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JET Clifford Songs and ChantsLove Clifford
JET Clifford Songs and ChantsLove Clifford
ЯI Love C lifford
(T) Colour the picture.
Move Together.!
____
3
@ ^ 8 ^ Say the chant
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JET Clifford Songs and Chants Emily Elizabeth_________________________________________________________________________________ ^
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JET Clifford Songs and Chants He Loves the Sun )
@ Do the actions.
Move Together]
start'
JET Clifford Songs and Chants He Loves the Sun
3
(5) Colour and draw.
I love ...
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2 )
1 Colour the picture. chant (e.g. sun, rain, moon, stars). Do the same with the
Give each child a copy of the picture on page 16. Point sentence, He loves to ___ . Help the children to name
to the big dog and the girl and ask, What's his name? different items and actions through pictures or mime
(Clifford) What's her name? (Emily Elizabeth). Point to and (use the movements on page 17).Then give each child
name what else is in the picture: two small dogs, tyre, a copy of the dot-to-dot activity on page 19 to
rope, trees, bushes, grass.Talk about what the dogs are complete and colour (you may wish to enlarge it).
doing (They are swinging on a tyre from Clifford's tail.) 5 Colour and draw.
Note: you may wish to describe their actions in the Say, I love___ . Substitute different words or phrases
children's own language first, before saying it in from the chant to complete the sentence. Introduce
English. Also, do not expect them to learn all the new words and phrases too such as, I love the trees,
vocabulary - at this stage, they should just be able to wind, to sleep, etc. Help the children to understand new
say key words like Clifford, Emily Elizabeth, small dog. vocabulary by miming or drawing pictures. Let the
They can then colour the picture, while you play the children take turns to mime different things they love
chant on the CD to familiarise them with the rhythm too. Say sentences like, He/She loves___ . Then give each
and the words. child a copy of the activity sheet on page 18. Read
2 Say the chant. aloud the heading and explain the instruction: they
After the children have listened to the chant a few must colour the pictures, then draw two things they
times, explain what it means using actions, pictures or love. Move around while they are doing the activity
translation. Say it together with the children on the and ask them to name what they have drawn and help
recording.Then say it together with the music-only them to say sentences. You can write what they love on
track. Divide the class into two groups to say the their pictures too.
different parts of the chant, e.g. first group: He loves the Other activities.
sun. He loves the rain.; second group: He loves to chase Listen to and say the chant again. Ask the children
thechoo-choo train. (You can also divide the class into which words sound the same (rhyme) -rain/train,
three groups with each group saying a different line of stars/cars, chew/zoo, red/bed. Say aloud a list of words
the chant.) See if there are any individuals who are for each sound group and ask them to listen for which
confident enough to say the solo parts too. ones rhyme, e.g. rain/train - drain, tree, dog, main, bush,
3 Do the actions. Clifford, brain, etc.They can put their hands up when
Move as you say the chant. Follow the movements on they hear a rhyming word, (they do not need to
page 17 or make up some of your own movements. understand the vocabulary.)
(The children may also naturally move their bodies in Draw simple pictures of the following on a board or
time to the background music.) Divide the class into flipchart: sun, moon, stars, cars, pandas, train, bed. Ask the
different groups and have one group say a line, while children which pictures show one thing (sun, moon,
another does the action and so on. train, bed) and which pictures show more than one
Change the words of the chant. Help the children to thing (stars, cars, pandas). Draw attention to the sound
make up variations following the structure of each 's' (pronounced /z/) at the end of stars, cars and pandas
verse, e.g. He loves the__. He loves the He loves to___ . which shows that these words mean more than one
Don't worry if the words don't rhyme - it is more thing (plural). Demonstrate with a few more examples,
important that the children get the opportunity to if you feel the children understand the concept of
'experiment'with making up sentences in English. singular/plural, e.g. dog-dogs, girl-girls, boy-boys.
