Recognising and
reproducing /ɪ/
Lesson Three Listen and do actions to Classifying Furniture Vocabulary In/On/Under/Next to the… Music
We Will Build A Little Deciding and Justifying. Prepositions of Place There are … windows in Maths
House action rhyme. Recognising and Rooms in the house. my house. Phonics: W
Discuss rooms in house reproducing /w/ Put the chair in the living room.
and their contents. Where’s the bed?
Lesson Four The Three Little Pigs Examining, comparing Straw, sticks, bricks. Straw, sticks, bricks. Maths (3D objects)
(ii). Looking at building and evaluating. Building instructions: Put a Asking for help and Design
materials. Learning how brick… clarification.
to build. Turn the brick around.
Lesson Five Design a house for a Working in groups and Floors, bedroom, bathroom, Rooms and furniture Art and Design
family using magazines. collaborating. living room, kitchen, garden, vocabulary.
Presenting. balcony, dining room, playroom. In this house there is/are…
Furniture vocabulary.
Lesson Six The Three Little Pigs Remembering the story Story Vocabulary Phrases from the story: Drama
(iii). Make masks and and phrases used. “Little pig, little pig, let me
act out the story. in” etc.
Unit Three: Jungle Animals
Unit Three Main Activities and Cognitive and Language Input Suggested Language Areas of the
Tasks Thinking Skills Output Curriculum
Lesson One Comparing and Comparing and Which animal is the Body Parts: tail, teeth, legs, Science
contrasting physical contrasting. biggest/longest? Which mouth, ears, whiskers, fur, Maths
features of different Classifying. animals have big teeth? etc scales. Drama
animals including Adjectives of size: big, small,
movement and sound. long, short
Lesson Two Learning about different Researching. Where do lions live? Verbs: live, eat, run, hunt, Geography
habitats and food. Parts Recognising and What do lions eat? climb, swim, fly. Phonics: J
of the world. reproducing / ʤ/. What do lions do?
Lesson Three Introduction to Food Classifying. Carnivores, herbivores, Grass, plants, fruit, leaves, Science
Chains. omnivores. meat, fish, animals.
Making a diagram. Lions eat meat etc
Lesson Four The Animals Went In Sequencing events. Song vocabulary: Animals: elephant, wasp, Drama
Two By Two – Recognising and Ark, tricks, heaven, to warm. kangaroo, ant, bee, hippo, Music
Following a story reproducing the monkey, crab, crocodile, PhonicsT
through a song. phoneme /t/. frog, turtle, spider, hen.
Lesson Five Create an animal. Choosing and making Body parts Verbs: live, eat, run, hunt, Art
decisions. Continents climb, swim, fly. Negative Language
Food (animal) sentences. ICT
Lesson Six The Enormous Crocodile Following a sequence of Story Vocabulary: Animals: Crocodile, Literacy
by Roald Dahl events. Child, clever tricks, yummy, elephant, monkey, bird, Phonics: U
Recognising and nuts, berries, coconut, tree, hippo.
reproducing the playground, seesaw, fair, Children, boy, girl.
phoneme /ʌ/. roundabout, picnic bench.
Unit Five: Our World
Unit Five Main Activities and Cognitive and Language Input Suggested Language Output Areas of the
Lesson One Hot, cold or warm? Sorting. Temperature It’s (very/not very) hot/cold/warm Science
Examining temperature. Contrasting. Degrees
Lesson Two The weather – looking at Identifying What’s the weather like It’s sunny/cloudy/rainy/windy Science
different meteorological Contrasting (in …)? in …. Drama
conditions. Presenting Blow, shine, fall The north/south/east/west.
Lesson Three Carry out an experiment Following instructions. What colours can you Red and Yellow make Orange Science
about rainbows. Predicting. see? I can see… Music
Primary and secondary Reporting conclusions. What will happen? Art
colours. Reproducing /r/. Phonics: R
Lesson Four Learning about and Sequencing. Evaporation, Water, rain, sea, river, clouds. Science
illustrating the water Condensation,
cycle. Precipitation.
Lesson Five How we can save water. Making decisions and Have a shower/bath Do… PSHE
reasoning. Turn off the tap Don’t… Phonics: D
Recognising and Use the dishwasher, Imperatives: Put/have/turn off.
reproducing /d/. Hosepipe, bucket
Put the plug in.
Lesson Six Survey: Which weather Collaborative work. Ask questions Do you like…? Maths: Bar charts
do you prefer? Recording data. Find out… The rain/sun/wind/snow/clouds
Tell us… Yes, I do/No, I don’t.
What’s your favourite weather?
Unit Four: Our Heroes
Unit Four Main Activities and Cognitive and Language Input Suggested Language Output Areas of the
Lesson One To decide what is meant Reasoning. Adjectives: brave, My … is a hero because …. PSHE
by “hero” by looking at courageous, helpful etc
characteristics. Family members
Heroes in my family. Why?
Lesson Two To examine different Reasoning. Adjectives: brave, Professions: doctor, fire fighter, PSHE
heroes in the community Comparing. courageous, strong, police officer, teacher, ambulance Phonics: ER
and evaluate. Recognising and clever. driver etc
reproducing /ə/ Verbs: help, save.
Lesson Three Other Heroes: think Choosing. Footballer, tennis player, His/her name is… Writing
about your heroes and Explaining. singer, actor, writer, He/she is … years old
choose one. wizard, explorer etc He/she is from…
He/she is a(n) …
He/she likes…
Lesson Four My Hero: create a fact Planning and organising. Form filling: Name, age, Numbers, countries, hobbies etc Art
file for your hero. Researching. country, city, job, likes, Writing
dislikes.
Why he is my hero…
Lesson Five Designing your own Inventing and designing. What can he do? Can/can’t, has got Art
superhero and exploring Choosing. Can he…? Fly, run, swim, climb Writing
characteristics. Distinguishing between Is he…? Superpowers. Phonics: A
and reproduce the Has he got…? Adjectives: tall, strong etc
phonemes /æ/ and /ɑː/.
Lesson Six Collaborative story Imagining and What does … do? Verbs in 3rd person singular. Language and literacy
writing predicting. What happens next?
Choosing and deciding. Sequencers: then, after
that, in the end.
Unit Six: My Body
Lesson One Examining and labelling Matching words and Head, eyes, nose, ears, Head, eyes, nose, ears, mouth, arm, Science
parts of the human body. pictures. mouth, arm, leg, hand, leg, hand, foot, tummy, tooth. Phonics: B
Recognising and foot, tummy, tooth.
reproducing /b/.
Lesson Two Looking at health Matching Take your temperature, A headache, a tummy ache, PSHE
problems; their diagnosis Choosing thermometer, pills, earache, toothache, a sore throat.
and treatment. medicine, bandage, My arm hurts.
plaster.
Lesson Three Learning the song Miss Sequencing and story Dolly, sick, called, I want to be the doctor/Miss Polly. Music
Polly had a Dolly. telling. doctor, quick, bag, hat, Song vocabulary. PSHE
Reproducing /ɒ/ and knocked at the door, Phonics: O
blending letters to form shook his head, bed,
words. wrote, pill, be back, bill.
Lesson Four At the Doctor’s Surgery. Memorising What’s the matter? My … hurts. PSHE
Improvisation Here’s some medicine, a I’ve got a …….. Drama
bandage etc Headache, tummy ache, sore throat,
tooth ache, earache.
Lesson Five Looking after our teeth. Recognition and How often do you brush Teeth, toothbrush, toothpaste, PSHE
reasoning. your teeth? gums. Phonics: OO, EE
Recognising and Once, twice, three times Brush your teeth
reproducing OO /u:/ and a day. In circles
EE /i:/ For two minutes.
Lesson Six Make a scrap boy/girl Choosing materials, What can you use for the I need this. Art and Design
with body parts labelled. identifying colour and head/hair/skin/eyes/nose/ Can I have the scissors/glue/paint
shape. mouth/clothes? please?
Team work.
Unit Seven: Healthy Eating
Lesson One Discussing food and Classifying. What do you eat for Food vocabulary. Any
meals: breakfast, lunch, Giving reasons. breakfast/lunch/tea/dinner? Meal vocabulary.
tea and dinner.
Lesson Two Thinking about different Classifying. Fruit, vegetables, meat, Food vocabulary. Science
types of food and their Recognising and fish, dairy. Phonics: V
groups. reproducing /v/. What foods are
vegetables?
Lesson Three Presentation of the Food Ordering and sorting. Fats, proteins, Food vocabulary Science
Pyramid. Re-create the Motor skills: cutting and carbohydrates, fruit and Phonics: P
pyramid using magazine sticking. vegetables, dairy.
pictures. Recognising and
reproducing /p/.
Lesson Four Preparation of Choosing food types to Question forms including Do you eat/drink …? PSHE
questionnaire for other include. intonation. How often do you eat/drink …?
classes about diet. How much … do you eat/drink?
Lesson Five Carrying out the survey. Social skills. Question forms including Do you eat/drink …? PSHE
intonation. How often do you eat/drink …?
How much … do you eat/drink?
Lesson Six Designing a poster to Making choices. What food should we eat We should eat…. Art
promote healthy eating Spatial awareness. every day? We shouldn’t eat much… Phonics: SH
amongst children. Recognising and What shouldn’t we eat
reproducing / ʃ/. very often?
Unit Eight: Treasure Island
Lesson One Learning about desert Identifying Shall we…? There is/are… Geography
islands; their features Locating Let’s … Mountain, cave, river, lake, trees, Phonics: I /ɑɪ/
and location. Recognizing /ɑɪ/. How many…? beach, rocks, jungle.
Where…
Lesson Two How to measure area of Counting Numbers 1 to 20 Asking for repetition and Maths
an island by counting Recognising and The … measures … clarification. Phonics: QU
squares. reproducing qu /kw/. squares. Sorry?
Island, boat, river, cave. Can you repeat that?
Lesson Three Planning and composing Deciding what Message in a bottle Basic sentences about myself: Writing skills
a message in a bottle. information to include. Pirate My name is…
KWL Pirate ship I am … years old
Treasure chest I live in ….
I like/don’t like… etc
Basic questions.
Lesson Four Where’s the treasure? Following instructions. Go to the bathroom. Where’s the …? Literacy
Interpreting clues in a Look under the sink. It’s next to the bookcase.
treasure hunt to find the Find the envelope.
treasure.
Lesson Five What’s inside the Guessing and identifying What is it? Is it a ….? Any
treasure chest? objects using different Is it a …? Why? It’s big/small/hard/soft/noisy/ Phonics: CH
senses. Giving reasons Try again square/round.
for their decisions. You’re close
Recognising and
reproducing /tʃ/
Lesson Six Making your own island. Predicting. Does it float or sink? Comparatives and superlatives. Art and design.
Comparing. Names of materials. This island is bigger/smaller/more Science
beautiful etc
Unit Nine: Growing
Lesson One Examining and naming Sequencing A plant needs Leaves, stem, flower, roots, soil, Science
the parts of a plant and Reasoning sun/light/water. light, water, sun. Phonics: G
what a plant needs to Recognising and Leaves, stem, flower,
grow. reproducing /g/ roots, soil, light, water,
sun
Lesson Two Growing a bean: watch a Following instructions Pot, soil, water, bean, This is my bean. Science
presentation and then Recording root. The bean will grow 2cm
plant the bean. Predicting Put some soil in the pot. The bean will be green
Water the bean.
Lesson Three How much have we Predicting How tall are you? I am …. m/cm tall. Maths
grown? Measuring Measuring How much have you I’ve grown … cm since … Phonics: M, N
height. Recording grown? ….. is the tallest/shortest.
Checking on the bean. Recognising and Who is the tallest?
distinguishing between Who has grown the My bean has grown …cm.
/m/ and /n/. most?
Lesson Four Jack and the Beanstalk: Following a story Poor, cow, sad, man, Beans, beanstalk, climbs, castle, Literacy
listen to the story. Sequencing magic beans, angry, hen, up, down, happy, sad, angry. Phonics: F
Recognising and threw, beanstalk, climb,
reproducing /f/ castle, giant, hen, golden
eggs, harp, run, axe,
chopped.
Lesson Five Growing a bean: Predicting How tall is your bean? My bean is …cm tall. Maths
measuring and Measuring What colour is it? It is brown/green/yellow. Science
comparing. Drawing the Comparing How has it changed? It has a long stalk/four leaves etc
changes. Recording
Lesson Six Jack and the Beanstalk: Remembering the story Poor, cow, sad, man, Phrases from the story e.g. Drama
act out the story. magic beans, angry, Fee Fo Fi Fum
threw, beanstalk, climb,
castle, giant, hen, golden
eggs, harp, run, axe,
chopped.
Creepy Crawlies Lesson One
Step One:
Lesson Overview:
In this stage we are going to elicit the names of mini creatures the
children have come across. Rather than just asking them to suggest
examples, it can be a nice idea to introduce a bit of humour by Pupils will look at
pretending there is an insect in the classroom. Make a buzzing different types of insects
sound, stopping now and again to ask: Can you hear that noise? and bugs and their
What do you think it is? Is it a cat? Is it a spider? etc until the features.
children start to offer suggestions. When they have come up with
enough suggestions, open the window or door to let the “insect” fly
away. Lesson Objectives:
Step Two: Pupils will be able to
Take out the bag of plastic mini creatures. Let each child choose
recognise different mini
one. Then, ask each child to show their insect to the rest of the creatures by comparing
class. Ask the following questions: What is it? What colour is it? and contrasting body
How many legs has it got? Has it got wings? Has it got antennae? features such as size,
Use gestures to explain any vocabulary the children do not know. number of legs and
colour. They will be able
Step Three: to name insect body
parts.
Divide the class into pairs. Give each pair a copy of Worksheet 1.
Copy the table onto the board. Tell them to draw in the first
column the following creatures: a spider, a butterfly, a caterpillar, a
snail, a fly, a ladybird and a bee (you can change these if you Specific Language:
prefer). Then check they understand the words at the top of the
columns. You could also have them draw 0 legs, 4 legs etc so that Ant, caterpillar,
they remember the meanings throughout the task. When they have butterfly, spider, fly, bee,
finished, show them the different columns and make sure they snail, ladybird.
understand how the table works. For example, Look at the spider.
Has the spider got 4 legs? 6 legs? 8 legs? Colour the box under 8
legs. Has the spider got wings? No. Don’t colour the box. The box Useful Language:
is white.
Now ask the children to work in pairs to complete the table.
Has/hasn’t got + colour
Step Four: + noun
Numbers, Colours
Now divide the children into small groups. Give each group a set of Adjectives:
plastic bugs. They will now sort the bugs into classes. These classes big/small/long/short
can be chosen from: 6-legged creatures, 8-legged creatures, Body parts: head, legs,
creatures with no legs, creatures with wings and creatures with wings, tail, antennae.
antennae. Some of these classes overlap so you could introduce the
concept of Venn diagrams. If this is too complex, limit the
categories.
Materials:
Step Five:
One large bag of plastic
In the final stage of this first lesson on the topic, each child (or pair insects.
in larger classes) will choose one of the creepy crawlies and present Pictures of insects.
it to the rest of the class e.g. Worksheet 1 (one copy
This is a spider. It is black or brown. It has got eight legs. It per pair)
hasn’t got wings or antenna. This spider is big.
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Creepy Crawlies Lesson Two
Step One: Lesson Overview:
Ask the children to close their eyes. Say “One of our creepy crawlies Pupils will watch videos
has come to visit. Can you guess which?” Then go over to several of of mini creatures to find
the children and move your fingers like a spider up their arm. (If out they move, which
this is not culturally appropriate, use your own arm or a desk.) Ask they will then try to
“Is it a butterfly?” “Is it a snail?” until they guess correctly. imitate.
Then ask them how a spider moves. Choose one of the children and
say “Can you move like a spider?” Do the same for the other
creatures that appear in the recording.
Lesson Objectives:
Step Two: Pupils will be aware of

the different ways in
Tell the children that they are going to watch a video of some of the which creatures can
creepy crawlies they are studying. Ask them which they would like move and how they can
to see. Tell them that they should take care to notice how each use their own bodies to
creature moves. imitate these. They will
also be able to recognize
Play the recording. Ask the children to name a creature that flies,
and respond to
walks, slides etc.
commands using various
Now ask: How do bees move? Can you fly like a bee? verbs and adverbs of
How do snails move? Can you slide like a snail? movement.
and so on, encouraging them to get up and move.
Step Three: Specific Language:

Play the music you have prepared at a low volume, so the children Verbs of movement:
will be able to hear your instructions. Choose from the following walk, run, fly, slide,
instructions:
climb, move.
Fly like a butterfly; fly like a bee; slide like a snail; walk like a
ladybird; run like a spider; crawl like a caterpillar; walk like an Adverbs of movement:
ant. quickly, slowly.
Step Four: Names of various

creatures (see Lesson
Now ask the children which creatures move quickly and which One).
move slowly. If they have trouble remembering, play parts of the
video recording to remind them. Ask:
Do snails slide quickly? Do caterpillars walk slowly? Etc.

Materials:
Pin the two signs (Photocopies 1 & 2) on the wall on either side of Recording of a suitable
the classroom, so that one side says “slowly” and the other says documentary and DVD
“quickly”. Tell the children to stand in the middle of the room. player or computer.
When they hear the name of an animal, they must go to the Music suitable for P.E.
appropriate side of the classroom. For example, if you say snail, activity.
they should go to the side where the “slowly” sign is. Continue to
play for a few minutes.
Then give out Worksheet 2. Tell the children to draw the insects in
the column they think is appropriate.
12
Creepy Crawlies Lesson Two
1 copy of
Lesson Overview:
Photocopy 1.
Step Five:
1 copy of Photocopy 2.
Now explain to the children that they are going to play a game. The Pupils will watch videos
game is like the traditional party game Simon Says, where the of miniMycreatures
Notesto find
players follow the speaker’s instructions ONLY when they are out they move, which
preceded by the words “Simon Says”. In this game, we are going to they will then try to
use the words “Incy Wincy Says” (Incy Wincy Spider is a rhyme imitate.
that the children will learn in Lesson Three). In the traditional
game, those children who complete the action when they are not
supposed to are “out” for the rest of that round, but you can omit Lesson Objectives:
this part if you feel some children might get upset. Another option
is to have the eliminated children give instructions.
Pupils will be aware of
Possible instructions are: the different ways in
which creatures can
(Incy Wincy Says….) fly quickly like a butterfly. move and how they can
walk slowly like an ant. use their own bodies to
crawl slowly like a caterpillar. imitate these. They will
run quickly like a spider. also be able to recognize
slide slowly like a snail. and respond to
fly quickly like a bee. commands using various
verbs and adverbs of
movement.
Specific Language:
Verbs of movement:
walk, run, fly, slide,
climb, move.
Adverbs of movement:
quickly, slowly.
Names of various
creatures (see Lesson
One).
Materials:
Recording of a suitable
documentary and DVD
player or computer.
Music suitable for P.E.
activity.
13
Creepy Crawlies Lesson Three
Step One:
Lesson Overview:
Ask pupils if they have ever found a spider at home and if so, where
they found it. Have they ever found one in the bath or shower? Pupils will focus on
Show them the picture of the spider in the bath and ask them how spiders using the song
they think the spider got there. Did it climb up the side of the bath? Incy Wincy Spider.
Try to elicit that the spider came up through the plug hole. Now
show them the picture of the house with the drainpipe leading to
the bathroom and elicit that the spider came up the drainpipe. Lesson Objectives:
(Note – in the song the drainpipe is called a “waterspout” so it is a
good idea to teach this term to avoid confusion in the following
stages). Pupils will be able to
extract information from
Step Two: a song and sequence the
events.
Say: “I know a song about a spider. The spider’s name is Incy They will also be able
Wincy. Do you know him?” to recognise and produce
the phoneme /s/.
Play the video once. Then ask the children comprehension
questions such as:
Specific Language:
“Where did Incy Wincy climb?” (Up the waterspout/drainpipe)
“Did he get to the top?” (No)
“Why not?” (Because the rain came and washed him out) climbed, waterspout,
“What happened next?” (The sun came out) rain, sun
“What did Incy Wincy do?” (He climbed back up the spout)
Play the video again and encourage the children to join in, doing Useful Language:
the following actions:
up/down/out
Incy Wincy Spider climbed up the water spout (one hand climbs up dry
the other arm like a spider)
Down came the rain and washed the spider out (wiggle fingers in
Instructions:
downward movement) Draw, Colour, Write
Out came the sun and dried up all the rain (arms out wide, fingers
spread)
So Incy Wincy Spider climbed up the spout again (one hand climbs Materials:
up other arm like a spider)
Video of Incy Wincy
Step Three: Spider (see Links
Section).
Now hand out the blank mini books. You may want to fold these
Blank minibook for each
ready for the children before the class. Tell the children that they
are going to draw the story of Incy Wincy in their books. Elicit the pupil.
different events from the song, and draw simple illustrations on the
board in any order. You can leave these up for the children to copy
if you like but make sure the children know that they have to
decide which picture goes first, second etc.
The children then work alone, drawing each stage on a page. Early
finishers can colour their pictures and decorate the front cover. If
the children are learning to read and write, provide them with
some simple words to copy onto each page, e.g. spider, rain, sun,
climb.
13
When everyone has finished drawing, play the song (without the
video) and ask the children to follow the song in their minibooks.
Step Four:
My Notes
Write the letter S on the board, or show a flashcard. Say /s/,
encouraging the children to copy you. Now ask them which words
they have heard in the song that begin with /s/. They should come
up with spider quite easily, but may not remember sun or spout.
Say “/s/ is for spider” and make a spider movement with your
fingers up your arm. Now, tell the children that every time you say
/s/ they should do the spider action. Pronounce the sounds of
various letters, including /s/ after every two or three letters. The
children should do the spider action when they hear /s/. Then, do
the same but with words instead of letter sounds.
When the children are easily recognising the sound, focus on the
form by writing in the air with your finger. Draw a big S and elicit
the sound. Now draw S on some pupils backs, eliciting the sound.
Then ask the children to draw the S on your back and then in pairs.
Finally, give them a pencil and let them write as many Ss as they
wish on the back of their minibooks.
Step Five:
Play Incy Wincy Spider one more time, with everyone joining in,
either singing, or doing the actions.
14
Creepy Crawlies Lesson Four
Preparation:
Lesson Overview:
Before the lesson, cut the egg cartons into individual sections and
pierce four holes in each side near the bottom with a small Pupils will make a spider
screwdriver or other sharp instrument. These will be the leg holes which they will show
for the pipe cleaners to go through. Also, have one section of egg and describe to the class.
carton already painted, to show as an example.
Cover all the tables with old newspaper to avoid any mess. If Lesson Objectives:
possible, ask the children’s parents to send them in an old t-shirt or
apron.
Pupils will be able to
Step One: follow instructions in
order to complete a task.
Tell the children that they are going to make their own pet spider. They will present their
Give each child a section of egg carton and tell them that this will spider to the class and
be the body. Ask them what colour they think it should be. Accept listen to other
any answers but explain that spiders are usually black or brown. presentations.
Show the children the paint available and explain that they have to
choose one of these colours for their spider.
Pour the paint into small pots for the children to share in small Specific Language:
groups. Give each group paint and brushes and tell them to
carefully paint the body. Then leave the cartons to dry. Instructions: Paint, push,
stick, (cut), bend
Prepositions: on,
Step Two: through, in
Show the children your ready painted egg carton. Explain each step
as you do it. Show them the holes at the bottom for the legs. Take a Useful Language:
pipe cleaner and push it through the hole on one side and out the
other side. Bend the legs at the knee and foot. Repeat with the
other three pipe cleaners. Your spider now has eight legs. Ask the Colours, body parts.
children to count them. Ask what else you spider needs (eyes). This is my spider. His
Show the children the googly eyes if you have them. If not, draw name is ….
two eyes on a piece of paper or card and cut them out. Stick them He is + colour. He likes
on the front of the body to make a head. to eat ….
Say: “This is my spider. He’s a boy. His name is …… He’s

black/brown. He likes to eat…..” Materials:
Step Three:
Egg cartons
While the paint is drying, ask the children to think of some names Paint , paintbrushes and
beginning with /s/. These can be English names or names from empty pots
their own culture. Discuss which names are boy’s and girl’s. Each Pipe cleaners
child should decide whether their spider will be a boy or girl and Googly eyes (or paper to
give it a name. Write the names on the board for the children to draw eyes on)
copy, if they wish. If there is still time before the paint dries, give Old newspapers
each child a piece of card that will act as a name card for their Small pieces of card
spider onto which they copy the name they have chosen, and
decorate it.
15
Creepy Crawlies Lesson Four
Step Four:
My Notes
When the paint has dried, give each child four pipe cleaners for the
legs. Go round helping them push the legs through the holes where
necessary. Then give them the eyes to stick on their spider.
Step Five:
Now each child will present their spider to the rest of the class,
giving information such as its sex, name, colour, likes etc. The
other children should listen, and ask any questions they have about
each spider.
After all the presentations, ask for similarities or differences

between the different spiders. Ask the children to count how many
black spiders there are, or how many girl spiders there are, and so
on.
16
Creepy Crawlies Lesson Five
Step One:
Lesson Overview
Show the children the caterpillar you have brought in. Ask them if
they know what it is. Say “Yes, it’s a caterpillar” if they say the Pupils will listen to “The
name in L1. Ask them if they know anything about these creatures. Very Hungry
If someone mentions that it turns into a butterfly, accept the Caterpillar” by Eric
answer without going into further details, so as not to spoil the Carle.
story.
Tell the children that you are going to read them a story about a Lesson Objectives
caterpillar who is very hungry. Ask them what a caterpillar eats.
(Again, accept any answer since in the story the caterpillar eats all
kinds of different foods).
Pupils will predict what
happens in the story.
They will sequence the
Step Two: events that occur in the
story, understanding the
Have the children sit on the floor or on chairs in a semi-circle. You concepts of before/after.
should do the same for all the stories you read. They will also be able to
recognise and reproduce
Now read the story. Give the children plenty of time to look at the the phoneme /k/.
pictures and ask questions if they want to. After each page, ask the
children what they think will happen next. Ask them what they
think is inside the egg; what the caterpillar will eat the following
day; what he will look like when he comes out of the cocoon.
Specific Language
Say “Caterpillars turn into butterflies!” moving your finger like a
caterpillar, then your hands like a butterfly. Days of the week
Food Vocabulary
Read the story again, encouraging the children to join in. Pause
just before you say the fruit the caterpillar eats to elicit it from the
class.
Useful Vocabulary
Step Three:
Story Vocabulary: egg,
Now ask the children if they remember the different foods the leaf, hatches, cocoon
caterpillar ate.
Stick the cards from Photocopy 3 in order on the board or
somewhere the children can reach.
Materials
Say “What did the caterpillar eat on Monday?” The children should
put up their hands to answer. Choose one of the children to answer
The Very Hungry
and give them the picture of the food they say, which they should
stick under “Monday”. If they make a mistake, don’t say anything,
Caterpillar” by Eric
but wait until the other children notice. Carle (book)
Do the same with the other days of the week. A (real or toy or picture
of) caterpillar.
If the food is in the wrong order, tell the children that the Photocopy 3
caterpillar ate that food on a different day. Was it before or after Pictures of food from the
the apple/pears/plums etc? story
17
Creepy Crawlies Lesson Five
Step Four:
Lesson My
Overview:
Notes
Write a big letter C on the board and say /k/. Encourage the
children to copy you. Ask them if they remember any words in the
Pupils will listen to “The
story that begin with /k/. They should come up with “caterpillar” if Very Hungry
not “cocoon”. Say: “/k/ is for caterpillar” and make a caterpillar Caterpillar” by Eric
movement, flexing your finger. Repeat the /k/ sound whilst doing Carle.
the action.
Continue the sequence from Lesson One. Lesson Objectives:
Step Five:
Pupils will predict what
happens in the story.
Tell the children that you are going to tell the story one more time They will sequence the
but you can’t remember everything, so you might make mistakes. If events that occur in the
they hear a mistake, they must say “No” and correct you. story, understanding the
concepts of before/after.
Tell the story again, with deliberate mistakes. These should be They will also be able to
things that the children will pick up on, such as the order or the recognise and reproduce
food the caterpillar eats, or changing the food he eats on each day, the phoneme /k/.
or even changing the order of the days of the week. When the
children hear something strange, they should respond.
For example, say: Specific Language:
“On Monday he ate through one banana.” Days of the week

