eerie eR uae) (eee DS aaa Grammar Songs & Raps For young learners and early teensHerbert Puchta Ginter Gerngross Christian Holzmann - Matthew Devitt Grammar Songs & Raps For young learners and early teens LEGG oe Phe | ey =SPE EE ETEEELLEELELLE LEE Contents Introduction ‘There's a monster in the forest fap) Tobe party (arn) ‘Are you happy? (0 rap) Find the gnomes, sherlock Groans Tea rap Pizza rap The hungry monster rap Generous Joe song Peay Sue 10 Midnight on Blueberry Hl 111 Robbery at Hanbury Hall 12 The storyson tv 13 The lon song 14 The going 0 song 15 The Westen star 116 The Gang of Four 17 The badbad beasts 18 All my hovetos (aap) 19 Fm not gong to 20 The some and any ra 21 The pyramids 22 We are the ghosts 23 Please come back 24 tim feeling sick 25 Ws onlya game 26 whatever you can do (a ar) 27 Have you ever..? 28 The weatherman (orp) ‘Quick Reterence Guide 0 contents list. “ 9 2 22 32 40 0 2 a2 93 7 102 07 m Ww a was 220 Be 18 0Introduction ‘Grammar Songs and Raps ies you 28 orignal songs and raps forthe ELT classroom vith = epi foes an supporting te teaching of arama: the are presented on two auio os together with teaching notes and two photocopiable handouts per sng. The sngs and raps cover a range of structures fr beginners and elementary students (At and AZ ‘according tothe Common European Framework of Reference) Grammar Songs and Paps ‘an be used as support material with any coursebook or language programme. How to select a song ‘The table of contents and the Quick Reference Guide (pp. 138-19) make it easy tslet song or rap according to the language you are planing to teach or practise. 2c) of the songs or raps ha a clear oversiew with bie description ofthe language focus. the language level, 2 rough estimate ofthe time you wil eed to do the activities suggested, and the kind of preparation needed for example which worksheets you need to «cp, ‘This followed by extensive teaching nots (In lass with suggestions an how to use ‘each song or rap ver two lessons Lesson 1° and "Lesson 2), each lasing betwees 10, ‘and 45 minutes (Time), The teaching notes are arranged in clear and easy-tofolow steps with drawings and examples of classroom discourse where necessary, a5 Wel a5 ‘sagestions fr extension activities Answers to all activities and worksheets are includ. ‘The Iris ofeach song or rap follow the teaching nates Photocopiable worksheets There are up to thre worksheets foreach song or ap (Worksheets, B and C Worksheet A usually focuses on language and comprehension, wih sis to help students notice, remember and retrieve target structures, Worksheets B and C usualy go beyond the song is, with interactive activities and games that encourage students to wse the target stuctres in diferent contexts. Al explanations on classroom management and teaching techniques requite in implementing the worksheet actes can be fou in the teaching nates We are very much aware that the suggestions we are making in this book may nee to bbe adapted for use in your specific dasses. You may want to use the actives we are suggesting hee or you may want to develop your own activites around the songs and aps. The activities have been developed in such away that they can easily be adapted to various language levels. PROTO POOGURU a ae aes ‘Songs and raps and the teaching and leaming of grammar ‘ung eamersand eal teen cd a god balance of fun and language practice in ede tobe able to gradually develop language acuracy. Many oF even most ~ of then do rot yet have a deep understanding of grammar rules. Thats why many colleagues ook for fun ways of supporting thie teaching and practising of grammar. tthe same time, teachers notice thet young learners and tens often show a remarkable ability t pick up and remember chunks of language they come across in tris, pop songs anther forms of tents tat they lke, Such chunks of language often contain important langage structures. Therefore esng songs to help students remember strings of word, sentence fragments and sentences can be very valuable practic. Parents fequently comment that tis amazing how well thir kids remember the ics ‘of pop songs and regret tht when comes to serious learning’ memory retrieval ems to happen far less easy This not surprising. l’sawellAnown fact that ehythe,rlyme find eatchy tunes have a tong mnemonic function, and make language memorable~ 2 jhenomenon that s very succesfully employed by people who design TV commercials find radio adverts The songs and aps inthis book have been writen in such away that they contain both useful language (nthe form of lexical chunks, and the mnemonic devices mentioned above hythe,ryme and atchy tunes) This means thatthe chances fre high that important language wl be remembered well by the students, and more easly transfered o thie longterm memory. ‘Motivation Many colleagues have noticed that authentic pop songs are not always greeted with enthusiasm by their students. On the face of it this sounds strange, but on further Jnvestigation it tums ut that the teachers’ choices ae rarely identical with the choices students themselves would make, whereas teachers are offen not happy about songs that Students would like to hea inthe foreign language classroom, This is because the songs fare ether too demanding in terms ofthe language level, or their content and language {um out to be problematic from 3 pedagogical point of view; a5 a colleague recent commented, it sems quite dificult to fi any authentic song yi these days wthout references to sex and drugs, of which don't contain swearing! lyrics have been specially written forthe foreign language class, They can be used ‘vith beginners an elementary students, We have red to get as much humour and fun int the lis as possible, as humour and fun are important suppor systems facitaing ‘motivation and longterm memory recall.tucily, when we work with young learners and early tens we can count on their enthusiasm for songs if their quay i good. Young learners and eaty teens ae aso ocmally keen to sing along with a song o jon in a rap the tune is catchy andor the rythm isrvting. The songs and rps you wil id in this material have been develaed witha specialist and trialled carefully in young learners and erly tees’ lassaoms We are happy to say that the feedback we got from students was very posite, and colleagues ‘working with our tra clases reported that ther students became very engaged in singing, alongwith he songs. Language lear ing and songs When students isten toa song a ap