JET Clifford Songs and Chants Love Clifford

ЯI Love C lifford
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JET Clifford Songs and Chants ) Scholastic Inc.

 Sing the song.

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I love Clifford, You'll love

yes, I do. Clifford too.
JET Clifford Songs and Chants He's a Big Red Dog
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He’s a Big Red Dog

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JET Clifford Songs and Chants Emily Elizabeth_________________________________________________________________________________ ^

3| jfA Em ily Elizateth

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 JET Clifford Songs an d Chants Emily Elizabeth

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JET Clifford Songs and Chants He Loves the Sun )

He Loves the Sun

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He loves He loves He loves to chase He loves

the sun. the rain. the choo choo the moon.
train.

He loves He loves to He loves He loves to

the stars. race the little to eat. Sleep beside
cars. my bed.

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 JET Clifford Songs and Chants He Loves the Sun
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JET Clifford Songs and Chants © Scholastic Inc.

 Teacher's Notes
He loves the sun.
He loves the rain.
He loves to chase the choo-choo train.
He loves the moon.
He loves the stars.
He loves to race the little cars.
1 Colour the picture.
Give each child a copy of the picture on page 16. Point
to the big dog and the girl and ask, What's his name?
(Clifford) What's her name? (Emily Elizabeth). Point to and
name what else is in the picture: two small dogs, tyre,
rope, trees, bushes, grass.Talk about what the dogs are
doing (They are swinging on a tyre from Clifford's tail.)
Note: you may wish to describe their actions in the
children's own language first, before saying it in
English. Also, do not expect them to learn all the
vocabulary - at this stage, they should just be able to
say key words like Clifford, Emily Elizabeth, small dog.
They can then colour the picture, while you play the
chant on the CD to familiarise them with the rhythm
and the words.
2 Say the chant.
After the children have listened to the chant a few
times, explain what it means using actions, pictures or
translation. Say it together with the children on the
recording.Then say it together with the music-only
track. Divide the class into two groups to say the
different parts of the chant, e.g. first group: He loves the
sun. He loves the rain.; second group: He loves to chase
thechoo-choo train. (You can also divide the class into
three groups with each group saying a different line of
the chant.) See if there are any individuals who are
confident enough to say the solo parts too.
3 Do the actions.
Move as you say the chant. Follow the movements on
page 17 or make up some of your own movements.
(The children may also naturally move their bodies in
time to the background music.) Divide the class into
different groups and have one group say a line, while
another does the action and so on.
Change the words of the chant. Help the children to
make up variations following the structure of each
verse, e.g. He loves the__. He loves the He loves to___ .
Don't worry if the words don't rhyme - it is more
important that the children get the opportunity to
'experiment'with making up sentences in English.
4 Join the dots.
Say, He loves the___. Encourage the children to
complete the sentence with different words from the
He loves to eat.
He loves to chew.
He loves the pandas at the zoo.
He loves to see the colour red.
He loves to sleep beside my bed.
chant (e.g. sun, rain, moon, stars). Do the same with the
sentence, He loves to ___ . Help the children to name
different items and actions through pictures or mime
(use the movements on page 17).Then give each child
a copy of the dot-to-dot activity on page 19 to
complete and colour (you may wish to enlarge it).
5 Colour and draw.
Say, I love___ . Substitute different words or phrases
from the chant to complete the sentence. Introduce
new words and phrases too such as, I love the trees,
wind, to sleep, etc. Help the children to understand new
vocabulary by miming or drawing pictures. Let the
children take turns to mime different things they love
too. Say sentences like, He/She loves___ . Then give each
child a copy of the activity sheet on page 18. Read
aloud the heading and explain the instruction: they
must colour the pictures, then draw two things they
love. Move around while they are doing the activity
and ask them to name what they have drawn and help
them to say sentences. You can write what they love on
their pictures too.
Other activities.
Listen to and say the chant again. Ask the children
which words sound the same (rhyme) -rain/train,
stars/cars, chew/zoo, red/bed. Say aloud a list of words
for each sound group and ask them to listen for which
ones rhyme, e.g. rain/train - drain, tree, dog, main, bush,
Clifford, brain, etc.They can put their hands up when
they hear a rhyming word, (they do not need to
understand the vocabulary.)
Draw simple pictures of the following on a board or
flipchart: sun, moon, stars, cars, pandas, train, bed. Ask the
children which pictures show one thing (sun, moon,
train, bed) and which pictures show more than one
thing (stars, cars, pandas). Draw attention to the sound
's' (pronounced /z/) at the end of stars, cars and pandas
which shows that these words mean more than one
thing (plural). Demonstrate with a few more examples,
if you feel the children understand the concept of
singular/plural, e.g. dog-dogs, girl-girls, boy-boys.
JET Clifford Songs and Chants © Scholastic 1псУ О
)ET Clifford Songs and Chants

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^ C lifford’s H ungry ®
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Clifford wants Clifford wants Clifford wants

his dinner. some water. a pillow.

(4) Find Clifford's dinner.

M E T Clifford Songs and Chants © Scholastic Inc.