Food Vocabulary
The children should reply:
“No! (He ate through) one apple!” Useful Vocabulary:
Story Vocabulary: egg,

leaf, hatches, cocoon
Materials:
The Very Hungry

Caterpillar” by Eric
Carle (book)
A (real or toy or picture
of) caterpillar.
Photocopy 3
Pictures of food from the
story
18
Creepy Crawlies Lesson Six
Preparation:
Before the lesson make sure you have all the materials ready, Lesson Overview:
including for yourself to use as an example.
Pupils learn about the
Step One: life cycle of a butterfly.
Ask the children what they can remember from the story “The Very
Hungry Caterpillar”. Elicit, in order, the main events from the Lesson Objectives:
story. Explain to the children that caterpillars, as well as many
other animals, are born out of eggs which their mother lays.
Step Two: recognise and sequence
the different stages of a
Then draw the life cycle of a butterfly on the board. You will find an life cycle.
example on the following page. Write key words next to each stage,
if the children are learning to read, or full sentences if they are
proficient readers. Explain each stage of the life cycle, answering Specific Language:
any questions the children may have.
Story vocabulary: egg,
Step Three:
leaf, hatch, cocoon
Now ask the children to tell you the different stages of the life cycle,
using the pictures on the board to help them. Show them how to
use sequencers such as first, then, after that by starting the Useful Vocabulary:
sentences for them.
Sequencers: first, next,
e.g. “First, a butterfly lays ….. (eggs) on a … (leaf) after that, then.
Then, the egg breaks and out comes a …. (caterpillar) It turns into a …
After that, ……. (the caterpillar eats a lot and grows very big)
You can provide more or less scaffolding according to the amount

Materials:
of English your learners can produce.
Step Four: Worksheet 3 (one copy

per pupil)
Tell the pupils that they are going to make their own life cycle of a Green paper or fabric cut
caterpillar. Show them your own incomplete worksheet. out into leaf shapes
Ask them what the first stage is in the life cycle (A butterfly lays Brown paper or fabric
eggs on a leaf). cut into cocoon shapes
Say: “I need a leaf. Oh look, here’s one!” and pick up the green leaf Small white buttons (one
shape you have prepared. Show the children how to stick the leaf per pupil)
onto the worksheet next to the number 1. Do the same for the egg
(the button), the caterpillar (the sticker circles stuck in a row) and
Small circular stickers or
the cocoon (the brown shape). For the last stage, draw a simple coloured paper
picture of a butterfly. Write sentences describing the process next
to each picture.
Now give out the worksheets and materials and tell the children to
complete their own life cycles, taking care to follow the arrows and
starting at number 1.
They can then label their pictures, or write sentences, depending
on their writing ability.
Display the completed worksheets on the classroom walls.
19
Our House Lesson One
Step One:
Lesson Overview
Show the pupils pictures of a house and a flat. Ask them to raise
their hand if they live in a house, and then, a flat. Write on the Pupils will look at
board: different types of house
and lives there.
….. pupils live in a house.
….. pupils live in a flat.
Lesson Objectives
Then ask them if they know of any other types of house. Possible
answers: igloo, caravan, tent, hut, cabin, mansion, castle, boat etc.
Write these on the board, if the children can read, with a drawing Pupils will be able to
of each one. evaluate buildings and
match houses to their
inhabitants.
Step Two: They will also be aware
of some typical houses
Now stick the different pictures of dwellings you have brought in from different world
on the board. cultures. Pupils will be
Ask the pupils if they can identify each one. Can they remember the
able to recognise and
names?
reproduce the phoneme
Show them a picture of a traditional family with children. Which /h/.
type of house do they think is the best for this family? Why? Could
this family live in a different home?
Specific Language
Step Three: Adjectives:

Big, small, high, low,
Divide the children into small groups (of three or four) and tell beautiful, ugly and their
them that they are going to match some families with their homes.
comparative forms.
Give each group a selection of pictures (equal number of homes to
families). There are no right or wrong answers here so it doesn’t
matter which pictures you give them.
Allow around five minutes for the children to discuss and decide Useful Language
who lives where.
Family relationships
Then ask them to explain to the class why they made these Types of house (house,
decisions. Ask the class if they all agree or if they would choose flat, hut, caravan, igloo).
different homes for these people. Accept any answer, encouraging
the children to explain their reasons. If they find this difficult,
prompt them with questions such as:
Materials
Is this a big house? How many people could live here? Do you have
to climb stairs? Pictures of different
homes
Draw pupils’ attention to features like gardens, stairs, size of house Pictures of different
and who these features would best suit. families of different
sizes and of different
number of members. If
Step Four: possible, also of people
from other cultures.
The pupils are now going to compare and contrast the different
homes. Elicit adjectives that they could use to describe the houses.
Examples are:
20
Our House Lesson One
Big/small/high/low/beautiful/ugly My Notes
Provide them with the comparative forms by comparing and asking

questions.
Which house is bigger? Is this house smaller than that one? Is this
house bigger or smaller that that one?
Now ask for more comparisons.
Step Five:
Write a big letter H on the board (small letters) and say /h/.
Encourage the children to copy you. Ask them what words they
have used today that begin with /h/. They should come up with
“house” if not “home”. Say: “/h/ is for house” and make a house
with your arms. Repeat the /h/ sound whilst doing the action.
Continue the sequence from Lesson One.
Step Six:
Conduct a brief survey to find out which house is the most popular
among the pupils. Ask: Which is your favourite house? Put up your
hand if you like best this house (pointing). Count and record on the
board.
Then ask pupils why they chose that house, encouraging them to
compare it with the others e.g.
I like the first house best because it is bigger and more beautiful
than the other houses.
I like the second house best because it has a bigger garden than the
first house.
21
Our House Lesson Two
Step One:
Lesson Overview
Tell the pupils to sit on the floor in a semi-circle.
Show the children the picture of the three little pigs. Elicit what Pupils will listen to
they are and if the children can see anything unusual about them. the story of The Three
(They are standing on two legs and they are wearing clothes). Little Pigs.
Ask them if they know the story of The Three Little Pigs. The story Lesson Objectives
is known internationally so it is very possible that some of the Lesson Objectives
children have heard it before in their language. If they do know the Pupils will be able to
story, ask them to tell you who the characters are and what they do. follow will
Pupils events
be in
blea to
story.
They will
follow events
be able
in a to
story.
Step Two: identify
They will
problems
be able toin the
story andproblems
identify discuss how
in the to
Then show the children each picture from the story, asking them to solve and
story them.
discuss
Pupilshowwillto
tell you what they can see and what they think is happening. This is learn how
solve them.important
Pupils willit is
a pre-reading prediction activity which will help them focus on the to collaborate
learn how important
with eachit is
events of the story when they hear it. Seeing the pictures in other.
to collaborate with each
advance will also help them to listen more carefully, rather than other.
focussing their attention on the illustrations. Specific Language
Don’t tell them if their suggestions are right or wrong, as this way
they will have a real motivation for listening to the story. Specific
Story vocabulary:
Languagestraw,
sticks, bricks, wolf, blow
down.vocabulary: straw,
Story
Step Three: sticks, bricks, wolf, blow
down.
Now read the story. Allow time for the children to look at the Useful Language
pictures, because although they have already seen them, the more
visual pupils will need to connect the words with the images. Try to Usefulwork
Help, Language
together,
incorporate some actions into the story telling, such as blowing the problem.
house down, as well as facial expressions and gestures the
They can
Help, work…together,
characters might make.
problem.
Read the story again, encouraging the children to join in, especially They can …
with “I’ll huff and I’ll puff and I’ll blow the house in!” which is the Materials
most repetitive and rhythmic phrase from the story. Also, get the
children to try to blow each house down. Materials
The Three Little Pigs
story book or flashcards.
Three Little Pigs
Step Four: storybook or flashcards.
Ask the children which of the three pigs they think is the cleverest.
Why?
Did the three pigs do everything right. If not, what did they do
wrong? Elicit that the first two pigs didn’t choose the right
materials for their house – they didn’t think about whether straw
or sticks would make good building materials.
24
Our House Lesson Two
Can the children find a solution to this problem? If they have
trouble, try to give them clues that help them realise that if the pigs
had shared their knowledge, they would all be safe. My Notes
Ask the children if the pigs have any other problems. Elicit that
they need to make the wolf go away. Ask the children to think of
ideas to make the wolf go away and leave the pigs alone.
The children can discuss this problem solving activity in small

groups, if you feel they are capable. In this stage, the children will
probably need to use L1 to express themselves. This is not a
problem. However, try to provide them with the words they need in
English.
You can allow them to draw pictures of the problems and solutions
on a piece of paper.
Step Five:
Ask the children how they can help their classmates in their
English lessons. Try to draw a parallel with the Three Little Pigs. If
the pigs had worked together, they would all be living happily in
the brick house. If the pupils work together, ….
Discuss with the children why working together with your friends
can be better than working alone. (We will have more ideas; if my
idea isn’t very good, my friend can tell me; my friends might know
something I don’t; I can’t do everything on my own etc)
Step Six:
On the board, draw a sketch of the wolf outside the pig’s house
with a large speech bubble saying: Little pig, little pig, let me in!
Ask the children to repeat the phrase after you. It can be fun to do
this in the wolf’s voice! Underline the /ɪ/ sound in each word.
Say /ɪ/ /ɪ/ /ɪ/ little pig, little pig holding up your little finger to
represent the little pig. Encourage the children to repeat the words
and do the same.
Ask the children how to write the /ɪ/ sound. Draw an “i” in the air,
complete with its dot. Say little pig as you draw the stick and the
dot. Now put the children in pairs and ask them to practise writing
“i” saying little pig as the write on each others’ backs with their
finger.
25
Our House Lesson Three

Say the rhyme “We will build a little house”, doing appropriate
Pupils will learn an
actions (see lyrics below). You can either do the actions with your
hands or with your arms and body, if you prefer. action rhyme and discuss
rooms in a house and
Repeat several times, until the children have got the hang of the their contents.
actions, and are starting to say some of the words.
Now, say some of the lines from the song in a random order and Lesson Objectives:
see if the children can do the actions. If they are still having
trouble, play a game of Simon Says using the same sentences so Pupils will be able to
that they get more exposure to the language without it getting too make and express
tedious.
decisions about where
household objects should
Step Two: be placed. They will be
able to talk about
Hand out Photocopy 5. Explain to the children that they are going location and give
to draw pictures of the rhyme they have been practising. In each instructions to their
section of the table there is a word or phrase from the rhyme (in classmates. Pupils will
order). Go through these phrases so that all the children be able to recognise and
understand them, eliciting from them the action for each one. reproduce the phoneme
/w/.
Show them the example – the picture for “build a house”. Tell them
to draw the other pictures.
Step Three:
Specific Language:
Say: “Stand up. Now we are going to play a game. I will say a word.
If the word is in the song, jump!” Prepositions of place: in,
The pupils have to listen carefully to the words you say (any words on, under, next to
including some from the rhyme) and if they recognise one from the
story, they have to jump. There is/are ….in the
…..
Step Four:
Put the …..in the …….
Write a big letter W on the board and say /w/. Encourage the
children to copy you. Ask them if they remember any words in the Living room, kitchen,
song that begin with /w/ such as “we”, “will”, “windows”. Say: “/w/ bathroom, bedroom, hall,
is for window” and draw a square with your finger. Repeat the /w/ garden
sound whilst doing the action.
Continue the sequence from Lesson One. Useful Language:
Step Five:
Furniture: table and
chairs, sofa, television,
Stick the large picture of a house on the board, or somewhere lamp, rug, sink, fridge,
pupils can reach. Ask them if they know the names of the different plant etc.
rooms. Label the rooms, saying the word several times and
encouraging the pupils to repeat, if these words are new.
Ask them how many doors and windows are in the house.
26
Our House Lesson Three
Now ask them what furniture you can find in each room. They will
already know table and chair from the song, but they may also
Materials:
know other furniture vocabulary such as sofa, television or bed. Pictures of furniture
Present them with some new vocabulary, but not too much.
A large picture or
Put the pictures of furniture in a place where the children can drawing of a house.
access them. Choose one of the pupils and say:
A copy of Photocopy 5
“Maria, put the chair in the living room” for each pupil
Repeat this with several other pupils. Then ask other pupils to
carry on giving instructions to their classmates. If you have a large
class, have them work in groups, with a house and set of furniture
each.
My Notes
Step Six:
Say the rhyme again with the students.

For homework, ask them to count and record the number of doors
and windows there are in their houses.
WE WILL BUILD A LITTLE HOUSE
We will build a little house

With two chimneys tall
A little sloping roof
And a garden wall
Two big gates that open wide
And two tiny little windows
We can peep inside.
We will build a little table

Big enough for two
Two cosy little chairs
One for me, one for you
Knock at the door
And walk right in
For our little house is shining
Like a bright new pin
27
Our House Lesson Four
Step One:
Lesson Overview:
Ask the pupils what they can remember about the story The Three
Little Pigs, focussing on the materials used to build the houses.
Elicit the words straw, sticks and bricks. Pupils will look at The
Three Little Pigs and
Now show them the materials you have brought in. Ask them examine different
which material the first pig used (straw). Do the same for the other building materials.
two pigs.
Then ask them which material made the best house and why. Lesson Objectives:
Let the children look carefully at the materials. Allow them to pick
them up or touch them, so that they get an idea of the texture, feel
and weight of the three materials.
evaluate different
building materials and
they will be able to
Step Two: follow instructions in
order to build a
Tell the children that when you are going to build a house, you construction.
need to think carefully about the conditions in order to choose the
right materials. For example, in a windy place, straw wouldn’t be a
very good idea. In very, very cold places, ice can be used, but in hot Specific Language:
places we can’t build houses from ice. Why not?
Ask them what the pigs needed to think about before building their Straw, sticks, bricks
houses. (They needed a house that would protect them from the big Put a brick …, turn the
bad wolf). brick around.
How did the wolf try to enter the house? (By blowing it down). So Prepositions: on, under,
the pigs need a material which … (doesn’t get blown down by the next to.
wind).
Useful Language:
Step Three:
Explain that the children are going to test the materials to see
Asking for help and
which would be the strongest against the wind. Ask them to draw clarification:
on a piece of scrap paper the material they believe will be the Sorry?
strongest. They then put this aside during the experiment. I need help.
Can you repeat it?
Divide the pupils into small groups and give each group a small
amount of each material. Tell them that they are going to blow
hard on each material to see if it moves. They can say “I’ll huff and Materials:
I’ll puff and I’ll blow your house in!” before blowing. After doing
the experiment, they should compare the result with their
Straw or grass, sticks,
prediction (on the scrap of paper).
bricks or stones.
You can do this experiment as a whole class if you prefer, using an A box of toy bricks for
electric fan. Instead of blowing on the materials, turn on the fan construction.
and see which material resists the longest. An electric fan
(optional).
Step Four:
The children are now going to build a construction out of Lego™

bricks or other construction blocks. You are going to show them
28
Our House Lesson Four
how to build a 3D construction. Give out enough bricks for each
child to make a small house. A larger set of bricks would be ideal
My Notes
for the demonstration, but not essential. Give the following

instructions, placing the bricks as you do so:
“Pick up a brick. Put it on the table. Put another brick next to the
brick. Then, put a brick on top of the two bricks, in the middle.
Now turn the wall around so you can see the side. Put a brick next
to the one you can see. Now put another brick on top.” and so on
until they have a completed square.
They can continue building their house in the same way without
needing further instructions, asking for help of they need it.
Step Five:
The children now show each other their finished houses. If you
wish, you can give out square stickers to use as doors and windows.
29
Our House Lesson Five
Step One:
Lesson Overview:
Draw the outline of a house on the board.
Show the children one of the family pictures you have brought in.
Ask them how many people are in the family. Tell them to imagine Pupils will design a
the family’s house. How many bedrooms does it have? How many house for a specific
bathrooms? Does it have a garden? Where do the children play? family.
Etc
Tell them that you are going to design a house for this family. It Lesson Objectives:
will be a fantastic house with everything the family wants. With the
children’s help, decide what rooms should be in the house and Pupils will be able to
label them on the board.
work in a group and
Say: “This house doesn’t look very nice. I can’t see the furniture.” collaborate in order to
Show them one of the magazines and say: “Here I can find pictures complete a task. They
of furniture. What shall I look for?” will also present the
At the children’s suggestions, find and quickly cut out a few pieces finished product to the
of furniture. Ask them in which room these pieces of furniture class.
should go and stick them on the board in the appropriate place.
Specific Language:
Step Two:
Divide the children into groups of three or four and give them a Rooms and Furniture:
picture of a family. Ask them to think carefully about the kind of Living room, kitchen,
house that would be best for this family. They should think about bathroom, bedroom,
the different rooms and the household objects they would like. Tell garden, study, chairs,
them that if the family has children, they would need a playroom or table, sofa, TV, bed,
a garden. They might even like a swimming pool! A family with computer, bath, toilet.
grown up children might not want a garden but they might like a
patio to have barbecues. A family with an elderly person might In this house there is/are
need a bedroom on the ground floor, and so on. …..
Give out the house outlines. Allow the groups five or ten minutes to
discuss these issues and decide which rooms should go where in
the house. Useful Language:
Floors, swimming pool,

Step Three: playroom, balcony,
patio, garage, office.
Hand out the magazines and scissors. Tell the children to work
together to find suitable furniture and objects for the house. They
should decide who is going to look for which object. If they prefer,
Materials:
each member of the group can be responsible for a room.
When starting young children with group work, it can be a good
idea to give each member of the group a specific role. One can be Old magazines or
responsible for making sure they finish on time. Another can be in catalogues with pictures
charge of deciding who does what. You can give each child a sticker of furniture.
with their role on it. Scissors and glue.
A large outline of a
Allow plenty of time for this stage, but monitor carefully to make house for each group.
sure the groups are working properly as a team. As you go round, A picture of a family for
ask questions to make sure the children know the names of the each group.
things they are cutting out.
30
Our House Lesson Five
Step Four:
When everyone has finished, each group will present their house to My Notes
the rest of the class. Present a ready made house as an example.
Use simple phrases such as:
In this house there are three bedrooms. This is the boy’s

bedroom. There is a bed, a table and chair, and a computer.
The groups now present their houses. Try to get all the children to
talk, unless you have a really shy pupil.
Step Five:
Have the children vote on the best house. They can not vote for
their own. Give the winner a prize such as a medal or a certificate.
31
Our House Lesson Six
In this lesson the pupils will prepare and perform a dramatisation
Lesson Overview:
of the story The Three Little Pigs. If you feel the children would like
an audience, you could invite another class to watch. Various roles
are available for shyer children who do not feel comfortable Pupils will recreate the
performing in front of others. If you have a large class, these roles story of The Three Little
could help make sure everyone has an important part to play. This Pigs.
will probably take more than one lesson.
Lesson Objectives:
Step One:
Each pupil will take on a
Tell the children that they are going to perform the story. However,
if some children say they don’t want to take part, tell them not to
role and the class will
worry because you have some special roles for them. Give out the perform a dramatisation
roles, preferably giving the wolf and pigs to stronger pupils. Don’t of the story. Pupils will
allow them to choose their exact role, as this usually causes learn how to work in a
arguments and upsets. If you think there is time, read the story team and pay attention to
through once to remind the children of the plot. detail.
Speaking parts: The wolf Man 1

Pig 1 Man 2 Specific Language:
Pig 2 Man 3
Pig 3
Mummy pig Phrases from the story
If the children are older and proficient readers, you could also have
narrators to read the story. If not, you will read the story or be the
narrator. Useful Language:
Other roles: Artists x 4 Story vocabulary, masks,

Camera operator/photographer (could be costumes, cameraman,
one of the artists) audience, decorator.
If there are still children without roles, make them The Chorus.
Below is a copy of a sample script, including the story. However, if Materials:

you have used a different version of the story in previous lessons, it
may be better to use that one since it will be more familiar to the Card, coloured pens or
children. crayons, paper (for
masks and props).
Photocopies 6 (x3) and 7
Step Two: (x1)
Straw, sticks, bricks.
Separate the classroom into two halves – one will be the rehearsal
area, the other the artist’s area.
Give each artist a copy of a mask to colour in and cut out. If you
have fast colourers, give them some other “props” to make, such as
the building materials or even the houses. You will need to help
them make holes and tie string or elastic onto the masks when they
have finished.
When the artists are busy working, start to rehearse with the
actors. Read the story through several times, prompting the actors
32
with their actions and lines and correcting pronunciation until
everyone knows what to do and when.
My Notes
Step Three:
Move tables and chairs to make a space for the “stage”. Place the
actors in their positions, having those who appear in later scenes at
the side of the stage. The artists will sit as the audience. If you have
a cameraman or photographer, he/she should be in a position to
take photos of the action.
If you have invited another class, bring them in now, making sure
they are sitting silently.
The Performance.
Step Four:
Give a big round of applause to all the children, saying thank you
for their brilliant performance.
33
The Script
Narrator: Once upon a time there were three little pigs who lived in a house
with their mummy. The pigs grew very big and Mummy said:
Mummy Pig: Little pigs, go and build your own houses.
Little Pigs 1,2 & 3: Bye Bye, Mummy!
Mummy Pig: Be careful of the wolf!
Narrator: So the three little pigs left their home and went to start a new life.
Narrator: The three little pigs saw a man with some straw.
Pig 1: Please can I have some straw?
Man 1: Yes, here you are. You can build a big house.
Narrator: The first little pig built a house of straw. He was happy.
The other two pigs walked down the road. They saw a man with some sticks.
Pig 2: Please can I have some sticks?
Narrator: The second little pig built a house of sticks. He was happy too.
The third little pig walked down the road. He saw a man with bricks.
Pig 3: Please can I have some bricks?
Narrator: The third little pig built a house of bricks. He was very happy.
The next day, the big bad wolf came down the road.
Wolf: (growling) Roaaaaaaaarrrrrrrrr.
Narrator: The wolf knocked on the first little pig’s door.
Wolf & Chorus: Little pig, little pig, let me in.
Pig 1 & Chorus: No! Not by the hair of my chinny chin chin!
Wolf: Then I’ll huff and I’ll puff and I’ll blow your house in!
Narrator: So the wolf huffed and he puffed and he blew the house in and chased the little pig to
the second little pig’s house.
The wolf knocked on the second little pig’s door.
34
Narrator: So the wolf huffed and he puffed and he blew the house in and chased the two little
pigs to the third little pig’s house.!
The wolf knocked on the third little pig’s door.
Narrator: So the wolf huffed and he puffed and he huffed and he puffed but he couldn’t blow the
house in!
The wolf was very angry. The three little pigs were very frightened. But the third little
pig had a plan. He put a big pot of water on the fire. The water was very hot. The wolf
jumped down the chimney and fell into the fire!
Wolf: Owwwwwww owwwwwwwwww it burns!
Narrator: And the wolf ran out of the house, down the road and was never seen again. The three
little pigs lived happily ever after.
The End.
35
Jungle Animals Lesson One
Preparation:
Lesson Overview:
Place a toy animal somewhere in the classroom or school before
beginning the lesson.
Pupils will compare and
Step One: contrast different jungle
animals.
If you have brought in a recording of animal noises, play one of
them at a high volume so that it seems there is an animal in the
classroom or school. If you don’t have a recording, ask somebody Lesson Objectives:
outside the room to reproduce the noise.
Say: “What’s that?” cupping your hand behind your ear. Elicit the Pupils will be able to
name of the animal from the children, in L1 if necessary, providing talk about the different
them with the name in English. Now say “Where is it?” and mime
looking around the room to find the animal in question. The
physical features of
children should then go and look for the animal. various wild animals, as
well as identifying their
It might be a nice idea to take the CD player outside the classroom movements and sounds.
and have the children search for the animal around the school.
Specific Language:
Step Two:
Animals: lion, elephant,
Ask the children where the animal from Stage One lives. If they are
tiger, hippo, zebra,
not sure, show them some pictures of the jungle to elicit the name.
If the children come up with the names of countries or continents, giraffe, snake etc.
that is fine too.
Body parts: tail, teeth,
Tell the class that they are going to learn about different jungle mouth, legs, whiskers,
animals. Elicit some of the animals that live in the jungle. Now fur, trunk, neck, ears,
show the children the plastic animals (or pictures), saying the nose.
name of each one for the children to repeat.
Adjectives of size: big,
small, long, short.
Step Three:
Using gestures to convey meaning, explain the different features

the animals have and then ask questions about the other animals. Useful Language:
Say:
Anything that the
This is a lion. It’s got four legs and a tail. It’s got a big mouth with children suggest.
sharp teeth. It has hairs on its nose called whiskers. It’s isn’t cold
because it’s got fur.
Materials:
This is a giraffe. It’s got four legs and a short tail. It’s got a very
long neck.
Has it got whiskers? Has it got fur? Plastic animals or
pictures.
This is an elephant. It’s got four legs and a short tail. It’s got big
ears. It’s got a long nose, called a trunk. Has it got a big mouth? Video recording of wild
Has it got fur? animals.
This is a zebra. How many legs has it got? Has it got a tail? Has it (Optional) Recordings of
got whiskers? animal noises
Has it got fur?
36
Continue for the other animals you have. After the first few
animals, ask questions to elicit the parts of the body that each
animal has. My Notes
Step Four:
If you don’t have a recording of animal noises, omit this stage.

Put pictures of the animals around the classroom on different walls
or tables. You could use the plastic animals instead. Play the first
animal noise and ask the children to go to the place where the
animal is found. When they have all gone to an animal, ask them
for the name of the animal and the sound it makes. In some cases
more than one answer may be possible, for example lions/tigers.
Step Five:
Tell the children they are going to watch a video of some of these
animals. They should look carefully at how the animals move. After
each animal, stop the recording and ask the children to imitate the
movement. Videos can be found on Youtube.
Step Six:
Put the children in pairs or small groups and give each group a set
of pictures of animals. These do not have to be the same for each
group. Say that you are going to ask some questions and that they
have to choose the right animal(s) that answer the question.
e.g. Which animal is the biggest/Which animals are big?
They should choose the appropriate pictures and hold them up.
Here are some example questions you could ask:
Which animal is the biggest?