forthe fst time, they naturally want to understand hat the fics are all about. f the song or ap is engaging, they will want to sng or ‘ant along. Thus, songs ae about developing the students’ listening comprehension and about repeatingimportant words, structures and chunks of language. the proces of understanding the Ircs of a songs an interesting one as it often invoives the sradal Iterpretation of the language inthe song. When sudentslistn forthe rst ime they nay not understand a fot. Bu ifthe song is intrigung, they will make ther hypotheses about the meaning of theyre, and when they listen a second orathirdtime they can ver thee hypothesis or change ther inital interpretations. Thus, their comprehension gradually ‘rows and they lean an important skill ~ to be persistent with eying to understand ‘meaning and not to give up when they cannot understand everthing immediately. ‘Songs and rap are alo ideal for developing pronunciation, word tes and intonation patterns na song, important ls, stuctores and chunks of language gt repeated tne and time again without the process becoming boring forthe stents Imitation isan Jmportant element in that process ~the more fun and engaging the students finda seng, ‘orrap tobe the more they will develop postive feelings about the language in the sng ‘or rap. Tis kindof affective dimension plays very important role in the process of the students’ eaming of a foreign language ‘The flashcards on the CD-ROM Fashcards are useful in eacing the meaning of new words and in geting student to ‘memorise them better. Flashcards are great timesavers and mean teaches donot have to draw onthe board or lok for or make suitable pictues. This is why CD2 that comes, ith this book is not ony an Auio CO, but a hybrid CD-ROM that offers you on top of ‘the songs it contains) the POF fall the flashcards we ecommend using in the teaching notes. We recommend you downlad the flashcards oto the hard dive of your computer and int the ane yo need fr whatever song you have selected fr your clas. Alternat You can print the fashcards directly rom CD 2 without downloading the fils BRR Rhee er ree eR RHRPOORER ee oa Teaching the songs itis easier to hum or sing along with song than 1 sng without the support ofthe au, ‘opel when the sung we want to jon in wih cn a foreign Language Ths i why itis advisable to play the songs several times before tudens are asked to jin in and sing along When students hear a song Several times, i wil be esse or them to sin Likewise wemight notice thatstudents find much easier tosingalong with asong when the sng ges revised ina fellow up lesson than they did he fist ime they came aco How to use the karaoke version of the raps ‘on the Audio Os, you wil id 18 songs and 10 raps. For each of the raps there isalso Staraote version onthe Audio CO; this i version without voles, where students heat just the musi instruments. |When you want tous the karaoke version orp, make sre yourstudens hae listed to the version with the voices ften enough ind it easy to chant alongwith the music Many of the rapsare inthe form of dialogue between a singerspeaker and chon of a>ore> a>ar Dog — there's a dog Dog - there’ ‘And there are three _ “Inok, you guys, that’s our monster with six eyes! "Ohl How stupa!” owls bear rabbits frogs foxes owls hamsters dogs snakes 12 MRM FaasaraORTTRSRATDE T Gamage ane | eng HEAP PRP RRR RRRThere’s a monster in the forest | Worksheet B Find the differences between the two pictures.Track 05/08 Language focus towt Tine To be party ara Forms of tobe Beginness/A1 Lesson 1 about 30 minutes Lesson 2 about 25 minutes or Track 0% audio recording ofthe rap (o1— Track D4 karaoke version of the ap O2ICD-ROM part Tobe party Flashcards Lesson 1: a copy f the lyrics for each student; a copy of Worksheet A per student Forstep4, make an enlarged copy ofthe Iyies, number the lines fr your own reference, and then cut the lines into individual strips. For step 7, cutout sx paper stars (Sherif stars) and havea fastener ora piece of sellotape foreach one Lesson 2: a copy of Worksheet B per aroun of thre student, In class Teach or revise the folowing words using the flashcards provided: clown, serif, princes, cowboy. ‘irite the words on the boar, Tal the students that you are going to play a rap to them. Tell them to listen ‘carefully and try to remember as much as possible, Ask them to say the words, phrases or sentences they remember. Write these on the board Hand out a copy ofthe iyrcs. Ask the students to listen and read along, Show each icine strip very briefly and elit the line from the students, Then play the ap again, and the students join i. ‘Ask the class to form a big circle. inside the cic on the eft arrange two chats rex to one another, and two chairs that stand alone. Aska boy and gt to sit fn the two chairs and a bay and a git onthe individual chairs, ARADO MMB OOOOnr 6. Arrange two chats on the right of the cle Sit down on one, and aska student to sit down on the other 7. Now hand the paper stars tall the students sitting onthe chairs. Fasten one on ‘your own clothes and fasten the others fo the students clothes. Then point at Yyourselt and say: ’m a sherf. Ask he student siting next to you to say with you We're sheriff, Point atthe two students an say: They're sherfs. Then point to the girl and say She's @ sheriff and to the boy, and say: e's a shri: Now jus do the pointing several times and ask the class to say the sentences. 18. Then hand each student a copy of Worksheet A. Tel them fo look at the pictues and the sentences, then number the sentences to match the pictures. Say a ‘umber and ask individual students to read out the respective sentence. POUR URE REE RR e ee = bee _ ! Hh oo = we uswer 2 weiecontins, 6 theyreconboys, 4 Hee alow, Lesson? 