JET Clifford Songs and Chants Clifford's Hungry
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He wants
 Teacher's Notes
Clifford's hungry.
Clifford's hungry.
So am I.
So am I.
Clifford wants his dinner.
Clifford wants his dinner.
So do I.
So do I.
Clifford's thirsty.
Clifford's thirsty.
So am I.
So am I.
1 Colour the picture.
Give each child a copy of the picture on page 20. Point
to Clifford and ask, What's his name? Point to and name
what else is in the picture: two small dogs, hot dog man,
hot dog cart, mustard, tomato sauce, umbrella. Talk about
what is happening in the picture (The dogs are hungry.
Theman is giving them a hot dog.) Note: you may wish
to describe the picture in the children's own language
before saying it in English. Also, do not expect them to
learn all the vocabulary - at this stage, they should just
be able to say key words like Clifford, small dogs, hot
dog,man, hungry.They can then colour the picture,
while you play the song on the CD to familiarise them
with the tune and the words.
2 Sing the song.
After the children have listened to the song a few
times, explain what it means using actions. Sing it
together with the children on the recording.Then sing
it together with the music-only track. Divide the class
into two groups to sing the different parts of the song,
e.g.first group: Clifford's hungry. Clifford's hungry.;
second group: So am I. So am I.
3 Do the actions.
Move as you sing the song. Follow the movements on
page 21 and/or make up some of your own
movements. Divide the class into two groups - one
group sings, while the other does the action.
Change the words of the song. Help the children to
make up variations following the structure of each
verse, e.g. Clifford's___(x2). So am I (x2). Clifford wants
his_ (x2). So do I (x2). Encourage the children to think
about all the things that a dog needs and wants, when
making up variations (e.g. Clifford's happy. Clifford wants
a walk. Clifford's lonely. Clifford wants a friend.)
4 Find Clifford's dinner.
Say, Clifford's hungry. Ask the children to listen and
Clifford wants some water.
Clifford wants some water.
So do I.
So do I.
Clifford's sleepy.
Clifford's sleepy.
So am I.
So am I.
Clifford wants a pillow.
Clifford wants a pillow.
So do I.
So do I
repeat.Then say, So am I, while children listen and
repeat. Do the same for other sentences in the song,
e.g. Clifford wants his dinner. So do I. Use actions to
facilitate children's understanding (follow the
movements on page 21 or make up your own).Then
give each child a copy of the activity on page 21 and
explain that they must find and circle (or colour)
Clifford's dinner in the picture.
5 Colour and draw.
Mime the following states, one at a time: being hungry,
thirsty, sleepy. Say, Clifford's___ and elicit the
appropriate line from the song (e.g. Clifford's hungry.
Clifford wants his dinner.) Invite the children to think of
their own variations and to mime the action and make
up a sentence (you may need to help them with this,
e.g. Clifford's happy. Clifford wants a walk. Clifford's lonely.
Clifford wants a friend.) Then give each child a copy of
the activity sheet on page 22. Read aloud and explain
the instruction: they must colour the pictures of the
dogs and draw a picture of each thing Clifford wants.
Move around while they are doing the activity and ask
them to describe what they have drawn and help them
to say the sentences.
Other activities.
Practise the use of So am I and So do I, by playing this
game: Sit in a circle and start by saying, Clifford's
hungry.The child next to you must say, So am /.The
next child must say, Clifford wants his dinner, and the
one next to him/her must say, So do I. Continue around
the circle using the words from the song and then
adding your own variations (e.g. Clifford's lonely. Clifford
wants a friend.) Help the children to understand and
use So am I after a sentence describing how Clifford
feels, and So do I after a sentence describing something
he wants.
^ JE T Clifford Songs and Chants © Scholastic Inc.
JET Clifford Songs and Chants One, Two, Clifford and You

* $ One, Two,
C lifford and You
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One, two, One, two, three, One, two, three,

Clifford and you. Clifford and me. Clifford likes me.

® Count the dogs.

( JE T Clifford Songs and Chants © Scholastic Inc.

 JET Clifford Songs and Chants One, Two, Clifford and You
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(5) Draw pictures.
 Teacher's Notes
One, two,
Clifford and you.
One, two, three,
Clifford and me.
One, two,
Clifford and you.
One, two, three,
Clifford and me.
One, two, three, four.
Say it once more.
Say it once more.
Five, six, seven, eight, nine, ten.
Say it again, say it again.
1Colour the picture.
Give each child a copy of the picture on page 24. Read
aloud the title of the song. Point to and count Clifford
(one), then point to and count Clifford and one dog
(one, two). Next, point to and count the number of small
dogs (one, two, three), then all the dogs (one, two, three,
four).The children can then colour the picture, while you
play the song on the CD to familiarise them with the
tune and the words.
2 Sing the song.
After the children have listened to the song a few
times, sing it together with the children on the
recording.Then sing it together with the music-only
track. Divide the class into two groups to sing the
different parts of the song, e.g. the first group sings all
the counting words (one, two, etc.), while the second
group sings the other parts (Clifford and you, etc.).
3 Do the actions.
Move as you sing the song. Follow the movements on
page 25 and/or make up some of your own movements
(e.g. show the numbers with your fingers).The children
may also naturally move to the rhythm of the music.
Personalise the song. Use the children's names instead
of you and me.This works best if the children's names
rhyme (e.g. One, two, Clifford and Jude. One, two, three,
Clifford and Lee), but don't worry if they don't. It is more
important that the children get the opportunity to
personalise the song and make up their own version.
4 Count the dogs.
Practise counting in English with the children. Say, one,
two, three (up to ten), and put your hand on a child's head
asyou count. Encourage the children to join in. Note: you
Five, four, three, two.
Clifford and you.
Clifford and you.
Six, five, four, three.
Clifford and me.
Clifford and me.
One, two, Clifford likes you.
One, two, Clifford likes you.
One, two, Clifford likes you.
One, two, three, Clifford likes me.
may wish to do a few numbers at a time e.g. one, two,
three, and then add new numbers as the children grow
more confident.Then give each child a copy of the
counting activity on page 25. Help them to point to and
count each dog in the picture (there are ten).
5 Draw pictures.
Practise the names of numbers 1—10 in English. Say the
name of each number and show it with your finger/s.
Once children are confident with the number names,
vary the order by showing any number with your
finger/s and asking the children to call out the correct
number. (Do this as quickly as possible to encourage
number recognition and word recall.) Practise counting
backwards and counting on (four, five, six) too, if you
feel the children can manage it.Then give each child a
copy of the activity sheet on page 26. Read aloud the
numbers and explain the instruction:They must draw
pictures to show each number. Move around while
they are doing the activity and ask them to describe
what they have drawn and help them to say each
number.
Other activities.
Practise personal pronouns with the children. Say,you,
and get the children to point to each other. Say, me,
and get them to point to themselves. Say, him/her, and
get them to point to a boy/girl. Extend the activity by
saying, Clifford likes you/me/him/her and get the
children to point appropriately. (You can do it faster
and faster to add an element of fun. You can also teach
us and them if you feel they will manage this.)
^ JE T Clifford Songs and Chants © Scholastic IncT
JET Clifford Songs and Chants Clifford's Christmas

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Clifford's here, He wags his Every time I

Clifford's here, tail at me. Smile at him.