Which animal is the longest?
Which animal is the smallest?
Which animal is the shortest?
Which animal is the tallest?
Which animals have four legs?
Which animal doesn’t have any legs?
Which animal has a long neck?
Which animal has a trunk?
Which animals have fur?
Which animals have whiskers?
Which animal goes “roar”? (Make the sound, rather than saying the
word)
Which animal goes “hiss”?
Which animals have a tail?
Which animals have big teeth?
37
The questions should recycle the vocabulary used in previous
stages of the lesson. If the children do not understand superlative
forms, use simple adjective forms (Which animals are big?)
instead.
38
Jungle Animals Lesson Two
Step One:
Lesson Overview:
Remind the children of the animals they looked at in Lesson One
by playing a guessing game. Put one of the plastic animals in a
fabric bag without the children seeing (one that is non- Pupils will learn about
transparent) and ask a child to put their hand in the bag and feel the jungle habitat and the
the animal. They must try to guess which animal they are touching. lives of its animals.
Remind them of parts of the body such as legs, tail and help by
asking questions such as:
Lesson Objectives:
Has it got legs? How many? Count them. Has it got big ears?
Pupils will be able be
aware of the different
Step Two:
continents and features
Tell the children to stand up as they are going to learn some actions of the jungle. They will
that animals do. As you say each action, mime it and encourage the be able to talk about the
children to join in. The actions you should present are: lives of several wild
animals. Pupils will
Eat, run, walk, climb, swim, fly, hunt. accurately reproduce the
phoneme /ʤ/.
Repeat this activity until all the children understand most of the
actions. You can then play a TPR (Total Physical Response) game
to reinforce the vocabulary, by calling out the actions one by one
Specific Language:
but not actually doing the action yourself. It is best not to eliminate
children who are not sure at this stage.
Action Verbs: live, eat,
run, hunt, climb, swim,
Step Three: fly.
Show the children the map of the world. Tell them that the animals Jungle animals.
they are looking at live in jungle areas. There are jungle areas in
Africa, Asia and South America. Point out these areas on the map,
saying the name of each continent. Useful Language:
Write a big letter J on the board or show a flashcard. Say /ʤ/
encouraging the children to copy you. Say ʤ is for jungle. Repeat animals, meat, plants,
the word jungle several times, getting the children to chorally fruit.
repeat it. If some children are having trouble pronouncing the Africa, Asia, America
sound, go round and ask individuals to repeat after you. You can
add some variety by saying the word in different voices or volumes.
Materials:
Say We’re in the jungle, jungle, jungle! and pretend to move
branches and vines out of the way. Encourage the children to stand Pictures of the jungle or
up and pretend to make their way through the imaginary jungle, rainforest.
saying jungle as they move.
Map of the world.
Ask the children if they know any other English words that begin Information cards about
with J. Some possibilities are juice, jelly, jump. each animal.
Plastic animals.
Step Four:
Tell the children that they are going to find out information about
the animals.
39
Jungle Animals Lesson Two
Each child will choose an animal they are interested in and
investigate it. They will then have to present their findings to the
rest of the class. My Notes
Show them where to find the information cards about the different
animals. They should find the one relating to their animal and look
at it to find out the following information:
What the animal looks like

Where it lives
What it eats
What it can do.
As this involves reading, this may not be suitable for all the
children. To help, you could print out or draw pictures of the main
vocabulary and stick the words on or next to them. This way, the
children will be able to look for these words when they come across
them, and recognise the meaning.
Give them a piece of paper on which to copy some of the
information. They can write or draw pictures. Doing this will help
them remember the information for the following stage.
Step Five:
Gather the children together around the map, with their

information.
Ask one of the children which animal they have researched. Ask
them the questions in Step Three, e.g. Where does it live? What
does it eat?
Point to the animal’s home on the map as the child provides the
information.
If you have small pictures of the animals you could stick them in
the appropriate place on the map.
Do the same with the other children. If more than one child has
researched the same animal, ask one question to each child.
At the end, all the children should have an idea of how different
animals live.
Step Six:
Stick a picture of each animal on a different wall or part of the

classroom.
Tell the children that they are going to play a game. You will give
one characteristic of an animal and they will run over to the animal
they think it is. You will then give another characteristic, and they
have the chance to move to another animal if they change their
mind. E.g.
This animal has got four legs. (Could be one of many different
animals)
It lives in Asia.
It eats meat.
It is orange and black. (The children will now know it is a tiger and
they should all be next to the picture). Repeat for other animals.
40
Jungle Animals Lesson Three
Step One:
Lesson Overview:
Start off by reminding the children of what different animals eat
and do by playing a guessing game. Choose one of the animals (e.g.
a zebra) and give each clue one at a time until somebody guesses Pupils will learn about
correctly. food chains in the animal
world.
I eat grass. (The children may guess many different animals at this
stage)
I can run and swim. Lesson Objectives:
I’ve got four legs.
I’m black and white. Pupils will recognise
that different animals eat
Then allow some of the children to have a turn.
different types of food.
They will understand
Step Two: how this can create a
food chain so that all
Tell the children that they are going to divide the animals into animals have food.
three groups. One group is animals that eat meat, the second group
is for animals that eat plants, grass and fruit, and the third group is
for animals that eat both meat and plants. Specific Language:
Give each child a plastic animal or picture. Ask them if they have
an animal that eats only meat. Place this on the floor or table in
Grass, plants, fruit,
front of the children. Do the same for the other types. When there
is one animal in each group, tell the other children to put their leaves, meat, fish,
animal in the right group. animals.
Then say: lions, tigers (and whatever carnivores you have) eat Eat, food.
meat. They are carnivores. Giraffes, zebras etc eat plants and fruit.
They are herbivores. Monkeys (etc) eat plants and meat. They are
omnivores. Useful Language:
Carnivores, herbivores,
Step Three:
omnivores.
Ask the children what lions eat (meat). Where does this meat come
from? (other animals) Ask them for a specific example, e.g. zebras.
Place the toy lion (or picture) behind the zebra and demonstrate Materials:
eating. Then ask what zebras eat (plants or grass). Put the picture
of grass or plants in front of the zebra. Lots of pictures of
animals, including small
Say: this is a chain. A food chain. The zebra eats the grass. The lion animals such as rodents
eats the zebra. and insects.
Do another example, with the children’s help.
Pictures of plants,
leaves, fruit, nuts etc.
Step Four:
Tell the children that they are going to make their own food chains.
They will choose pictures and stick them onto paper to form a
chain. Show them how to choose pictures. First choose a picture
that shows some kind of plant, fruit, nut or grass. They should then
think of an animal that eats this. Find the picture of this animal.
Then ask if any other animal eats this one. Find that picture.
41
Jungle Animals Lesson Three
Then stick the three pictures onto a piece of paper and draw arrows
to show the order.
It will look something like this: My Notes
Allow them to choose the materials they wish and create their food
chains.
Step Five:
Take in the food chains and show each one to the class. Elicit the
sequence of the food chain. Get the children to explain each
process.
42
Jungle Animals Lesson Four
Step One:
Lesson Overview:
Draw an ark on the board and ask the children what it is. They will
probably say that it is a boat. Agree but explain that it is a special
boat called an ark. Ask them if they have ever heard the story of Pupils will listen to and
Noah and the Ark. (You may need to name this in L1). If they have, join in with a song
elicit the story from the class. If not, tell them that it is the story of including new animals.
a man called Noah, who heard that there was going to be a big
flood and he decided to build a big boat in which to live with his
animals. Lesson Objectives:
Ask them which animals they think went in the ark with Noah. Pupils will be able to
Accept any answers.
follow a story within a
Now show them the pictures of the animals from the song, eliciting song and sequence its
their names and providing any new words. events. They will also be
able to recognise and
Step Two: /t/.
Tell the children that they are going to listen to a song about
Noah’s story. Specific Language:
As they listen, show the pictures of the animals as they are
mentioned.
Animals: elephant,
Play the song again, this time doing actions for each animal. kangaroo, wasp, ant, bee,
Encourage the children to join in. hippo, monkey, frog,
crocodile, turtle, spider,
Now give each child a picture of an animal and play the song again. crab, hen.
Each time they hear the name of their animal, they must stand up.
Useful Language:
Step Three:
ark, to warm, tricks,
The children should now remember the order of some of the
animals. Place the animals on the floor or board in a line. These heaven.
should be in a random order. Ask the children if they are in the
right order. One by one, elicit the first, second, third animal and so
on. Then, play the song again to check. If there is a mistake, stop Materials:
the recording and ask the children which animal was mentioned.
A copy of the song “The
Animals Went In Two
When all the animals are in the correct order, play the song one By Two”.
more time, encouraging the children to join in, at least with the
names of the animals.
Pictures of the animals
from the song.
Step Four:
Write the letter T on the board, or show a flashcard. Say /t/,

they have heard in the song that begin with /t/. They may come up
with two and turtle. Say “/t/ is for turtle” and wiggle your hands at
the side of your body like a turtle does. Now, tell the children that
every time you say /t/ they should do the turtle action. Pronounce
the sounds of various letters, including /t/ after every two or three
43
Jungle Animals Lesson Four
letters. The children should do the turtle action when they hear /t/.
Then, do the same but with words instead of letter sounds.
My Notes
form by writing in the air with your finger. Draw a big T and elicit
the sound. Now draw T on some pupils backs, eliciting the sound.
Then ask the children to draw the T on your back and then in pairs.
Finally, give them a piece of chalk or board marker and let them
write as many Ts as they wish on the board.
Step Five:
The children are now going to play a game while the song is played.
This works best with fairly large classes. Tell all the children to
stand in a circle, holding hands. Tell them that the middle of the
circle is the ark. If you pat a child on the shoulders, they should
move inside the ark (inside the circle) for the rest of that verse of
the song. The children in the circle will slowly move round,
alternately in clockwise and anti-clockwise directions.
Play the song. When you hear “two by two” pat two children on the
shoulders to indicate that they should go into the ark. When the
verse ends they should go back into the circle. Then pat three
children on the shoulders as you hear “three by three”, and so on.
44
Jungle Animals Lesson Five
Step One:
Lesson Overview:
You are going to take the children on an imaginary trip to the
jungle. This is called a guided visualisation. It is necessary to have
everybody sitting down, quietly. You can allow the children to close Pupils will design a new
their eyes if you wish, but this may make it more difficult for them animal which they will
to follow you. In any case, do gestures to illustrate in case any then present to the class.
children prefer to watch you.
Lesson Objectives:
Sample text to read out:
Pupils will use their
We are going to the jungle! Get on the bus. Sit down. Let’s sing a knowledge of animals to
song about animals: The animals went in two by two, hurrah
create their own invented
hurrah! Oh look out of the window! There is an animal in the trees.
Can you see it? What is it? What colour is it? What is it doing? Let’s
animal. They will decide
continue. Wow! Look at that! That’s a big animal. What animal can on the habitat and
you see? Oh it’s eating something. What is it eating? lifestyle of their animal.
Look up in the tree! There is an animal. It hasn’t got any legs! What
is it?
Oh, time to go home. Get on the bus. I’m very sleepy (yawn and Specific Language:
pretend to fall asleep).
Verbs: have got, live,
Ask the children to put up their hands and to tell you which eat, run, hunt, jump,
animals they saw in the jungle.
swim, fly, climb.
Step Two: It doesn’t ….
For this stage you will need to imagine a non-existent animal.

Below is an example you can use if you wish. You should draw a Useful Language:
picture of this animal on the board. Ask the children if they
recognise the animal. They may suggest animals that look similar. Body Parts
Then tell them that this animal is from another planet and doesn’t Continents
exist on Earth. Provide its name and some basic information. Allow Food.
the children to ask questions about it. If you wish, you can give
more than one example so that the children are not only thinking
of one type of animal.
Materials:
The Rivertoo
Paper and coloured
The Rivertoo is a small bird. It has got two legs, a beak and a long pencils or crayons.
tail. It is red, purple, blue and green. It lives in the rivers of Africa.
It eats fish and caterpillars. The Rivertoo swims and flies. It doesn’t
jump. It climbs trees to hunt for insects.
The Meenar
The Meenar is a big cat. It has got four legs, two ears and a long
tail. It is black and white. It lives in America. It eats meat. The
Meenar runs very quickly. It jumps high. It climbs trees but it
doesn’t swim. The Meenar doesn’t like water.
45
Jungle Animals Lesson Five
Step Three:
Hand out paper, pencils and crayons. Tell the children to imagine My Notes
their own new animal. This animal doesn’t really exist. It can be
similar to a real animal. It can be a kind of bird, cat, reptile or any
other kind of animal. It can live on land or in water. They should
imagine what the animal eats and how it moves.
Give them plenty of time to draw their animal and its

surroundings, food etc. Go round helping where necessary. Some
children might need some help to get started.
Step Four:
The children now have to think of a name for their animal. This
could be similar to an English animal’s name, or one in their own
language. If they wish, it could be named after a person or place
e.g. Lucicat could be a cat-like animal created by Lucy. Show them
how to write the names they say, and ask them to copy the name
onto their paper.
Step Five:
Collect in all the papers. Sit the children in a semi-circle with you
in the middle. Show them each drawing, saying its name. Ask the
child who drew the picture to tell the class about their animal. Ask
questions to prompt such as
Where does it live?

What colour is it?
How many legs has it got?
Has it got a tail/wings/big teeth? Etc
What does it eat?
How does it move?
Display the pictures around the classroom and allow the children
to walk around looking at them.
46
Jungle Animals Lesson Six
Step One:
Lesson Overview:
Show the children the cover of “The Enormous Crocodile”. Ask the
children what they can see. Provide any vocabulary they need. Ask Pupils will listen to the
them what they think the story is about. This stage is to get the story “The Enormous
children thinking, predicting and to activate vocabulary so don’t Crocodile” by Roald
tell them if they are right or wrong. Dahl.
Step Two: Lesson Objectives:

You are now going to present the story’s characters to the children.
You can show them appropriate pages in the book and say:
follow the story and
This is Muggle Wump. He’s a monkey. This is Trunky. He’s an sequence its events.
….(elephant) They will understand
This is Humpy Rumpy. He’s a …. (hippo) This is a Roly-Poly …. how different characters
(bird). This is the Enormous… (crocodile). These are the children. influence the plot. Pupils
will also be able to
Point to each character again and ask the children to repeat its reproduce the phoneme
name. /ʌ/.
Then, say the names of the characters and ask individual children
to find them in the book.
Show the children pictures of the vocabulary for the crocodile’s Specific Language:
clever tricks. This should include:
Crocodile, elephant,
A seesaw, a roundabout, a coconut tree, a picnic bench. monkey, bird,
hippopotamus, children,
boy, girl.
Step Three:
You are now going to read the story. It is longer than other stories
Useful Language:
you may have used and has a lot of vocabulary. If you wish you can
simplify the vocabulary to make the story easier to understand. The
children are not expected to understand every word, but get the child, clever tricks,
main ideas and so your voice and actions can be extremely helpful. yummy, nuts, berries,
Use the pictures as much as you can and for other important words coconuts, tree,
do gestures. Stop often to ask questions to make sure the children playground, seesaw, fair,
are following. Below you will find some questions you can ask roundabout, picnic
during the story. bench.
Questions:
What does the crocodile want to eat? (a child)

Materials:
Does Notsobig one eat children? (no)
A copy of “The
Tell the children that the crocodile has lots of Clever Tricks. Enormous Crocodile” by
Explain/translate the word “trick”. Ask them what tricks they think Roald Dahl.
he has. Pictures of the main
vocabulary
Does Humpy Rumpy like children? (yes) Does Trunky like
children? (yes)
47
Does Muggle.Wump like children? (yes) Does Roly Poly bird like
children (yes)
Do they want to eat children? (No)
My Notes
What does the monkey eat? (nuts)
What does the bird eat? (berries/fruit)
Who wants to eat children? (The crocodile)
How many children does he want to eat? (three)
What is Clever Trick Number One? (he pretends to be a coconut
tree)
Who helps the children escape? (Humpy Rumpy the hippo?
What is Clever Trick Number Two? (he pretends to be a seesaw?
Who helps the children escape? (Muggle-Wump the monkey)
What is Clever Trick Number Three? (He pretends to be a toy on
the roundabout)
Who helps the children escape? (Roly-Poly Bird)
What is Clever Trick Number Four? (he pretends to be a picnic
bench)
Who helps the children escape? (Trunky the elephant)
What happens to the crocodile? (the elephant swings him up into
space and he explodes in the sun)
The questions can be asked at the appropriate stages in the story,

or at the end.
Step Four:
Show the children pictures of the vocabulary for the crocodile’s

clever tricks again.
Ask them in which order they appeared in the story. Which was
clever trick number one? two? etc.
Tell the story again, this time encouraging the children to join in.
Hold up pictures as you tell the story, eliciting the words. The
children may want to join in with some of the more repetitive lines.
Step Five:
Say the following sentence from the story, rubbing your tummy as
you do so:
I’m going to fill my hungry empty tummy

With something yummy yummy yummy yummy!
Ask the children to repeat each of the following words, as many

times as you wish. To make it more fun, you can say each word in a
different voice, loudly or quietly, whispered etc. Encourage the
children to rub their tummies as they say the words.
HUNGRY HUNGRY HUNGRY HUNGRY
TUMMY TUMMY TUMMY TUMMY
48
YUMMY YUMMY YUMMY YUMMY
Show them the written forms of the words and ask them how we
pronounce the “U”. Don’t worry if they pronounce the letter “u” in
L1, but correct them by saying that in English the “U” is often
pronounced as /ʌ/. Show them how to make the sound by opening
their mouths (show them the right position – more open than /ə/)
and relaxing their tongues. Then say:
/ʌ/ HUNGRY /ʌ/ TUMMY /ʌ/ YUMMY
HUNGRY TUMMY/YUMMY YUMMY
HUNGRY TUMMY/YUMMY YUMMY
I’M GOING TO FILL MY HUNGRY EMPTY TUMMY
WITH SOMETHING YUMMY YUMMY YUMMY YUMMY!
The children should, at this stage, be saying the /ʌ/ words in the
sentence with few problems.
49
Our Heroes Lesson One
Preparation:
Lesson Overview:
In the previous lesson ask the children to find and bring in photos
of their families.
Be prepared to tell the children about one or more members of Pupils will talk about
your family and why they are heroes to you. This doesn’t have to be their families, choosing
anything special, as this lesson focuses on the positive one or more as heroes.
characteristics of ordinary people.
Lesson Objectives:
Step One:
Show the children the pictures of your family, one by one. Give a
commentary, using gestures to help comprehension, allowing the
recognise and understand
children to ask questions as you go along. E.g. some characteristics of
heroes in everyday life.
This is my granny. My granny isn’t with us anymore but she had a
long life. She was very hard-working and strong. My granny had a
job in a shop and she had to look after her children and the house Specific Language:
too. My granny was very kind. She always gave us presents, sweets
and money to buy nice things. Family: mum, dad,
brother, sister, granny,
grandpa, auntie, uncle,
Step Two:
cousin.
Ask the children if they remember any of the good things you
mentioned about your family. How did you describe each person?
Elicit key words such as kind, hard-working, strong, brave. Allow Useful Language:
the children to use L1 and provide the appropriate words in
English. Adjectives: brave,
strong, clever, friendly,
At the end, re-cap the adjectives with a personalisation activity. kind.
Tell the children to put their photographs on their desk. When you
say one of the words, they should choose somebody from their
family who they think has this characteristic, and point to them.
You can help them by asking questions e.g. Materials:
Kind. Who is kind in your family? Is your mum kind? Is your dad Photos of your family, or
kind? Is your brother or sister kind? Point to a kind person. of different members of
any family.
Photos of the children’s
Step Three: families.
Each child is now going to talk about their family using their
photographs to help. If family words are new to the children,
reinforce them with the pictures in photocopy #. Choose one of the
stronger pupils to start. Ask them to come to the front of the semi
circle so that everyone can see the photo. They should point to each
person, saying who it is and what they are like. If they have trouble
with the second part, ask questions such as:
Is your granny kind? Strong? Brave?
If you have a large class, divide the children into small groups and
have them present their family within their group. Go round
50
Our Heroes Lesson One
monitoring and asking questions where necessary, helping the
children to use English where possible.
Lesson My
Overview:
Notes
Step Four:
List the characteristics on the board. This is the first time the Lesson Objectives:
children will see the words in their written form, so make sure you
say each word several times.
Draw a table like the one below and complete it with the class.
kind brave strong clever Specific Language:
friendly
Maria’s
Michelle’s dad Ale’s mum grandpa Javi’s granny Ana’s uncle
Useful Language:
You could use the photos the children have brought in and stick
Materials:
them on the board, pointing to them as you write and say their
names.
When the table is complete, say:
Look at these friendly people: Michelle’s dad, Cecilia’s mum and

Adrian’s granny. And these people are kind: Ale’s mum and
Javier’s grandpa.
And so on.
51
Our Heroes Lesson Two
Step One:
Lesson Overview:
To introduce the topic of professions, ask the children if they know
what their mum and dad do. Do they work? Where? What do they
do? Pupils will learn to talk
about different jobs and
Provide the children with the appropriate vocabulary. heroes in the community.

Introduce the professions by showing the pictures you have Pupils will be able to
brought in.
Then explain that they are going to decide which jobs could be
recognise heroic traits in
heroes. They should think about what the person does in their job. the professions of
various members of the
Show each picture and ask the children if they think this person is a community. Pupils will
hero. Don’t ask for reasons at this stage, just put the pictures into recognise that the letter
two separate piles. combination er is
Then pick up the pictures the children have said are heroes. Ask pronounced /ə/.
them why they have chosen these jobs. Does this person have to do
anything special? How do they help us? Are they
strong/brave/kind/clever?
Specific Language:
Step Three: Professions: police

officer, doctor, teacher,
The children are now going to choose one of the professions and fire fighter, ambulance
draw about it. Their pictures should include the person doing their driver etc.
job, showing how they are a hero.
Help the children by prompting situations where this person acts Useful Language:
in a heroic way.
Adjectives: brave,
Step Four: courageous, strong,
clever.
Draw a table like the one in Lesson Two on the board. Now, ask the Verbs: help, save.
children to decide which characteristics each profession has, and
write their names in the table. If you have made the table on a OHT
or interactive whiteboard, you could save the previous table and Materials:
add to it. The children will now have discussed heroes in their
families and their local community. If they have any stories to tell Pictures of professions.
about people they know or situations they have heard of, they can
tell the class, and you can add these people to the list.
Step Five:
Write the letters ER on the board, or show a flashcard. Say /ə/,

they have heard today that end with /ə/. They may say doctor,
teacher, fire fighter. Say “/ə/ is in doctor” and pretend to listen to
someone’s heart with a stethoscope. Now, tell the children that
every time you say /ə/ they should do the doctor action. Pronounce
52
Our Heroes Lesson Two
the sounds of various letters, including /ə/ after every two or three
letters. Then, do the same but with words instead of letter sounds.
My Notes
form by writing in the air with your finger. Draw a big ER and elicit
the sound. Now draw ER on some pupils backs, eliciting the sound.
Then ask the children to draw the ER on your back and then in
pairs.
Extra:
Sing the following song/poem:
These are our heroes

Friends and family
These are our heroes
Who help us to be free
Firefighters save us
From a burning house
A vet saves our animals
Even a small mouse
Police officers make

Our streets safe to walk
Dentists check our teeth
So we can eat and talk
Doctors keep us healthy

and help us to grow tall
Teachers teach us lots of things
And we can learn it all.
53
Our Heroes Lesson Three
Step One:
Lesson Overview:
Review the characteristics of heroes that have been discussed in
previous lessons. Ask the children to name as many heroes as they
can. They may mention their family members and people in the Pupils will think about
community. other kinds of heroes or
idols they may have.
Explain that people often have other heroes that are important to
them. These heroes are often famous people that do special things.
Sometimes they are characters in books or films, they could be Lesson Objectives:
actors, singers, footballers, explorers and so on. Ask the children
to suggest some possible heroes for children. Pupils will be able to
You may like to give some suggestions yourself – choose role
models for children such as Harry Potter or a well-known sports
choose a worldwide or
player. local hero and explain
why this person is
important to them.
Step Two:
Show the children each picture of a possible role model and ask the Specific Language:
children who this person is. Some questions you can ask are:
What is his/her name? His/her name is…
What does he/she do?
He/she is … (years old).
Why is he/she special?
He/she is from …
Then, place all the pictures in the middle of the room and ask each He/she is a(n) …
child to choose three. You may want to have several copies of some
pictures if they are very popular.
Useful Language:
Now say one of the role model’s names and ask all the children that
have this person to stand up. Ask “Would you like to be …?” If they He/she likes …
say yes, they keep the picture, if they say no they should give the He/she doesn’t like …
picture to you.
Do the same for all the characters.

Materials:
Step Three: Pictures of possible role

models for your pupils.
Now the children have to choose only one of their role models. This These will vary
sounds easier than it really is, since children can find it very hard depending on country
to choose only one. and culture.
Tell the children to think carefully about which is the most
important person for them. Would they like to be this person?
Would they like to do what they do? Would they feel sad if this
person wasn’t here?
Explain that they will do a project about the person they choose, so
it is important to choose the right one. They cannot change their
mind later on.
It doesn’t matter if some of the children choose the same person.
54
Our Heroes Lesson Three
Step Four:
Tell the children that they are going to look for information about My Notes
this person.
If you have computers and internet access in school, you can do
this in class. If not, set it as homework, writing a note to parents
asking them to help. If this will not be possible, you may have to
find the information yourself.
The information they should find is:
Name, age, city (country), job, likes and dislikes.
They should also find and cut or print out a photo of this person.
55
Our Heroes Lesson Four
Preparation:
Lesson Overview:
Prepare a fact file of your own before the lesson to use as an
example.
Pupils will create a fact
file for their hero.
Step One:
Play a game to remind the children of their heroes and some of the Lesson Objectives:
vocabulary they will need in this lesson. Have all the children
sitting or standing in a circle (if they are very young and have not Pupils will be able to
developed the motor skills for catching a ball, have them sitting on organise information and
the floor). Take out a soft ball or similar and explain that you are
copy a layout for their
going to name a hero. If a child has chosen that hero they should
repeat the name. You will throw them the ball and they will say fact card. They will
something related to that person e.g. their age, their country, their recognise and copy the
job etc. If somebody else can say another word about the person, written forms of the
they also say the name. words they choose.
e.g. Teacher: Harry Potter!

Child 1: Harry Potter! (teacher throw the ball to this child) Specific Language:
Child 1: wizard
Child 2: Harry Potter! (child 1 throws the ball to child 2)
Numbers
Child 2: England
Countries
Teacher: Rafa Nadal! Hobbies
Child 1: Rafa Nadal! Tennis Jobs
Child 2: Rafa Nadal! 24
Child 3: Spain
Useful Language:
If this is too complex, omit the part where they have to say the
name and allow them to say the word directly. Anything the children
would like to include.
Step Two:
Make sure each child has all the information required for their fact Materials:
file.
Information the pupils
Show them your completed card. Point out where the photo is, and have brought in about
the information included. their hero.
Card and coloured pens.
Copy the layout onto the board. Don’t complete with the
information.
It could look something like the example below.
56
Our Heroes Lesson Four
My Notes
Harry Potter
Name: ………………
Age: ………………...
Country: …………….
City: ………………...
Likes: ……………….
………………………
Doesn’t like: ………..
………………………
………………………
Elicit the missing information from the class. Tell them that they
are going to make a similar card for their hero. Show them where
to stick the photo. If you wish, you can draw on each card a square
where they should stick the photo and lines for them to write on.
Step Three:
The children make their fact file cards. Go round monitoring and
helping where necessary.
Step Four:
Ask the children to swap cards with another pupil and to try to
read it. They can ask the writer if they don’t understand something.
If the children cannot read in English, do this as a speaking task. In
pairs, the children tell each other the information they have
included in the fact file and show them their finished card.
57
Our Heroes Lesson Five
Step One:
Lesson Overview:
If you have pictures of superheroes, show them to the children and
elicit their names. Ask the children who these people are (super
heroes). Pupils will design a
superhero.
If you don’t have any pictures, tell the children that they are going
to talk about super heroes. Ask them to name some superheroes.
Lesson Objectives:
Ask the children if they know Superman. What can they tell you
about him? What does he look like? What does he wear? What does Pupils will be able to
he do? Does he have any special powers? discuss the differences
Do the same for other super heroes such as Spiderman, Batman,
between various
the Fantastic Four etc. superheroes and their
powers. They will be
able to distinguish
Step Two: between and reproduce
the phonemes /æ/ and
Teach some of the vocabulary that the children will need to talk /ɑː/.
about super heroes. Say the word and do the gesture, encouraging
the children to copy you.
Specific Language:
Fly (mime flying)
Run (mime running)
Swim (mime swimming) Can/can’t
Climb (mime climbing) Verbs: fly, run, swim,
Invisible (mime looking for somebody) climb.
See through walls (mime looking through the wall) Adjectives: tall, strong,
Super strong (flex your muscles) clever, fast.
Play a game of TPR where you call out the powers and the children
should mime them. Useful Language:
Step Three: Powers: X-Ray vision,

super-strong, invisible.
Choose one of the super heroes and give a description. Don’t tell
the children which hero you are describing. From your description
the children should be able to guess his identity. Use gestures to Materials:
help the children understand some of the powers.
Paper and coloured pens
e.g. This superhero is a boy. He wears a red and blue costume. He or crayons.
can’t fly but he can climb walls very quickly. He has a special power
Pictures of super heroes
in his hands that helps him to climb and jump. Who is he?
(Answer: Spiderman)
(optional).
Do the same for other super heroes.
Step Four:
Repeat one of the descriptions from Step Three. Focus on the

words can and can’t. Elicit their meanings. Ask the children to
repeat the two words, back to back, nodding your head as you say
can and shaking it as you say can’t.
58
Our Heroes Lesson Five
Tell the children that you are going to say some sentences. If they
hear can they should nod their head. If they hear can’t they should
shake their head. Read the following sentences: My Notes
Superman can fly.

Spiderman can’t fly.
Superman can run fast.
Spiderman can climb walls.
Batman can’t climb walls.
Superman can’t see through walls.
Step Five:
Tell the children that they are should try to imagine a new super
hero. They are going to draw a picture of their hero and tell the
class about his/her powers. Make sure they are aware that the
super hero can be a boy or a girl and that they should have one or
more special powers that they use to help people.
Monitor while they are drawing, helping where necessary. Ask each
child to tell you something about their super hero while they are
working. Help them come up with a name for their hero too.
Step Six:
Now ask each child to come to the front, show their picture to the
class and describe their superhero. Ask questions to help them if
they need it, such as:
What can he do?