4. Intraduce the words pilot and doctor, using the flashcards provided, a 12. Askthe students to work in groups of thee, Two students, and Bplay the ‘game, and the third student, C isthe referee. Hand a copy of Worksheet Bro teach group, Student starts and points ata picture; B says the sentence, eg.’ 2 princess. I B's sentence is cored, the rere gives B a point. Then B points ata picture and A says the sentence. Tey play ten rounds and then the referee Announces the winner or says if twas a dram 3. Now C joins the game and A becomes the referee, Finally Aan C ply, and 8 becomes the referee wa Extensions Discus with your class whether they would lke to perform the rap infront of an audience, ether parents. If thoy are kaen on doing tha, erhearce the Ap including mime and dance steps. Use the karaoke version a suggested on pp. 7-8. ere ARATOT | BRAS HS | Oe a 6a forms of too} . a eee ese leet a 1 To be party ia [tm theses Were so happy, i J Youre the clown, Yer 30 coo, \* esa cowbor, Ther’ a party = Pease sit down, tour schoo 1 {lap cla, now you ra (ap, dap, now ou rap i. Fm the shen Lots fac iow Yeuie the clown, Lois of boy. ie He's cowboy They 0 loud — i Please sit down, What nose = {ap cap, naw you rp ap, ap, now you ap ' Il She’ a princes Lats of si i. is reat fun, Lot of boys ‘Gap your hands Theyre s oud — ls fveryone. What a noise! ia ap. 2p, now you op (sash ' = she's princes, (viet everyone: a Ws get fn, ‘nd now realy ast— here we go!) I (2p your hands (repeat rap) 18 Everyone ap clap, ow you rap! (eect i= ‘and now even fester) le We're so hap. (repeat rp) il Youre 30 oo = Theresa party 1 Aor school 1 Clap cap, now you rap ph vos an I i i ' ' 6Cin To be party | Worksheet A Match, and write numbers. Dimes) Diem] Gres a eeeee eee eee eee ee ee ee ee ee To be party | Worksheet B Say the sentence. forms of to be}Are you happy? ary Forms of 10 be: negative and questions, vocabulary: felings Lesson 1: 20 minutes Lesson 2: about 30 minutes Materials C1 — Track 05 audio recording ofthe ap 1 — Track 06 karaoke version ofthe ap D2ICD-ROM part Ae you happy? Flashcards Lesson 1: a copy of Worksheet A per student Lesson 2: a cony of Worksheet B per student In class Lesson 1: Are you happy? 1. ntaduce or revise the following words sing the fashcadds provided or mim: ‘ot, cold, happy, sad, bored, ana, scared, hungry. A NEY &® Ge oY 2. Aska student to came to the font. Whisper one ofthe words in their ea. The student mimes the words and the classmates tr to guess the word 3. Play the rap to the students Hand out Worksheet A. Tell them to circle the correct, words. 4. Play the rap again and ask the students to check. Then play the rapa third ime and ask the students t0 join in Lesson A guessing game 4. Stand in front ofthe class and show Worksheet & to your students. Tel them that you're going to choose one picture. Put the worksheet face down, ané ask them {o guess which person you're thinking of and write on the boar 1s ea gin/boy? Are there two people?os » When they have guessed correctly ask the student o guess how the persnvthe people in the pictuee felsfeel. write on the board Is hershe sad? Ae they onary? Hand out the worksheets. Ask the students to play the game in pais. Student ‘places an eraser, a cain or anyother small object on one ofthe pictures: B cannot see AS worksheet, ASS: Guess ves to find out whether the object is in the picture feesfeel. A keeps a record ofthe number of guesses ‘Now the students change roles. The one who needs fewer guesses isthe winner (of one round, Tel your students to play five rounds. extension Use the karaoke version as suggested on po 7-2 Eee ee eee eee peterets 1 Are you happy? 1 I sce cream, ice cream, ‘Are they happy? 1 Ge the ids some ee ceam~ Na, theyte not. rl Theyre ht Ave they col? 1 No, they‘re hot. 1 I Yernnnnnn 1 simnnnnmm eceentercen! I Oaoooonnnn Give the ts some icecream 1 They're hot? ' 1 ave you napa ' atm not (tsk the question asin) 1 se you cole? Na Tm ht Ave you happy? ' 1 1 Isshe happr? repeat to end) ! (No, she’s not, ' isthe cold? 1 No, she ot. 1 Il 1 1 1 1 ' Il a 4 sre hapov? T no, nes not ish cole? No, he's hot. ' 1 re you tan? Ve pou ve you el 1 No, we're hot, CERTAre you happy? | Worksheet A Listen and circle the correct words, ‘Are you happy / sad? No, I'm not. ‘Are you hot / cold? No, I'm hot / cold. Is she sad /happy? No, she's not. Is she hot/cold? No, she's cold / hot. 3) Is he scared / happy? a No, he’ not y a Ishe angry /cold? No, he's sad / hot. Are you hungry / happy? No, we're not. | Areyou bored / cold? = No, we're hot /sad. oy Are they scared / happy? ee a} No, they're not Kz Are they e0ld/ bored? No, they're hot / angry. us 7ROHR | =X A guessing game | Worksheet B Guess which person I'm thinking Guess how they feel. iFind the gnomes, Sherlock Groans Present simple Postheginners 1 Lesson 2: about 25 minutes eD1 — Track 07: audio recording ofthe song {€D2ICD-ROM part: Find the goomes, herlock Groans Fashears Lesson 1: a copy af the Iyrcs foreach student a copy of Worksheet A per stucent Lesson 2: a copy af Worksheet 8 per student, some red pens In class. tesson 1 ‘Ask the students if they know the name of a famous detective. If no student ‘comes up with the name Sherlock Holmes, ell them that he was avery clever detective. Then say that the name of the detective in the song they are goingo| hear i Sherlock Groans. ell them the meaning ofthe verb groan in ther mother tongue. Explain that Sherlock Groans isa very clumsy detective tn the Song, they are going to hear that Lady Grey wants Sherlock Holmes t0 find her garden gnomes. Explain garden {gnome using the flashcard provided ‘Then introduce or revise the following verbs or phrases using gestures and ‘hone a person leave the house look fr something hit your head bump into.a tee limb a tree fall out ofa te shout Say ane ofthe phrases, and ak the students to mime it. Then tell them to work in pais: Asays a phrase and 8 tries to ime it then they swap roles. Play the song tothe students, Hand aut Warksheet A. Tel them ta put the pictures in the corret order by numbering them. Play the song again and ask them to check. Raia CATERON T CIR TE FT CHG IS aDraw a grid with nine squares on the board. The 4d ia graphic representation of the worksheet, ‘Ask the students to tel you the nurmber for each Hand out the lyrics, then play the song again getting the students to sing along, Introduce or revise the following phrases: have breakfast, get out of bed, wash your face, drop something. Use pictures anc mime the phrases. Wite the Phrases on the boar. Hand out Worksheet B Tell he students to think fora minute ofa new story, using the pictures. They cn start anywhere. Aska student to tr to tell a story using the pictures a a stimulus. f necessary reformulate without cortecting in order to provide the correct language. ‘Student: Sherlock Groans eave house Teacher: OK, Sherlock Groans leaves his house And then? ‘Student: He go in park Teacher: Right, he gosto the park Student: Sherlock Groans find a... (Student can't remember the word) Teacher He finds a gnome. Student: Then he drop .. he drops the anome. Oh no! Teacher Great story! Thanks, (name of student ‘Ask he students to work i pairs. Ask them to