(4) Fold and cut.

^ JE T Clifford
 JET Clifford Songs and Chants Clifford's Christmas

(5) Colour and draw.

Where is he?
 Teacher's Notes
(Note:This song and these activities should be done around Christmas time!)
Melody: Jingle Bells
Ha®** Clifford's here, Clifford's here,
by our Christmas tree.
Every time I look at him,
he wags his tail at me, OH!
1Colour the picture.
Give each child a copy of the picture on page 28. Read
the title of the song and point to the characters and
askthe children to name them. Point to other items in
the picture and see if they can name any of them.
Introduce new vocabulary: Christmas tree, star, bones,
balls, hat, scarf The children can then colour the
picture, while you play the song on the CD to
familiarise them with the tune and the words.
2 Sing the song.
After the children have listened to the song a few
times, explain what it means using actions. Sing it
together with the children on the recording.Then sing
it together with the music-only track. Divide the class
into two groups to sing the different parts of the song,
e.g.the first group sings the first verse, while the
second group sings the second verse.
3Do the actions.
Move as you sing the song. Follow the movements on
page 29 and/or make up some of your own
movements. If possible, give the children percussion
instruments such as bells, tambourines, drums and
triangles to play in time to the music.
Change the words of the song. Ask the children to help
you to make up variations, following the structure of
the original version, e.g. Clifford's here, Clifford's here,
under our Christmas tree. Every time I wink at him, he
wags his tail at me. (You may find it helpful to get the
children to clap the rhythm of the song, so that they
can work out how many words/syllables to substitute.)
4 Fold and cut.
If possible, show the children pictures of different
Christmas trees.Teach the words, Christmas tree, and
talkabout what it is and how people decorate it. Note:
you may need to use the children's first language/s
here, but you can help them to name and describe
decorations such as, a gold star, red balls, green leaves,
etc.Then give each child a copy of the folding and
cutting activity on page 29. Demonstrate how to fold
the paper and to cut out the tree half. Unfold the paper
and then show how it becomes a whole Christmas tree.
Children can decorate their trees too and display them
ina row on the classroom walls as Christmas
decorations.
Clifford's here, Clifford's here,
waiting quietly.
Every time I smile at him,
he wags his tail at me.
5 Colour and draw.
Say, Clifford's here__our Christmas tree. Substitute
different words to describe his position e.g. by, under,
behind, in front of, next to, etc. Help the children to
understand these words using actions or pictures (You
could model them with toys, too. Place them on your
desk in different places and ask the children, e.g. Where
is the red car? It is next to the green car., etc.). Then give
each child a copy of the activity sheet on page 30. Read
aloud and explain the instruction: they must colour the
pictures, then draw a picture of a cat (or Clifford) in a
different position in the last block. Move around while
they are doing the activity and ask them to explain
what they have drawn and to say sentences, e.g. He's
next to the Christmas tree.
Other activities.
Listen to and sing the song again. Ask the children,
Which words sound the same? Help them to identify the
rhyming words (tree/me, quietly/me). Say aloud a few
other words and ask them which ones rhyme with
tree/me/quietly e.g. we, smile, tail, tree, wag, three,
thirsty, hungry (try to say words from previous songs
and chants in the book that they know). Can they think
of any other words in English that sound the same?
Develop the children's understanding of doing words
(verbs) by saying, Every time I look at him, he wags his tail
at me. Ask the children to mime the action (look) and
then substitute other words such as smile, wave,jump,
wink, nod etc and help them to mime the action. If you
want to extend this activity, you can make up new
actions for Clifford, e.g. he nods his head at me, he blinks
his eyes at me, he sniffs his nose at me, etc.
JET Clifford Songs and Chants © Scholastic In c €9
JET Clifford Songs and Chants I Like Fish, But I LOVE Dogs

I L ik e F ish ,
But I LOVE Dogs
(T) Colour the picture.

JET Clifford Songs and Chants © Scholastic lnc.~^)

 Sing the song.

© Do the actions.

(4) Make a necklace.

С JE T Clifford Songs and Chants © Scholastic In c

 JET Clifford Songs and Chants I Like Fish, But I LOVE Dogs
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(5) Draw pictures.

I love ...

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JET Clifford Songs and Chants © Scholastic Inc. ^
 Teacher's Notes

I like fish, But I love dogs, I like birds,

* swimming in a fishbowl. playing in the sunshine. hiding in the bushes.
9
I like fish, I love dogs, I like birds,
swimming in a fishbowl. dancing in the rain. hiding in the bushes.
I like fish, I love dogs, I like birds,
swimming in the sea. running with a Frisbee. singing in a tree.
I like fish, I love dogs,
and fish like me. and dogs love me.