4 Join the dots.
Say, He loves the___. Encourage the children to
complete the sentence with different words from the
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^ C lifford’s H ungry ®
(T) Colour the picture.
4 .
t l 4-* иг d
Move Together]
He wants
Teacher's Notes
* $ One, Two,
C lifford and You
(T) Colour the picture.
(2)^^^Sing the song.
Move Together]
1Colour the picture. may wish to do a few numbers at a time e.g. one, two,
Give each child a copy of the picture on page 24. Read three, and then add new numbers as the children grow
aloud the title of the song. Point to and count Clifford more confident.Then give each child a copy of the
(one), then point to and count Clifford and one dog counting activity on page 25. Help them to point to and
(one, two). Next, point to and count the number of small count each dog in the picture (there are ten).
dogs (one, two, three), then all the dogs (one, two, three, 5 Draw pictures.
four).The children can then colour the picture, while you Practise the names of numbers 1—10 in English. Say the
play the song on the CD to familiarise them with the name of each number and show it with your finger/s.
tune and the words. Once children are confident with the number names,
2 Sing the song. vary the order by showing any number with your
After the children have listened to the song a few finger/s and asking the children to call out the correct
times, sing it together with the children on the number. (Do this as quickly as possible to encourage
recording.Then sing it together with the music-only number recognition and word recall.) Practise counting
track. Divide the class into two groups to sing the backwards and counting on (four, five, six) too, if you
different parts of the song, e.g. the first group sings all feel the children can manage it.Then give each child a
the counting words (one, two, etc.), while the second copy of the activity sheet on page 26. Read aloud the
group sings the other parts (Clifford and you, etc.). numbers and explain the instruction:They must draw
3 Do the actions. pictures to show each number. Move around while
Move as you sing the song. Follow the movements on they are doing the activity and ask them to describe
page 25 and/or make up some of your own movements what they have drawn and help them to say each
(e.g. show the numbers with your fingers).The children number.
may also naturally move to the rhythm of the music. Other activities.
Personalise the song. Use the children's names instead Practise personal pronouns with the children. Say,you,
of you and me.This works best if the children's names and get the children to point to each other. Say, me,
rhyme (e.g. One, two, Clifford and Jude. One, two, three, and get them to point to themselves. Say, him/her, and
Clifford and Lee), but don't worry if they don't. It is more get them to point to a boy/girl. Extend the activity by
important that the children get the opportunity to saying, Clifford likes you/me/him/her and get the
personalise the song and make up their own version. children to point appropriately. (You can do it faster
4 Count the dogs.
and faster to add an element of fun. You can also teach
us and them if you feel they will manage this.)
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
J <3
/V C lifford’s Christm as ^
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(T) Colour the picture.
Move Together]
^ JE T Clifford
JET Clifford Songs and Chants Clifford's Christmas
Where is he?
Teacher's Notes
(Note:This song and these activities should be done around Christmas time!)
I L ik e F ish ,
But I LOVE Dogs
(T) Colour the picture.
© Do the actions.
I love ...
By
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JET Clifford Songs and Chants © Scholastic Inc. ^
Teacher's Notes
1Colour the picture. pendant and thread a piece of string or wool through
Give each child a copy of the picture on page 32. Read the hole so that the necklace can be worn.
the title of the song and point to the characters and 5 Draw pictures.
the other items in the picture, and introduce new Sit in a circle and let the children take turns to say
vocabulary: bird, sea, sand. Describe what Clifford and something they like (I like__). Model a few examples
the bird are doing (They are playing on the sand.) The first, using words that they have learnt from previous
children can then colour the picture, while you play the songs and chants, e.g. I like Christmas/Clifford/Emily
song on the CD to familiarise them with the tune and Elizabeth/dogs/dinner/stars, etc.Then do the same with,
the words. I love__. If you feel the children can manage, get them
2 Sing the song. to say: I like___ , but I love___. After that, give each child
After the children have listened to the song a few a copy of the activity sheet on page 34. Read aloud the
times, talk about what it means. Explain new headings and explain the instruction. Move around
vocabulary such as fish, swimming, fishbowl, hiding, while they are doing the activity and ask them to name
bushes, singing, playing, sunshine, dancing, rain, running, what they have drawn. You can write the word/s for
Frisbee using pictures, actions or translating them into them at the bottom of each picture.