number the pictures oftheir story ined ‘The students then tell thle story to ther parnets. Remind them again to bes like this: First. Them he... And then. Final... Their partners listen and ‘number the pictures oftheir partners story on their own worksheet in anothe colour Then they swap Finally they compare their worksheets. Ask individual students to tell thei ston Extension ‘The students write tele stories. The teacher correts them and they rewrite them. Then they stick them on a wall ofthe cassfoom. Fach student tries to ead a5, ‘many stories as possible and they give positive feedback, eg ike your story. is reat! 00d ideo Love tt ERROR RRREe Ca =a ib pee ee ee ee eee eens 1 Find the gnomes, Sherlock Groans 1 = ow mony kinds of gromes can | ee He looks for eats, 1 a ini Eris county garden? Buthe finds rats, I Noe! They've al been stolen! sums into wes, = bring me the telephone) “Oh, stop it, please” ' a 1 He limbs a tree Il 2 24) crey sn he fallout 1 = J Proes sherk oan And then he hears i She wants o know The lady snout = 1 Asout her gnomes. 1 8 a I And shertoc Groans, chores 1 The clever man, sa 1 als tady Grey Lady erey ' e T tes gota pian Tells Sherlock Groans 1 1 She wants 1 know 1 ss y nde gromes About her gnomes. i Sherlock Groans And shelck Groans 1 ind the gnomes, “ell Lady rer ! I Sterock Groans That its not icky day. | fepeat 1 (there are my gnomes 1 te leaves his house, 1 I oes tothe park 1 He loos for gnomes, 1 U But it’s too dark. Vie hits his head, 1 Tish okay? Il “Oh goodness me™ 1 says lady Grey 1 1 1 choms 1 beeen eee 4 Ra eRERTRNANTTT Gam | ORB a EEE 25Find the gnomes, Sherlock Groans | Worksheet A Fs in the boxes. = = = = = = = = = = = = 5 E 5 = = = = m =e z= =Find the gnomes, Sherlock Groans | Worksheet B Tell your story. Cee eaeEx Track 08/09 Materials Tea rap 5 person singular, preset simple Lesson 1: 15 minutes Lesson 2:15 minutes (01 ~ Track o8 audio recording ofthe rap (D1 —Track 0% karaoke version ofthe rap (Co2ICD-ROM part Te rap Flashcard Lesson 1: a copy of Worksheet A per student Lesson 2: 3 copy of Worksheet B per student In class, lesson 1 show the students a picture of an eccentriclooking man using the flashcard provided ‘ak the students some questions about the man (sce examples below) and write the student? answers around the picture. + Whats his name? + How old he? + Whats his favourite colour? + Whats is favourite food? + What’ his favourite drink? Hand outa copy of Worksheet A. if necessary, explain the meaning ofthe words Dreokjst, lunch an anne. Play the rap and askthe students to complete the 120s. Then elicit the correct answers from the students by asking questions, ht se at rato is te a anne Play the rap agin, Ack the student oct and then to cll out words they remember fom the Ics, eg. Ear of Grey, three eggs and some bread for breakfast, ecWea esiaremaaivaininNer | Sania Hand out Worksheet 8. Ask students to fill the gaps withthe verbs from the box {atthe top. You may not want to ive them any help at this point—just let them fin the verbs. Quite a few af your students will probably copy the verbs in teir infinitive foe Play the rap agin and ask students to check Elicit the correct forms ofthe verbs by getting student 10 ead out their answers \When they have finished, write the following on the board and get students to complete it For breokfst, | eat bread and butter Philip, Ear of Grey ‘Ask students wiry, when we talk about habits it st eat’ and “Pilip, Eat of Grey feats; then elicit rule from them, eg, When we tak about another person we say he/she eastdrnkstikes.. (Note that this discussion might have tobe done inthe students’ mother tongue) Tell them to complete the tem sentences in the lower part of Worksheet B and read ther sentences out in las Use the karaoke version as suggested on pp. 7 Tea rap lust, children, this isthe ea mp) ‘He eats some cabbage With some peas and rice, He drinks some tea — Tea is always nice! Philip, Earl of Grey, Drink tea, night and day. What does Philip eat for breakfast, Tell me, what? hons He eats thee exes (esa greedy man, And he eats some bread, a) He drinks some tea Philip, fad of Grey ‘And goes hack to bed, fe Drinks tea, night and da. Tea at seven, What does Philip eat for dinner, Tea at nine, Tell me, what? Tea atone He drinks some te, ee He eats some fish eo at three He eats potatoes and ‘And five and eight, Then makes a wish Tea at midnight ~ a Tea is great! Cro (etcious) (ove my tea!) (oetcows) Philip, at of Grey. Drins tea, tan. Z What does Philip eat fo lunch, a Tell me, whatEn Tea rap | Worksheet A Listen and complete. ThisisPh Three some some f some p.ES Tea rap | Worksheet B 1 Complete. Use the correct form of the verb. Then listen and check, drink go eat_—seat_—seat_—Drink | _Drink drink Drink eat drink make eat, Tea rap Philip, Eat of Grey, Philip, Eat of Grey, What does Philip eat for lunch, tea, night ano aay. Ser ‘What does Philp eat for breakfast, Tell me, what? He__some cabbage With some peas and rice He______three esas pag a san ane bre Tea is always nice! He some tea and backto bed Chom en Philip, Eat of Grey, Tea at nine, ea, night and day mer5 ‘What does Philip eat for dinner, Is really ine. Tell me, what? Te ot three ve ____omevea And five and eight e_______ some fs reat mish ie potter nd Then wish Tea is reat! ons 2 Write sentences about yourself and the Earl of Grey. Use eat, drink and love. at / drink: For breakfast, | Philip, Ear of Grey, For lune, 1 Philip, Eat of Grey, For dinner, | Philp, earl of rey, love! Philp, Ear of Grey, noTrace 10/11 Aanguaye tocrs evel Tine Pizza rap Negation, 3© person singular present simple Post beginners /A1 Lesson 1: 30 minutes tesson 2: about 30 minutes (1 —Track 10: audio recording ofthe rap (co1 Track 11: karaoke version ofthe rap (CO2ICD-ROM part: Piza rap Fasheards Lesson 1 a copy of Worksheet A per student Lesson 2: a copy of Worksheet 8 per pair In class Lesson 1 Introduce or revise the following words using the Hasheards provide coro, ce, onions, burger, pizza, chese, chicken, peppers, brocco sh, spinae, peas and beans. S&S Lb a) 8B .0§ eae @ chop(EE lesson 2 1. Hand out Worksheet 8, Tell your students to finish the face on the eft and to give 12. Tellyour students that they should decide what the person eats and what ther ‘don eat. They decide by ticking ether the happy or the sad face under each food 3. Write Hers nome is... She/He doesn't cot... Shee eats...on the boar. 3k your students to work in pars, Fits A says the name of their person