1Colour the picture.
Give each child a copy of the picture on page 32. Read
the title of the song and point to the characters and
the other items in the picture, and introduce new
vocabulary: bird, sea, sand. Describe what Clifford and
the bird are doing (They are playing on the sand.) The
children can then colour the picture, while you play the
song on the CD to familiarise them with the tune and
the words.
2 Sing the song.
After the children have listened to the song a few
times, talk about what it means. Explain new
vocabulary such as fish, swimming, fishbowl, hiding,
bushes, singing, playing, sunshine, dancing, rain, running,
Frisbee using pictures, actions or translating them into
children's own language/s. Sing it together with the
children on the recording.Then sing it together with
the music-only track. Divide the class into three groups
to sing the different parts of the song, e.g. one group
sings the first verse, another sings the second verse and
the last group sings the third verse.
3Do the actions.
Move as you sing the song. Follow the movements on
page 33 and/or make up some of your own
movements. You may find that the children clap, tap or
click naturally to the rhythm of the song too.
Change the words of the song. Ask the children to help
you to make up variations, following the structure of
the original version e.g. I like cats, climbing in a garden.
(x2) I like cats, climbing in a tree. I like cats, and cats like
me. (You may find it helpful to get the children to clap
the rhythm of the song, so that they can work out how
many words/syllables to substitute.)
4 Make a necklace.
Say, I like__,and help the children to complete the
sentence using words from the song e.g. fish, birds. Do
the same with, I love__(dogs). If you feel the children
can manage, help them to add descriptive phrases to
the sentences e.g. I like fish, swimming in the sea. Then
give each child a copy of the activity on page 33 and
demonstrate how to decorate, cut out and make a
necklace. Punch a hole through the top of the heart
pendant and thread a piece of string or wool through
the hole so that the necklace can be worn.
5 Draw pictures.
Sit in a circle and let the children take turns to say
something they like (I like__). Model a few examples
first, using words that they have learnt from previous
songs and chants, e.g. I like Christmas/Clifford/Emily
Elizabeth/dogs/dinner/stars, etc.Then do the same with,
I love__. If you feel the children can manage, get them
to say: I like___ , but I love___. After that, give each child
a copy of the activity sheet on page 34. Read aloud the
headings and explain the instruction. Move around
while they are doing the activity and ask them to name
what they have drawn. You can write the word/s for
them at the bottom of each picture.
Other activities.
Develop the children's knowledge of vocabulary
relating to animals by showing them pictures of, e.g. a
cat, mouse, horse, rabbit, etc. Show each picture one at a
time, say the animal's name clearly and ask the children
to listen and repeat. Go over these words several times
over the next few days. Display the pictures in the
classroom and encourage the children to look at and
talk about the display to one another in their own
spare time.
Develop the children's understanding of verbal nouns
(verb + ing) by miming different actions such as
swimming, singing, dancing, running, etc. Ask the
children to guess what you are doing and then help
them to say, You like__ing. Let them take turns to mime
actions too, while the others guess and say, He/she likes
__ing. (You may need to help with ideas to mime and
what to say.)

( JE T Clifford Songs and Chants © Scholastic In c

JET Clifford Songs and Chants Clifford's Not a Bird
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C lifford’s
Not a B ird
(T) Colour the picture.
® ^ ^ S a y the chant.

(З) Do the actions.

Clifford's Clifford's rot Me doesn't cry.

not a bird. a baby.

Clifford's not a kangaroo. Clifford's not a scguiM'el.

(4) Join the dots.

С JE T Clifford Songs and Chants © Scholastic IncT

 JET Clifford Songs an d Chants Clifford's Not a Bird

(5) Colour and draw,

Clifford's not a ...

 Teacher's Notes
Clifford's not a bird.
He doesn't fly.
Clifford's not a baby.
He doesn't cry.
Clifford's not a kangaroo.
Clifford's not a squirrel.
Clifford's not a little boy.
He's not a little girl.
1Colour the picture.
Give each child a copy of the picture on page 36. Read
the title of the song and point to the characters in the
picture and introduce new vocabulary: bird, squirrel. Say,
Clifford's not a bird. Clifford's not a squirrel. Clifford is а
great big dog. The children can then colour the picture,
while you play the chant on the CD to familiarise them
with the rhythm and the words.
2 Say the chant.
After the children have listened to the chant a few
times, talk about what it means. Explain new
vocabulary such as fly, baby, cry, kangaroo, family using
pictures, actions or translating them into children's own
language/s. Say it together with the children on the
recording.Then say it together with the music-only
track. Divide the class into three groups to say the
different parts of the chant, e.g. one group says the first
verse, another says the second verse and the last group
says the third verse.
3Do the actions.
Move as you say the chant. Follow the movements on
page 37 and/or make up some of your own
movements. You may find that the children clap, tap or
click naturally to the rhythm of the chant too.
Change the words of the chant. Ask the children to
help you to make up variations, following the structure
of the original version, e.g. Clifford's not a fish. He doesn't
swim. (Encourage the children to think of animals and
actions they know from previous songs or chants, e.g.
panda, swim, etc.)
4 Join the dots.
Say, Clifford's not a __,and help the children to
complete the sentence using a word from the chant
e.g. bird, baby, kangaroo, etc.Then say, He doesn't___ ,
and help the children to respond appropriately, e.g. fly,
cry. Facilitate their understanding by using actions
(follow the movements on page 37 or make up your
Clifford is a great big dog.
He's in my family.
I take care of Clifford
and he takes care of me.
own). Then give each child a copy of the dot-to-dot
activity on page 37 (you may wish to enlarge it).
Demonstrate how to complete the picture by joining
up the numbers in sequence.
5 Colour and draw.
Sit in a circle and let the children take turns to say,
Clifford's not a ___ . Model a few examples first, using
words from the chant and from previous songs and
chants, e.g. Clifford's not a fish/small dog/girl, etc. Then
take turns saying, Clifford is___ (e.g. a dog/a big dog/a
red dog/beautiful/a great big dog, etc). After that, give
each child a copy of the activity sheet on page 38. Read
the text and explain the instruction: they must colour
in the pictures, then draw pictures of two things that
Clifford is not. Move around while they are doing the
activity and ask them to name what they have drawn
and say the sentences, e.g. Clifford's not a bird.
Other activities.
Develop the children's knowledge of vocabulary
relating to animals and their movements by playing
the following game: act out an animal and a typical
movement it makes and say, Clifford's not a ___ . He
doesn't___ . Ask the children to guess the animal and
the movement you are acting (they may use their own
language/s and then you can say the English words),
e.g. cat-climb, monkey-swing, horse-trot, frog-hop, etc.
Let the children act out animals and their movements
too, while the others guess.
Develop the children's understanding of the contracted
negative and postive forms of the verb 'to be' in the
present simple by saying two sentences to describe a
particular child as follows:__'s not a girl.__ is a boy. Vary
the sentences, using vocabulary that the children
know, e.g. Emily's not a big dog. Emily's a little girl. Help
the children to make up sentences about each other
(go around the circle, taking turns) and to practise
these structures.
^ JE T Clifford Songs and Chants © Scholastic Inc. т а
JET Clifford Songs and Chants The Six O'clock Song

- The S ix O’Clock Son|

(T) Colour the picture.
 (2) Sing the song.

(3) Do the actions.

Move Together]

Clifford wakes up He wakes me up I don’t want to get

at six o'clock. at six o’clock. up at six o'clock.
i

0 Make a clock.

( j E T Clifford Songs and Chants © Scholastic Inc.

 JET Clifford Songs and Chants The Six O'clock Song
D
(5) Draw a picture.