Can he…?
Is he…?
Has he got…?
Put their pages together to make a Super Hero Book. Make holes in
the pages and tie them together with string.
59
Our Heroes Lesson Six
Step One:
Lesson Overview:
Tell the children that they are going to create their own super hero
adventure. They will have to decide what happens in the story.
Pupils will work together
First, they need to choose one of the super heroes they designed in to create a story.
Lesson Five as the main character. Tell the children that they are
going to vote. They cannot vote for their own character, as this will
lead to everyone choosing their own. Show the pictures the pupils Lesson Objectives:
created last lesson and remind them of the different powers each
character has. Then ask each child to choose the one they like the Pupils will use the
best. Do the vote by sticking the pictures around the room and language they have
telling the children to go and stand by the one they prefer on the
count of three. (This is so they don’t all follow the first child to
learnt to write a
move). collaborative story. They
will be able make
This will be the protagonist of their story. Stick the picture on the decisions about the plot
board. Remind the children of the hero’s powers. and listen to other
people’s opinions.
Step Two:
Specific Language:
Set the scene of the story by telling the children that in the hero’s
city there is a problem. What do they think the problem is? Allow
them to suggest different problems and then ask them to choose Verbs in 3rd person
one. This can be done with a show of hands. It may be a nice idea singular/plural.
to suggest some problems yourself – these don’t necessarily need a Powers (fly, run, swim,
“baddy”, but could be an environmental problem or a school climb etc)
problem.
Once you have the basic situation, you have the basis for the story. Useful Language:
Divide the board into sections to create a storyboard. As each event
in the story is decided upon, draw a sketch of the scene as you say Sequencers: then, after
what happens. Around eight to ten scenes should be enough to tell
that, in the end.
the story.
After each scene, ask the children what happens next and allow
them to choose the best idea. They may need some guidance here. Materials:
The story should end with a happy ending where the hero saves the
day. Paper and crayons.
Step Three:
The children are now going to draw pictures of each scene. Number
the scenes on the board and give each child a number. If you have a
larger class, put the children into pairs. Each pupil or pair will
draw their scene which will later be added to the story.
Leave the original picture of the hero somewhere visible so that the
children can copy it. This will ensure that the picture story will be
fairly continuous in its presentation.
Tell the children that it is important to take their time to draw as

best they can as they are going to make a real story book. They
60
Our Heroes Lesson Six
should think carefully about what they need to draw and its size.
They should try to fill the whole page.
My Notes
Allow them plenty of time to draw and colour their scene. If there
are children who finish early, have them design a front cover for
the book and think of a title.
Step Four:
Collect in all the drawings and put in order. Have the children sit in
a circle and tell them the story, using their pictures to illustrate.
Read the story a couple of times, encouraging the children to join
in with the story telling.
After the lesson you can bind the book.

Another option is to take photos or scan the pages onto a computer
and create a slideshow of the story. There are some excellent web
tools available freely, which are listed at the back of the book. If
you have time, you may wish to record the children telling the story
and add this to the presentation. This could be a wonderful piece of
work that can be shared with parents.
61
Our World Lesson One
Step One:
Lesson Overview:
Remind the children of the words hot and cold, by asking them
about the weather today. Say: What’s the weather like today? Ask
the following questions to prompt: Pupils will learn how to
Is it sunny? Is it cloudy? Is it raining? Is it hot? Is it cold? If talk about temperature.
necessary, teach them the word warm.
Lesson Objectives:
Step Two:
Pupils will be
Ask the children if they can name any hot things. Some examples understand the
they may give are: fire, sun, hot chocolate, soup etc
Then ask them to name cold things e.g. ice cream, ice, snow.
difference between hot,
Ask them if they think water is hot or cold. Elicit that water is cold and warm, giving
naturally cold but we can heat it to make it warm or hot, like in the examples. They will be
shower or bath. able to measure
temperature using a
Put the children into pairs or small groups and give them a set of thermometer.
pictures. They must sort these into three categories: hot, cold and
warm.
Specific Language:
When they have finished, get feedback. Ask them to explain any
unusual answers.
Adjectives: hot, cold,
warm.
Step Three: It’s very/not very +
adjective
Now ask the children how they can tell if something is hot, cold or
warm. They will probably answer by touching it. Ask them if they
know any other methods. Show the children the thermometer and Useful Language:
provide its name. Have they seen one before? How do we use it?
How does it tell us how hot or cold something is? Temperature, degrees.
Introduce the word temperature. If they understand the concept,
you could provide the translation in L1. Otherwise, explain that to
say how hot or cold something is we need to measure it, and this Materials:
measurement is called the temperature. The temperature is a
number of degrees. For example, the temperature of our body is A thermometer
usually around 36 degrees. Ask them to touch their skin and tell A glass of water
them that this is 36 degrees. (If the Fahrenheit system is used in A flask of warm tea or
your country, use it). coffee or similar
(optional)
Now do an example with the thermometer. Take a child’s
Pictures of
temperature and show the thermometer to the class.
hot/cold/warm things.
Step Four: Worksheet 4
The children are now going to measure the temperature of a glass

of cold water.
First, ask them how many degrees they think the water is. Accept
any suggestions, since the children don’t have anything base their
answers on. Allow them to touch the glass if you like.
62
Our World Lesson One
Now ask for a volunteer to put the thermometer in the glass of
water. Try to do the experiment somewhere everyone can see. Ask
My Notes
for another volunteer to read the temperature. Did anyone get it
right? Who was closest?
Follow the same steps for the warm drink you have brought in.
Step Five:
Hand out Worksheet 4 and show the children how to complete it by

writing the temperatures recorded and circling the right answer.
63
Our World Lesson Two
Step One:
If you have already done Unit One and the Autumn and Winter
Lesson Overview:
units, the children should be familiar with some of the weather
vocabulary. Revise this by showing pictures of different weather Pupils will learn about
conditions. various meteorological
conditions and present a
Now, show each picture again and say: weather forecast.
It’s sunny/cloudy/rainy/snowy/windy/foggy
Lesson Objectives:
Encourage the children to repeat. It is common for children to use
single words, therefore if you want them to use complete sentences
it may be a good idea to prepare a card with the word “It’s” in Pupils will be able to
advance, which you hold up when a child is about to speak. recognise weather
conditions from pictures
and symbols. They will
Step Two: be able to give a
presentation using these
Ask the children: “What’s the weather like today? Is it sunny?” symbols.
Then ask: “What will the weather be like tomorrow?” (To explain
the meaning of “tomorrow” you could focus on the days of the
week, or use L1).
Specific Language:
Ask in L1 how do we know what the weather will be like tomorrow
(elicit that the weather forecast on TV tells us). Ask the children if
they have ever seen the weather forecast. It’s sunny / windy /
cloudy / rainy / snowy /
If you have brought in a videoclip, play it now. When it has foggy
finished, ask the children what types of weather were mentioned. It In the North / South /
doesn’t matter if the children don’t understand the forecast itself, East / West.
as this activity is to show them how a forecast is given, using
symbols on a map.
Useful Language:
Step Three:
What’s the weather like
Now show them the map of the country for which you are going to today?
give the forecast. This will ideally be the country the children are The sun is shining / The
living in, making it more relevant to their lives. Teach the words wind is blowing / Rain is
North, South, East and West by drawing a compass on or next to falling.
the map. Ask the children to point to each part of the country.
Then, point to somewhere on the map and elicit N/S/E/W as
appropriate. Point to the middle of the map and teach the word Materials:
‘Centre’.
Now stick one of the symbols somewhere on the map and say, e.g.: Videoclip of a weather
forecast (optional).
It is sunny in the North. Pictures of different
weather conditions.
Do the same for the other symbols and elicit the sentences from the Card and coloured pens
children. or crayons and scissors.
A map of your
country/UK/USA etc
Sample weather symbols
64
Our World Lesson Two
Step Four:
Hand out the card, pencils, crayons and scissors. Tell the children My Notes
to each draw two or three different weather symbols, to colour
them and cut them out.
Make sure all the symbols are being made. Early finishers can
make extra symbols, or help others to colour or cut out.
Step Five:
Set up the classroom so that the map is at a suitable height for a

child to point to, somewhere at the front. Ask some of the children
to stick their symbols on the map. Then give the weather forecast,
pointing to the map e.g.:
Here is the weather for Spain. In the North it is cold and

snowy.
In the East it is cloudy and rainy. In the West it is windy. In

the South it is hot and sunny. In the centre it is cold and
foggy.
Thank you and goodbye.
It can be nice to have some kind of jingle or tune to introduce and

end each forecast, which you can either play (a track) or hum.
Now each child will do the same. Prompt where necessary.

If you wish, you can record the children giving their forecasts, with
a video camera, mobile phone or webcam. They will love seeing
themselves on video speaking English. However, it is a good idea to
practice first!
65
Our World Lesson Three
Step One:
Lesson Overview:
Ask the children what their favourite colour is. For each colour, ask
for some examples of things that have that colour. Give an example
yourself to start, e.g. Pupils will carry out a
scientific experiment to
My favourite colour is green. Green is the colour of the see how primary colours
grass and leaves. mix and create new
Lizards as snakes can be green. Green is a natural colour. colours.
Encourage the children to talk about their favourite colour in the
same way. Lesson Objectives:
Then, ask the children if they have ever seen a rainbow. What
colours does it have? Pupils will be able to
predict and follow
instructions to carry out
Step Two: an experiment. They will
be able to explain which
Tell the children that there are three basic colours which make all colours merge to form
the other colours. These are called primary colours. Can they guess other colours. They will
which three colours they are? (red, blue, yellow) recognise and be able to
Show three cards or flashcards with those colours. Ask them to
imagine how the colours can merge to form new ones. Say: /r/.
If we take red and yellow and mix them together, what

colour will we have? Specific Language:
If we take blue and yellow and mix them together, what
colour will we have? Colours
If we take blue and red and mix them together, what colour Red and yellow make
will we have? orange.
Don’t correct any wrong answers at this stage, since the children
will see the mixed colours during the experiment.
Useful Language:
Step Three: I can see…
Show them the materials you have brought in. Name each one as
you hold it up. Materials:
Tell the children that they are going to do an experiment. Go
through the stages of the experiment. Red, blue and yellow
food colouring
1) Pour one cup of milk into the bowl.
2) Add three drops of red food colouring at one “side” of the A dish
bowl. Washing up liquid
3) Add three drops of blue and three drops of yellow on other Milk
“sides”. The colours should not be touching.
4) In the centre of the bowl, add a drop of washing up liquid. Worksheet 5
What do they think will happen? Will the colours meet? Will they
make a pattern? Will there be other colours?
66
Our World Lesson Three
Hand out Worksheet 5. Ask the children to point to the first big
circle. In this circle the children should draw what they think will
happen in the experiment. My Notes
Step Four:
Now it is time to carry out the experiment. You can do the

experiment yourself in front of the whole class, or you could have
them do their own experiments in groups. (For this you would
need to bring in more materials).
Follow the steps above and see what happens.

(The dish soap does not mix with the milk. Instead it floats on top
and spreads over the surface. As it spreads, it grabs the food colour
we dropped into it. Where the colours meet, they combine to form
new colours).
The children should now draw what they saw in the second circle
on their worksheet.
Ask the children if they expected that to happen. Did they like the
experiment?
Step Five:
As the children have now seen how the colours combine, they are
able to complete the second stage of the worksheet.
They should colour the small circles to show how other colours are
formed from primary colours.
Step Six:
Ask the children what the results of their experiment look like.
Ask them where else they can find all these colours together (in a
rainbow).
Ask if anybody knows how to write the first letter of rainbow.

If not, write a large R/r on the board and say /r/. Say /r/ is for
rainbow. Make a large arc with your arm as you say the word,
encouraging the children to copy.
Ask the children if they know any colours (or other words)
beginning with R.
Finish by playing a game. The children should stand up. When you
say a word beginning with R they should jump. You can use the
following list of words for this game:
Rabbit Run
Cat Rainbow
Window Windy
Door Rainy
Red Room
Yellow
Walk
67
Our World Lesson Four
Step One:
Lesson Overview:
Show the children the bottle of water. Where do they think it comes
from?
They may answer that it comes from the tap – in this case, ask Pupils will learn about
them how the water gets to the tap. Accept any answers, as the and illustrate the water
children will find out later. cycle.

Draw a big black cloud on the board. Ask the children what usually Pupils will be able to say
happens when there are black clouds (It rains). Add raindrops to
where water comes from
the picture. Then ask them where the rain goes? Try to elicit that
the rain water eventually makes its way to a river which then and describe the
carries it to the sea. processes in the water
cycle.
Step Three:
Specific Language:
Show the children the diagram of the water cycle you have
prepared. It should show the evaporation of water from the sea, the water, rain, river, sea,
condensation of the vapour into clouds, how the clouds are blown clouds.
by the wind to land and how rain falls and the water runs back to
the sea via rivers.
You will find links to web resources in the Links section at the back Useful Language:
of the book.
Evaporation,
Point out each stage as follows: condensation,
precipitation.
1) Look. It’s hot and sunny. The water in the sea goes up into
the sky. This is called evaporation. The water is now
vapour. Do you know what vapour is? (Ask the children to Materials:
imagine a really hot drink and what they can see at the top
of the cup).
A poster of the water
2) The vapour now turns into a cloud! This is called cycle, or a diagram on
condensation. the board
Pictures of a river, the
3) Now it is windy. The wind blows the cloud and it moves. sea, the sun, a cloud,
The cloud is heavy. Very very heavy. rain, wind, a bottle/glass
of water.
4) The clouds have a lot of water inside. The water falls down
– it’s raining! This is called precipitation. Take out your
umbrella!
5) The rain falls and runs down to the river. And the river
carries the water back to the sea.
You may feel that the technical vocabulary is unsuitable for your
learners. In this case, stick to the simple terms, omitting the words
in bold.
68
Our World Lesson Four
Step Four:
Repeat the procedure in Step Three, encouraging the children to My Notes

join in. This time, hold up the pictures you have brought in.
Now, repeat the text again, this time pausing as you hold up each
picture, so the children have a chance to complete the sentence.
e.g
Look! It’s hot and … (hold up the picture of the sun).

The water in the sea goes up into the sky. This is called
evaporation. The water is now vapour.The vapour now turns into
a … (picture of a cloud). This is called condensation.
Repeat as many times as you feel is necessary, as long as the

children aren’t getting bored, each time pausing before more
words.
Step Five:
Put the children into groups of four. They are going to work
together to produce their own poster of the water cycle. Each child
will draw a different stage. If the children are very young, you could
give them partial pictures for them to colour and add to.
Make sure each child knows which picture they are going to
illustrate by pointing to each stage and asking those children to
stand up.
As the children are working, monitor and help where necessary.

Ask each child to say what they are drawing.
Step Six:
Give each group a large piece of card on which to stick their

pictures. Ask the children to look carefully at the diagram on the
board, and to decide where their picture should be placed on the
piece of card. They should then stick their pictures onto the card,
and draw in any arrows that are missing. It is a good idea to check
they know where to put the pictures before giving out the glue.
You should now have some lovely posters of the water cycle to put
up on the walls of the classroom. If you have time, ask each group
to show their poster to the class, poiting out each stage in the cycle.
69
Our World Lesson Five
Step One:
Lesson Overview:
Elicit from the children what they use water for. They will probably
suggest for drinking, washing, showering and brushing their teeth.
Ask them to think also about the water we use in different parts of Pupils will discuss the
the house, e.g. importance of saving
water and make a poster
In the bathroom? Washing my face, brushing my teeth, having of their ideas.
a bath/shower, using the toilet.
In the kitchen? Doing the washing up, washing clothes,
cooking. Lesson Objectives:
In the garden? Watering plants/grass, washing the car.
Pupils will understand
Ask: do we use a lot of water?
the importance of saving
water and will be able to
Step Two: provide several ways of
doing so. They will also
Ask the children if we can use the water in the sea to drink, cook be able to recognise and
wash etc. Explain that this water needs cleaning before we use it. reproduce the phoneme
It’s ok for swimming in, but not for washing or drinking. So the /d/.
water is taken to a factory where it is “cleaned” or treated before it
goes to our homes. This process is very expensive and in some
parts of the world people don’t have clean water. Also, animals,
Specific Language:
plants and fish need water to live. We should try to save water
instead of wasting it.
Imperatives: put, do,
This can be done in L1, but recap in English, using gestures e.g. have, use.
Don’t …
We can’t drink water from the sea. We clean it in a factory. Then,
the water goes to our houses. Now we can drink it and have a bath
and cook! We use a lot of water but animals, fish and plants need Useful Language:
water too. We need to save water.
Shower, bath, plug, turn
Step Three:
off, bucket, hosepipe, tap
Now the children understand why we should try to save water, it is

time to think about how. First, we need to look at how we waste Materials:
water. This is what we shouldn’t do.
Pictures of the
Show the children the pictures. Ask if they think the people are vocabulary to be
saving water or wasting water. One way of doing this is to stick a presented.
smiley face on one side of the board or classroom along with the Large paper or card,
word DO, and a sad face on the other, with the word DON’T.
coloured pens.
Hold up a picture, and the children must make a happy or sad face.
Choose one child to go and stick the picture in the appropriate Magazines or catalogues
place. (preferably of the home).
Step Four:
Write the words DO and DON’T on the board. Pronounce each one,
nodding or shaking your head and finger as appropriate. Hold up
one of the pictures from Step Three and ask Do or don’t? The
children should shout out the correct word.
70
Our World Lesson Five
Say: Do and don’t have the letter D. /d/ sounds like a drum (mime
playing a drum, making the /d/ sound). Can you play the D drum?
My Notes
Step Five:
Tell the children that they are going to make a poster about saving
water. They will look in magazines to find pictures of people using
water. Put the children into small groups. Give them one or two
magazines per group and tell them to work together to find
pictures. Go round asking children what pictures they have found

and what they show. Reinforce the new vocabulary as you do so.
When they have a few pictures, give out the large pieces of card or
paper with the word DO and DON’T, and tell the groups to decide
where to stick each picture. Write the appropriate words or phrases
on the board for the children to copy, sticking one of your pictures
next to each sentence, making sure that everybody understands its
meaning.
e.g. DO turn off the tap

DON’T have a bath
Then hand out glue and pencils for each group to make their
poster.
Step Six:
Pin the posters up on the wall, like in an art gallery, and take the
children round the class to look at them. Point out (or get each
group to do so) the different parts of each poster. If you wish, you
could have a poster competition, with a prize for the most
informative or most well-presented poster.
71
Our World Lesson Six
Step One:
Lesson Overview:
Revise weather vocabulary by showing the map you used in Lesson
Five with various different symbols placed around it. Ask the
children to raise their hand if they can say what the weather is like Pupils will end the unit
in one of the places. They should come to the front, point to the of work by conducting a
appropriate place on the map and say, e.g. survey about their
favourite weather.
In the South, it is hot and sunny.
Then ask the children which part of the country they would like to Lesson Objectives:
be in. This will get them thinking about what kind of weather they
prefer.
work collaboratively and
Step Two: record data. They will be
able to use the results to
Write on the board the following question and answers in large draw conclusions and
letters: create a bar chart.
Do you like the rain?

Specific Language:
Yes, I do No, I don’t
Do you like…? Yes I
do/No I don’t.
Point to each word as you say it. Elicit the meaning of the question
What’s your favourite
“Do you like…?” by smiling as you answer “yes” and frowning as
you answer “no”. weather?
Rain, sun, clouds, fog,
wind, snow.
Step Three:
Divide the class into two groups. One group is going to ask the Useful Language:
questions, the other is going to answer. Each group should be
sitting on a different side of the classroom. If you waish, you could How many children
stick a question mark or a Q on one side and an A on the other. prefer…?
Make sure everybody in each group knows what they have to say.
Tell the children in the Question group that when you point to the
question on the board, they should all say:
Materials:
Do you like the rain?
Paper and coloured
The Answer group should then answer either “Yes, I do” or “No, I crayons.
don’t” according to their opinions.
Then replace the word and symbol for rain with other weather Worksheets 6 and 7.
conditions, e.g.
Do you like the snow?
Do you like the sun?
Then, each group should swap places and repeat the procedure so
that everybody practises both questions and answers.
72
Our World Lesson Six
Step Four:
Hand out the Worksheet 6 and pencils. Show the children how the My Notes
table works. At the top of each column they should write the names
of five classmates. They are going to ask the questions practised in
Step Three to these five pupils and record their answers in the
table. Show them where to write each answer by copying part of the
table on the board and doing an example.
Elicit the questions they are going to ask and how they should
answer when asked a question.
The children are now going to stand up and go to ask their

questions.
Go round helping and encouraging, making sure the children are
speaking in English.
Step Five:
Draw a bar chart on the board with 2 columns for each weather
condition. It should look something like this:
3 Yes
No
2
0
rain sun snow wind cloud
The first column show how many people answered “yes” and the
second shows how many people answered “no”. If you think this is
too complex for your pupils, omit the “no” column.
Hand out the Worksheet 7. If you have graph paper available you
may prefer to use this.
Show the children how to transfer the information in the tables to
their graph. Ask them how many people like rain and to put up
their hand. Choose one of the children to answer and point to the
first column in the bar chart. Ask everybody to look at their table
and find the number of people who like rain, to find this number
on the side axis and to draw a line across the first column by this
number. They can then colour in the bar.
If you choose to use only the “yes” answers, the children should use
a different colour for each column. While the children are working,
monitor and help with any problems.
73
My Body Lesson One
Step One:
Lesson Overview:
Tell the children to stand up. One by one, point to each of the
following parts of the body, encouraging the children to copy you.
Pupils will count
label aand
full-
Head, eyes, ears, nose, mouth, tooth, hand, fingers, arm, foot, sized
label parts
picture
of of
their
the
tummy. human
bodies and
body.
collaborate to
create a model of the
These are the parts of the body that children usually need to talk human body.
about. Repeat the process several times, and after several rounds Lesson Objectives:
pause when you say each word before pointing to that part of your
body, so the children have a chance to think and remember. Pupils
Lessonwill
Objectives:
be able to
Then, do the same but point to a part of the body and pause to give
match words and
the children time to name it if they can.
pictures
Pupils will
forbevarious
able toparts
of
count
the and
bodyname
and place
different
Step Two: them
parts of
on the
the human
picture.body.
They will bealsoable
be able
to to
Sing or say the following action rhyme as many times as you like: recognize
recognise and reproduce
the phoneme /b/.
I touch my eyes,
I touch my nose,
I open my mouth, Specific Language:
I touch my toes.
Specific Language:
I touch my ears, Head, eyes, ears, mouth,
I touch my nose, nose,
Head,tooth,
eyes, nose,
hand, ears,
I clap my hands, fingers,
mouth, arm,
arm, leg,
foot,hand,
leg,
I touch my toes. tummy.
foot, tummy, tooth,
body.
I pat my head,
I touch my nose, Useful Language:
I wave my arms,
I touch my toes. Where’s
Useful Language:
the …?
I pat my tummy,
Where should I put the
I touch my nose, …?
Where’s your …?
I wiggle my fingers, Put
Where
it here/there.
are your …?
I wiggle my toes. How many … have you
got?
Materials:
Step Three:
Word cards with
Now the children are familiar with how the words sound, you can vocabulary
Materials: for parts of
now show them the word cards you have prepared. Show each
the body
word card, saying the word several times as you do so and
encourage the children to point to that part of their body. If you Pictures
Picture oforparts
flashcards
of the of
find they are tired of pointing, you could spread the body parts
body.of the body
flashcards or pictures on the floor or tables and ask one pupil to A
Word
largecards
roll of white
parts of
pick up the correct one. paper
the body.
Pencil/marker
A roll of whitepenpaper (or
several large
Coloured pieces
crayons
Step Four: taped together)
Crayons or marker pens.
Take out the long roll of paper and open it out onto the floor. Put
books or similar on the corners so it doesn’t roll up. Choose a child
74
My Body Lesson One
to lie on the paper and ask the rest to sit around the paper in a
circle, so that they can see what you are going to do. (All the
children will want to lie on the paper, but explain that we can only My Notes
do this once and that you are going to choose the pupil who has
worked the best/been the quietest/been the best behaved etc).
Make sure the child keeps very still, and draw around him/her
carefully, with a marker. If you prefer you could do it in pencil first
and go over it later. It is best to choose a child who is not wearing a
skirt or baggy clothing, as this will make it more difficult.
As you are drawing, give a commentary to the class, e.g.
“Now I’m drawing his head. Look. Now his neck, his shoulder, his
arm all the way down to his hand. Look at his hand! I’m drawing
one, two three, four five fingers! Back up the arm and then down
past his tummy. Now we’ve come to the legs. I’m drawing one long
leg and one foot. We can’t see the toes because he’s wearing
socks/shoes! Now the other leg…”
You could also ask questions while you draw.
You should now have the finished life-sized outline of a child.

Ask the children to help you draw and colour the hair, eyes, nose
and mouth.
Step Five:
The children are now going to label the figure with the word cards.
Stick the figure onto a wall. Hand out the word cards with adhesive
tack on the back and ask them to stick the cards in the right place
on the body.
You can also have the children choose a name for the new member
of the class!
Step Six:
Write the letter B on the board, or show a flashcard. Say /b/,

they have heard today that begin with /b/. They should remember
body. Say “/b/ is for body” and stand up tall with your arms and
legs wide. Now, tell the children that every time you say /b/ they
should do the “body pose”. You can do this with words they have
covered in this and previous lessons.
form by writing in the air with your finger. Draw a big B and elicit
the sound. Now draw B on some pupils backs, eliciting the sound.
Then ask the children to draw the B on your back and then in pairs.
75
My Body Lesson Two

Revise the parts of the body seen in Lesson One by playing Simon
Says. This is a Total Physical Response game, where players touch
Pupils will discuss
or move the appropriate part of the body but only when you say various health problems
“Simon Says” before the instruction. and their treatment.
e.g. “Simon says: touch your leg” (players all touch their leg)
“Clap your hands” (players stay still). Lesson Objectives:
Use the following prompts for the game: Pupils will be able to say
which treatment is
(Simon says) pat your head.
suitable for each medical
(Simon says) clap your hands.
(Simon says) touch your tummy. problem. They will
(Simon says) touch your feet. revise parts of the body
(Simon says) touch your eyes. and recognize the names
(Simon says) touch your mouth. of some common health
(Simon says) wiggle your fingers. problems.
(Simon says) wave your arms.
(Simon says) touch your nose.
(Simon says) touch your ears. Specific Language:
A headache, earache,
Step Two:
toothache, tummy ache,
You are now going to pretend that a part of your body hurts. a sore throat, a sore arm.
Say “Ow!” and touch your head (with a painful expression). Say
“I’ve got a headache!” The children can copy you if they like.
Do the same for the other kinds of pain: Useful Language:
Earache, tummy ache, toothache, a sore throat.
Take your temperature,
Now repeat the process but don’t actually touch the painful body thermometer, pills,
part at first. Encourage the children to touch the appropriate part medicine, bandage,
of the body and to adopt a painful expression. If the children are
not sure which body part to touch, demonstrate.
plaster.
Step Three: Materials:
Put pictures of head(ache), tummy(ache), ear(ache), tooth(ache), Pictures of parts of the

(sore)throat and arm around the classroom. Ask the children to body.
choose one and stand next to the picture. Pictures of treatments.
(one set of each per
Now, ask the children what we can do to make their classmates
group of 3-4 students)
better. E.g.
“Oh no! Maria and David have got earache. What do they need?
“Elena has got a sore throat. What does she need?”
“Pascal has a sore arm. What does he need?”
Accept their suggestions in L1, showing them a picture of their

suggestions if you have them. If they say that Elena needs some
medicine, show a picture of a medicine bottle and say “medicine”.
You could display all the treatment pictures to help.
76
My Body Lesson Two
Step Four:
Now put the children into small groups (maximum 4 per group). My Notes
Tell them that they have pictures of parts of the body that are
painful, and treatments. Point to the cards around the classroom to
demonstrate.
Say: “Look. What’s this? (head)

I’ve got a headache. What do I need? (a pill)
Now, match the cards.” (Take the pictures of the head and
the pills, and put them together).
Hand out the sets of pictures and allow the children a few minutes
to match them. Help where necessary.
Step Five:
You are now going to teach the children a jazz chant that practises
the vocabulary learnt in this lesson. The chant is split into two
parts, so you should divide the class in half, having each group on a
different side of the classroom.
I’ve got a headache!
I’ve got a headache! You need a pill!

I’ve got earache! You need some cotton wool!
I’ve got tummy ache! You need some medicine!

I’ve got toothache! You need a dentist!
I’ve got a sore leg! You need a plaster!