and says Taha heishe eatsdoesn't eat, while B writes the name under the face onthe ight And ticks ether the happy oF si face foreach food choice. Then B talks about hisyher person, and A writes the name below the face and ticks the sad oF Nappy face for each food item. 4. Finally they compare their pictures, and A and B finish the faces on the eight hand side. teens Testun wit awn whl he pean edo et Usethe tarot version 5 sued on 98.78 a ett ete ete Pizza rap (ello everyone! This is my fiend, (Oh Helen, you're such a fussy eater) unery Helen ~ sy hell, Helen, “Hello” She's gota problem) she doesn't lke peppers, She dost ike Fish Se dosn't ike brocol she doesn’t eat cares, “That's not what wish.” She doesn't eat rie, ‘he doesn't like onions: r 1 ' 1 1 ' U ‘he doesnt tke spinach — 1 =o that isnt good” 1 she does ke beans She doesnt eat urges “just my favourte food ~ "Wo they aren't 008” I she doesn eat chicken ~ IL "st my favourite food — ' 1 1 1 Il ' “And tha’ pizza with cheese Pizza with cheese Pizza with cheese Can have one, please? Plaza with cheese Pizza with cheese Pizza with cheese ant have one, pleasernerson} Pizza rap | Worksheet A Tick // the correct picture, Hungry Helen she dooaton (es) she dooortoot (@F]_] she does ike [ZBB|_}/ sve deat cet [ZB]! “No, they aren't good!” she doesrt eat | GSS] "Just my favourite food — Sm & 0 UC And that’s pizza with cheese She doesn't like [&% i Piza with cheese t Pizza with cheese Can have one, please? | ie) (e] Pree wi ese Be El She doesn't lke Pizza with cheese She doesn’t lke Pizza with cheese Can Ihave one, please?” “That's not what | wish” se doo [BAB [1 “No, that isn't good! she dovsnt ike RB) [@8E]_|- “Just my favourite food ~ And that’s pizza with cheose Pizza with cheese Pizza with cheese Can {have one, please? Pizza with cheese Pizza with cheese Fiza with cheese Can I have one, please?” u rarer ST(Se Pizza rap | Worksheet B Draw the face and fill in the boxes with what the person eats or doesn't eat. ‘Then tell your partner. Wal Peixikie 006400 AeA | CaM SRST T CMine ee AA 35Tek 12718 anguaye foces The hungry monster rap avon p Beginners / a1 Lesson 1:20 minutes Lesson 2: about 10 minutes 1 Track 12: audio recording ofthe rap (01 Track 13: karaoke version of the ap CD2ICD-ROM part: The hungry monster rap Flashcards Lesson 1: a copy ofthe fries for each student; a copy of Worksheet A per student Lesson 2: a copy of Worksheet B per student; cut each sheet in hall Fach student will eed to bring in 16 tokens (coins, buttons ete) In class Invroduce or revise the following words using the flashcards provided: 8s, sausage, orange, yoghurt, apple, mango. Play the rap tothe students. Hand out the yrc of the rap Ask the students to ‘ead it aloud. Then play the ap again and ask the students to join in. Fits the srs ask the questions, and the boys play the part af the monster. Then the gis play the monster and the boys ask the questions, Then tell he students to put away the tex, Hand out Worksheet A, Tell them to complete the words. Play the rap again and ask the student to check Lesson 2 Hand out Werksheet 8,1 Tell your students to find the six words and to circle them in re. When they have finished, tell your students to circle the indefinite articles @ an ‘amin anather colour. They should then daw lines from a/an tothe food wards ‘Ask individual students to read out what they have connected, Hand out Worksheet 8,2. Tell your students to play a game in pairs, Student A should not be able to see B's worksheet, and vice versa A puts a token on 2 picture and says the word. Now tis wor I blacked for player 8, which means that he/she must not say it. Then it is BS turn. 8 putsa token ona picture and says the wor. Now that pitue is blocked for player A. Then itis turn again ete. The game ends when, eg, A says aword that has been blocked by 6; then 8 isthe winnerextension Use the karaoke version as suggested on pp. 7-8 aaswer TULF TP OLY] F | a [Mz [N [allo statuys [alle iste [yen Fists (™[allul ajo Kell rate rele lela oe poco een eee een eee 1 The hungry monster rap J fasten, gts and boys What’ that noise? Uses coming from over there, Tannin ook — a monster “whhahahahoah! fm hung” Justa minute.) 1 1 1 1 ' 1 1 1 An eae? No thanks ' A sausage? 1 No thanks i No thanks. 1 A yoshure 1 No thanks, I ‘an apple? t No thanks, mango? 1 No thanks. I ‘Aren't you hungry? Yes, of course! 1 But eat desis, and doors, and wooden flors. 1 1 1 1 1 a (repeat whole rap x2) (e's eaten my desk and my dol! ‘Bo you wamt ketchup with that? Toon, ve gota tummyachet Fanart TGR ES TO Helin ”EE The hungry monster rap | Worksheet A Complete the words. Liston, girls and boys What's that noise? It’s comirg from over there. Annhh = 20k, monster! “Whhahehabaab! I'm hungry!” Just a minute Ane. 2 No thanks. As 2 No thanks. Ano. my No thanks. Ay? No thanks. Ana 2 No thanks. Am. 2 No thanks. ‘Aren't you hungry? Yes, of course! But | eat desks, and doors, and wooden floors. Listen, gils and boys ‘Whats that noise? It’s coming from over there! Abhhh— Look, a monster! “Whhahehahaah! I'm hungry!” BRR RP RRR RHP RRR RRR RRR RRR PR RRRThe hungry monster rap | Worksheet B 1. Find the words and draw lines. plol|a|alolal> zvlolo|z|>/zlz vlzlelniecln| a 2. Play the game. ViE\O; peice Bb & @ €h RaaiconaaRaRAOOR T Comma Epr T CRB amen CINE 39rac Aanguage toces Generous Joe song objec pronouns Postvegmers (At Lesson 2: about 30 minutes (cot — Tack 14: audio recording ofthe song {C02/C0-ROM part: Generous Joe song Flashcards Lesson 1: copy ofthe Iyrcs for each student a copy of Worksheet A per student Lesson 2: 2 copy of Worksheet per student In class esson 1 Play the song tothe students and out Worksheet A. Tell the student to find out what Generous Joe gives away. Tell your students to cice the pictures showing the things Joe gives away Play the song again and ask the students to check if they have cele the corect Hand out the isries, then play the song again getting the students to sng along “Then play the song again. Ask the students to join in Lesson 2 Introduce or revise the following words using the ashcards provided ©, book, pen, paintbo, pencil cose, guitar, cv, cap, hat, shir sweater, jeans. ‘Ask student to come tothe front. Whisper one of the words in their ear. The student mimes the words, and the classmates try to guess the word Hand out Worksheet Tell the stents to imagine that they give each of the ‘people a present. Tell your students to decide what to give tothe people. Then they daw lines