children's own language/s. Sing it together with the Other activities.
children on the recording.Then sing it together with Develop the children's knowledge of vocabulary
the music-only track. Divide the class into three groups relating to animals by showing them pictures of, e.g. a
to sing the different parts of the song, e.g. one group cat, mouse, horse, rabbit, etc. Show each picture one at a
sings the first verse, another sings the second verse and time, say the animal's name clearly and ask the children
the last group sings the third verse. to listen and repeat. Go over these words several times
3Do the actions. over the next few days. Display the pictures in the
Move as you sing the song. Follow the movements on classroom and encourage the children to look at and
page 33 and/or make up some of your own talk about the display to one another in their own
movements. You may find that the children clap, tap or spare time.
click naturally to the rhythm of the song too. Develop the children's understanding of verbal nouns
Change the words of the song. Ask the children to help (verb + ing) by miming different actions such as
you to make up variations, following the structure of swimming, singing, dancing, running, etc. Ask the
the original version e.g. I like cats, climbing in a garden. children to guess what you are doing and then help
(x2) I like cats, climbing in a tree. I like cats, and cats like them to say, You like__ing. Let them take turns to mime
me. (You may find it helpful to get the children to clap actions too, while the others guess and say, He/she likes
the rhythm of the song, so that they can work out how __ing. (You may need to help with ideas to mime and
many words/syllables to substitute.) what to say.)
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
C lifford’s
Not a B ird
(T) Colour the picture.
® ^ ^ S a y the chant.
1Colour the picture. own). Then give each child a copy of the dot-to-dot
Give each child a copy of the picture on page 36. Read activity on page 37 (you may wish to enlarge it).
the title of the song and point to the characters in the Demonstrate how to complete the picture by joining
picture and introduce new vocabulary: bird, squirrel. Say, up the numbers in sequence.
Clifford's not a bird. Clifford's not a squirrel. Clifford is а 5 Colour and draw.
great big dog. The children can then colour the picture, Sit in a circle and let the children take turns to say,
while you play the chant on the CD to familiarise them Clifford's not a ___ . Model a few examples first, using
with the rhythm and the words. words from the chant and from previous songs and
2 Say the chant. chants, e.g. Clifford's not a fish/small dog/girl, etc. Then
After the children have listened to the chant a few take turns saying, Clifford is___ (e.g. a dog/a big dog/a
times, talk about what it means. Explain new red dog/beautiful/a great big dog, etc). After that, give
vocabulary such as fly, baby, cry, kangaroo, family using each child a copy of the activity sheet on page 38. Read
pictures, actions or translating them into children's own the text and explain the instruction: they must colour
language/s. Say it together with the children on the in the pictures, then draw pictures of two things that
recording.Then say it together with the music-only Clifford is not. Move around while they are doing the
track. Divide the class into three groups to say the activity and ask them to name what they have drawn
different parts of the chant, e.g. one group says the first and say the sentences, e.g. Clifford's not a bird.
verse, another says the second verse and the last group Other activities.
says the third verse. Develop the children's knowledge of vocabulary
3Do the actions. relating to animals and their movements by playing
Move as you say the chant. Follow the movements on the following game: act out an animal and a typical
page 37 and/or make up some of your own movement it makes and say, Clifford's not a ___ . He
movements. You may find that the children clap, tap or doesn't___ . Ask the children to guess the animal and
click naturally to the rhythm of the chant too. the movement you are acting (they may use their own
Change the words of the chant. Ask the children to language/s and then you can say the English words),
help you to make up variations, following the structure e.g. cat-climb, monkey-swing, horse-trot, frog-hop, etc.