A very sore leg! You need a bandage!
The lines in the first column are sung by group A, the lines in the
second column by group B. The children should mime the actions
as they chant. Then tell each group to exchange places with the
other and repeat.
77
My Body Lesson Three
Step One:
Lesson Overview:
Show the children the picture of the girl and the doll. Point to the
girl and then the doll, saying:
Pupils will follow and
This is Miss Polly. This is Miss Polly’s doll. act out the story in the
Miss Polly’s doll is sick (mime having a temperature by traditional song Miss
putting your hand against your forehead). Polly had a Dolly.
What can we do?
Elicit that we should call the doctor. Pretend to phone the doctor: Lesson Objectives:
“Hello? Is that the doctor? Miss Polly’s doll is sick. Please come!”
Step Two:
follow the sequence of
events in the song. They
Show the children the doll you have brought in. Say: will also be able to
follow instructions for
This is Miss Polly’s dolly. I know a song about her. the actions in the song.
They will be able to
Sing Miss Polly had a Dolly, or play the song if you have it on CD reproduce the phoneme
or video. /ɒ/ and start blending
words.
Miss Polly had a Dolly
Miss Polly had a dolly (rock the doll in your arms)
Who was sick, sick sick. (put your hand to the doll’s head)
So she called for the doctor (mime telephoning) Specific Language:
To be quick, quick, quick. (mime running )
The doctor came Song vocabulary: sick,
With his bag and his hat. (pick up your bag, put on your hat) doctor, quick, bag, hat,
And he knocked at the door with a rat-a-tat-tat. door, bed, pill.
(mime knocking on the door) Expressing wishes: I
He looked at Miss Polly want to be the doctor.
And he shook his head. (shake your head)
He said to Miss Polly (shake you finger)
“Put her straight to bed!” (mime “sleeping”)
He wrote on his paper (write on your hand) Useful Language:
For a pill, pill, pill
“I’ll be back in the morning (give the “paper” to someone) Dolly, sick, called,
with my bill, bill, bill.” (wave goodbye) doctor, quick, bag, hat,
knocked at the door,
Encourage the children to copy your actions as you sing. shook his head, bed,
Repeat the song, slowly, line by line. The children should do the wrote, pill, be back, bill.
actions.
You are now going to take some of the actions from the song and A picture of a girl and
give instructions. Give each command and do the action, the first doll (Miss Polly & dolly)
time. Subsequently, give the command and wait for the children to A doll
do the action. A Doctor’s bag or
similar (optional)
Stand up! Call the doctor! A hat (optional)
Be quick! Pick up your bag!
Paper and pencils
Put on your hat! Knock at the door!
78
My Body Lesson Three
Look at the doll! Shake your head!
Write on a paper! Wave goodbye!
My Notes
Step Four:
Now tell the children that they are going to act out the song. If you
have a large class, put the children in pairs. If you have a small
class, the children can take it in turns to act out the story. In both
cases, demonstrate with one pair of children.
Say: Who wants to be Miss Polly?

Who wants to be the doctor?
Choose two of the volunteers and bring them to the front. Give
Miss Polly the doll. The doctor should stand at a distance, with the
bag and hat nearby. Make sure the volunteers know that they have
to do the actions as you sing. The other children can also do the
actions and join in with the singing.
Sing the song, prompting the volunteers to do their actions at the

appropriate time, where necessary.
Step Five:
Now ask the children if they can tell the story of what happened in
the song. They can use L1 if necessary, but provide them with the
language from the song.
Tell the children that they are going to draw the story of Miss Polly.
Hand out paper and pencils, and monitor.
Ask the children what scene they are drawing, in English.
Step Six:
Write MISS POLLY on the board in large letters. Say Miss Polly
and encourage the children to repeat. Ask where’s the O /ɒ/? and
choose a volunteer to come and point to the correct letter.
Say /ɒ/ is in Polly and dolly. Do you know more words with /ɒ/?
Point to something orange and say Orange begins with O.
The children may now be ready to start blending letters together to

form words. Choose consonants they have already mastered and
create three letter words e.g.
H- O- T Show each letter one by one and ask the children how to
say it. They should be saying /h/ /ɒ/ /t/. Show them how to put
these letters together to form hot. Do the same for other words such
as DOT, COT, SIT, BIT, HIT. It doesn’t matter whether or not the
children understand these words at this stage, as this is just an
introduction to blending.
79
My Body Lesson Four
Preparation:
Lesson Overview:
Set up the classroom like a doctor’s surgery. There should be a
chair at the front (for the patient) and the other chairs should be
placed in rows, like in a waiting room. All the children should be Pupils will perform the
seated in this area. role-play At the
Doctor’s.
Step One:
Lesson Objectives:
Revise health problems and their treatments from Lesson Two,
using the flashcards or pictures. To do this, mime a symptom (e.g. Pupils will be able to ask
headache) and ask the children “What’s the matter?” When they
about and describe
reply “headache”, ask “What do I need?” (a pill/some medicine)
Do the same for all the problems.
symptoms of common
medical complaints.
Step Two:
Specific Language:
Put a picture of a doctor on the board. If you have any doctor’s
equipment such as a white coat, a stethoscope, a doctor’s bag; show My leg hurts.
this to the children instead. Say: I’ve got a headache.
Parts of the body
Where are we? (Looking around)
Symptoms: headache,
Elicit that it’s a doctor’s surgery. Some further clues are: earache, toothache, a
sore throat, tummy ache.
Hmm. What’s this? It’s a white coat. Whose is it? Is it the
teacher’s? No, it’s the doctor’s!
Useful Language:
Step Three: What’s the matter?

Let’s see your
Now go out of the room and put on the white coat (if you do not temperature.
have any equipment, stick the picture of the doctor on your front)
Enter the room and say:
Here’s a/some
medicine/pills/bandage/
I’m the doctor. plaster.
Place the doll on the chair at the front of the classroom. Say:
Materials:
This is the patient. The doll is sick.
Doctor’s equipment
Now, act out the following dialogue with the doll. For the doll’s (bag, coat, stethoscope,
part, you could use a different voice, or pretend that the doll is
thermometer, bandage,
speaking in your ear and “repeat” what he/she says.
plasters, small bottle)
Doctor: Hello. or pictures of these.
Doll: Hello.
Doctor: What’s the matter? A picture of a doctor
Doll: I’ve got earache. A doll.
Doctor: Oh dear! Let’s see your temperature. (Pretend to
take the doll’s temperature) Ok.. Photocopy 6 (one per
Here’s some medecine. pupil)
Doll: Thank you. Bye!
Doctor: Bye!
80
My Body Lesson Four
Now tell half the class to stand at the front with you. They are the
doctors. They will repeat what the doctor says.
The other children are the patients. They will repeat what the My Notes
patient (i.e. when you hold up the doll) says.
Drill the dialogue with the two groups. Then tell all the patients to
stand up and be doctors, and the doctors to sit down and be
patients. Repeat the procedure.
Step Four:
Tell all the children to sit down.

Choose a child from the “waiting room”.
This child should sit in the patient’s chair. Repeat the previous
dialogue. The child can improvise and decide what is the matter.
When you feel the children are ready and know the structure of the
dialogue, choose one of them to be the doctor. With a small group,
the children can take turns to participate.
If the class is very large, you could have two surgeries (meaning
you can monitor and help each group) or have the children practise
in pairs. If the children can read, write the dialogue on the board at
the beginning of the lesson for the children to use when working in
pairs.
Step Five:
Hand out Photocopy 6 and scissors. Tell the children to cut out the
cards and place them on their desk.
Say the following sentences. The children should hold up the

correct card.
I’ve got tummy ache!

I’ve got toothache!
My leg hurts!
I’ve got earache!
My arm hurts!
Here’s a bandage.
In subsequent rounds, ask a child to say the sentences.
81
My Body Lesson Five
Step One:
Lesson Overview:
Show the children the picture of teeth. Say: What are these?
If the children are confused about the difference between tooth and
teeth, draw a picture on the board of a mouth with all the bottom Pupils will be aware of
teeth but only one top tooth. Point to the single tooth and say: the importance of
looking after their teeth
Look! He’s only got one tooth at the top! But he has lots of teeth and know how to do so.
at the bottom. (Pointing to the bottom row) The pupils will
collaborate to make a
Show the following pictures: model of a set of teeth.
Lesson Objectives:

demonstrate how to
tooth teeth brush their teeth
effectively and recognize
Write the words on the board and underline (or write in a different how important this is.
colour) the double vowels OO and EE. Say OO tooth, EE teeth. They will also recognize
Contrast this with O /ɒ/ and E /e/. Make sure the children
the double vowels OO
understand that the sound changes if there are two vowels
and EE /u:/ and /i:/.
together. Encourage the children to copy the OO and EE sounds,
pretending they have bad toothache and are in great pain:
Oooooo my tooth! Eeeeee my teeth! Specific Language:
Now show the picture of somebody with toothache. Brush your teeth
Ask: What’s the matter? (He/she’s got toothache.) Toothbrush, toothpaste
Does he/she look after their teeth? (Probably not.) Teeth, gums
In circles
Step Two:
Ask the children how they look after their teeth. Useful Language:
Ask the following questions:
How often do you brush
What do you do? your teeth?
Do you have a manual or electric toothbrush? Once, twice, three times
(Ask for a quick show of hands.) a day.
How many times a day do you brush your teeth?
How many times do you think you should brush your teeth?
How much toothpaste do you use?
Materials:
Ask a volunteer to demonstrate brushing their teeth to the class.
Give them a toothbrush and ask them to pretend to brush their A toothbrush and
teeth. They should not put the toothbrush in their mouth. toothpaste (or one for
each group).
Ask the children how the volunteer moved the toothbrush. Did the Small marshmallows (or
brush move up and down, side to side or in circles. Which is the white plasticine or
best way? (In circles) dough), toothpicks cut
Note: You may like to show the children the following website into small pieces and red
where there are several activities where they can learn all about
or pink plasticine.
how to look after their teeth: http://www.mouthpower.org
82
My Body Lesson Five
Step Three:
The children are now going to help make a model of a set of teeth My Notes
or gums and then practice brushing them.
Depending on the number of pupils in the class, you may prefer to

have them work in groups. In both cases, some children will work
on the gums and others on individual teeth.
Show the children the materials you have brought in: red or pink
plasticine or dough, white plasticine or dough (or marshmallows)
and toothpicks. Tell them that they are going to make a model of a
mouth. What do they think the red/pink is for? (gums) And the
white? (teeth)
Demonstrate how to make the gums by rolling out a large piece of

red plasticine like a long snake and forming a U-shape. Now take a
piece of toothpick and a marshmallow (or small piece of white
plasticine) and connect the “tooth” to the gum. Ask a few
volunteers to continue. If the children are working in groups,
assign roles – in a group of four, two children can make the gums
while two make the teeth. Then they can all take turns to attach the
teeth to the gums.
Note: It is not necessary to actually make an accurate model of 32

teeth since our objective is to see how to clean our teeth, rather
than the anatomy of the mouth. However, you can ask the children
to feel their teeth and notice the difference between the molars
and incisors. They can then flatten the model incisors and indent
the molars to make the model more realistic.
If the children have made both upper and lower sets of teeth, place
a piece of paper between them to stop them from sticking.
Step Four:
Pretend to put toothpaste on a toothbrush. Make sure all the

children can see the model teeth. Now demonstrate how to brush
the teeth. Make a circular motion and “clean” all the teeth carefully
on all sides. This should take you about 2 minutes.
When you have finished, ask the children how long they think it
took you to clean the teeth. Tell them that 2 minutes is about right.
What movement did you make?
The children are now going to spend two minutes “brushing” their
set of model teeth. They should remember to make a circular
motion with the brush and the clean behind the teeth and the gums
too. They should not stop until they hear you shout “STOP!”.
When the time is up, ask the children if they think their model
mouth is now nice and clean.
Remind the children that they should clean their own teeth in this
way for two minutes, twice each day.
83
My Body Lesson Six
Step One:
Lesson Overview:
Show the children all the materials you have brought in. Ask them
if they know the names (in L1). Provide the names in English if you
wish. Pupils will collaborate to
make a scrap boy or girl
Tell them that all these materials are scraps – bits of material that and label the body parts.
are not needed any more. They are going to make a picture of a boy
or girl from these materials.
Lesson Objectives:
Ask the children if they can see anything that would make a good
head? Tell them that they can use scissors and glue to cut out Pupils will consolidate
shapes from the paper and fabric if they wish.
their knowledge of the
different parts of the
Step Two: body. They will also
learn to work in a group
Put the children into small groups. You can provide roles within and take decisions.
the groups or ask each child to choose what they would like to do.
Each child could be responsible for a specific part of the doll, or
you could assign roles e.g. Cutter, Sticker, Manager (having one Specific Language:
person in charge of decision making can help avoid arguments).
Head, eyes, nose, ears,
Ask them to choose materials they like for the different parts of the
mouth, arm, leg, hand,
body including head, hair, eyes, nose, mouth, ears, arms, legs,
hands, feet. foot, tummy, tooth.
Step Three: Useful Language:
When all the groups are organised and each child knows what they I need this.
have to do, let them get on with their work. Circulate and monitor, Can I have the
asking each child what they are doing and helping where necessary. scissors/glue/paint
You may need to monitor the materials table closely, or you could please?
share out the materials between the groups to avoid any problems.
Step Four: Materials:
When they have finished creating their boy/girl, they can choose a Scraps of paper, fabric,
name for him/her and any other information they like such as age, wool, aluminium foil,
likes and dislikes, family, pets. sequins, buttons etc
They will then present their character to the class. Paper, glue, scissors.
84
Healthy Eating Lesson One

Ask the children to think about what they had for breakfast this
morning. Tell them to put their hands up if they had a) cereal, b)
Pupils will learn about
toast, c) cake or biscuits d) fruit, e) a chocolate drink, f) juice, g) the different meals in the
milk or h) something else. If they don’t know the vocabulary, show day and discuss the food
them flash cards or drawings to help them understand the they eat.
meaning.

Now ask them if they have ever had anything unusual or special for Pupils will be able to say
breakfast. If so, ask them why this was different. Try to elicit that
what they eat for
we usually eat certain types of food for breakfast and others for
lunch or dinner. different meals. They
will also be aware of
Stick the word Breakfast on the board (see photocopy 7). Ask the cultural or geographical
children to name foods they would eat for breakfast. Stick pictures differences in diet.
of these under the heading. Do the same for lunch, tea and dinner.
Explain these terms if necessary, using a clock to help you. Just
elicit two or three examples at the most so that the children know Specific Language:
what they will have to do in the next stage.
Meals: breakfast, lunch,
(tea), dinner
Step Three:
Food: cereal, toast, juice,
Put the children in pairs and tell them that they are going to match milk, rice, potatoes,
lots of different foods to the meals during which we usually eat meat,
them. Give out the pictures and the cut up copies of Photocopy 7 fish, eggs, vegetables,
and ask the children to start matching. fruit, cheese, salad.
When they have finished, ask for whole-class feedback. There will
undoubtedly be some differences of opinion, so ask the children to Useful Language:
explain why they made those decisions.
Other food vocabulary.
Step Four: Countries.
Now the children have considered what they eat for each meal, tell
them that they are going to think about food from different parts of Materials:
the world. Tell them that British people sometimes have an
English breakfast made up of eggs, bacon, sausages, tomatoes or Small pictures of food.
beans and toast. (They may be quite surprised by this.) In some Photocopy 7 (1 copy per
parts of Asia people have rice for breakfast. pair)
Map of the World
Ask them if they have ever tried food from another country. Give
some suggestions like Italian, Chinese, Indian, Thai, Mexican or Circular templates of
whatever is popular in their country. Ask them if they know any approx 9cm (Photocopy
food that is typical of these countries. Now put the map of the 8).
world somewhere everyone can see it. Pick up one of the food
pictures and say e.g. Pizza – do you know where pizza comes from?
Stick the picture on Italy on the map. Do the same for other
pictures of international cuisine and get the children to help you.
86
Healthy Eating Lesson One
Step Five:
The children are now going to draw a picture of their own typical My Notes
meals. Give them paper and circular templates to draw round. You
will find example templates that you can copy and cut out onto
card on Photocopy 9. They should draw either 3 or 4 circles,
depending on whether or not they usually have tea as a meal. Ask
the children to copy the words for each meal underneath each
circle. Tell them to draw what they usually eat for breakfast, lunch,
(tea) and dinner.
Extra:
If you have access to a computer and the internet in your

classroom, you could upload the children’s pictures to an online
programme such as Fotobabble or Voicethread and record the
pupils talking about what they eat. See the Appendix section for
more information.
87
Healthy Eating Lesson Two
Step One:
Lesson Overview:
Arrange the children’s chairs into a circle around the classroom.
Put the food (this could be plastic or toy food, real food or pictures)
in the middle of the classroom, either on a table or on the floor. Pupils will learn about
Tell the children that they have to sort the food into different different food types and
groups. Do not tell them how to classify the food but allow them to play a game.
do so as they wish. They may sort the food into different colours,
size or meals, as well as food types. It can sometimes be a good idea
during this types of activity to leave the room for a few seconds or Lesson Objectives:
go to talk to another teacher, so that the children do the task
without asking for help. If they do have problems in getting started, Pupils will be able to
suggest a way of classification by asking a few questions, such as:
classify food into
What colour is this? When do we eat this? Is this good or bad for nutitional groups. They
us? etc. will be able to recognize
and reproduce the
phoneme /v/.
Step Two:
Tell the children that food can be classified into different types. Specific Language:
One of these types is fruit. Ask them to now make a pile of foods
that are considered fruit. Ask the children if they know any other
Fruit, vegetables, meat,
types of food. They may suggest vegetables, meat, fish, dairy. As
they suggest each type, create a space for each one, placing one fish, dairy
example. Then, when you think there are enough categories, allow Food vocabulary
the children to complete the piles.
Useful Language:
Step Three:
Any food vocabulary
Write a big letter V on the board and say /v/. Encourage the that comes up.
children to copy you. Ask them if they have heard any words today
that begin with /v/. They should come up with “vegetable”. Say:
“/v/ is for vegetable” and point to one of the vegetables.
Materials:
Photocopy 9
Worksheet 8
Step Four:
Hand out Worksheet 8. Show the children the four categories and
elicit their names if they cannot read. Tell them that they have to
complete the worksheet by drawing more food in each category.
They should draw as many different foods as they can think of.
Go round the classroom asking each child what food they are
drawing, eliciting the names of the items.
Draw the same four sections onto the board and get feedback from
the whole class. Draw the items of food they mention, going over
any vocabulary they are unsure of.
88
Healthy Eating Lesson Two
Step Five:
Lesson My
Overview:
Notes
The children are now going to play a card game. The game is like
Happy Families, where each player has to collect a set of cards. You
Pupils will look at
will find the rules and the cards to be copied and cut out on different foods and food
Photocopy 9. You will need one copy for each group of four groups.
children.
Before explaining how to play, go over all of the food vocabulary Lesson Objectives:
that appears in the game so that the children know what they have
to ask for. Show them the pictures and elicit the vocabulary.
Demonstrate how to play the game. Put the children in groups of classify foods into
four and give them a set of ready cut out cards to play with. nutritional groups. They
will also be able to state
which foods are good or
bad for them. Pupils will
be able to recognise and
/v/.
Specific Language:
General food vocabulary
Useful Language:
Fruit, vegetables, meat,

fish, dairy.
Materials:
Photocopy 10 (one copy

per four pupils)
Worksheet 4
Plastic, real or pictures
of food.
89
Healthy Eating Lesson Three
Preparation:
Lesson Overview:
Before the lesson you should draw a pyramid outline onto the piece
of card. Draw a triangle divided into five sections like the one
below.
Pupils will study and
recreate the food
pyramid.
Step One:
Ask the children if they remember the different types of food they Lesson Objectives:
looked at in the previous lesson. If they can’t remember the names
of the food groups, ask them for some examples of each. Pupils will be aware of
the different sections in
Tell them that meat and fish are part of a food group called
the food pyramid and
proteins. Proteins are important to make us strong and give us
energy. Fruit and vegetables are important to stay healthy because will be able to create
they have vitamins. Dairy food has calcium to keep our bones and their own pyramid. They
teeth strong. Spaghetti, bread and cereals are called Carbohydrates. will understand the
We need to eat these to have lots of energy. Sweets and cakes importance of a balanced
contain fat and sugar. We should eat only a little of this types of diet.
food.
While you explain this, it is a good idea to show pictures or a
slideshow of the different food groups, such as the one in the Links Specific Language:
section.
Food vocabulary
Step Two:
Show them the food pyramid. Tell them that the pyramid shows us Useful Language:
how much of each type of food we should eat. Point out the food at
the top of the pyramid. Ask them if they think we should eat a lot of Fats, proteins,
food with fats and sugars in them. Show them that this part of the carbohydrates, fruit and
pyramid is very small because we should only eat a little of these vegetables, dairy.
foods. Ask the same for the other levels of the pyramid.
Step Three:
Materials:
Tell the pupils that they are going to make a class food pyramid. Old food magazines or
Divide them into small groups. Each group is going to work on a advertising
different food group. Ask each group which type of food they would A large sheet of paper or
like to work on. All the groups should be accounted for, so if card (poster size)
necessary, write the food groups on pieces of paper and ask each Scissors and glue
group of pupils to take one. A copy of the food
pyramid (see Links).
Now give out the magazines and tell the children that they have to
find and cut out different types of food from their food group. The
pictures shouldn’t be too large as they won’t fit in the pyramid.
Step Four:
When each group has enough pictures, show them the pyramid you
have prepared. Ask the class which food group goes at the bottom
of the pyramid (carbohydrates). The pupils from that group stick
their food in the right section of the pyramid, naming each item of
90
Healthy Eating Lesson Three
food. Do the same for the other groups, until the pyramid is
complete.
My Notes
Display the pyramid on the classroom wall for everyone to see.
Step Five:
Say: This is our food pyramid. What letter does pyramid begin
with? Yes, that’s right, a P! /p p p pyramid/!
Elicit how to write a P and ask a volunteer to write it on the board.

You can model for the volunteer to copy.
Ask the children if they can think of any other words beginning
with P. Some examples from earlier units are:
Plums, pig, picnic, playground, police officer, pink, purple, plaster,

Polly.
Step Six:
To recap, ask the children what kind of food we should eat lots of
(carbohydrates, fruit and vegetables) and why. Ask them how many
portions they think we should eat every day. Tell them that they are
going to keep a diary over the next few days of what they eat. Give
out the diaries (Photocopy 10) and show the children how to use
them.
Inform the children’s parents about what they have to do so that

they don’t forget. If the children don’t know how to write the
vocabulary for what they eat, they can write it in L1 or draw a
picture.
Example pyramid
91
Healthy Eating Lesson Four
Step One:
Lesson Overview:
Ask the children how they are getting along with their diaries.
Remind them to write down everything they eat. Tell them that
they are going to find out how healthy their class is. Ask them how Pupils will design a
they can find out how healthy somebody is. ( Possible answers: by questionnaire about what
asking questions about food, about sport, by comparing diaries we eat.
etc).

Ask if the children know what a survey is. Explain that it is a set of Pupils will use their
questions on one subject that are asked to different people to find
out some information. Tell them that they are going to do a survey
knowledge of the food
about healthy eating. They will need to think of some questions pyramid to create a
they can ask the other children to find out what they eat. For questionnaire. They will
example, they might want to ask how many pieces of fruit be able to choose which
everybody eats. Do they think this is a good question to ask? Can food types to include.
they think of any more questions?
Elicit the different food groups and how much we should eat of Specific Language:
each type of food. Tell the children that they should ask questions
about all the different food groups. They can ask questions like:
Questions:
Do you eat pizza? Do you eat/drink …?
How often do you eat pizza? How often do you eat/
Do you drink milk? drink …?
How often do you drink milk?
Every day, once a week,
Ask for some more similar examples. never.
Food.
Step Three:
Useful Language:
Now put the children into groups of three. Ask them to think of the
questions they would like to ask. Tell them to ask three questions
for each food group. Then give out worksheet 9 and tell them to Food groups.
draw the foods they have chosen in the first column. Make sure
they know that they are working in a group and all three pupils
should draw the same pictures. Materials:
Worksheet 9 (1 per
Step Four: pupil)
Tell the children that they are now going to practise asking the
questions. It may be a good idea to drill the intonation of the
questions with them. Write one of the questions on the board, say
it and ask all the children to repeat it.
You can use the following chant and song to make practising this
more fun:
A) Do you eat fish?

B) Yes, I eat fish.
A) Do you drink milk?
B) Yes, I drink milk.
92
Healthy Eating Lesson Four
A) Do you eat peas. B) No, no I don’t!
To the tune of “Polly put the kettle on”: My Notes
How often do you eat fruit?

Every day.
How often do you drink water?

Three times a day.
How often do you eat sweets?

Only at weekends.
Ask the children to bring in their completed Food Diaries next

lesson.
93
Healthy Eating Lesson Five
Step One:
Lesson Overview:
Practise the chant and song from Lesson Four with the children in
order to remind them of the questions they are going to ask in the
survey. Pupils will carry out a
Go through the possible answers to the question “How often do you survey of their
eat …?”. Elicit the meaning of every day by showing them a classmates’ eating
calendar and pointing to all the days in a week saying: habits.
I eat fruit every day: Monday, Tuesday, Wednesday, Thursday,

Friday, Saturday and Sunday. Lesson Objectives:
Do the same for twice, three times a week and never.
Pupils will use the
information learnt in
Step Two: previous lessons to find
out who has the most
Hand out the worksheets the pupils completed in the previous balanced diet.
lesson and remind them what they have to do. Tell them that they They will also learn how
are each going to talk to one person to find out what they eat. to create a bar chart.
Everybody will talk to a different person so that we know what
everybody in the class eats.
Specific Language:
To avoid confusion, give each group of three pupils a letter of the
alphabet, and each pupil within the group the number 1, 2 or 3. For
example, the A group will consist of A1, A2 and A3. The A group is Do you eat/drink …?
going to talk to the B group. A1 will talk to B1 and so on. It can be a How often do you
good idea to give each child a card or sticker with their letter and eat/drink …?
number, so they don’t get confused. Every day, twice/three
times a week, never.
Sit the As and Bs together, the Cs and Ds and so on. This way, all
the children know who they have to talk to.
Useful Language:
If you have a large class, you may have to do the survey in groups
rather than to individuals.
Food groups.
An alternative option is to take the children to another class and do
the survey with them.
Materials:
Step Three: Graph or squared paper

Coloured pens or
Tell the children to ask all the questions on their worksheet to their crayons.
partner. Remind them to ask first “Do you eat …?” and then “How
often …?”.
While the pupils are asking and answering their questions, go

round the classroom monitoring and making sure everybody is
working properly. When one student has finished asking questions,
it is the other pupil’s turn. The pupils can refer to their Food
Diaries if they are not sure of what to answer.
94
Healthy Eating Lesson Five
Step Four:
Now it is time to compile the results to see who eats the most fruit My Notes
and vegetables, and who eats less fats and sugars.
Ask the children to count how many times the person they
interviewed eats fruit and vegetables. They should count all types
of fruit and vegetables. Foe example, if a child says they eat an
apple every day, peas three times but no spinach, that child eats 10
(7 +3) items of fruit and vegetables.
Draw axes of a bar chart on the board. Tell the learners that you are
going to make a bar chart for the amount of fruit and vegetables we
eat. Write the learners’ names along the Y axis and numbers from 0
to 30 on the X axis, in 5s (0, 5, 10, 15 etc). Ask each child how many
pieces of fruit and vegetables the pupil they spoke to eats. Draw the
bar in the appropriate column. Do this for all the learners. When
you have completed the chart, ask the children to look at the bar
chart and to tell you who eats the most fruit and vegetables.
Now tell the children that they are going to make a bar chart for
fats and sweets. Put the children in their original groups (A, B etc)
and give them graph paper with the bar chart axes already drawn.
They should write the names of the children they interviewed on
the Y axis. They then count the number of fats and sugars each
child eats and draw and colour the bars on their chart.
At the end of the lesson, you could gather all the bar charts to find
out who eats the smallest amount of this food group.
Step Five:
If you think it appropriate, you could give the two “healthiest”

children a sticker, in order to encourage healthy eating. The
children can take their Food Diaries and continue with them if they
wish.
95
Healthy Eating Lesson Six
Step One:
Lesson Overview:
Ask the children how their diaries are going. Do they think they
have a healthy diet? Ask them what we should eat in order to be
healthy. Pupils will design a
Elicit the expression “We should eat …” poster to promote
Then ask them: “What shouldn’t we eat much of?” healthy eating amongst
children.
Tell the children that in this lesson they are going to design a
poster for the other classes in their school. The poster will show the
foods we should and shouldn’t eat to be healthy. Elicit a few Lesson Objectives:
examples of these foods.
Step Two:
state which foods should
be eaten to have a
Write the following sentences on the board: healthy diet and which
food groups they come
We should eat lots of carbohydrates. from. Pupils will
We should eat lots of fruit and vegetables. recognise and reproduce
We should eat some meat, fish and eggs. / ʃ/.
We should eat some dairy products.
We shouldn’t eat many sweets or fats.
Specific Language:
Elicit examples for each one.
Write a big letter SH (small letters) on the board and say / ʃ/. We should eat…
Encourage the children to copy you. Ask them which words on the We shouldn’t eat much
board have / ʃ/. They should come up with “should” and maybe …
“fish”. Say: “/ʃ/ is in fish” and make a fish movement, with your Food vocabulary
hands. Repeat the / ʃ/ sound whilst doing the action.
Useful Language:
Put the children in groups of four.
Food groups
Tell the children that they are going to look for pictures of these
foods to cut out and stick on their poster. If they prefer, they can
draw pictures instead.
Materials:
Step Three: Large pieces of card or

paper
Now show the children how to choose the layout of their poster. Old magazines or paper
Show them the piece of card and divide it into five sections with a to draw on
pencil. Leave a space at the top for the title. Crayons, glue, scissors.
Tell them that each section if for a type of food. Write one of the
sentences from step two in one of the sections and draw a few
examples of food.
96
Healthy Eating Lesson Six
Step Four:
Give each group member a role. These roles can be: My Notes
1) Sentence writer
2) Picture finder
3) Picture cutter
4) Picture sticker
If each child has a role and knows what their job is, group work
should run smoothly.
Let them work without interfering too much. If they have problems
with the layout, draw lines for them. It is a good idea to draw lines
on which they can write the sentences too.
Step Five:
Take the finished posters to the other classrooms and stick one in
each. You could ask the other classes to vote on the best poster.
97
Treasure Island Lesson One
Step One:
Lesson Overview:
Ask the children to sit comfortably and close their eyes. Tell them
to just sit and listen. Play the sound effects.
Now hand out paper and crayons and ask the children to draw the features of desert
anything they imagined while listening. islands.
After a few minutes, take the papers in and ask each child in turn
what they have drawn. Provide them with the appropriate words in Lesson Objectives:
English. If you have a large class, choose a few different pictures
and ask if anybody else drew something similar. Pupils will be able to
locate islands on a map.
Step Two: They will be able to
name typical features of
Elicit from or tell the children that they were listening to the islands. They will also
sounds of a desert island. Elicit from the class what an island is (a associate the letter I with
mass of land surrounded by water) and if they have ever visited the dipthong /ɑɪ/.
one.
Now take out the map of the world and put it somewhere all the Specific Language:
children can see. Ask the children to come up in small groups and
try to find an island on the map. It is a good idea to provide
There is/are + noun.
magnifying glasses to help the children spot the tiny islands more
easily. River, cave, mountain,
lake, rocks, trees, beach,
jungle.
Step Three:
Draw the outline of an island on the board, surrounded by water. Useful Language:
Ask the children what you can draw on the island. Show the
pictures you have brought in and say the name of each feature. Shall we…?
Then ask the children where on the island they would like you to Let’s…
draw it, and how many.
How many…?
e.g. This is a lake. Shall we put a lake on our island? Where? Where…?
This is a tree. Where shall we put the trees? How many
trees?
Materials:
When the island is complete, point to each feature and ask the
children if they remember its name. Pictures of islands and
vocabulary.
A map of the world.
Step Four:
Sound effects of water
Stick the pictures around the classroom on the walls. (sea, river, waterfall),
Choose one area of the classroom (or outside) as the boat. You birds, insects and any
could move some chairs or table together to create a boat. All the other jungle or desert
children should be “on the boat”. If your class is very large, you island sounds.
could do this stage in groups.
Read out the following, using your voice to show emotion:
We’re on a boat in the sea! Look how we’re moving!