from the people to the presents Now the students workin pais. AaSks Be, What about Jane? 1 gave her a en. If your students haven't learnt the past tens, explain the meaning af gove in thelr mother tongue. What about Frank and Tim? gave them a. Writ the two dialogues onthe board. Then B stars asking ‘Ask incividual students to say what presents they gave tothe people RTE TORRARATSTE T Gan Ss ERT | BE aR1 Generous Joe song 1H soe, Joe, Joe's so generous, ‘He gives all his things away. Hey, can't you see, oh no! There's nothing left for Joe! ‘there ic good ol Mike: Joe gives him a bike. There is lovely Pam: I Joe gives her some jam hones [there are Frank and Sue and Ken Joe gives them his pen. 1 nthe 1334, “Hey you" 1 so Joe gives me his shoe, chorus 2) aGenerous Joe song | Worksheet A Find out what Joe gives away. Circle the pletures. APSR PP PPP KPO HO OHO O OOO RRRObject pronouns Giving presents | Worksheet B Who gets which present? Draw lines.Peggy Sue Track 18 Language focus Question words evel Post beginners 1 Tima Lesson 1: 30 minutes Lesson 2: about 30 minutes Materials C01 — Track 15: aueia recording ofthe song, {€D2/C0:ROM part: Pesey Sue Flashcards Lesson 1: a copy of the lyric foreach student; copy of Worksheet A pe student Lesson 2: a copy of Worksheet B per student In class Lesson 1 1. Teach or revise the folowing words withthe help ofthe fasheards provided or translation: pet, 200, potatoes, boa constrictor, meat, week ‘how the words withthe help of the flashcards. The students say the words 2. Write the first eter ofeach word nthe board and ask the students to say the words 3. Give each student a copy of Worksheet A Tell hem to listen to the sang and tik the sentences True or Fale. Play the song as alten as necessary for them ta tc. 4. Then play tone more time, stopping it requentl so that the students have {enough time to check 5, Hand out a copy ofthe rics Ask them to read the Ires aloud. Then play the song again, and the students join in 5. Then ask te students to look at exercise 2. Revise or introcuce the names ofthe 12 animal. Tell your students to draw sk ofthe twelve animals in Peggy Sus new 200. When they have finished drawing their animal, they work in pairs ard try to find out what their partner has pu ito Peggy Sues new 200. Give them an Rania RTR T CoRR RG ETE | CRRA PSexample: 1: Has Peggy Sue gota...? 2B: Yes, she has/Na, she hasnt She has ot tee pes Hee tend meets Peay ue one wee Lesion 2 ‘To sensitize your students to question words ask them to makea simple gre What whe How aften when Play the song once again, asking them to count the number of times they hear the question words by making a mark in the respective row whenever they hear Hand out Worksheet 8, Tell the students to work in pais; asks the questions, 8 answers and A takes notes. Then they swap roles ‘When they've completed the questionnaive, ask your students to get into groups of four, Each student works with anew partner, teling them about their previous partner 30 AtellsC about 8, while B tells D about A. Then Ctells A about O, and tells 8 about C ‘Te students complete the sentences withthe information ther new partners are teling them, ‘Ask individual students to talk about their partners, Extension ‘The students think of more questions with What, Wha, How often, When, Where \Wrte the new questions onthe board, Then ask the students to form a circle ‘wo volunteers siti the middle of the circle and A ask 8 the new question, Ream RATERARNEO | CRT ng ETS | STAB RR 6“6 I Peggy Sue sepa that gre Peasy Sue What does she do? She works ina 200, (sng along te wont ta long) That's Peasy Fey ese Sue Se 500050 ona tue! Peep, een, Peasy Sue Shes oo, 50 oo, thas tue! Whats her pet? ‘boa constr. What's name? Emanuel Vito. (sng otong te won take long chores That snake she’ got What does ea? Potatoes and beans— Wtdoes eat meat. (sing ofong tn von't tae long Choris How often do you Meet Pegsy Sue? ust once a week Atthe 200, ‘And when you meet, What do you do? You and your tiend Peeay Sue? We climb on the snake Tohave a ride And all the ather kids un and hide, Help hone 0 coo, so cool, that’s rue She's 0 cool, so coo, that's true! ‘That's Pesay ue! DIRE Picasa | Garang GET SGPeggy Sue | Worksheet A 1 Tiek ote oF False. Her name is Sally Sue. False ‘She works in @ 200. ‘She has got three pets. Her pet is @ snake, The snake eats potatoes and rice. “The snake loves meat. Her friend meets Peggy Sue once a week. Peggy Sue and her friend ride on the snake. o[=|[o[n[a[.[-| The other kids want to ride too, 10 | Peggy Sue is Fy cool. 2 Draw and ask.Peggy Sue | Worksheet B 11 Questionnaire: ask your partner and take notes. | | Who is your favourite singer, sportsperson or actor? 2| What is your favourite food? (What do you usually have for breakfast? {g| Where do you keep your favourite toys? (When do you usually get up in the 5 | morning? 6 | Where co you meet your friends? 7|When do you go to bed? 8| How often do you go to the cinema? 8| What is your favourite sport? 10| How often do you do sports a week? 2 Write about your partner. HertHis favour jingerlactor is, HeriHis favourite food is ShelHe has for breakfast. ShelHe keops harthis favourite toys ShelHe gets up at She/He meets herihis friends She/He goes to bed at She/He goes 1 the cinema HeriHis favourite sport is Sheltie does sports a week. 48 REE areca | Gammar Sgr Ra | HeinysMidnight on Blueberry Hill Language focus Present continuous evel Poc-heginners JA Time Lesson 1: 20 minutes Lesson 2: about 30 minutes Mateials cD} ~ Track 16: audio recording ofthe song (CD2ICD-ROM part: Midnight on Biueberry Hil Flashcards Lesson 1: a copy of Worksheet A per student Lesson 2: a copy of Worksheet 8 per twa students In class Lesion 1 4, Teach or revise the fllowing words using the flashcards provided: castle, rat spider, ghost, moon fr, ow 2. Show the words with the help ofthe flasheards, The students say the words 3. Put the flashcards one after the other in a ple, and while you're doing this sy [Number one caste, number two is at, number thre Is spider, etc ‘Then ask your students: What was number one? etc. The students try to remember the words. 