of the original version, e.g. Clifford's not a fish. He doesn't Let the children act out animals and their movements
swim. (Encourage the children to think of animals and too, while the others guess.
actions they know from previous songs or chants, e.g. Develop the children's understanding of the contracted
panda, swim, etc.) negative and postive forms of the verb 'to be' in the
4 Join the dots. present simple by saying two sentences to describe a
Say, Clifford's not a __,and help the children to particular child as follows:__'s not a girl.__ is a boy. Vary
complete the sentence using a word from the chant the sentences, using vocabulary that the children
e.g. bird, baby, kangaroo, etc.Then say, He doesn't___ , know, e.g. Emily's not a big dog. Emily's a little girl. Help
and help the children to respond appropriately, e.g. fly, the children to make up sentences about each other
cry. Facilitate their understanding by using actions (go around the circle, taking turns) and to practise
(follow the movements on page 37 or make up your these structures.
Move Together]
0 Make a clock.
At six o’clock f
Kolourthe picture. The children can paste their completed clocks onto
Give each child a copy of the picture on page 40. Read folded card so that they'stand up'like real clocks.
thetitle of the song and point to the clock in the 5 Draw a picture.
picture and say the time. Explain to the children that Talk about what you do at six o'clock in the morning.
Clifford wakes up at six o'clock and introduce new Say, e.g. At six o'clock I wake up/listen to the radio/watch
vocabulary: clock, kennel, wakes up. Ask, What time do TV/eat breakfast/sleep in my bed, etc. Use pictures and
youwake up? (You may have to translate this.) Help actions or translate to facilitate the children's
themto answer appropriately (/ wake up at___ o'clock). understanding.Then help each child to say something
They can then colour the picture, while you play the he/she does at six o'clock. (If you find they all do the
song on the CD to familiarise them with the tune and same thing - such as sleep - then introduce other
thewords. times and talk about what they do at those times.)
2Sing the song. After that, give each child a copy of the activity sheet
After the children have listened to the song a few on page 42. Read aloud the heading and explain the
times, talk about what it means. Explain new instruction (they must draw a picture of something
vocabulary such as in the morning, bark, wakes me up, they do at six o'clock). Move around while they are
getup using actions or translating into children's own doing the activity and ask them to describe what they
language/s. Sing it together with the children on the have drawn. You can write a simple sentence under
recording.Then sing it together with the music-only their picture, e.g. I sleep.
track. Divide the class into groups to sing different Other activities.
verses. Develop the children's understanding and skills for
3Do the actions. talking about time in English by showing them a toy
Move as you sing the song. Follow the movements on clock or by drawing a clock face. Move or draw the
page 41 and/or make up some of your own hands of the clock to indicate different times and say
movements. Divide the children into groups where one sentences about what you do, e.g. At seven o'clock I
group sings, while the other does the actions. wake up. At eight o'clock I eat my breakfast. At nine
Change the words of the song, describing things that o'clock I go to school, etc. Introduce the phrases, in the
Clifford does at different times of the day. Ask the afternoon/evening, at night, too. Say a particular time,
children to help you to make up variations, following e.g. At eight o'clock and ask the children to act out what
the structure of the original version, e.g. He eats his they do at that time. Make up sentences about what
breakfast at eight o'clock. He goes for a walk at ten different children do at particular times, e.g. Maria goes
o'c/oc/c, etc. (Ask them to clap or tap the rhythm of the to school at eight o'clock. (Note that the time phrase
songto see if new variations fit.) can go at the beginning or the end of the sentence.)
4Make a clock. Practise the form and use of the auxiliary (helping) verb
Say,Clifford wakes up at___ , and help the children to 'do' in short answers. Ask e.g.: Do you wake up at six
finish the sentence (six o'clock). Do the same for other o'clock? Elicit, Yes, I do or No, I don't. Ask each child a
sentences in the song e.g. He starts to bark at___ . He different question about something they do (or don't
wakesme up at___.Then give each child a copy of the do) at a particular time and help them to answer
activity on page 41 and demonstrate how to cut out appropriately.Try to use vocabulary that they have
and make a clock. Attach the hands with a butterfly clip learnt in previous songs and chants.
sothat the children can move the hands around.