At six o’clock f

Ш JET Clifford Songs and Chants © Scholastic Inc. ^

 Teacher's Notes
Melody: Here We Go Round the Mulberry Bush
9 Clifford wakes up at six o'clock,
six o'clock, six o'clock.
Clifford wakes up at six o'clock,
six o'clock in the morning.
He starts to bark at six o'clock,
six o'clock, six o'clock.
He starts to bark at six o'clock,
six o'clock in the morning.
Kolourthe picture.
Give each child a copy of the picture on page 40. Read
thetitle of the song and point to the clock in the
picture and say the time. Explain to the children that
Clifford wakes up at six o'clock and introduce new
vocabulary: clock, kennel, wakes up. Ask, What time do
youwake up? (You may have to translate this.) Help
themto answer appropriately (/ wake up at___ o'clock).
They can then colour the picture, while you play the
song on the CD to familiarise them with the tune and
thewords.
2Sing the song.
After the children have listened to the song a few
times, talk about what it means. Explain new
vocabulary such as in the morning, bark, wakes me up,
getup using actions or translating into children's own
language/s. Sing it together with the children on the
recording.Then sing it together with the music-only
track. Divide the class into groups to sing different
verses.
3Do the actions.
Move as you sing the song. Follow the movements on
page 41 and/or make up some of your own
movements. Divide the children into groups where one
group sings, while the other does the actions.
Change the words of the song, describing things that
Clifford does at different times of the day. Ask the
children to help you to make up variations, following
the structure of the original version, e.g. He eats his
breakfast at eight o'clock. He goes for a walk at ten
o'c/oc/c, etc. (Ask them to clap or tap the rhythm of the
songto see if new variations fit.)
4Make a clock.
Say,Clifford wakes up at___ , and help the children to
finish the sentence (six o'clock). Do the same for other
sentences in the song e.g. He starts to bark at___ . He
wakesme up at___.Then give each child a copy of the
activity on page 41 and demonstrate how to cut out
and make a clock. Attach the hands with a butterfly clip
sothat the children can move the hands around.
He wakes me up at six o'clock,
six o'clock, six o'clock.
He wakes me up at six o'clock,
six o'clock in the morning.
I don't want to get up at six o'clock,
six o'clock, six o'clock.
I don't want to get up at six o'clock,
six o'clock in the morning.
The children can paste their completed clocks onto
folded card so that they'stand up'like real clocks.
5 Draw a picture.
Talk about what you do at six o'clock in the morning.
Say, e.g. At six o'clock I wake up/listen to the radio/watch
TV/eat breakfast/sleep in my bed, etc. Use pictures and
actions or translate to facilitate the children's
understanding.Then help each child to say something
he/she does at six o'clock. (If you find they all do the
same thing - such as sleep - then introduce other
times and talk about what they do at those times.)
After that, give each child a copy of the activity sheet
on page 42. Read aloud the heading and explain the
instruction (they must draw a picture of something
they do at six o'clock). Move around while they are
doing the activity and ask them to describe what they
have drawn. You can write a simple sentence under
their picture, e.g. I sleep.
Other activities.
Develop the children's understanding and skills for
talking about time in English by showing them a toy
clock or by drawing a clock face. Move or draw the
hands of the clock to indicate different times and say
sentences about what you do, e.g. At seven o'clock I
wake up. At eight o'clock I eat my breakfast. At nine
o'clock I go to school, etc. Introduce the phrases, in the
afternoon/evening, at night, too. Say a particular time,
e.g. At eight o'clock and ask the children to act out what
they do at that time. Make up sentences about what
different children do at particular times, e.g. Maria goes
to school at eight o'clock. (Note that the time phrase
can go at the beginning or the end of the sentence.)
Practise the form and use of the auxiliary (helping) verb
'do' in short answers. Ask e.g.: Do you wake up at six
o'clock? Elicit, Yes, I do or No, I don't. Ask each child a
different question about something they do (or don't
do) at a particular time and help them to answer
appropriately.Try to use vocabulary that they have
learnt in previous songs and chants.
С JE T Clifford Songs and Chants © Scholastic Inc. C E $
JET Clifford Songs and Chants He's Bigger Than a Horse
D

He’s Bigger
Than a Horse
(T) Colour the picture.
 (2)^^* Say the chant.

(З) Do the actions.

|4) Make a puzzle.

 JET Clifford Songs and Chants He's Bigger Than a Horse
D
(5) Colour and draw.

He's bigger than a ...