4. Play the song and ask the students to listen carefully. Then hand outa copy of Worksheet Ato each student. Ask them to unscrambl the letters and waite the words in he gaps. PanareemaRNOTT T CBR Sng eRe TS HER IE °‘Then play the song again and stop i frequently so that the students have enough time to check what they have writen. ‘sk them to read the yrs aloud. Then play the song and the students sing along Teach or reise the fllowing phrases withthe help of mime and gestures, and write them on the boar vide o bike lay pine pong lose the door ploy computer games eat spagheti ‘open o window watch V set out of bed ead lay the drums put on a sweoter write once take of cop drink something sing 0 song ‘Ask one of your students to mime one of the phrases ask, eg: Are you getting (ut of bed? Elicit: Yes, ama, ?m not \Wete on the board: Ave you playing the drums? Yes, 1am./No, fm no Cover the phrases on the board. Ask yur students to get into groups of four. One student mimes an action he or she remembers from the list, and the others guess wat sherhe is doing, ‘Tell your students to workin pars Hand aut Worksheet @ to each pai, Write the following dialogue on the boar A think Owen is dancing 1:1 think s0t00/1 don't think so 1 chink he playing ping pone ‘A Max and Abby ae reading books. 151 think s0 toa don't think 01 tink they are writing ‘Ask individual students about the silhouettes eg, You: (Nome of student, what about number 12 ‘Student: think Mike is eating something. 1 es stig spa 9. Enis sing the do 2. fa plying he dams 10. Danis taking of so. 5 eterna jhe ing ie ies. 1. Omen dancing 4 Naming oe 12. Mir ad on playing in one 5 Nay ant hanes re wathing 13: Conor easing Lampang ato be. 1. jonmand anna ae weg. 1 Macand iby re playingeamputersnmes. 6. Deneiwopenng he window extension ‘The students write down what they think the children are doing, RaRICeRpaRTORRERDRTE | Gamma Sra Rips CHENG Ra| Midnight on Blueberry Hill 1 F (ooh, aah) 1 T tes midnight on Blueberry Hill t's midnight on Blueberry Hill 1 dnd the estes coming oe dnd the monsters are coming 0 BOY. tmnigcon Beryl Wemidigh on Blader Hil Andere having the tine ourffe. Rnd we'e dancing he nih aay. V cehie the: ghost is riding his bike ‘Oh, join in the fun on Blueberry Hil, ! T yin ends Camila and Lee. where the cats ae payingsome eck. J The spiders re laying computer games Come on, and sing and dance ls pte as are wating From midnight to one sock 1 Crons rons 2) [see aco at J (haha, teres more comet ooh aah) 1 1 1 t 1 1 1 1 1 1 t 1 1 1 1 1 ' 1 1 1 1 1 1 a 1 1 1 t ' 1 1 1 1 l . Faire CRRA | ana SEER | ORCI anna Midnight on Blueberry Hill | Worksheet A Listen and write the words. Bis __ on Blueberry Hil (inmthaig) And the ‘is coming to life. (slatec) It’s midnight on Blueberry Hill Andi were having the of our tte. ferme) Archie the ghost is riding his bike Withhis_____ Camilla and Lee. (renisdf) The spiders are playing computer games And the are watchingTV. (tasr) Chorus I’s midnight on Blueberry Hill And the is shining so bright. (nomo) Is midnight on Blueberry Hill Is such a _ sight. (twlodnrue) ‘Ammie the fox is playing the {smurd) ‘And the owl is dancing along, The rabbitis singing the __ song. (taroer) ‘The monkeys are playing ping pong. Chorus ls midnight on Blueberry Hill, And the are coming to play. (tsomesrn) It’s midnight on Blusberry Hill And were ___________the night away. (cadnign) Oh, join inthe ____on Blueberry Hil, (nfu) ‘Where the cats are playing some rock Come on, and, ‘and dance along, (gnis; From midnight to one o'clock. Chorus (repeat 52 MURRAY am ns Ras TENE ES BRR RRP RRR RRR RRR RRR RRR RRR RRR ReeBebeeeeekeeeeeee PEE Ci it Midnight on Blueberry Hill | Worksheet B Work in pairs. Say what the people are doing. Mike Rebecca and Judith Naomi Oscar Max end ‘Abby 9. Emily Daniel Owen eer and Ryan Connor John ‘and Anna Christopher Denise abe sree Lyfe,Robbery at Hanbury Hall Past tense of tobe + questions Postbeginners/ At — Elementary /A2 Lesson 1 20 minutes Lesson 2:20 minutes o1 Track 17: audio recording ofthe song, Lesson 1: a copy of Worksheet A per student Lesson 2: copy Worksheet B onto card, and cut out the set of cards In class Lesson 1 ‘Ak students ote you whete they were yesterday/an hour agn/a week ag, €3. You: Melk, tell me, where were you yesterday at seven? Mette: fas) at home. ‘Ask students to work in pairs and ask each other where they were yesterday/an hour ago/a week ago. Listen to some ofthe answers in class. Ask student A about student 8, eg. You: Luigi, where was Sophie ast week? Luigi he was at home. She had the fu Hand out Worksheet A. Tell he students they have to find out fom the song what the four people answer tothe Inspector's questions. Pay the song, ask the students o listen carefully and write down the answers, (One student then points toa lifeent student each time and asks the four ‘questions, eg: Where were you, M...2. The other student answers aif they ‘were one of the four people from the song: J was... et. ‘Ask students to do the second task on the worksheet. Remind them to ask and answer all questions in past tense 1 ewe: twain teal Me Blick: on now ashing Lay wr i om an nae. Bo hsp) ats te Sse ce the gorptac Thome ned -Med tesion 2 ‘sk a student where helshe was yesterday. The student answers the question and then asks another student. Continue for 1-2 minutes. Pay the song, Then repeat it, with a small group singing the Inspectors quesions while the rest of the clas sings the chorus Hand out the cards from Worksheet & Each student gets a car; if there are fewer than > students, some stents can Have (wo cat, a if Uneve ave more, ten Some students will need to share Explain the game: one student starts the game by eading aut the question on ‘their card, The others have to listen crctlly. Only one card has the corect, answer to that question. “The student with that card reads out the answer, and then continues by reading, out the question on their card. In urn, the student who has gt the answer tthat ‘aestion reads it out, and continues by reading out the question they have et ‘here wee lay row snd he aut during the ober? Lady Brown a her aun wee thc itn Aon ayes here wee anh Brow and erst orm? ar ine, she an her unt were a he ‘here wee the Sons ar the weskent A Ate the wkend they were bck in thir ‘there ere he brs the orig? tn the wring oes were on tc wy ac, ‘tee me mien Ave eye ein Vere mec ne Bowscurigte gh During the ght hey were st see ne ed Extension Revising words for places and asking questions. In clas, write onthe board a ist of places both indoors and outdoors eg. hal, fivary, kitchen, bedroom, garden, pond, woods, et. Students workin pairs Student A thinks of an abject. eg. a mobile phone, and “hide itn one ofthe places by writing on a piece of paper where the mobiles, without showing to their mariner. A then says: Oh dear, yesterday I lost my mobile! 