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.
1 Colour the picture. fish, bird, kangaroo, squirrel, etc.Then give each child a
Give each child a copy of the picture on page 44. Point copy of the activity on page 45 and demonstrate how
to different characters and items in the picture and ask to cut out the shapes, mix them up and reassemble
the children to name what they can (e.g. Clifford, Emily them to make a puzzle. (The children can also colour
Elizabeth, girl, boys). Introduce new vocabulary: bus, their puzzles, before they cut them out.)
teacher, wheelchair.Talk about Clifford's size. Say, He's a 5 Colour and draw.
great big dog. He's bigger than a bus. He's bigger than a Say, He's bigger than a ___ , and ask the children to
tree. He's bigger than Emily Elizabeth, etc.The children complete the sentence with the names of animals and
can then colour the picture, while you play the chant other things from the chant (e.g. a horse, house, bush,
on the CD to familiarise them with the rhythm and tree, etc.). Point out that we say ‘a horse', but ‘an
the words. elephant (words starting with a, e, i, о always have 'an'
2 Say the chant. before them; and u often does. For this age group, it is
After the children have listened to the chant a few easier if they use an before all vowels.). Encourage the
times, talk about what it means. Explain new children to think of other animals and things that
vocabulary such as horse, house, mouse, elephant, whale, Clifford is bigger than, e.g. a fish, kangaroo, squirrel, bird,
snail using pictures, actions or translating into baby, etc. (refer to words they have learnt in previous
children's own language/s. Say it together with the songs and chants). After that, give each child a copy of
children on the recording.Then say it together with the the activity sheet on page 46. Read aloud the heading
music-only track. Divide the class into groups to say and explain the instruction: they must colour the
different verses or different sections of each verse (e.g. pictures, then draw two animals or things that Clifford
the first group says lines 1 and 2, while the second is bigger than in the last two blocks. Move around
group says lines 3 and 4.) while they are doing the activity and ask them to name
3 Do the actions. what they have drawn. You can write what they have
Move as you say the chant. Follow the movements on drawn, e.g. a tree.
page 45 and/or make up some of your own Other activities.
movements. Divide the children into groups where one Develop the children's abilities to make comparisons in
group says a few lines, while the other does the actions. English. Introduce and talk about other comparisons
Change the words of the chant, comparing Clifford's size such as smaller than, faster than, slower than and help
to other animals or things. Ask the children to help you the children to make up sentences about Clifford using
to make up variations, following the structure of the these structures, e.g. He's smaller than a whale,
original version, i.e. He's bigger than a ___ . Don't worry mountain, block of flats; He's faster than a snail, tortoise;
too much if the variations don't always rhyme, as it's He's slower than a car, horse, etc.
more important that the children learn new vocabulary Practise the indefinite articles a and an by playing this
and make up their own version of the chant. simple game: sit in a circle and start by saying, He's bigger
4 Make a puzzle. than a horse. The child next to you must say: He's bigger
Help the children to learn the names of the different than a horse and a house. The next child says: He's bigger
animals mentioned in the chant by miming their than a horse, a house and a mouse. Continue around the
movements and saying their names, e.g. horse, mouse, circle with each person adding something new to the list.
elephant, whale, snail. Encourage the children to imitate Help them to use the correct indefinite article. (Don't
the movements and say the names of the different worry too much if they use 'and' a lot, e.g. He's bigger than a
animals. You can introduce other animals too, such as horse and a house and a mouse and a ...)
i Throw It,
He Catches It
(T) Colour the picture.
1 Colour the picture. activity on page 49 and demonstrate how to count the
Give each child a copy of the picture on page 48. Point balls in the picture. Show the children how to write the
to the characters and items in the picture and ask the total number (they can colour the picture and copy the
children to name what they can (e.g. Clifford, Emily number too).