Row, row, row your boat (do a rowing action) Come on!
98
Treasure Island Lesson One
Row the boat! Great!
Lesson My
Overview:
Notes
Look! Look over there! (pointing) It’s an island! Shall we go and
explore it? Let’s go. Keep rowing! Pupils will learn about
We’re here. Get off the boat. the features of desert
islands.
We’re on the beach. Can you feel the sand between your toes? It’s
very soft. Let’s go and explore. Over here, there are some trees.
They are very tall trees. It’s a jungle! Let’s go into the jungle. I can Lesson Objectives:
hear the birds singing. Can you see the birds? And the insects?
Let’s go this way (moving vines out of your way). Wait! I can hear Pupils will be able to
water! (put you hand behind your ear) Can you hear the water?
Look! It’s a river! Are there any fish in the river? At the end of the
locate islands on a map.
river there is a big lake. Shall we swim to the other side? They will be able to
name typical features of
There are some very big mountains here. They are too big to climb. islands. They will also
We’ll go round. Oh look! Here’s the sea again! But there are lots of associate the letter I with
rocks! Let’s climb on them and see what’s over there. Wow! A cave! the dipthong /ɑɪ/.
Shall we go in? Are you sure? Ok. It’s very dark in here, I can’t see!
I’m tired and hungry. Let’s make a camp and go to sleep on the Specific Language:
beach.
There is/are + noun.
Step Five: River, cave, mountain,
lake, rocks, trees, beach,
Hand out some more paper and this time ask the children to jungle.
choose one or more of the places that they have “visited” in the
imaginary trip.
Useful Language:
As they are working, monitor and ask each children what they are
drawing. Shall we…?
Let’s…
Put all the pictures up display.
How many…?
Where…?
Step Six:
Take out a flashcard or write the letter I on the board. Elicit its Materials:
sound from the class. (The phoneme /ɪ/was covered in Unit Two).
Tell the children that the letter I can be pronounced in more than Pictures of islands and
one way. In the word PIG it is /ɪ/, but in the word ISLAND it is /ɑɪ/. vocabulary.
Ask the children if they know any other words with /ɑɪ/. A map of the world.
Sound effects of water
Some examples they may know are: (sea, river, waterfall),
birds, insects and any
I ice-cream spider climb other jungle or desert
island sounds.
To finish, play a game where the children have to jump if the word
contains
/ɑɪ/.
99
Treasure Island Lesson Two
Preparation: Lesson Overview:

On a large piece of transparent plastic (e.g. sticky back) draw a
large square with a marker pen. Pupils will learn how to
Do the same on another piece of plastic but this time draw the measure the area of an
outline of an island. island by counting
Make sure the board is divided into equal squares. squares.
Step One: Lesson Objectives:

Show the children a picture of an island. Say: Pupils will be able to
How big is the island?
measure area.
They will also be able to
The children may respond by naming a number, a measurement follow instructions and
they have heard, an expression such as very big. directions.
Tell the children in L1 that if we want to know how big something
is we have to measure it. Ask them how we can measure
something. What can we use? (a ruler, a tape measure etc). Specific Language:
Numbers.
Step Two:
Kilometres.
Show the children the large square you have drawn on the plastic. The … measures ….
Say: Squares.
How big is the square? Let’s find out. Island, boat, river, cave.
Stick the plastic onto the board so that the squares can be seen
beneath. Say: Useful Language:
Let’s count the squares. One, two… Sorry?
Can you repeat that?
Count all the squares together with the class. Say:
I don’t understand.
How many squares did you count?
The square is …….. (number) small squares.
Materials:
Step Three: A large grid (this can be

drawn previously on the
Show the children the outline of an island divided up into squares. board).
Tell them that each small square represents one kilometre, which is Two large pieces of
a way of measuring large spaces. It may be a good idea to give the
transparent plastic.
children an idea of how far a kilometre is by pointing out a place
they know approximately 1km from school (e.g a fast food OHP marker pens.
restaurant or the post office). Squared paper.
Explain that we can count the squares to see how many kilometres
square the island occupies. Say:
Let’s count the squares. One, two…

How many squares did you count?
How many kilometres square is the island?
100
Treasure Island Lesson Two
Show them how we write square kilometres as Km2.
Step Four: My Notes
Now the children have measured the area of two objects by

counting squares, they should be able to do so by themselves.
Hand out squared paper. Tell the children that they should draw
different shapes using the squares and find the area of each object
by counting the number of squares and writing it on the line
underneath.
Monitor and help where necessary. Early finishers can draw shapes
for their classmates to find the area.
Step Five:
Show the children the picture of the square again. Say, whilst
demonstrating on the board:
What’s this? Yes, it’s a square. A square. We write square

like this s qu a r e. Can you see the two letter together?
Q is always followed by U in English. Together they make
QU /kw/. Some words begin with /kw/: queen, quickly,
quack! Let’s make a duck’s beak with our hands. Say quack!
Qu qu qu quack!
Ask everyone to write qu in the air with their finger, saying /kw/.
Say: remember, the duck says: qu qu quack!
101
Treasure Island Lesson Three
Step One:
Lesson Overview:
Tell the children to sit in a circle. Tell them that something strange
happened that morning. Read the following story using gesture and Pupils will respond to a
mime to show meaning. letter from a pirate and
discuss ways of sending
This morning somebody knocked on my door. I opened the a message.
door and there was a sailor. The sailor had a bottle in his
hand. He gave me the bottle. This is the bottle (show them
the glass bottle with the rolled up letter inside). What’s in Lesson Objectives:
the bottle?
Shall we take it out and see? (Take the letter out open it,
showing it to the class).
It’s a letter! Who is it from? (the children may guess that it respond to a written
is from a pirate from the stamp at the end of the letter.) stimulus and write basic
sentences about
Now read the letter. You may wish to introduce a little drama and themselves.
excitement by using a “pirate” voice or wearing a patch on one eye!
Specific Language:
Step Two:
My name is…
Make sure the children understand the main points of the letter:
I’m … years old
1) It’s from a pirate called Jack Parrot I live in …
2) The pirate need boys and girls to help him. I like/don’t like…
3) He’s looking for treasure.
4) Boys and girls should write a letter.
Useful Language:
Ask the children what information they think they should write in
their letter. Accept any answers. Message in a bottle
Pirate
Tell the children that there is some important information that
Pirate ship
they must include. Write the following questions and answer stems
on the board, as you say them: Treasure chest
What’s your name?

My name is … Materials:
How old are you? Photocopy 11

I’m …. years old. A glass bottle
Paper
Where do you live?
I live in ….
What do you like?

I like …
I don’t like …
Practise the questions and answers with various pupils by asking a

question and eliciting the answer. Repeat each question enough so
that all the children can answer without problems.
102
Treasure Island Lesson Three
Step Three:
On the board, write a sample letter. This should be in the proper My Notes
format with the address at top left. You could write the school’s
name and city here. Then start the letter with “Dear Captain
Parrot”. Here is an example:
Marsh School
Frankfurt
Germany
Dear Captain Parrot,
My name is Frank. I am seven years old.

I live in Frankfurt, Germany.
I like swimming and exploring.
I don’t like eating vegetables. My favourite food is fish.
I want to help you find the treasure.
Yours,
Frank.
Now erase the bold words so that the children know they have to
complete these gaps with their own information.
Step Four:
Hand out paper for the children to write their letters on. It is a
good idea to use lined paper for this.
Go round and monitor closely, helping with both language and
ideas where necessary.
Early finishers can illustrate their letters with suitable pictures

(remind them that they want to be a pirate).
Step Five:
Ask the children to roll up their letters so that they will fit inside
the bottle. Put all the letters in the bottle and stop it with a cork.
Tell the children that you are going to go to the sea/river/lake after
school to send the messages.
Do the children think it is a good idea to send a message in a

bottle? Why/why not?
Can they think of any other ways of sending a message to a pirate?
Which is the best way? Which is the most reliable?
Do they think Jack Parrot will get their letters?
Will he reply?
103
Treasure Island Lesson Four
Preparation: Lesson Overview:

Cut up Photocopy 12 and put each clue into envelopes. You may
Pupils will take part in a
need to make your own clues if these are not suitable. The
envelopes should be colour coded for each team of hunters. Hide treasure hunt.
the envelopes in their places. You will find a guide below.
Have an extra envelope prepared with a sample clue, hidden Lesson Objectives:
somewhere in the classroom.
follow written
Step One: instructions to find clues.
They will also revise
Tell the children that they have received a reply from Jack Parrot.
He would like the children to help him to look for some treasure in
vocabulary from the unit.
their school. Jack has been given a series of clues that will help
them find the treasure.
Specific Language:
Show the children Jack’s latest letter. Read it to the class, twice.
(you can pretend you have a new letter, making the first clue Where’s the …?
somewhere in the classroom). It’s next to/on/under/in
Say: Hmm, we must find clue number one! Where is the clue? the …
Read the letter again if necessary. Ask the children to put their Go to the …
hand up if they know where to find the clue. Choose one child to
Find …
look for the first clue in its place. They should bring you the
envelope and open it. Classroom objects.
Read the clue (or ask the child to read it).

Useful Language:
Step Two:
What does … mean?
Explain that the children are going to form teams of treasure
hunters. Make four groups and assign a colour to each. It may be a
good idea if each member of the group has a colour-coded sticker
or badge to help them remember their colour.
Materials:
It is extremely important that each group knows what colour is
theirs – if they open the wrong envelope the game will be spoiled Photocopy 12 cut up
for the others too. Envelopes
Make sure the children are sitting in their groups. Play a quick TPR The clues must be
game to reinforce each group’s colour. Give instructions such as: prepared before the
stand up; clap your hands, stamp your feet, touch your toes etc lesson.
with the colour afterwards, e.g. Clap your hands – blue team!
Sweets or other treasure
Step Three:
(chocolate coins, candy
Tell the children that you are going to give them the first clue. They bracelets are a good
should go to this place and look for an envelope with their colour. example!)
They should open the envelope and read the clue. If they don’t
understand, or can’t find the clue, they can come and ask you for A box or bag for each
help. group.
Example instructions:
104
Treasure Island Lesson Four
1) Look for envelope 1.
2) Is the envelope blue? Red? Yellow? Green?
My Notes
3) Look at your colour. Is it the same?
4)Yes – open your envelope.
5) Read the clue.

6) Look for envelope 2.
When they have found the treasure they should bring it to you.
Step Four:
When all the groups have found their treasure, ask them what they
think is inside.
They can now open their treasure!
Step Five:
If there is still time left, the children could draw a picture or the
treasure or write a thank you letter to Jack.
Treasure Hunt Guide
Cut up each of the four colour-coded clues. Put each clue in a

colour-coded envelope. Hide the clues in order (each clue says
where the next one is). For example, with the blue set:
Clue number 2 would be in the bathroom, next to the door.

Remember that you will give the children their first clue.
For each team the clues appear in a different order. This is in order
to avoid congestion in each room. The final clue leads the teams to
their treasure which is all in the same place. It is best if this place
in inside your own classroom and that you keep the treasure
hidden until the teams have started the hunt. Then, place the
treasure in its place (here it is next to the window in your
classroom). I suggest you stand guard in front of the treasure so
that nobody finds it early!
Notes:
I made a homemade treasure chest out of a shoebox. I decorated

the box and filled it with chocolate coins for the class to share,
rather than having individual prizes for each group.
105
Treasure Island Lesson Five
Preparation:
Lesson Overview:
Before this lesson you will need to have prepared the treasure chest
and the objects you wish to include as “treasure”. You can use a
cardboard box for the chest, cutting of the top and reshaping into a Pupils will try to
chest-like lid. As for the treasure itself, a nice idea is to give each discover what is in the
child a small present and place it in the box with the child’s name treasure chest.
on. Other alternatives are filling the chest with classroom supplies
or snacks to eat at breaktime.
Lesson Objectives:
Step One: Pupils will use their
previous knowledge of
Ask the children if they remember where they went to look for the
treasure last lesson. Where did they find it? What was inside the
the sound, shape and feel
treasure chests? of objects to make
hypotheses, giving
Tell the children that there is still one more treasure chest to be reasons for their
opened but that this time you (or your class mascot) found the decisions.
treasure at the beach/in the mountains/in your garden. They will also be able to
recognize and reproduce
Bring out the treasure chest and let the children have a look at it. the phoneme /tʃ/.
Tell the children that this treasure chest is special. They can only
open it if they guess some of the objects that are inside.
Specific Language:
Step Two:
Is it a …?
Tell the children that they are going to guess what is inside the It’s
chest but they will not be able to see. They are going to use their big/small/hard/soft/noisy
other senses. Elicit the other four senses – smell, hearing, touch /square/round.
and taste. Point to each part of the body that sense is used in and
say: I can see/I can hear/I can smell/ I can taste/I can feel.
Useful Language:
Close your eyes. Say “I can’t see. But I can smell, hear, taste and
feel.” Ask a child to put something in your hand.
Objects typically found
Describe the object without opening your eyes. in the classroom and at
E.g. This is small and long. It feels smooth. I can smell wood. I home.
think it’s a pencil. Close/open your eyes
Touch/feel
Step Three: Smell
Listen
Tell the children that first they are going to use their hearing to try
and guess what is in the chest. They should listen very carefully and
must not open their eyes! (you can ask them to put their heads
down on the table). Pick up the chest and move it from side to side Materials:
and up and down. Shake it several times. Ask the children what
they heard. A large chest (you can
use a cardboard box,
Now they are going to use their sense of smell. Open the chest cutting out the top into a
facing you, so that nobody will see anything in case they peep. chest shape).
Ask for a few volunteers to come up and sniff inside the chest.
(Here it is a good idea to use blindfolds or scarfs). What can they
smell? Do they recognise anything? Put a couple of objects under
the pupil’s nose and ask them to say if it smells.
106
Treasure Island Lesson Five
The last sense we are going to try out is touch. Put an object into
each pupil’s hands.
Familiar objects e.g. a
Ask: What shape is it? Is it hard or soft? Is it big or small? Is it
round or square? pen, a book, an apple,
sweets, a pack or
crayons, small toys etc
Step Four:
A blindfold or scarf.
Now it is time for the children to make a prediction based on what
they have experienced. Hand out Worksheet 11. Tell them to draw Worksheet 11.
the objects they think are in the chest.
Those children who can write or copy can write the names of these
objects on the dotted lines at the bottom of the page. You can write
the words they prompt on the board to help with spelling. * My Notes
Step Five:
Finally it is time to open the chest. Ask each child to show the class
their predictions. If you have a large class, ask them to do this in
pairs or groups. Then, sit them all on the floor in front of the chest.
Slowly, open the chest.
Tell each child to take something they had guessed from the chest
and name it. If you have prepared presents for individual children,
ask them to find the object with their name on.
*Note, an alternative activity is to ask the children to write what

was actually in the chest after it is opened.
107
Treasure Island Lesson Six

Fill the bowl with water and place on a table or on the floor. Make
sure all the children can see. Explain that you have some different Pupils will make their
materials and that some of these materials stay on top of the water own desert island.
but others fall down to the bottom. Teach the words float and sink
by demonstrating, outside the bowl of water.
Lesson Objectives:
Say: If the object is on top of the water, it floats.
If the object falls down, it sinks. Pupils will discover
which materials float or
Can the children think of any objects that float? Do they have any sink. They will choose
bath toys, for instance? Name some everyday objects and ask them
whether they float or sink.
appropriate materials to
build and decorate their
island. They will
Step Two: collaborate to produce
the final product.
Now show the children the different materials you have brought in.
Allow them to handle them and pass them round the class so that
they can feel their texture and weight. Name the objects as you pass Specific Language:
them round, encouraging the children to repeat the words.
Float, sink
Ask the children to think about whether each object will float or
sink when placed in water. Plastic, wood, cork
Rocks, trees, lake
Alternatively, or as an extra activity, show the children the
following interactive activity from the BBC website:
http://www.bbc.co.uk/schools/digger/5_7entry/8.shtml Useful Language:
Name each object and ask the children to say what will happen. Every day objects
One way of doing this is Clap or Stamp. If the object floats, the
children clap their hands. If it sinks, they stamp their feet. This is
less demanding on the child as no language needs to be produced.
Materials:
Step Three: Suitable materials for the

island base e.g. pieces of
Hand out Worksheet 11. Show the children how to complete the wood, polystyrene, cork
Object and Guess columns, writing FLOAT or SINK. etc
Now it is time to conduct the experiment. Ask volunteers to come Decorating materials
to the front and place one of the objects carefully in the water. Does such as pebbles, stones,
it float or sink? Do the same with all the objects. silver paper, sticks etc
Tell the children that they are going to make an island that floats.
Which material do they think is best? There may be several A large bowl
options, so you could put children into groups according to their Water
choice of material.
Everyday objects such as
The float or sink test will now take place. Ask each group to come a pencil, a rubber, a ball,
to the bowl of water with their chosen material. They should an apple, a bottle etc
carefully place their “island” in the water to find out whether it
sinks or floats. Worksheet 11
108
Treasure Island Lesson Six
Step Four:
The islands will now be decorated. Dry off the islands with paper My Notes
towels. The children can paint the base of their island (the paint
needs to be waterproof) and they then need to decide what features
their island will have. Encourage them to look at the decorating
materials and think about how they can be used to make small
trees, rocks, lakes etc.
Step Five:
Note that this stage may take place in the following class.
The children are going to display their islands and present them to
the class. They should name the material, say whether it sinks or
floats and point out the different geographical features.
You could ask the children to vote on their favourite island and give
a small prize or certificate to the winner.
If you have a spare table, the display could be left in the classroom
for other classes to see.
109
Treasure Island Lesson Seven
Step One:
Lesson Overview:
Show pupils the picture of a pirate.
Ask: What is he wearing? Use gesture to convey meaning.
As pupils mention items of clothing, stick pictures of those items Pupils will talk about
on the board. clothes and design a
pirate outfit.
Ask pupils if all pirates should wear this type of clothing. What
about female pirates? Present/recap the rest of the vocabulary by
adding more pictures to the board. Lesson Objectives:

Step Two: talk about what they are
Remind pupils of their pirate names from Lesson Three. Ask them
wearing. They will be
to assume their roles as pirate once again. They can practise saying able to choose
their name in their new voice and choose a new posture. appropriate items of
clothing for a pirate.
Ask one pupil to come to the front and ask the following questions:
What’s you name, pirate? Specific Language:

How old are you?
Clothes: trousers, skirt,
Now ask the class:
shirt, jacket, boots, t-
What is he/she wearing? shirt, belt
The children should now be able to name the clothes the pupil is He/she is wearing …
wearing. You can leave the pictures and words on the board to help
if necessary.
Useful Language:
Do the same for several other pupils until you feel that the class is
confident using the vocabulary. Colours
Materials
Step Three:
Adjectives
Tell the class that Jack Parrot is bored of his clothes. They are old
and dirty. He needs the children to design a new outfit for him. Materials:
Put the children in pairs. Tell them to design a new outfit for Jack. Paper and coloured pens
They need to decide what clothes he should wear. If they prefer, Picture of ítems of
they can design an outfit for Jack’s wife, Bessy, who is also a pirate. clothing.
A picture of a pirate
When they have decided on the clothes, they can draw and colour
them. Remind them they can add decoration such as gold
trimmings and accessories such as gloves and jewellery.
Step Four:
When all the groups have finished their designs, they can come to
the front and present them to the rest of the class.
110
Growing Lesson One
Step One:
Lesson Overview:
Show pupils the plant you have brought in. Elicit the word plant
and flower, which they should already know.
Pupils will examine a
Examine each part of the plant. Point to each part of the plant as plant to find out about its
you describe it. Say: different parts.
This plant has different parts. At the top is a flower. What colour
is the flower? Are all flowers this colour? How many flowers are Lesson Objectives:
there on the plant? The flower has many parts called petals. Can
you count the petals? The flower is fixed to the plant by the stem. Pupils will be able to
The stem is long. What colour is the stem? It goes from the bottom name parts of a plant and
of the plant to the flower at the top. It carries water.
On the stem, we can see leaves. How many leaves are there? Are
say what it needs to
they big or small? grow.
The plant is in soil. The soil keeps water and food for the plant.
Under the soil are the roots. (If possible, you could remove the
plant from its container to show the children its roots) Specific Language:
The roots are very important. They eat the food and drink the
water. Leaves, stem, flower,
petals, roots, light, water,
Then point to each part again, naming it or eliciting its name. soil
Step Two:
Useful Language:
Draw a plant on the board, labelling its parts. Point to each part
and elicit its name, again. Any that comes up
Ask the children to draw the plant. They can draw a different plant
if they prefer. They should label the different parts.
Put their drawings on the walls. Materials:
Now go to A real plant
http://www.bbc.co.uk/bitesize/ks1/science/growing_plants/play/
And allow the children to each have a turn at choosing the correct
objects. There are three levels. In the Really Hard level the children
have to choose the right part of the plant.
Step Three:
Ask the children what a plant need to grow. Then show them the
quiz at:
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_pl
ants.shtml
The children should now be aware of the different parts of a plant

and what it needs to grow properly.
Ask the children where you should keep your plant. It needs a place
with light. Can they find a good spot in the classroom? Make a list
of the childrens names to be Plant Monitor. Each day, the monitor
should touch the soil to see if it needs watering. They should check
the leaves to see if they are green. If they are turning brown, the
plant may need to be moved out of direct sunlight.
111
Growing Lesson Two
Step One:
Lesson Overview:
Start by asking the children what a plant needs to survive and
grow. Ask them to look at the class plant. Does it look healthy? If
not, what can we do? Should we move the plant or water it more or Pupils will learn how a
less? Ask the children for their suggestions. seed grows and will
plant their own bean.
The children should be aware of the need for light and water. Make
sure they realise that without these, a plant cannot grow.
Lesson Objectives:
Show them a seed (this can be a dried bean) and ask them what it
is. Ask them what will happen if we plant the seed. Pupils will be able to
follow instructions in a
Step Two:
series of steps in order to
successfully plant a bean
Now you are going to present the stages of growth. You can use a seed.
poster or slideshow to do so, or you could draw diagrams on the
board. Point to each stage and name them, repeating and making
sure the children know what is happening. Specific Language:
Then, name each stage and ask the children to point to the Ground, shell, heat,
appropriate picture. Then ask these questions: light, water, nutrients,
soil, germinate, stem,
roots, leaves, flowers.
Step Three:
Now tell the children that they are going to do an experiment. They Useful Language:
will plant a bean and see how it grows. Tell them that they will not
be using soil for this experiment, but paper towels. Show them how The plant needs
to “plant” the seed in a jar. You could use the following light/water.
instructions: The plant grows bigger.
The plant grows roots,
You need: a jar, some kitchen paper, a bean and a little water.
1) Wet the paper towels
leaves, flowers.
2) Push the paper towels into the jar.
3) Place the bean between the paper towel and the side of the jar.
4) Put the jar in a light place. When the paper gets dry, spray it Materials:
with water.
5) Wait for your bean to grow. Beans
Glass jars
Then ask the children what they will do first, reviewing each stage. Cotton wool or kitchen
paper
Step Four:
Water
The children plant their beans. You could do this in lockstep, with Worksheet 12
everybody doing the same thing at the same time, following your
instructions, or you could put the children in pairs and allow them
to work at their own pace.
Ask the children where in the classroom would be a good place to

put their plants. Tell the children that they will have to be patient
as the plants may take some time to grow. They will look at their
plant every lesson to see what changes have occurred.
112
Growing Lesson Two
Step Five:
My Notes
Hand out Worksheet 12 and tell the children to draw their bean
before they planted it in the first box and then the bean in its jar in
the second box.
Take in the Worksheets as they will continue to record the results

of the experiment in future lessons.
113
Growing Lesson Three
Step One:
Lesson Overview:
Revise numbers with the children. Ask them what number they can
count up to in English. Go round the class counting until some of
the children are not sure of the next number. Pupils will find out how
tall they and their
Then write numbers 1 to 10 vertically on the board. Count with the classmates are.
children up to ten. When you get to eleven, add a 1 to the left of
each number and continue counting up to nineteen, adding 1s as
you go. Do the same for the 20s, 30s, 40s etc, adding 2s, 3s 4s up to Lesson Objectives:
ninety nine. This helps make the children aware that as long as
they know how to say twenty or thirty they can count up to Pupils will understand
twenty-nine and thirty-nine. the concept of measuring
Now write random numbers from 1 to 99 on the board, asking
and centimeters. They
volunteers to name them. will be able to use
numbers larger than 100
to talk about height.
Step Two:
Once the children are comfortable using numbers up to 99, you can Specific Language:
teach them a hundred. Tell them that when we use hundreds, we
always say a hundred and... e.g. a hundred and twenty. Numbers 1-100
Numbers 100+
Now play a number guessing game. This game is called Higher or
Lower. Centimeters
How tall are you?
1. Write a number on a mini-whiteboard or piece of paper (make I’m … cm tall
sure this is hidden from all eyes).
2. Explain that you have written a number and they have to guess
which one. Useful Language:
3. Ask one pupil to say a number. If the number is bigger than the
one you have written, say higher. If the number is smaller, say Measure/measuring
lower. Draw arrows on the board to illustrate. Ruler, tape measure
4. Make sure the pupils understand that they have to listen to each
other to win the game. If they find this difficult, remind them as
Height
you play, e.g. Long/wide
Maria said 45 and I said lower. The number is between 27 and
45.
Materials:
This game is excellent practice of using a variety of numbers,
requires concentration and memory but it is also good fun. A ruler or tape measure
A two column table
Step Three:
Now show the children the ruler and/or tape measure. Ask them
what these objects are and what they are for. Tell them you are
going to measure the table. Ask for a volunteer to come and read
the measurement. You can have different volunteers measuring
different objects in the classroom, such as a window, a chair, a
bookshelf, the board. Tell the children that the numbers on a ruler
or tape measure refer to centimetres and that we use centimetres to
measure small and medium sized things, but for larger objects or
distances we use metres and kilometres.
114
Growing Lesson Three
Now find a place in your classroom where you can measure the My Notes
children. You may wish to make a small pencil mark to make the
measurement more reliable.
Measure each child and write their height on a slip of paper. Give
each child the paper, but make sure they don’t show it to anybody
yet.
When you have measured everybody, make sure each child knows
how to say their height.
Step Four:
Write on the board:
How tall are you?