 Teacher's Notes
f
'л ь He's bigger than a horse,
ГОСТ bigger than a house,
and he's much, much, much, much
bigger than a mouse.
He's bigger than a bush,
bigger than a tree,
and he's much, much, much, much
bigger than me.
1 Colour the picture.
Give each child a copy of the picture on page 44. Point
to different characters and items in the picture and ask
the children to name what they can (e.g. Clifford, Emily
Elizabeth, girl, boys). Introduce new vocabulary: bus,
teacher, wheelchair.Talk about Clifford's size. Say, He's a
great big dog. He's bigger than a bus. He's bigger than a
tree. He's bigger than Emily Elizabeth, etc.The children
can then colour the picture, while you play the chant
on the CD to familiarise them with the rhythm and
the words.
2 Say the chant.
After the children have listened to the chant a few
times, talk about what it means. Explain new
vocabulary such as horse, house, mouse, elephant, whale,
snail using pictures, actions or translating into
children's own language/s. Say it together with the
children on the recording.Then say it together with the
music-only track. Divide the class into groups to say
different verses or different sections of each verse (e.g.
the first group says lines 1 and 2, while the second
group says lines 3 and 4.)
3 Do the actions.
Move as you say the chant. Follow the movements on
page 45 and/or make up some of your own
movements. Divide the children into groups where one
group says a few lines, while the other does the actions.
Change the words of the chant, comparing Clifford's size
to other animals or things. Ask the children to help you
to make up variations, following the structure of the
original version, i.e. He's bigger than a ___ . Don't worry
too much if the variations don't always rhyme, as it's
more important that the children learn new vocabulary
and make up their own version of the chant.
4 Make a puzzle.
Help the children to learn the names of the different
animals mentioned in the chant by miming their
movements and saying their names, e.g. horse, mouse,
elephant, whale, snail. Encourage the children to imitate
the movements and say the names of the different
animals. You can introduce other animals too, such as
He's bigger than a car,
bigger than a bus,
and he's much, much, much, much
bigger than us.
He's bigger than an elephant,
smaller than a whale,
and he's much, much, much, much
faster than a snail.
fish, bird, kangaroo, squirrel, etc.Then give each child a
copy of the activity on page 45 and demonstrate how
to cut out the shapes, mix them up and reassemble
them to make a puzzle. (The children can also colour
their puzzles, before they cut them out.)
5 Colour and draw.
Say, He's bigger than a ___ , and ask the children to
complete the sentence with the names of animals and
other things from the chant (e.g. a horse, house, bush,
tree, etc.). Point out that we say ‘a horse', but ‘an
elephant (words starting with a, e, i, о always have 'an'
before them; and u often does. For this age group, it is
easier if they use an before all vowels.). Encourage the
children to think of other animals and things that
Clifford is bigger than, e.g. a fish, kangaroo, squirrel, bird,
baby, etc. (refer to words they have learnt in previous
songs and chants). After that, give each child a copy of
the activity sheet on page 46. Read aloud the heading
and explain the instruction: they must colour the
pictures, then draw two animals or things that Clifford
is bigger than in the last two blocks. Move around
while they are doing the activity and ask them to name
what they have drawn. You can write what they have
drawn, e.g. a tree.
Other activities.
Develop the children's abilities to make comparisons in
English. Introduce and talk about other comparisons
such as smaller than, faster than, slower than and help
the children to make up sentences about Clifford using
these structures, e.g. He's smaller than a whale,
mountain, block of flats; He's faster than a snail, tortoise;
He's slower than a car, horse, etc.
Practise the indefinite articles a and an by playing this
simple game: sit in a circle and start by saying, He's bigger
than a horse. The child next to you must say: He's bigger
than a horse and a house. The next child says: He's bigger
than a horse, a house and a mouse. Continue around the
circle with each person adding something new to the list.
Help them to use the correct indefinite article. (Don't
worry too much if they use 'and' a lot, e.g. He's bigger than a
horse and a house and a mouse and a ...)
( JE T Clifford Songs and Chants © Scholastic 1псУ
JET Clifford Songs and Chants I Throw It, He Catches It
D

i Throw It,
He Catches It
(T) Colour the picture.

JET Clifford Songs and Chants © Scholastic Inc. ^

© 4 ^ 4Sing the song.

(3) Do the actions.

I throw it, he catches it. Sometimes Cl ifford

drops the ball.

(4) Count the balls.

M E T Clifford Songs and Chants © Scholastic Inc.

 JET Clifford Songs and Chants I Throw It, He Catches It
D
(5) Colour and draw. J g f
 Teacher's Notes
I throw it,
% ■
he catches it.
I throw it,
he catches it.
I throw it,
he catches it.
I throw the ball to Clifford.
1 Colour the picture.
Give each child a copy of the picture on page 48. Point
to the characters and items in the picture and ask the
children to name what they can (e.g. Clifford, Emily
Elizabeth, ball, frees).Talk about what Clifford and Emily
Elizabeth are doing and introduce new vocabulary:
throw, catch. Say: She throws it. He catches it. The children
can then colour the picture, while you play the song on
the CD to familiarise them with the tune and the words.
2 Sing the song.
After you have let the children listen to the song a few
times, talk about what it means. Explain new
vocabulary such as throw, catch, drop using actions or
translating into children's own language/s. Sing it
together with the children on the recording.Then sing
it together with the music-only track. Divide the class
into two groups to sing the two verses (or different
lines of the song).
3 Do the actions.
Move as you sing the song. Follow the movements on
page 49 and/or make up some of your own
movements. Divide the children into groups where one
group sings a line and does the actions, and then the
next group sings a line and does the actions.
Change the words of the song, substituting other
actions. Ask the children to help you to make up
variations, following the structure of the original
version, e.g. /roll it, he catches it. I bounce it, he catches it.
Demonstrate how to act out these new words to the
children.
4 Count the balls.
Revise numbers 1-10 in English with the children by
drawing simple pictures of different amounts of balls
on the board (or use real balls such as tennis, ping
pong, rubber or sponge balls). Point to or touch each
ball as you count it.Then give each child a copy of the
She throws it,
he catches it.
She throws it,
he catches it.
Sometimes Clifford drops the ball.
Clifford drops the ball! OH NO!
/
activity on page 49 and demonstrate how to count the
balls in the picture. Show the children how to write the
total number (they can colour the picture and copy the
number too).
5 Colour and draw.
Mime different actions with a ball and make up
sentences like, I throw/catch/drop it. Encourage the
children to mime the actions and say the sentences
too. Introduce new words and their corresponding
actions such as roll, bounce, kick, hit, etc. Ask the
children to think of their own ideas too (they can mime
the action and then you can say the English word).
After that, give each child a copy of the activity sheet
on page 50. Read aloud and explain the instruction:
they must colour the pictures, then draw a picture of
Emily Elizabeth, Clifford (or themselves) doing
something else with a ball, e.g. roll, bounce, kick, hit, etc.
Move around while they are doing the activity and ask
them to describe what they have drawn. You can write
what they have drawn in the last block, e.g. roll.
Other activities.
Develop the children's vocabulary relating to sport and
physical movement as follows: take them to an area
where they can move around freely and then teach
them some new words such as jump, skip, hop, run, walk,
tiptoe, crawl, etc. (You will have to demonstrate the
actions).Then say one action word, e.g.jump and play
some music (you can use this CD) while the children do
the action. When you stop the music, they have to
freeze and stand as still as a statue. If anyone moves,
they have to sit out until the game ends with an
eventual winner (or they can just miss a turn).
Practise the present simple form of the verb in the 3rd
person. Let the children take turns to mime an action
with a ball, while the others guess and say sentences
like, She/He throws the ball.
JE T Clifford Songs and Chants © Scholastic lrx~ €9
щшпшщшчх-мчтиж ^-FITTOrU t / U C 3 l T i v v c m w

C lifford Doesn’t
W ear a W atch
(T) Colour the picture.
 (2)ff^4£*Say the chant.