Elizabeth, ball, frees).Talk about what Clifford and Emily 5 Colour and draw.
Elizabeth are doing and introduce new vocabulary: Mime different actions with a ball and make up
throw, catch. Say: She throws it. He catches it. The children sentences like, I throw/catch/drop it. Encourage the
can then colour the picture, while you play the song on children to mime the actions and say the sentences
the CD to familiarise them with the tune and the words. too. Introduce new words and their corresponding
2 Sing the song. actions such as roll, bounce, kick, hit, etc. Ask the
After you have let the children listen to the song a few children to think of their own ideas too (they can mime
times, talk about what it means. Explain new the action and then you can say the English word).
vocabulary such as throw, catch, drop using actions or After that, give each child a copy of the activity sheet
translating into children's own language/s. Sing it on page 50. Read aloud and explain the instruction:
together with the children on the recording.Then sing they must colour the pictures, then draw a picture of
it together with the music-only track. Divide the class Emily Elizabeth, Clifford (or themselves) doing
into two groups to sing the two verses (or different something else with a ball, e.g. roll, bounce, kick, hit, etc.
lines of the song). Move around while they are doing the activity and ask
3 Do the actions. them to describe what they have drawn. You can write
Move as you sing the song. Follow the movements on what they have drawn in the last block, e.g. roll.
page 49 and/or make up some of your own Other activities.
movements. Divide the children into groups where one Develop the children's vocabulary relating to sport and
group sings a line and does the actions, and then the physical movement as follows: take them to an area
next group sings a line and does the actions. where they can move around freely and then teach
Change the words of the song, substituting other them some new words such as jump, skip, hop, run, walk,
actions. Ask the children to help you to make up tiptoe, crawl, etc. (You will have to demonstrate the
variations, following the structure of the original actions).Then say one action word, e.g.jump and play
version, e.g. /roll it, he catches it. I bounce it, he catches it. some music (you can use this CD) while the children do
Demonstrate how to act out these new words to the the action. When you stop the music, they have to
children. freeze and stand as still as a statue. If anyone moves,
they have to sit out until the game ends with an
4 Count the balls.
eventual winner (or they can just miss a turn).
Revise numbers 1-10 in English with the children by
drawing simple pictures of different amounts of balls Practise the present simple form of the verb in the 3rd
on the board (or use real balls such as tennis, ping person. Let the children take turns to mime an action
pong, rubber or sponge balls). Point to or touch each with a ball, while the others guess and say sentences
ball as you count it.Then give each child a copy of the like, She/He throws the ball.
C lifford Doesn’t
W ear a W atch
(T) Colour the picture.
(2)ff^4£*Say the chant.
r Move Together I
u
JET Clifford Songs and Chants Clifford Doesn't Wear a Watch
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(5) Colour and draw. Jjjjjf
Clifford doesn't w ear..
1 Colour the picture. children to repeat after you, e.g. watch, ring, collar, shoes,
Give each child a copy of the picture on page 52. Point socks, etc. Make it fun by showing the items again in a
to the characters and items in the picture and ask the different order and more quickly to see if they can
children to name what they can (e.g. Clifford, house, tree, remember the names.Then give each child a copy of
grass). Introduce new vocabulary: postman, post box. the activity on page 53 and demonstrate how to cut
Point to and name the clothing and other items that out and make a watch.The children can decorate the
the postman is wearing: hat, shirt, shorts, socks, shoes, watch strap and tape it at the ends to wear around
watch, bag. Name what Clifford is wearing: a collar.The the wrist.
children can then colour the picture, while you play the 5 Colour and draw.
chant on the CD to familiarise them with the rhythm If possible, show the children pictures or real items of
and the words. clothing one at a time (include items mentioned in the
2 Say the chant. chant as well as other items). Say the name for each
After the children have listened to the chant a few item and then a sentence, Clifford doesn't wear (a)___ .