I’m ... cm tall.
Make sure the children know what the question means and that
they have the answer on their slip of paper.
Draw a two-column table such as this one:
NAME HEIGHT IN CM
Maria 126
Tell the children that they are going to find out how tall their
classmates are by asking them a question.
Do an example with one of the children and write their height in

the second column, as they answer.
Drill the pronunciation of the question and answer.
Now hand out the tables and tell the children to ask each person,
writing their name and height in the table.
Step Five:
Check answers and give further practice by asking the children how
tall the others are and writing it in your own copy of the table, e.g.
Juan, how tall is Pepe?
115
Growing Lesson Four
Note: The sentences on the worksheet will depend on the version of
the story you have. Lesson Overview:
Step One:
Pupils will listen to the
Tell the children to sit on the floor in your storytelling area. Show story Jack and the
them the front cover of the story. If you do not have an actual copy Beanstalk.
of the book, show them pictures of the main vocabulary from the
story (Jack, beanstalk, castle). Ask the children to name the objects
they can see. Do they know the story? Lesson Objectives:
Ask volunteers to provide information about the story. If they have Pupils will be able to
never heard the story before, ask them to predict what it is about. follow and sequence
events in a story. They
Step Two: will be able to recognize
and reproduce the
Then show the children some of the pages from the story, asking phoneme /f/.
them to tell you what they can see and what they think is
happening. This is a pre-reading prediction activity which will help
them focus on the events of the story when they hear it. Seeing the Specific Language:
pictures in advance will also help them to listen more carefully,
rather than focussing their attention on the illustrations. cow, market, exchange,
beans, grow, beanstalk,
Don’t tell them if their suggestions are right or wrong, as this way
they will have a real motivation for listening to the story. clouds, land, giant, hen,
harp, axe.
Step Three:
Useful Language:
Now read the story. Allow time for the children to look at the
pictures, because although they have already seen them, the more Sequencers: first, then,
visual pupils will need to connect the words with the images. Try to next, after that
incorporate some actions into the story telling, such as blowing
climbing the beanstalk, as well as facial expressions and gestures
the characters might make.
Materials:
Read the story again, encouraging the children to join in, especially
with “Fee Fi Fo Fum!” which is the most rhythmic phrase from the A copy of the story
story, pretending to be a giant, with a giant’s voice and an angry Worksheet 13
expression.
Step Four:
Tell the children that they are going to draw pictures of the story.
Hand out Worksheet 13. Go through each sentence, helping the
children to read. The children must now draw what happens in
each box.
When they have finished, they should write numbers 1 to 8 in the

small corner boxes to show the order in which the different events
occur in the story.
116
Growing Lesson Four
Step Five:
On the board, draw a sketch of the giant with a large speech bubble My Notes
saying: Fee Fi Fo Fum! Ask the children to repeat the phrase after
you. It can be fun to do this in the giant’s voice! Underline the /f/
sound in each word.
Say /f/ /f/ /f/ fee, fi, fo, fum putting your hands into fists and moving
your arm to represent the giant. Encourage the children to repeat
the words and do the same.
Ask the children how to write the /f/ sound. Draw a “f” in the air.
Now put the children in pairs and ask them to practise writing “f”
saying fee fi fo fum as they write on each others’ backs with their
finger.
117
Growing Lesson Five
Note: This lesson should take place at least a week after the
planting of the beans so that there are some differences to record. Lesson Overview:
Step One:
Pupils will compare their
Tell the children that in today’s lesson they are going to examine bean to previous days
their bean plants. and record the changes.
First, they are going to predict what has happened.

Ask the following questions (these may change depending on the Lesson Objectives:
stage of development of the plants):
Pupils will notice how
Is your bean bigger? the plant has changed.
Has it changed colour? They will be able to
Has it sprouted? (explain or show a picture)
Has it lost its shell?
accurately measure the
Has it got roots? plant and record this in a
Is your bean a plant or a seed? diagram.
Step Two: Specific Language:
Take your example plant and get the children to notice the answers The bean has got …
to the previous questions. leaves.
The bean is …cm tall.
Is the bean bigger or fatter? Has it lost its shell? Has it got roots?
Etc The leaves are bigger.
Demonstrate how to draw the differences in the different boxes on

Worksheet 12, depending on what has happened to your bean. If it Useful Language:
has germinated, complete box 3, if it has roots, box 4 etc.
Bigger/taller/greener
Smaller/shorter
Step Three:
My bean is … than your
Give the children their plants and ask them to notice the same
bean.
things. How has their bean changed? Hand out Worksheet 12 (they
already have a copy from Lesson 2) and ask them to draw what
they can in the appropriate boxes.
Materials:
Step Four: Bean plants

Rulers
Show them how to measure the bean without removing it from the Worksheet 12
jar. You can measure length and width. Demonstrate how to record
both length and width as in this example:
2cm
4cm
118
Growing Lesson Five
The children then measure their beans and record the
measurements.
My Notes
Step Five:
Write the following sentence on the board:
My bean is bigger than Maria’s bean.

My bean is smaller than Pepe’s bean.
Or
My plant is taller than Luisa’s plant.

My plant is shorter than Jaime’s plant.
Make sure the children understand the meaning of the comparison

by demonstrating with the plants.
The children are now going to compare their plant with those of
their classmates. They can use the actual plants or their worksheets
with the measurements.
When they have finished talking, round up the activity with a

whole class discussion of the results. Whose plant is the biggest?
Whose plant looks the healthiest? Whose bean is the fattest? Etc
Reassure the children that the progress of the plants will change, so
not to worry if their plant is small.
119
Growing Lesson Six
Notes: depending on the amount of preparation, this lesson could
take place over several days. Lesson Overview:
Preparation:
Pupils will perform mini
Create one set of puppets (for Jack, Jack’s mum, the man and the puppet theatres of the
giant), the stage and props before the lesson. story Jack and the
To make the stage, cut several slits in each side of the box for the Beanstalk.
puppets to be pushed through.
Lesson Objectives:
Step One:
Remind the children of the story Jack and the Beanstalk by
showing them pictures from the book, eliciting the main
recognise the main
vocabulary. vocabulary of the story.
Pupils will be aware of
Show them your Jack puppet. Ask: Who’s this? the different aspects of a
Do the same for the other characters. theatre performance.
Say: These are puppets. We can use puppets to tell the story.
Ask the children (in L1 if necessary) if they have ever seen a puppet Specific Language:
show. What do we need to create a puppet show?
Main story vocabulary
Say: we need a stage (show the stage you have made), puppets and
props. Our props for Jack and the Beanstalk are a beanstalk, a
hen, a harp, money and an axe (show each item as you name it).
Useful Language:
Step Two: Puppet, stage, scenery,

props
The children are now going to make the characters and props that
they will need to perform the play. Divide the children into groups
of two or three and make sure each group has one set of puppet Materials:
templates and/or pictures of all the props. You can easily find
suitable pictures online, or if you prefer, the children can draw
them. Pupils’ bean plants (or
cardboard cut outs)
The children should colour and cut out the props and puppets. Puppet templates
They should then attach a stick or straw to the back of each item Scissors
sideways. Pencils and crayons
Shoeboxes (one per
If you wish, the children can also draw a colour in backdrops for group)
the stage, as scenery. These can be stuck onto card and changed as Lolly sticks or straws
the scenes change.
Step Three:
Show the children how to push the puppets through the slits in the
sides of the box. Each child is responsible for their character and
props (those they cut out). You are now going to rehearse by
reading out the main lines from the story and asking the children
to hold up the appropriate puppet or prop.
120
Growing Lesson Six
Tell the children to hold up the right puppet and prop when they
hear its name.
My Notes
Read the following sentences or use your book to tell the story.
Jack and his mum were very poor. They didn’t have any
money.
But they had a cow.
One day, Jack’s mum told Jack to sell the cow.
Jack saw a man. The man gave him some beans and took
the cow.
Jack’s mum was very angry. She threw the beans outside.
The next day, Jack went outside and saw... an enormous

beanstalk!
Jack climbed the beanstalk. He climbed up and up.
At the top he saw a castle. It was very big. He went in the

castle and saw an enormous table. On the table there was a
hen.
There was a harp that sings and a lot of money.
Next to the hen were lots of eggs. The eggs were golden!
Jack heard footsteps. Boom, boom, boom! He hid behind a

book.
Suddenly, a giant appeared. Fee Fo Fi Fum!
Jack picked up the hen, the harp and the money.
He started to run away. The giant was following him!
He quickly climbed down the beanstalk.
Jack’s mum gave him an axe. Jack chopped down the

beanstalk.
The giant fell down with a crash. And Jack and his mum
lived happily ever after.
Step Four:
Tell the children that they are now going to use their theatres to
perform a puppet show. Make sure each child has their characters
and props ready to stick in the slots. When their character is
talking, they should move it left and right. Show them with a
demonstration.
121
Growing Lesson Six
Now slowly, pausing to give the children time to choose the right
puppets and props, read the story again.
My Notes
Step Five:
Ask the children if they would like to perform their show in front of
the class. If so, ask each group to come to the front and have the
others sitting on the floor as an audience.
Read the story again, allowing the children to say the lines too if
they wish.
The audience should applaud after each performance.
122
Autumn Lesson One
Note: This mini-unit should be used when autumnal features
become apparent in your geographical area. This could be any time Lesson Overview:
between September and November.
Step One Pupils will discuss

various features of
Ask the children what month it is autumn and complete a
(September/October/November). Ask them if they know what the personalization task.
seasons are. Show them the poster of the four seasons and say
“These are the seasons: spring, summer, autumn and winter.
Which season is it now?” If the children are not sure, take them Lesson Objectives:
outside or allow them to look out of the window to check. (Note:
there should be evident signs of autumn e.g. fallen leaves, brown Pupils will be able to
trees).
recognize autumnal
Step Two: features and choose
those that mean
Ask the children what they can find on the ground in autumn. They something to them.
may suggest leaves, acorns, conkers (horse chestnuts), pine or
conifer cones. Show them the samples you have brought in,
introducing each one by name. Pass each item around the class, Specific Language:
allowing each child to have a feel and smell if they wish. Keep
repeating the names as the children are passing them round, so Autumn, seasons
that the words become more familiar.
Colours: brown, orange,
Now ask them where they think these items come from. Elicit that yellow, red, purple,
they fall from trees and that acorns and chestnuts are nuts and that golden.
all three produce seeds for a new tree to grow. Leaves, trees, acorns,
pine cones.
Step Three:
Now tell the children to think about autumn. What colours can Useful Language:
they see?
What is the weather like? What can they find on the ground? What Temperature: warm,
do they like to do in autumn? What is special about it?
cool, cold
Say: I know it’s autumn when it’s cold in the morning. Weather: rain, wind, sun
Linking words: when
Elicit other examples of sentences beginning with “I know it’s
autumn when …”
Some examples are: Materials:
… the trees are orange and brown. A bag of fallen leaves

… I can see leaves on the ground. Acorns, pinecones
… I can smell smoke from bonfires.
Pictures of trees in
… I can smell roast chestnuts.
… it’s raining. summer and autumn
… I jump in the leaves. Picture or poster of the
… I play conkers. four seasons
… I put on my boots. Worksheet 14
Step Four:
Hand out the worksheet and show the children how to complete it.
They should draw pictures of the things that remind them of
123
Autumn Lesson One
autumn, as discussed in step three. Whilst they are working,
monitor and ask questions about what they are drawing.
My Notes
If the children can write, put some of the vocabulary on the board
for them to copy under each drawing.
Step Five:
Gather together all the worksheets and sit the children in a circle.
Choose one of the worksheets and ask that child to stand up. Read
the first sentence (or describe the picture) and ask the child to
mime the action. You may want to demonstrate first, to help. For
example, for I can smell roast chestnuts I would cup my hands full
of imaginary (or real if you have them) roast chestnuts and mime
smelling them.
Do this for one or two pictures from each worksheet, depending on

the number of children in the class.
Step Six:
The children will now do a Total Physical Response activity. Use

the example in step three as prompts. Play some music and have
children dance or move around among the autumn trees. Pause the
music and say one of the prompts, which the children must
perform.
124
Autumn Lesson Two
Step One
Lesson Overview:
Ask the children to sit in a semi-circle. Sit opposite and show them
the leaves you have brought in. Say: “These are leaves. Can you find
a yellow leaf? Put your hand up.” Ask one of the children to point Pupils will examine
to a yellow leaf. Do the same for the other colours (red, brown, different leaves and
green, orange) and with size (big, small, long, short, fat, thin). discuss
Lesson Objectives:
their
characteristics.
Step Two
The children are now going to classify the leaves in small groups. Lesson
SpecificObjectives:
Language:
Ask half the groups to classify by colour and the other half by size.
When the groups have finished sorting their leaves, they should get
Pupils will learn to
together to form two big groups. Each group will then display their
sorted leaves on a table for the rest of the class to see.
compare and contrast
leaves,
Useful Language:
looking at size,
Ask each group questions about their classification groups such as: shape, color and texture.
They will complete leaf
Which are the big leaves? Which are the red leaves? rubbings for a classroom
display.
Materials:
If there are particularly strong or outgoing children, allow them to
present the information to the rest of the class.
Specific Language:
Step Three
Leaf/leaves
Now introduce texture to the class by passing round some of the Adjectives of size: big,
leaves and asking the children to touch them. Say: “How does the small, long, short, fat,
leaf feel? Is it smooth? (Show something smooth, like a table top or thin
your hand, so that the children understand the meaning of Colours
‘smooth’) Do the same for rough. Adjectives of texture:
rough, smooth
Then give each child a few leaves and ask them to find one that is
rough and one that is smooth.
Useful Language:
Step Four
Comparative adjectives:
Hold up one of the leaves and describe it, for example: Bigger, smaller, thinner,
fatter, longer, shorter
This leaf is big and yellow. It is rough to touch.
Each child should choose a leaf and do the same. If the children Materials:
can write, you may wish them to stick their leaf on a piece of paper
and write about it.
Leaves from different
trees
Step Five Crayons
Paper
Hand out paper and crayons. Show the children how to place a leaf
under a piece of paper and to colour over the top, holding the
crayon lengthways. The children will then do rubbings of several
different leaves which they will then cut out. These leaves will be
used to decorate a classroom display in the following lesson.
125
Autumn Lesson Three
Preparation:
Lesson Overview:
Cut out the shape of a tree trunk (a strip of approximately 20 cm
wide will do, depending on the size of your display area) from
brown construction paper. If brown paper is unavailable, you could Pupils will create a
get the children to help you to colour or paint white paper. Also cut classroom display for the
out a few branches. If your display area is out of the children’s theme.
reach, the display should be prepared on the floor before being
hung.
Lesson Objectives:
Step One: Pupils will be able to
Tell the children that they are going to make a display on the wall
recognize words related
or bulletin board about autumn. Ask them what kinds of things to autumn and match
they could include in the display. They may remember some of the them to corresponding
vocabulary from lessons one and two. Ask what colours they think pictures. They will also
should make up the display. improve spatial
awareness by creating a
Tell the children that you are going to make a big tree from brown display.
paper and that they are going to stick on the leaves they made last
lesson.
Specific Language:
Show them the trunk you have prepared and say “This is the tree
trunk.” Pin the trunk onto the display area. Do the same for the
branches. Say: “The tree is in winter. What’s missing?” The Autumn vocabulary:
children should remember that trees have leaves which gradually Leaves, acorns, pine
fall of in autumn, leaving the tree bare in winter. cones, chestnuts,
conkers, red, orange,
yellow, golden, brown.
Step Two:
Hand out the leaf rubbings the children made in lesson two. Give Useful Language:
each child a ball of adhesive tack or similar. Tell them to think
carefully about where they should put their leaves. They should be
aware that the leaves should cover all the branches. Demonstrate Prepositions of place:
by placing a leaf and asking where the next one should go. Say: On, next to, under,
opposite
“Where can I put this leaf?” Do as the children instruct, repeating Instructions: Put the …
the instruction in English, e.g. “I’m putting it opposite the first next to the …
leaf”.
The children should then place their leaves on the display, helping Materials:
each other where necessary. Encourage them to leave more or less
even spaces between the leaves, and to use a variety of colours.
Brown construction
paper
Step Three: Pictures of autumn and
corresponding words
Now the children are going to play a matching game where they Leaf rubbings
must recognise the new words. Put the pictures and words face Adhesive tack
down in the middle of the floor in two separate areas. Divide the
class into two teams. One member of the first team must turn over
one picture and one word. If they are the same, they keep the pair.
126
Autumn Lesson Three
It is then the second team’s turn. Each time a different team
member should come up. You can use more than one copy of each
word and picture if you have a large class, so that everybody gets a My Notes
turn. When all the pairs have been made, the team with the most
pairs wins.
Step Four:
Tell the children that they are going to complete the display by
adding autumnal objects and their names. Put the words where
everyone can see them.
Show them one of the pictures and elicit its name. Ask the children
to put up their hand if they can see the word. Choose one of the
children to pick up the word and stick it, along with its picture, on
the display.
Do the same for all the pictures.
Put the display on the wall, if you haven’t already done so.
127
Winter Lesson One
Step One:
Lesson Overview:
Remind the children of the four seasons by taking down the
autumn tree display, if you made it. Tell them that it is time to take
down the tree because it isn’t autumn anymore. Ask them if they Pupils will look at
know what season comes after autumn. If they are not sure, allow meteorological features
them to say the names of the different seasons before telling them of winter and appropriate
which is the correct one. clothing.
Ask them what they associate with winter. What do they think of?
They will probably mention weather such as snow, ice, rain etc Lesson Objectives:
depending on where they come from. Allow all answers, providing
them with the English words if they use L1. Pupils will be able to
talk about winter clothes
Step Two: and winter weather.
They will be able to
Now show them the pictures of the weather. Say the names as you match different types of
show each picture, encouraging the children to repeat the words. If clothing to the weather
you have completed Unit One, they will already have come across in which they wear them.
the words “rain” and “sun”.
As you present each word, do an action or gesture to demonstrate
it, e.g. hug yourself and tremble for “cold”, move your hands down Specific Language:
from the sky opening your fingers out (as in a flash) for snow. The
children should copy you.
Weather: rain, cold,
Put all the pictures where the children can see them, for example wind, snow, ice
on the board, and ask them which weather types we get in winter. Clothing: hat, scarf,
Say: boots, coat, gloves,
umbrella
Is it cold in winter? Is it sunny in winter? Etc. (Note – the answers
will be different according to each geographical area).
Useful Language:
Leave the winter words on the board and say:
This is winter weather.

I wear my … when it’s
rainy/snowy/cold etc
Step Three:
Materials:
Now take out the pictures of the various items of clothing and show
each one, saying the word as you do so. Pictures of weather
conditions
Say: Boots. When do you wear your boots? When it’s cold? When Pictures of winter
it’s rainy?
clothes
Give the picture to one of the children and ask him/her to stick it Real clothes
under the weather that they think it is appropriate to wear boots in.
As this is happening, say: I wear my boots when it’s …….
Do the same for all items of clothing.
Step Four:
128
Winter Lesson One
Take out your bag of clothing. These clothes should be suitable for
the children to put on, if possible.
My Notes
Take out each item at a time, eliciting its name.
Now, ask a child to come to the front and choose one or two items
and to put them on. The other children must guess what the
weather is like.
For example:
A child puts on boots, a hat and a scarf.
Say: What’s the weather like?

Children: It’s cold/snowy
Repeat the activity with all the children that want to participate.
Step Five:
Put all the clothes in a pile at one end of the classroom. Put the
children in two teams. Each team should stand in a line, one in
front of the other, at the other end of the classroom. The children
are going to take part in a clothes race.
You are going to say an item of clothing, and the first two children
should run to the front and try to pick it up and put it on first.
If you feel that the game may get a little out of hand or the children
might get upset, you could bring in two of each item so that the
children don’t fight over the clothes.
Step Six:
To end the class, do a calmer miming activity. The children stand

up and follow your instructions.
Say:
It’s cold today. I wear my hat and scarf (mime putting them on).
Oh no! It’s raining! I wear my boots and take my umbrella.
Yes! It’s snowing! I wear my boots, my gloves and my hat.
Oops! It’s icy. I’ve fallen over!
129
Winter Lesson Two
Step One:
Lesson Overview:
Ask the children if they have ever seen snow. Ask them some
questions about snow: What colour is it? How does it feel? Is it
warm or cold? Where does snow come from? Have you ever played Pupils will learn about
in the snow? What did you do? snow and watch the
animated film “The
Elicit the idea of making a snowman. Have you ever made a Snowman”
snowman? Did the snowman stay a long time? Did the snowman
disappear? At this stage, don’t go into detail about why the
snowman may have disappeared as the children will see this in the Lesson Objectives:
film.
Pupils will understand
Step Two: Film viewing
the properties of snow
Tell the children that they are going to see a film about a snowman. and it’s relation to
Can they guess the story? Who makes the snowman? What temperature. They will
happens to the snowman? also be able to follow the
narrative of the film and
Play the first part of the film, where the boy gets up and sees reproduce this in
the snow. Ask the following questions: pictures.
Is the boy happy? (Yes) Why? (there is lots of snow) What does he
do? (puts on his jumper, socks, boots and hat).
Specific Language:
Play the next part where the boy plays in the snow and makes
the snowman. Snow, snowman, cold,
hot, melt
What does he do in the snow? (He make footprints, throws a
snowball, makes a snowman). What does the snowman look like?
(big and tall) What does he have for eye/nose? (coal, an orange) Useful Language:
What clothes is he wearing? (a hat and scarf).
Boy, play with, fly, visit,
Do you like the snowman? Father Christmas
Play the next part where the boy goes inside for the evening and
goes to bed.
Ask the children what they think will happen next. Materials:
Show the part where the snowman comes to life. Stop before they (If possible) ice cubes or
go outside. snow from the freezer
Ask:
What happens at 12 o’ clock? What do the snowman and the boy

do? (they play with the cat, look at the Christmas tree, watch TV,
play with the light, go into the kitchen, the snowman tries on
different noses, they explore the bedrooms etc).
Ask which bit they liked best.

What do they think will happen next?
Play the part where the snowman and the boy ride the
motorbike.
Where do they go? (to the forest) What happens to the snowman?
(His legs get hot) How does he get cold again? (in the freezer).
130
Winter Lesson Two
Now play the scene where they fly.
My Notes
What do they see? Where do you think they are going?
Play the next part where they go to the party. Stop when the boy
goes to bed.
What is so special about the party? (It’s a snowman party) Who is

there? (Father Christmas) What does Father Christmas give the
boy? (a scarf) Why do they have to leave? (Because it’s almost
daytime).
Play the part where the boy goes outside.

What is he looking for? (the snowman). Do you think he is there?
Play the final scene.

What has happened to the snowman? Why?
Step Three:
Ask the children why the snowman melted. Show them the ice you
have brought in and ask them what will happen if we leave it in the
classroom and why.
Step Four:
The children will now draw pictures of the film.

When they have finished, let them look at the ice to see if it has
melted.
131
Winter Lesson 3
Step One:
Lesson Overview:
Tell the children that they are going to be talking about the things
they do in winter. The activities they come up with may depend on
the climate of where they live. Tell them that in the UK (or US) it Pupils discuss what they
often snows in winter and the children do different activities in the can do in winter.
snow. Remind them of The Snowman film and elicit the activities
the boy does.
Lesson Objectives:
You could provide the following words and expressions:
Make a snowman talk about the activities
Make snowballs they do in winter. They
Have a snowball fight
Make angels in the snow
will also do a craft
Go sledging activity.
Go ice-skating
Do the actions as you say them, encouraging the children to join in. Specific Language:
Ask them if they have ever done any of these activities.
Make a snowman, make
Step Two: snowballs, have a
snowball fight, make
Have everybody standing up for the next activity.
snow angels, go
Read the following to the class and do the actions as you say them.
sledging, stay in
I wake up and go to the window. I look out of the window and I see
snow! It’s snowing! I put on my boots, coat, hat, scarf and gloves. I
open the door and go outside. Brrrrr it’s very cold! Useful Language:
Let’s make angels in the snow! (Lie down on the floor and move
your arms up and down to make the angel’s wings) Now, let’s make Any emergent language
a snowman. Roll a big ball. This is his body. Roll a smaller ball for
his head. Put the head on the body. Now we need some eyes, a nose
and a mouth. Oh, and let’s put a hat on the snowman’s head! Materials:
Finished!
Oh look! There’s my brother! Make a snowball and on the count of Picture of Winter
three, throw your snowball at your brother. One…two…three! White paper
Scissors
Your brother has a sledge. Climb up to the top of the hill. Sit on the
sledge. Ready? Steady? Go! (pretend to slide downhill at speed).
Fantastic! I’m tired now. Let’s go inside. Sit by the fire and get
warm. I fall asleep, zzzzzzzz.
Step Three:
Give the students a piece of paper and ask them to draw the
activities they liked best from stage two. Write the words on the
board for them to copy and label their picture.
When they have finished, take in the pictures and ask a few
questions about what each child likes to do.
132
Winter Lesson 3
Step Four: My Notes
There are two different crafts to do, and the children could choose
which one they prefer to do, or you could choose for them.
The first is to make a snowman chain and the second is to make
snowflakes.
Snowman chain
1. Fold the paper like an accordion into equal sections.
2. Draw a snowman figure onto the first section. You can do
this for the children or give them a template. The arms of
the snowman must overlap and go off the side of the paper
so that the snowmen are joined together.
3. The children should cut out the snowman, making sure they
don’t cut the sides of the paper.
4. Open up the chain to see your snowmen!
Snowflake
1. Take a square or round piece of paper.
2. Fold the paper in half, and then in half again, and again.
3. Now cut small triangles out of the sides, however you wish.
4. You can decorate the snowflake with glitter pens.
133
Spring Lesson One
Note: This mini-unit should be programmed for late March/early

Lesson Overview:
April.
Step One:
words to talk about
Remind the children of the four seasons by showing them pictures. spring and help set up a
One way of showing the differences between the seasons is having wall display.
a picture of a tree in each of the four seasons. Pictures of different
weather conditions may also be appropriate, although not in all
contexts.
Lesson Objectives:
Ask the children what season has just begun. Ask them to provide
any differences they can see between spring and winter. Depending Pupils will be able listen
on your geographical location, they may mention the weather, trees and talk about the spring.
and flowers, Easter or Holy Week. They will also be able to
make decisions showing
spatial awareness. They
Step Two: will be able to reproduce
the consonant cluster
Ask the children for anything they associate with spring. If you
/spr/.
have a picture for any of the things they mention, show the class.
Examples:
flowers, trees, plants, blossom, Specific Language:
baby animals (lambs, chicks, ducklings, tadpoles, foals), Spring, baby animals,
born, flowers, March,
insects (butterflies, bees, wasps), April, May, insects,
weather (sunny, rainy, windy, warm, cool). butterflies, bees.
Provide the English names of any words the children come up with Weather: sunny, cloudy,
in L1. rainy, windy, warm.
Then, show the flashcards or pictures you have brought in and

encourage the children to repeat each word after you.
Useful Language:
Lamb, chick, duckling,