(3) Do the actions.

r Move Together I

Cl ifford He doesn't He wears He never puts

doesn't wear wear a ring. a little collar. on shoes
a watch. or socks.

He doesn't No jeans, no shorts, no T-shirt.

wear a hat.
J i

(4) Make a watch.

( j E T Clifford Songs and Chants © Scholastic Inc.

u
 JET Clifford Songs and Chants Clifford Doesn't Wear a Watch
О
(5) Colour and draw. Jjjjjf
Clifford doesn't w ear..

JET Clifford Songs and Chants © Scholastic Inc.^)

 Teacher's Notes
Clifford doesn't wear a watch.
He doesn't wear a ring.
He wears a little collar,
but that's the only thing.
He never puts on shoes or socks.
He doesn't wear a hat.
No jeans, no shorts, no T-shirt,
or anything like that.
1 Colour the picture.
Give each child a copy of the picture on page 52. Point
to the characters and items in the picture and ask the
children to name what they can (e.g. Clifford, house, tree,
grass). Introduce new vocabulary: postman, post box.
Point to and name the clothing and other items that
the postman is wearing: hat, shirt, shorts, socks, shoes,
watch, bag. Name what Clifford is wearing: a collar.The
children can then colour the picture, while you play the
chant on the CD to familiarise them with the rhythm
and the words.
2 Say the chant.
After the children have listened to the chant a few
times, talk about what it means. Explain new
vocabulary such as ring and T-shirt by pointing to real
items that you or some of the children are wearing. Say
the chant together with the children on the recording.
Then say it together with the music-only track. Divide
the class into two groups to say half of the first verse
each, and then the second verse altogether.
3 Do the actions.
Move as you say the chant. Follow the movements on
page 53 and/or make up some of your own
movements. You may find that the children will
naturally clap, tap or click to the rhythm of the chant.
Change the words of the chant, substituting new
clothing items. Ask the children to help you to make up
variations, following the structure of the original
version, e.g. Clifford doesn't wear a scarf/jacket/gloves,
etc. Don't worry if the words don't rhyme - it is more
important that the children try out different variations
and learn new vocabulary.
4 Make a watch.
Help the children to learn the names of items
mentioned in the chant by showing real items or
pictures. Say the name of each item and ask the
Clifford doesn't wear a watch.
He doesn't wear a ring.
Besides the little collar,
he doesn't wear a thing.
children to repeat after you, e.g. watch, ring, collar, shoes,
socks, etc. Make it fun by showing the items again in a
different order and more quickly to see if they can
remember the names.Then give each child a copy of
the activity on page 53 and demonstrate how to cut
out and make a watch.The children can decorate the
watch strap and tape it at the ends to wear around
the wrist.
5 Colour and draw.
If possible, show the children pictures or real items of
clothing one at a time (include items mentioned in the
chant as well as other items). Say the name for each
item and then a sentence, Clifford doesn't wear (a)___ .
Encourage the children to repeat the sentence after
you.Then give each child a copy of the activity sheet
on page 54. Read aloud and explain the instruction:
they must colour the pictures, then draw pictures of
two things that Clifford doesn't wear. Move around
while they are doing the activity and ask them to name
what they have drawn. You can label or help them to
label what they have drawn, e.g. ring, T-shirt.
Other activities
Help the children to practise giving short answers by
asking questions about what they wear. Ask, Do you
wear a ___ ? Elicit, Yes, I do or No, I don't. Ask them
questions about other children, so that they practise
the 3rd person form too, e.g. Does he/she wear a ___ ?
Elicit, Yes, he/she does or No, he/she doesn't.
Develop the children's understanding of singular and
plural nouns by asking them to name different items of
clothing.Talk about which are one and which are two,
e.g. One: hat, T-shirt; Two: shoes, socks. Talk about words
like jeans, shorts, trousers, etc, which are plural in form
but singular in meaning. (You may want to use pictures
or real items to facilitate understanding.)
( JE T Clifford Songs and Chants © Scholastic Inc7
JET Clifford Songs and Chants Clifford's Fun
D

УC lifford’s Fu n
( l ) Colour the picture.

JET Clifford Songs and Chants © Scholastic Inc.

 ©^^l^^Sing the song.

(З) Do the actions.

Move Together]

Cl ifford's fun, Clifford's nice, /'m so glad that he's

Clifford's funny. Clifford's Sunny. a friend of mine.

He's much faster He's much bigger

than a bunny. than a bee.

(4) Join the dots.

1/

( JE T Clifford Songs and Chants © Scholastic Inc.

 ® ^ «S^ Sin g the song,

(з) Do the actions.

Cl ifford's fun, Clifford's nice, /'no so glad that he's

Cl ifford's funny. Clifford's sunny. a friend of mine.

He's much faster He's much bigger

than a bunny. than a bee.

14) Join the dots.

( je t Clifford Songs and Chants © Scholastic Inc. О

 JET Clifford Songs and Chants Clifford's Fun )

C O L JET Clifford Songs and Chants © Scholastic Inc.