times, talk about what it means. Explain new Encourage the children to repeat the sentence after
vocabulary such as ring and T-shirt by pointing to real you.Then give each child a copy of the activity sheet
items that you or some of the children are wearing. Say on page 54. Read aloud and explain the instruction:
the chant together with the children on the recording. they must colour the pictures, then draw pictures of
Then say it together with the music-only track. Divide two things that Clifford doesn't wear. Move around
the class into two groups to say half of the first verse while they are doing the activity and ask them to name
each, and then the second verse altogether. what they have drawn. You can label or help them to
3 Do the actions. label what they have drawn, e.g. ring, T-shirt.
Move as you say the chant. Follow the movements on Other activities
page 53 and/or make up some of your own Help the children to practise giving short answers by
movements. You may find that the children will asking questions about what they wear. Ask, Do you
naturally clap, tap or click to the rhythm of the chant. wear a ___ ? Elicit, Yes, I do or No, I don't. Ask them
Change the words of the chant, substituting new questions about other children, so that they practise
clothing items. Ask the children to help you to make up the 3rd person form too, e.g. Does he/she wear a ___ ?
variations, following the structure of the original Elicit, Yes, he/she does or No, he/she doesn't.
version, e.g. Clifford doesn't wear a scarf/jacket/gloves, Develop the children's understanding of singular and
etc. Don't worry if the words don't rhyme - it is more plural nouns by asking them to name different items of
important that the children try out different variations clothing.Talk about which are one and which are two,
and learn new vocabulary. e.g. One: hat, T-shirt; Two: shoes, socks. Talk about words
4 Make a watch. like jeans, shorts, trousers, etc, which are plural in form
Help the children to learn the names of items but singular in meaning. (You may want to use pictures
mentioned in the chant by showing real items or or real items to facilitate understanding.)
pictures. Say the name of each item and ask the
УC lifford’s Fu n
( l ) Colour the picture.
Move Together]
1/
1 Colour the picture. comparisons.Then give each child a copy of the dot-to-
Give each child a copy of the picture on page 56. Point dot activity on page 57 (you may wish to enlarge it).
to the characters and items in the picture and ask the Demonstrate how to complete it by joining the
children to name what they can (e.g. Clifford, two small numbers in the correct order.The children can colour
dogs, sea, sand).Talk about what the dogs are doing the completed picture too.
[They are playing on the beach. The small dogs are 5 Draw pictures.
jumping through a hoop.) Ask the children what kind of Sit in a circle and let the children take turns to describe
a dog they think Clifford is (you may need to explain Clifford using these structures: Clifford's__and He's
this in their own language/s). Introduce new words to much__erthan a __.(You will need to model a few
describe Clifford such as fun, funny, nice, happy.The examples. You may also find it easier to practise one
children can then colour the picture, while you play the structure at a time.) Encourage the children to make up
song on the CD to familiarise them with the tune and their own sentences, using words they have learnt in
the words. previous songs and chants, e.g. Clifford's beautiful, He's
2 Sing the song. much faster than a snail, He's much sm aller than a
After you have let the children listen to the song a few whale, etc.Then give each child a copy of the activity
times, talk about what it means. Explain new sheet on page 58. Read aloud the headings and explain
vocabulary such as sunny, glad, faster, bunny, bee, the instruction (they must draw a picture of Clifford
belongs. Sing the song together with the children on demonstrating a particular quality in the first box and
the recording.Then sing it together with the music- then a picture of him bigger/faster/smaller than
only track. something in the second box). Move around while they
3 Do the actions. are doing the activity and ask them to describe what
Move as you sing the song. Follow the movements on they have drawn. You can write what they have drawn,
page 57 and/or make up some of your own e.g. happy, faster, bunny.
movements. Other activities.