Step Three: tadpole, blossom.
Stick the pictures around the classroom. Stick different weather
What can you see?
pictures on different walls, but put all the baby animals near each
other, and the insects near the flowers. I see…
You are now going to take the children on an imaginary walk
through springtime.
Tell the children that they are going on a pretend trip to the
countryside. Because it isn’t real, they will have to listen carefully
134
Spring Lesson One
to “see” everything. As in a real excursion, you could have the
Materials:
children line up in single file, or in two’s holding hands.
Then, slowly take the children around the classroom, describing Pictures of words related
what you can “see” and pointing at the pictures on the walls. Be as to spring.
enthusiastic as possible, but without over-exciting the children too
Coloured pencils or
much. You could play some music or sound effects in the
background.
crayons.
Below is an example which you can adapt to suit the way in which
you set out the classroom.
Let’s go to the country and see what we can see! Look at those
beautiful trees over there! They have small pink flowers called
blossom. Let’s see if we can touch the blossom. Reach up high,
higher and higher. Stretch your arm up… can you touch the
blossom? Let’s go over there, now, to the farm. There are some
baby animals. Look at the little lambs, jumping and running! Oh,
I can see five yellow chicks going to the water with their mummy.
Let’s follow them! The chicks don’t go into the water – they can’t
swim! Can you see the frog? It has some babies called tadpoles.
They are baby frogs. Look, they can swim! Now let’s go and sit in
the park. There are lots of flowers here. What colours are the
flowers? Put your nose by the flower and smell it. Mmmm it
smells beautiful! Look at the butterflies! They are flying! They are
pink and purple and yellow and blue and green…
When everybody is sitting down again, ask them to talk together in

pairs about what they saw on the trip.
Step Four
Tell the children that they are now going to make a spring display
on the bulletin board (or wall). They are going to pin up all the
pictures and the written words. Put all the pictures and words in
the middle of the floor.
Ask each child to choose a picture and say its name. They should
pick it up and find the appropriate word card. If the children are
non-readers, ask them to say the sound at the beginning of each
word. Write the words on the blackboard, eliciting each individual
sound. Then, bring the sounds together to form the word. This is
called blending. The board may look something like this:
135
Spring Lesson One
Ch i̮ c̮ k chick
B ̮u ̮t t ̮er ̮ f ̮l ̮ie ̮s butterflies
The children will then decide where to place their picture and word
on the display.
To round up the lesson, point to each picture/word on the spring

display and elicit the name of each one.
136
Spring Lesson Two
Step One:
Lesson Overview:
Play a guessing game to recycle the vocabulary presented in Lesson
Pupils will revisit
One. You will need a piece of card that is slightly bigger than the
pictures. Cut out a hole in the middle of the piece of card. The hole vocabulary related to the
can be any shape and size you like. The bigger the hole, the easier topic of spring and make
the guessing game! Fun examples are a keyhole shape (peep butterflies for the
through the keyhole) or a question mark shape. Place a picture classroom display.
behind the piece of card. The children will only be able to see a
small part of the picture. They should put up their hand to guess
what the picture is of. Alternatively, if the children can read and
Lesson Objectives:
write, give each child or pair a small whiteboard or piece of paper
and ask them to write down the name of what they can see. Pupils will be able to
You could ask other questions about each picture. For example, recognise and reproduce
with some flowers: vocabulary presented in
the previous lesson.
What can you see? They will also recognise
What colour are they? that a butterfly has
symmetry and colour in
Are they big or small? their own symmetrical
How many are there? butterfly.
Step Two: Specific Language:
Ask the children if they remember the story of The Very Hungry Spring, baby animals,
Caterpillar (Unit One). You could read the story to them again, if born, flowers, March,
they would like to hear it. Remind them how the caterpillar turns April, May, insects,
into a beautiful butterfly. Ask the children to think about what the butterflies, bees.
caterpillar was like at the beginning of the story (a little white egg)
and how he changed throughout the book. Weather: sunny, cloudy,
rainy, windy, warm.
Show them the last page of the story, where the caterpillar has
turned into a butterfly. Ask the children what colours he has.
Useful Language:
Step Three:
Lamb, chick, duckling,
The children are now going to look at the butterfly more closely. tadpole, blossom.
Fold the butterfly in half and show the children one side only. Ask
them to describe it, asking questions such as:
What colour is the butterfly at the top?
What colour is it at the bottom?
137
Spring Lesson Two
What colour is it in the middle?
Materials:
Has it got spots?
Pictures from Lesson
If you wish you can write the answers on the board. If the children One.
are non-readers, draw a butterfly on the board and colour it in as
the children answer, on one side only. The turn the picture over A piece of card slightly
and repeat. They should realise that the butterfly is exactly the bigger than the pictures
same on both sides. Tell them that this is called symmetry and that with a hole cut out in the
all butterflies are like this. middle. This could be
any shape e.g. a keyhole,
a question mark.
Step Four:
Outlines of butterflies to
Now hand out the outlines of the butterflies. Tell the children to colour in.
remember to make their butterfly symmetrical. If they colour a
spot red on one side, they must remember to colour it red on the
other side. Do a demonstration to make sure everybody
understands.
Hand out the crayons and let the children colour.
When they have finished, they should cut their butterfly out ready
to be hung on the bulletin board.
You can make a beautiful border for your spring bulletin board
using these butterflies.
138
Spring Lesson Three
Step One:
Lesson Outline:
Play a guessing game to activate vocabulary. Say:
Pupils will make
“I’m thinking of something about spring” whilst pointing to the individual books on the
bulletin board. “What is it?” Ask children to put up their hands if topic of spring.
they wish to volunteer an answer.
Allow the child who answers correctly to come to the front and
silently choose something from the bulletin board. You can ask Lesson Objectives:
them to whisper the word to you, if you think they might forget
their word, or you suspect some cheating may occur. Pupils will internalise
vocabulary related to the
topic of spring through a
Step Two: personalised book
making activity. They
Take the words down from the display. Show each word and ask will have further reading
the children if they can read it. Help by sounding out the letters practice.
and sounds whilst pointing to the letters, e.g.
They will also be able to
l-a-m(b) ch-i-ck t-a-d-p-o-le b-ee
classify words into
Repeat for all the words you wish the children to include in their different sets.
mini-books.
Play a game to reinforce the sight reading of the words by sticking

them around the classroom. This could be a race, where you shout Specific Language:
out a word and the children run to it, or a game like The Corner
Game.
Spring
In The Corner Game, when you say go, close your eyes while the Lamb, chick, duckling,
children choose a word and stand under it. Then, keeping your eyes tadpole, blossom,
closed, shout out one of the words. The children under that word flowers, butterflies, bees.
must sit down. This continues until only the winner of that round
remains. Weather: sunny, cloudy,
rainy, windy, warm.
Children love this game. You may need to tell them to individually
choose a word, as sometimes they tend to follow their friends.
Point out that if they all choose the same word and this is the one
you shout out, everybody will be eliminated and the teacher wins! Useful Language:
Baby animals, born,

March, April, May,
Step Three:
insects.
Put all the words in the middle of the floor or table. Tell the
children that these words can be classified into different groups.
Ask the children if they can make groups of words. If this is too
difficult, provide them with the names of the groups. Logical
139
Spring Lesson Three
groups are: animals, weather, plants, insects, months. However,
Materials:
these will depend on the words you choose. Tell the children that
they are going to make a book, like a dictionary. They will draw and
Materials for mini-
books:
write each word, in its group. Show them your book, with the first
group. It may look something like this: 2 sheets of A4 paper per
child.
Plants Weather Pencils.
Coloured pencils or
crayons.
flowers sunny
String.
To prepare the books in
blossom cloudy advance (for younger
children):
Put the two pages
together and cut in half.
You should now have
The children should now classify the words into groups. If you four pieces of A5 paper.
don’t have extra copies of the words, do this as a whole-class
activity.
Put the four pages
together and fold in half.
Make holes in the folded
Step Four: side with a hole-punch.
On the front cover, the children should write the word “Spring” as a Push string through the
title for the book, in large letters. They can then choose any picture holes and tie (keep it
they wish to illustrate it. fairly loose so the pages
can easily be turned).
They should then begin to draw pictures of all the new words.
Remind them to group the words together by topic. They may use
one or two pages for each topic, depending on the number of
words. Go round helping, and making sure they have enough room
to include all the words. You can always give them extra sheets of
paper, which can be inserted into the book by untying it.
Keep the written forms of the words on display where everyone can
see them, as the children will need to copy them into their books.
As you monitor, ask individual children to tell you what they are
drawing.
Early finishers can decorate the front cover of their books. They
could also swap books with another pupil, and “read”, saying the
names of the words as they look at each page.
140
Summer Lesson One
Note: This mini-unit can be used towards the end of the summer Lesson Overview:
term (June/July).
Pupils will talk about
Step One: summer and make a
vocabulary book.
Tell the children you are going to play some music. They can dance
to the music and move around if they wish. If the classroom isn’t
very big, tell them to stay in their place and move their body, arms, Lesson Objectives:
head etc. If the children are shy at first, encourage them by dancing
yourself. They will soon copy and lose their self-consciousness. Pupils will be able to
It is important not to force anybody to dance – if some children talk about different
prefer to stay in their seats, that is fine. aspects of summer. They
Play “Summer” from Vivaldi’s “Four Seasons”.
will also internalise
vocabulary related to the
Then ask all the children to sit down. Tell them that the music is topic of summer through
about one of the four seasons: spring, summer, autumn and winter. a book making activity.
Ask them which season they think the music is for.
Specific Language:
Step Two:
Summer
Tell the children that the music is called “Summer”.
Ice-cream, shells, bucket
Now give each child a piece of paper. Tell them that they are going
to draw anything they think of about summer. Play the music in the and spade, fish, crabs,
background as they are drawing. picnic, swimming pool,
park, sea.
After a few minutes, take in the drawings and have the children sit
in a circle. One by one, show each drawing and provide the names
for the different things the children have drawn. Involve the Useful Language:
“artist” by asking about some of the things they have drawn. You
could also involve the others by asking: Sand, water
Sunglasses, sunhat
Did anybody else draw an ice-cream?
Say: I have some pictures about summer. Show the pictures one by Photocopy 13
one, repeating its name several times. Encourage the children to
repeat the words. These pictures should include:
Ice-cream; shells; a bucket and spade; fish/crabs; picnic;

swimming pool; park; the sea.
Now hand out Photocopy 13 and a pair of scissors to each pupil.

Tell the children to cut out the cards and place them on their desk.
Ask each child to choose their favourite card – this should be what
they like best about summer.
Demonstrate by saying (and holding up the appropriate card):
My favourite thing in summer is…

141
Summer Lesson One
Now ask each child the question:

Lesson My
Overview:
Notes
What’s your favourite thing in summer? Pupils will talk about

summer and make a
vocabulary book.
Step Four:
The children are now going to make a mini-book about summer. Lesson Objectives:
They should stick each picture on one page of their book, and write
the name underneath. Pupils will be able to
Show the children what they should do by drawing a series of eight
talk about different
boxes on the board. Explain or demonstrate that each box is one aspects of summer. They
page. Stick a picture in each box and write its name underneath. It will also internalise
should look something like this: vocabulary related to the
topic of summer through
a book making activity.
Specific Language:
Summer
Ice-cream, shells, bucket
An ice-cream A bucket and Fish and crabs and spade, fish, crabs,
A shell
spade picnic, swimming pool,
park, sea.
Useful Language:
Sand, water
A swimming Sunglasses, sunhat
A picnic pool The park The sea
My favourite thing is …
As the children are working, go round and ask them to name each
picture.
Materials:
The children should also write “Summer” on the front cover and “Summer” from The
illustrate it with any pictures they like related to the season. Four Seasons by Vivaldi
(mp3 or audio track)
Pictures of summer: the

beach, sand, the sea,
suncream, an ice-cream,
a sunhat, sunglasses, a
bumble bee, a bucket
and spade, a park etc
142
Summer Lesson Two
Preparation:
Lesson Overview:
If you have a bulletin board, cover this in blue paper, to make a
blue sky. Otherwise, choose a free wall in your classroom on which Pupils will discuss
to hang the display. Stick the sun in one corner. You will also need summer activities and
to have the chairs set out in two rows to form a bus. help make a classroom
display.
Step One:
Lesson Objectives:
Ask the children if they have been to the beach recently. Hold up a
picture of a beach as you ask the question. If one or more children
has been to the beach, ask them what they did there, providing any
Pupils will revisit
relevant vocabulary. vocabulary about
summer and will be able
Say: What can you do at the beach? to talk about different
activities they do.
Some possibilities are:
Go swimming/bathing/paddling/surfing Specific Language:

Go fishing/crab collecting
Play football/volleyball/ bat and ball/ bowls
The beach: the sea, sand,
Play with sand/ make sandcastles
Dig a big hole Fish, crab, bucket and
Collect shells/pebbles. spade, sandcastle, towel,
sunglasses, suncream,
Step Two: Activities: go swimming,

play
Say: We are going to the beach. What shall we take? football/volleyball/bat
and ball/with sand,
It can be nice to bring in a beach bag and other realia such as a collect shells.
bucket and spade, a towel, sun cream, sunglasses, a bat and ball, a
sunhat.
Display the objects (or pictures) on a table or on the floor where

everyone can see them. Useful Language:
Say: Shall we take a towel? (encourage the children to point to or Shall we …?

pick up the towel, and then put it in the beach bag.) Let’s …
Shall we take some suncream? Etc
When you have all the objects in the bag, say:

Materials:
Now we are ready. Let’s go to the beach! Get on the bus!
Large roll of blue paper
for bulletin board.
Step Three: Tissue paper: yellow and
blue.
The children should now be sitting on the “bus”. If there is not A large yellow circle
enough room on the bus for everyone, make two journeys. (the sun)
Tell everybody to get off the bus and lead them to the “beach”. Pictures of vocabulary or
Now read out the following passage, doing the actions as you speak
and encouraging the children to do the same. You can choose
real items.
143
Summer Lesson Two
different activities if you prefer, or ask the children what they want
to do.
My Notes
Ok, everyone. Take out your towel and put it on the sand.
Sit down – it’s time to put on your suncream – it’s very hot!
Put some suncream on your arms and legs, don’t forget

your face!
What shall we do first? Let’s make a sandcastle. Pick up

your bucket and spade. Put the sand in your bucket – fill it
right to the top. Now pick up the bucket and turn it over –
quick! Pat it with your spade and take off the bucket. Wow!
What a fantastic sandcastle! Shall we destroy the
sandcastle? If you like, jump on your sandcastle! Feel the
sand between your toes.
Ok, let’s go for a swim. Walk to the sea, put your toes in –
oooh, it’s cold! Slowly, go into the sea. Look, the water is up
to my tummy! Brrrrr. Let’s dive in! Splash!
I’m cold now, let’s go out of the water.
Now you can choose: do you want to collect shells or crabs?

You can put them in your bucket. How many have you got?
Shall we play ball? Here, catch! Throw it back – yes, that’s

it! This is fun!
Let’s dig a hole. Together we can make a very big hole.

Pick up your spade and dig. It’s getting very big! Wow! It’s
enormous! Do you want to get in the hole? Be careful!
I’m very tired. Time to go home. Back on the bus, everyone!
Step Four:
The children are now going to help you create a classroom display.
This activity is a cooler and should help the children calm down
and be quieter after the previous activity.
Point out the blue bulletin board. Tell the children that you are
going to decorate it. Stick a wide strip of yellow tissue paper along
the bottom (double thickness is best). Then, above this, stick a wide
strip of blue tissue paper. Then cut along the top of the blue paper
to make a few large waves. It should look something like this:
144
Summer Lesson Two
The children should now guess that it is a beach.

Show the children the pictures of different things you can find or
take to the beach.
Each child should choose one or more objects and then decide
where to put each one on the display. Help by asking questions
such as:
Shall we put it in the sea?

Shall we put it on the sand?
Shall we put it on this side?
Shall we put it next to the …?
Provide sticky tack or drawing pins to keep the pictures in place.
Finish by asking the children to tell you everything they can see in
their beach.
145
Summer Lesson Three

Take out the objects you have brought in (a sunhat, sunglasses, sun
Pupils will discuss how
cream, a t-shirt, a bottle of water).
to stay safe in the sun
Tell the children that when it is hot and sunny we need all these and make a poster
objects. Pick up each one and say its name, encouraging the illustrating this.
children to repeat it. You could pass each object around the class.
Ask the children why we need each object (this can be done in L1 if
necessary). Lesson Objectives:
Then provide the language in L2, by saying the following and Pupils will be aware of
pointing to the relevant part of the body: the dangers of the sun
This is a sunhat. It protects our head and face from the sun.
and will be able to give
This is sun cream. It protects our skin from the sun. advice on how to stay
This is a t-shirt. It protects the skin on our body from the sun. safe in summer.
These are sunglasses. They protect our eyes from the sun.
This is water. It keeps us cool.
Specific Language:
Step Two: Wear a sunhat

Put on sun cream
Place all the objects in the middle of the room. Divide the class into
Cover up
two teams, both of whom should line up, one on each side of the
classroom. You are going to give a clue. The first child in each team Drink water
will try to pick up the appropriate object. These children will then Don’t go out…
go to the back of the line. Each team gets a point for a correct
object. Replace the object after each clue.
Useful Language:
Clues:
They protect your eyes. (sunglasses)

It keeps you cool. (water) Materials:
It protects your head. (sunhat)
It protects your skin. (sun cream)
It protects your body. (t-shirt) A sunhat, sun cream, a t-
shirt, a bottle of water, a
clock (or pictures of
Step Three: these).
Hand out the copies of Play Safe. Show the children how to colour Photocopies of Play Safe
and draw the items as stated on the worksheet. Monitor as they are
working, asking them what they are drawing/colouring in the
picture and why.
Step Four:
The children are now going to work individually and each create a
part of a large poster. Each poster will have five parts and a title, so
divide the class into groups of five or six and give each child in the
group a task to complete. The tasks are the following:
1) Draw a large face with sunglasses

146
Summer Lesson Three
2) Draw a large face wearing a sunhat
My Notes
3) Draw a boy or girl wearing a t-shirt
4) Draw a large bottle of suncream
5) Draw a large bottle of water.
6) Copy and colour the poster’s title: “Stay safe in the sun”
If the children can read, write prompts on the board for them to
copy onto their picture:
Wear sunglasses!
Wear a sunhat!
Wear a t-shirt!
Put on sun cream!
Drink lots of water!
Then help the children in each group put their pictures together by
sticking them on large pieces of card or paper.
Step Five:
Put the posters on the wall and ask the children to present their
poster to the rest of the class. You could invite children from
another class to come in and listen.
Another option is to record the children’s voices talking about their
poster and use a web application (see links section) to create a
slideshow.
147
Index of Photocopies and Worksheets:
Photocopy 1 Unit 1 Lesson 2
Photocopy2 Unit 1 Lesson 2
Photocopy 13 Summer Lesson 1
Worksheet 1 Unit 1 Lesson 1

Worksheet 12 Unit 9 Lessons 2,3,5
148
Photocopy 1
Slowly
Photocopy 2
Quickly
Photocopy 3
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Photocopy 4
We will build a little house
Build Two chimneys A sloping roof A garden wall Two big gates
Two little windows A little table Two little chairs Knock at the door Our house
Photocopy 5
Tiger Rhino Elephant
Tigers eat meat.

Rhinos eat grass
Elephants eat grass
.
and plants.
Tigers live in Asia. ,fruit
Rhinos live in Asia.
and plants.
Elephants live in Asia

and Africa.
Tigers can jump. Rhinos can run.
Elephants can swim.
Tigers can swim.
Elephants can run.
Tigers can climb trees.
Snake Hippo Zebra
Snakes eat meat. Hippos eat grass
. Zebras eat grass

and plants.
Snakes live in all parts
of the world. Hippos live in Africa. and plants.
Zebras live in Africa.
Snakes can swim. Hippos can run.

Snakes can climb trees.
Snakes move very Zebras can swim.
quickly. Zebras can run quickly.
Giraffe Monkey Crocodile
Monkeys eat fruit Crocodiles eat meat.
Giraffes eat leaves.

, leaves
Crocodiles live in
and insects.
America, Africa,
Monkeys live in Africa,
Giraffes live in Africa. Australia and Asia.
Asia and South America
Crocodiles can swim.

Monkeys can climb
Giraffes can run. Crocodiles can walk or
trees. Monkeys can run.
Giraffes can swim. run.
Parrot Lion
Parrots eat fruit

Lions eat meat
.
and nuts . Lions live in Africa
Parrots live in America,

Africa and Australia.
and Asia.
Lions can run.
Parrots can fly. Lions can jump.
Parrots can walk. Lions can swim but they
Photocopy 6
Photocopy 7
Breakfast
Lunch
Tea
Dinner
Photocopy 8
Photocopy 9
Fruit Fruit Fruit Fruit
A banana A pear A strawberry An orange
Vegetables Vegetables Vegetables Vegetables
Beans Cauliflower
A carrot Peas
Meat & Fish Meat & Fish Meat & Fish Meat & Fish
Sardines Chicken Ham

Salmon
Dairy Dairy Dairy Dairy
Cheese
Milk Yoghurt Ice cream
Other Other Other Other
Rice
Spaghetti Pizza Eggs
Rules of the game
Play in groups of four.

Shuffle and deal out four cards to each player. The remaining cards should
be placed in a pile in the centre.
The objective is for each player to have one card from each category:
Fruit, Vegetables, Dairy, Meat & Fish, Other. The winner is the first player
to get all five cards.
Each player must ask the player to their left for items of food they require.
e.g. Have you got chicken?
The players must answer truthfully. If they have that card, they must give it
to the player that asked the question.
Photocopy 10
My Food Diary
Day 1:
Breakfast:
Lunch:
Tea:
Dinner:
Snacks:
Day 2:
Breakfast:
Lunch:
Tea:
Dinner:
Snacks:
Day 3:
Breakfast:
Lunch:
Tea:
Dinner:
Snacks:
Photocopy 11
Captain Jack Parrot

The Black Jewel
The Ocean
To all boys and girls,

My name is Jack Parrot. I am the captain of the
Black Jewel Pirate Ship.
I need boys and girls to help on the ship. We are
looking for a long lost treasure chest on Butterfly
Island.
Do you want to come with me and help me find the
treasure?
Boys and girls who want to be pirates should send
a message in a bottle.
Yours,
Jack Parrot
Photocopy 12
1) Go to the bathroom. 5) Go to Classroom 3.

It’s next to the door. It’s on the bookcase.
2) Go to the office. 6) Go to Classroom 1.

Ask the secretary. Ask the students.
3) Go to Classroom 4. 7) Go to Classroom 2.
It’s under the table. Ask the teacher.
4) Go to the library. 8) Go to Classroom 3.

It’s in the bin. It’s next to the window.








Photocopy 13
Worksheet 1
0 legs 4 legs 6 legs wings antennae

Worksheet 2
Quickly Slowly
Worksheet 3
The life cycle of a butterfly
5 2
4 3
Worksheet 4
Hot or cold?
The water is ………………….ºC.
The water is hot/warm/cold.
The …………… is ……………….ºC
The …………… is hot/warm/cold.

Photocopy 55
Worksheet
Rainbow Colours Experiment
My prediction: What happened:
How colours change:
+ =
+ =
+ =
Worksheet 6
Weather Survey – Do you like the rain?
Sun
Rain
Clouds
Wind
Snow
Worksheet 7
Name:
Weather
Worksheet 8
Fruit & Vegetables Meat & Fish
Dairy Other food

Worksheet 9
Food Yes or No How many times a

week?
Food Yes or No How many times a
week?
Worksheet 10
What’s inside the treasure chest? Draw pictures.

Worksheet 11
Float or sink?
Object Guess 1st Try 2nd Try
Worksheet 12
My bean s name is ………………………..
This is my bean before planting. My bean has germinated.
My bean in the jar. My bean has roots.

My bean is growing! My bean after ………. days. It measures …….. cm.
My bean after ………. days. It measures …….. cm. My bean after ………. days. It measures ……. cm.
Worksheet 13
Jack sells the cow for The giant sees Jack Jack finds his hen, That is the end of
magic beans. and is angry. his harp and money. the giant.
Jack cuts down the Jack s mum is angry Jack sees an Jack takes the
beanstalk. and throws away the enormous beanstalk. treasure and runs
beans. away.
Draw pictures to show what happens in the story. Put numbers in the boxes to order the story.
Index of Photocopies and Worksheets:
Photocopy2 Unit 1 Lesson 2
Photocopy 13 Summer Lesson 1

Worksheet 12 Unit 9 Lessons 2,3,5
148
Useful Links
Unit 1
Incy Wincy Spider - http://learnenglishkids.britishcouncil.org/en/songs/incy-wincy-spider
Unit 2
The Three Little Pigs Story - http://www.kids-

pages.com/folders/stories/The_Three_Little_Pigs/page1.htm
Unit 3
Videos of jungle animals -

http://www.youtube.com/playlist?list=PLBB46DE2AEDBF19F6&feature=plcp
Animal sound effects - http://www.seaworld.org/animal-info/sound-library/
The Animals Went In Two By Two Video - http://www.youtube.com/watch?v=R_I-ZDv9IMA
Unit 6
Look after your teeth - http://www.mouthpower.org/mouthpower.cfm
Unit 7
Food Pyramid - http://teamnutrition.usda.gov/Resources/mpk_poster.pdf
Unit 8
Float or Sink? - http://www.bbc.co.uk/schools/digger/5_7entry/8.shtml
Unit 9
Jack and the Beanstalk - http://www.bbc.co.uk/cbeebies/misc/stories/jackandthebeanstalk/
Jack and the Beanstalk story - http://www.kids-pages.com/stories.htm?count=10
Growing plants activities -

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/growing_plants.shtml
Garden Guru game - http://www.bbc.co.uk/bitesize/ks1/science/growing_plants/play/
Winter
Summer
Play Safe - http://www.sunsacks.com/sites/default/files/KS1_drawandcolour.pdf
Tools
VoiceThread - record your voice to images - http://voicethread.com/

Voki - Speaking avatars - http://voki.com/
Glogster - virtual posters - http://edu.glogster.com/
Fotobabble - talk about a photo - http://www.fotobabble.com/
Storybird - create beautiful stories to artwork - http://www.storybird.com/
Little Bird Tales - create your own storybooks - http://littlebirdtales.com/

© 2012 Michelle Worgan
All Rights Reserved
First edition published 2012
This book was published in an electronic format (pdf)
It is freely available for classroom use.
All images are linked to from www.office.microsoft.com and are available for personal use.

Five Six Seven: A Content and Language Integrated Course For 5 To 7-Year-Olds

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Five Six Seven: A Content and Language Integrated Course For 5 To 7-Year-Olds

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Five Six Seven: A Content and

Language Integrated Course for

Step One: Lesson Overview:

Step Two: Pupils will be aware of

Step Three: Specific Language:

Step Four: Names of various

Do snails slide quickly? Do caterpillars walk slowly? Etc.

Say: “This is my spider. He’s a boy. His name is …… He’s

After all the presentations, ask for similarities or differences

Continue the sequence from Lesson One. Lesson Objectives:

For example, say: Specific Language:

“On Monday he ate through one banana.” Days of the week

“No! (He ate through) one apple!” Useful Vocabulary:

Story Vocabulary: egg,

The Very Hungry

You can provide more or less scaffolding according to the amount

Step Four: Worksheet 3 (one copy

Display the completed worksheets on the classroom walls.

Step Three: Adjectives:

Provide them with the comparative forms by comparing and asking

Now ask for more comparisons.

Continue the sequence from Lesson One.

The children can discuss this problem solving activity in small

Step One: Lesson Overview:

Continue the sequence from Lesson One. Useful Language:

Say the rhyme again with the students.

WE WILL BUILD A LITTLE HOUSE

We will build a little house

We will build a little table

The children are now going to build a construction out of Lego™

for the demonstration, but not essential. Give the following

Floors, swimming pool,

In this house there are three bedrooms. This is the boy’s

Speaking parts: The wolf Man 1

Other roles: Artists x 4 Story vocabulary, masks,

Below is a copy of a sample script, including the story. However, if Materials:

Mummy Pig: Little pigs, go and build your own houses.

Little Pigs 1,2 & 3: Bye Bye, Mummy!

Mummy Pig: Be careful of the wolf!

Pig 1: Please can I have some straw?

Pig 2: Please can I have some sticks?

Pig 3: Please can I have some bricks?

Wolf: (growling) Roaaaaaaaarrrrrrrrr.

Narrator: The wolf knocked on the first little pig’s door.

Wolf & Chorus: Little pig, little pig, let me in.

The wolf knocked on the second little pig’s door.

Wolf & Chorus: Little pig, little pig, let me in.

Wolf & Chorus: Little pig, little pig, let me in.

Wolf: Owwwwwww owwwwwwwwww it burns!

Using gestures to convey meaning, explain the different features

If you don’t have a recording of animal noises, omit this stage.

e.g. Which animal is the biggest/Which animals are big?

Here are some example questions you could ask:

Which animal is the biggest?

What the animal looks like

Gather the children together around the map, with their

Stick a picture of each animal on a different wall or part of the

It will look something like this: My Notes

Write the letter T on the board, or show a flashcard. Say /t/,

Step Two: It doesn’t ….

For this stage you will need to imagine a non-existent animal.

Give them plenty of time to draw their animal and its

Where does it live?