 Teacher's Notes
fun,
# funny.
nice,
sunny.
happy,
fine.
I'm so glad that he's a friend of mine.
1 Colour the picture.
Give each child a copy of the picture on page 56. Point
to the characters and items in the picture and ask the
children to name what they can (e.g. Clifford, two small
dogs, sea, sand).Talk about what the dogs are doing
[They are playing on the beach. The small dogs are
jumping through a hoop.) Ask the children what kind of
a dog they think Clifford is (you may need to explain
this in their own language/s). Introduce new words to
describe Clifford such as fun, funny, nice, happy.The
children can then colour the picture, while you play the
song on the CD to familiarise them with the tune and
the words.
2 Sing the song.
After you have let the children listen to the song a few
times, talk about what it means. Explain new
vocabulary such as sunny, glad, faster, bunny, bee,
belongs. Sing the song together with the children on
the recording.Then sing it together with the music-
only track.
3 Do the actions.
Move as you sing the song. Follow the movements on
page 57 and/or make up some of your own
movements.
Change the words of the song, substituting new words
to describe Clifford. Ask the children to help you to
make up variations, following the structure of the
original version, e.g. Clifford's big/red/cute/smiley/
warm/friendly, etc. Don't worry if the words don't
rhyme - it is more important that the children try out
different variations and learn new vocabulary.
4 Join the dots.
Say.Clifford's___ ,and help the children to complete the
sentence using words from the song, e.g. fun, funny,
nice, happy, fine. Do the same with, He's much___ er than
a__ (faster than a bunny, bigger than a bee). Make sure
that the children understand the descriptions and the
Clifford's fun,
Clifford's funny.
He's much faster than a bunny.
He's much bigger than a bee.
I'm so glad that he belongs to me!
comparisons.Then give each child a copy of the dot-to-
dot activity on page 57 (you may wish to enlarge it).
Demonstrate how to complete it by joining the
numbers in the correct order.The children can colour
the completed picture too.
5 Draw pictures.
Sit in a circle and let the children take turns to describe
Clifford using these structures: Clifford's__and He's
much__erthan a __.(You will need to model a few
examples. You may also find it easier to practise one
structure at a time.) Encourage the children to make up
their own sentences, using words they have learnt in
previous songs and chants, e.g. Clifford's beautiful, He's
much faster than a snail, He's much sm aller than a
whale, etc.Then give each child a copy of the activity
sheet on page 58. Read aloud the headings and explain
the instruction (they must draw a picture of Clifford
demonstrating a particular quality in the first box and
then a picture of him bigger/faster/smaller than
something in the second box). Move around while they
are doing the activity and ask them to describe what
they have drawn. You can write what they have drawn,
e.g. happy, faster, bunny.
Other activities.
Teach the children new words to describe qualities or
feelings by drawing or making faces to show different
expressions, e.g. happy, sad, worried, shy, angry, surprised,
etc. Help the children to say each word correctly.Then
let them take turns to make different faces, while the
others say sentences like, He's/She's happy.
Practise making comparisons in English by showing the
children pictures of animals and other things that can
be compared to Clifford. Help them to make up
sentences using the structure: Clifford's much__er than
a ___ . Practise vocabulary such as bigger, smaller, faster,
slower and introduce new comparisons like taller,
shorter, fatter, thinner, older, younger, etc.
( JE T Clifford Songs and Chants © Scholastic Inc^
JET Clifford Songs and Chants Good Night, Clifford
D

J $ Good N ight, C lifford

(T) Colour the picture.
 0
>#» •
О
Sing the song.

(З) Do the actions.

0 Make a puzzle.

M E T Clifford Songs and Chants © Scholastic Inc.

 JET Clifford Songs and Chants Good Night, Clifford

(5) Draw a picture.

О JET Clifford Songs and Chants © Scholastic Inc. J

 Teacher's Notes
c*S>29
St Melody: Good Night, Ladies
Good night, Clifford.
Sleep tight, Clifford.
Sweet dreams, Clifford.
It's time to go to bed.
Mister Moon is shining,
shining, shining.
Mister Moon is shining.
It's time to go to bed.
Good night, Clifford.
Sleep tight, Clifford.
Sweet dreams, Clifford.
1 Colour the picture.
Give each child a copy of the picture on page 60. Ask
the children to name what they see (Clifford, kennel,
moon).Talk about what time it is and what Clifford is
doing (It is night time. Clifford is sleeping in his kennel.)
Introduce new vocabulary such as, night and sleeping.
The children can then colour the picture, while you play
the song on the CD to familiarise them with the tune
and the words.
2 Sing the song.
After you have let the children listen to the song a few
times, talk about what it means. Explain new
vocabulary such as Good night, Sweet dreams, shining,
kids. Sing the song together with the children on the
recording.Then sing it together with the music-only
track. Divide the children into two groups to sing
different verses of the song.
3 Do the actions.
Move as you sing the song. Follow the movements on
page 61 and/or make up some of your own
movements.
Change the words of the song, substituting new
phrases in verses 2 and 4. Ask the children to help you
to make up variations, following the structure of the
original version e.g. All the stars are twinkling, twinkling,
twinkling. Everything is silent, silent, silent, etc.
4 Make a puzzle.
Help the children to learn key vocabulary relating to
night time by drawing simple pictures of the following
on a board or flip chart: a moon, a bed, stars, a face with
its eyes closed. You can mime some actions too such as,
stars twinkling, someone sleeping. Say a sentence or
phrase from the song to go with each picture or action,
e.g. Mister Moon is shining. Then give each child a copy
of the activity on page 61 and demonstrate how to cut
All the kids are sleeping,
sleeping, sleeping.
All the kids are sleeping.
It's time to go to bed.
Good night, Clifford.
Sleep tight, Clifford.
Sweet dreams, Clifford.
It's time to go to bed.
out, mix up and reassemble the pieces of the puzzle.
The children can colour the puzzle pieces too.
5 Draw a picture.
Practise saying Good night in English with the children.
Sit in a circle and take turns to say, Good night,___ .
Sleep tight,___ . Sweet dreams,___ . It's time to go to bed.
(Each child can choose to say one of the first three
phrases, followed by the last phrase, i.e. Sleep tight,___ .
It's time to go to bed.) Encourage them to role play
going to bed too.Then give each child a copy of the
activity sheet on page 62. Read aloud the heading and
explain the instruction (they must draw a picture of
bedtime - it may be their own bedtime or Clifford's).
Move around while they are doing the activity and ask
them to describe what they have drawn. You can write
or help them to write a phrase such as Good night,
Sleep tight or Sweet dreams on their picture.
Other activities.
Teach the children other time expressions like Good
morning, Good afternoon, Good evening.Talk about what
you do at these different times of the day/night and
then make up sentences like, It's time to wake up/lt's
time to go to school/it's time to eat lunch/lt's time to go
home/it's time to eat supper, etc.
Develop the children's understanding and use of the
present continuous to describe things that are
ongoing. Ask them to think of night time and to
describe what they see, hear and feel using this
structure: The__is/are__ ing., e.g. The moon is shining.
The kids are sleeping. The stars are twinkling. The kids are
dreaming. The dogs are barking, etc. (You will need to
model a few examples and to help them with
vocabulary in English.)
^ JET Clifford Songs and Chants © Scholastic Inc.