Change the words of the song, substituting new words Teach the children new words to describe qualities or
to describe Clifford. Ask the children to help you to feelings by drawing or making faces to show different
make up variations, following the structure of the expressions, e.g. happy, sad, worried, shy, angry, surprised,
original version, e.g. Clifford's big/red/cute/smiley/ etc. Help the children to say each word correctly.Then
warm/friendly, etc. Don't worry if the words don't let them take turns to make different faces, while the
rhyme - it is more important that the children try out others say sentences like, He's/She's happy.
different variations and learn new vocabulary. Practise making comparisons in English by showing the
4 Join the dots. children pictures of animals and other things that can
Say.Clifford's___ ,and help the children to complete the be compared to Clifford. Help them to make up
sentence using words from the song, e.g. fun, funny, sentences using the structure: Clifford's much__er than
nice, happy, fine. Do the same with, He's much___ er than a ___ . Practise vocabulary such as bigger, smaller, faster,
a__ (faster than a bunny, bigger than a bee). Make sure slower and introduce new comparisons like taller,
that the children understand the descriptions and the shorter, fatter, thinner, older, younger, etc.
0 Make a puzzle.
c*S>29
St Melody: Good Night, Ladies
1 Colour the picture. out, mix up and reassemble the pieces of the puzzle.
Give each child a copy of the picture on page 60. Ask The children can colour the puzzle pieces too.
the children to name what they see (Clifford, kennel, 5 Draw a picture.
moon).Talk about what time it is and what Clifford is Practise saying Good night in English with the children.
doing (It is night time. Clifford is sleeping in his kennel.) Sit in a circle and take turns to say, Good night,___ .
Introduce new vocabulary such as, night and sleeping. Sleep tight,___ . Sweet dreams,___ . It's time to go to bed.
The children can then colour the picture, while you play (Each child can choose to say one of the first three
the song on the CD to familiarise them with the tune phrases, followed by the last phrase, i.e. Sleep tight,___ .
and the words. It's time to go to bed.) Encourage them to role play
2 Sing the song. going to bed too.Then give each child a copy of the
After you have let the children listen to the song a few activity sheet on page 62. Read aloud the heading and
times, talk about what it means. Explain new explain the instruction (they must draw a picture of
vocabulary such as Good night, Sweet dreams, shining, bedtime - it may be their own bedtime or Clifford's).
kids. Sing the song together with the children on the Move around while they are doing the activity and ask
recording.Then sing it together with the music-only them to describe what they have drawn. You can write
track. Divide the children into two groups to sing or help them to write a phrase such as Good night,
different verses of the song. Sleep tight or Sweet dreams on their picture.
3 Do the actions. Other activities.
Move as you sing the song. Follow the movements on Teach the children other time expressions like Good
page 61 and/or make up some of your own morning, Good afternoon, Good evening.Talk about what
movements. you do at these different times of the day/night and
Change the words of the song, substituting new then make up sentences like, It's time to wake up/lt's
phrases in verses 2 and 4. Ask the children to help you time to go to school/it's time to eat lunch/lt's time to go
to make up variations, following the structure of the home/it's time to eat supper, etc.
original version e.g. All the stars are twinkling, twinkling, Develop the children's understanding and use of the
twinkling. Everything is silent, silent, silent, etc. present continuous to describe things that are
4 Make a puzzle. ongoing. Ask them to think of night time and to
Help the children to learn key vocabulary relating to describe what they see, hear and feel using this
night time by drawing simple pictures of the following structure: The__is/are__ ing., e.g. The moon is shining.
on a board or flip chart: a moon, a bed, stars, a face with The kids are sleeping. The stars are twinkling. The kids are
its eyes closed. You can mime some actions too such as, dreaming. The dogs are barking, etc. (You will need to
stars twinkling, someone sleeping. Say a sentence or model a few examples and to help them with
phrase from the song to go with each picture or action, vocabulary in English.)
e.g. Mister Moon is shining. Then give each child a copy
of the activity on page 61 and demonstrate how to cut
^ JET Clifford Songs and Chants © Scholastic Inc.