1 has upto five guesses to work aut where it was found, es 1A: Oh dear, yestenday| lst my mobile! But then | ound it again. 1 Realy? Where wos it? Was it in the ibrar? 1A: Na, it wos 1B Wos tin the garden? FaaaremreaeenaniTei Samar np apr TB We naa sstobe] ee eee lest eee etter 1 Robbery at Hanbury Hall LG wonder what time it is. 1 shall go and look at the clock in the library. J Matto mindt! sno there! There’ ee obey) J ober, robbery at Henbury Hel Robbe robbery! Go and a! U nspector cue I tes therm ory. J (ie the men for you) | een Me. nd where were your inthe hal nd isthat ie? Firs Black, what do you know? I Nothing ea that sor I ors 2) I where were you at nine, my lady? J! or know inthe tchen maybe: Were were yous Were you ao there? Fs don’t know and | don’t care, 1 ! 1 1 1 1 Chorus te2) Lady Brown, once again, here were you at nine pam ‘And your son? Was he there? Oh, inspector, that's not fi Chorus Robbery robbery at Hanbury Hall, Inspector Clu, he knows it al, He's so clever, clever Cie. (im the mos briint ming in Scotland Yard. 1 know the onsiver~ what about you?) RRTeRETST ERIN | Gana DE | CHEE le eee elastase eat ett fetaleee EEEREEEEELEEE ER ELE ee Robbery at Hanbury Hall | Worksheet A 1 Listen to the song, Inspector Clue asks a few questions. Write down what ‘the people answer. rere ig Pye en © if! Narre youre i 0 = Oa iin wor yor son ay rower on _ 2. Inspector Clue asks about the missing objects. Write down the questions and the answers he got.Cut out the cards. Play the gamé Have you got the answer to the question? ‘was Inspector ‘Clue at half past six? "A On his holiday he was A Sir Frederick was tin Scotland. {asleep in the living room Tai Where were the Browns on Friday? Tai Where were Lady Brown and her aunt luring the robbery? "A: For dinner, she and her unt were at the Hanbury i {atlunchtime, ‘Hotel {@; Wiiere was inspector” }@:Where was Sir 10: Vitiere wes Sir {clue at lunchtime? {Frederick on his holiday? Frederick when there was k H ‘a party next door? TAs After Ris visitto During the night they Az At midnight the ‘Hanbury Hall he and his were fast asleep in their robbers were long gone. ‘sergeant were atthe ‘bed. : ‘police station H ‘ai Were was Inspector ‘Clue after his visit to ‘Hanbury Hall? Lady Brown and her ‘eunt were in the library here were Lady” :@:Where were the Brown and her aunt for !Browns after the dinner? weekend? "AsThe Browns were in He was atthe party, of London on Friday. ‘course! : ii 16: Ware were the "77" "Ts Witere wore the {Brown and her aunt on {robbers inthe morning? robbers yesterday? {Sunday moming? : i "is In the mcrning the Az After the weekend they "Az AtTunchtime he wes in ‘robbers were on their way ! were back in their country ‘the large hall Fi hi T@:Whiere were the 1a: Where was Sir ‘3 Where wera the robbers at midnight? {Frederick at lunchtime? _! Browns during the night? [arYesterday ney were ?AtAthalf past sixthe Az On Sunday morning ‘already in jl. Inspector was in the hall. they were at the police 58 RIMM FcrarcerrenTDG Tt BARR RRR ORR RR RRR RRR RRRwe Tra The story’s on TV ost beginner /A1 Elementary AZ Lesson 1: 15 minutes Lesson 2:15 minutes 1 Track 18 audio recording ofthe sone Lesson 1: a copy of Worksheet A per student Lessa 2: a copy of the lyrics foreach student: a copy of Worksheets B and Cper student Extension 1: ask students to bring magazines, scissors and glue stick, or provide these yourself Extension 2: mobile phone cameraivideo cameras; printer for photos, computer to show videos In class Lesion 1 ‘Ask tudes about what they watch on TV. Expect them to give you titles, mest, ‘ak them how much of tis real, eg: Are these reo/trve stories? Can these seis happen in real ife? ‘ell tem you are going to play them a song about some stories from TV that are hot true. Ask the students to remember as many words as posible. Play the seng ‘ter isting, they cll them out Write the words on the board. Ask the studs how many stories of one sentence each they can make out of the words ‘Ask tudents to wark in pals, Tell them: Think of @ story (maybe from Tv hat hot true. Imagine you are in the story Tel eachother about Listen carefully 0 you can tel the class your partners story later. For example: One day found a beautfl golden ving. 1 gov itt my fiend and she was very happy about it and she Ksed me. In clas, ask few students to share the stories their partners told them. (One day Jal found a beautiful golden ring...) Hand out Worksheet A. Play the song again, and ask students to do the tasksand compare their answers in pairs Then ask them to write down sentences that g0| with the pictures. Check the answers in clas Faia eAENaRNEETE T Gans TORS 8 Welling naa =Lesson 2 Hand out te iyrcs and pla the song. Ask students 10 sing along: for two ‘10ups, one of which sings the chorus Hand out Worksheet B. The students lin the words from the box and replace the pictures with words. Ask them to check in pairs. Hand out Worksheet ¢. Ask students to wite their own stories. Tell them to thnk of thee story from the previous lesson and ask them to make it ite bit longer. Tell them that 5-7 lines would be ideal fora stry f students can't think af Anything, write the words Storyon TVon the board and brainstorm ideas with them. Then ask them to pick an idea from the board and write a itl sory. ‘Ask students to swap thee stores Tell them to read their partner's story Tell them they can give it one, two or theee smileys, depending on how much they Tied ‘Ask individual students to read out their stories Answers 1) sunny oe tar sors Nl ight. coca, ght. ile ave, pce, ues 18) mele ved, ted on met Extension 1 Ask students to et together in groups and make acollagela cartoon strip of story they can think of Extension 2 Some of these litle stories canbe filmed, Students work in groups and decide ‘which pictures they want to take/sequences they want to film. Their work an ther be displayed on the wal or viewed onthe compte. If they have phos, ask them to print them aut, then stick them on paper and put speech bubbles With them. f they film a story they should record some dialogue ee eee eee rl 1 The story's on TV 1 11 ona sunny day cons 2) 1 [Hele went aay. 3 From myftteplace = Me payed the rock guitar — 1 webecames st. Matvone uaioretiee | cantyou see, se, sce? tn their underwear ! 1 Thesioy snot eat =the stoyson 1 1 (open) aa) 1 I 2 ona dark dark night rT She hada fiat 1 With a crocodile ' That was inthe wie et tee at