Unit 6 Little Red Riding Hood

Key language

Focus language Granny* Who’s this?

cake* What’s this?
ears* bananas What am I?
eyes* sausages What colour is this?
teeth tomatoes It’s time to tidy up.
hands milkshakes
legs apples* Classroom language
arms tiger
Concept: like/don’t like crocodile That’s right!
elephant Point to …
Recycled language lion Draw …
snake Colour …
Hello* Show me …
Bye-bye* Main receptive language Stick on …
one-five* Cheeky says touch your …, please.
six-ten Little Red Riding Hood Look!
big* The wolf is in the wood today. Match …
yellow* What a surprise! Circle …
blue* I like (cakes). Find …
red* wardrobe Write
green* How many (wolves are there)? Stand up
orange Does he like …? Clap your hands
pink What a lovely day! Close …
brown* Where are you going? Touch …
purple What big (eyes) you’ve got! Make a circle
I’m hungry. Sit down
* Words recycled from Cheeky Monkey 1 Sleep

Key language learning aims

• Responding to recycled items of vocabulary via mime, visual recognition, gesture, etc
• Listening to the story
• Acting out the story
• Singing and acting out a song
• Discriminating between ‘like’ and ‘don’t like’
• Recognising all the colours
• Counting to ten

Main criteria for evaluation

Children should:
• Demonstrate an interest in what happens in the story
• Recognise characters in the story
• Start to identify different body parts
• Recognise all the colours
• Respond appropriately to instructions
• Participate in games, songs and TPR activities
• Start to develop spatial orientation, physical co-ordination and fine motor skills

119

CheekyTN2-01-248.indd 119 2/5/09 8:19:43 PM

 Lesson 1 Lesson 2

Lesson 2 Lesson 3

Lesson 4 Lesson 5

Lesson 6 Lesson 7

120

CheekyTN2-01-248.indd 120 2/5/09 8:19:48 PM

 Unit 6 Little Red Riding Hood Lesson 1
Lesson focus: Introducing Little Red Riding Hood
vocabulary
Focus Language: ears, eyes, teeth, hands  Recycled:
Hello, Bye-bye, big, red
Main receptive language: Who’s this? (It’s) Little Red
Riding Hood, Do you like the wolf? What’s in the bag?
What’s this? We are big bad wolves, The wolf is in the
wood today, What a big surprise! Look at his …, It’s
time to tidy up
Classroom language: That’s right! Let’s sing …, Be
very quiet! Point to …, Draw …, Colour …, Tidy the
tables
Main activities:
• Sing The hello song 3
• Introduce the characters
• Sing The wolf is in the wood today
• Do the worksheet
• Sing The bye-bye song 3
Materials you need: CD, puppet, Story card 1, ears,
eyes, teeth and hands flashcards, Pupil’s Books,
pencils, red crayons
Getting ready: Put the ears, eyes, teeth and hands
flashcards in a bag.
Circle time
1 Sing The hello song 3 (CD2 track 1)
• Organise the children into a circle. Put on the Cheeky
puppet behind your back without the class noticing.
Encourage the children to say Hello! several times
before you reveal Cheeky.
• Get Cheeky to wave and say Hello, children!
Encourage the children to wave and say Hello,
Cheeky!
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
1 for the tapescript.)
CheekyTN2-01-248.indd 121
2 Introduce the characters
• Put on the Cheeky puppet. Hold up Story card 1.
Point to Little Red Riding Hood and say Who’s this
Cheeky?
• Get Cheeky to say Little Red Riding Hood. Say
Yes. It’s Little Red Riding Hood and encourage the
children to join in. Repeat with the wolf.
• Point to the wolf’s eyes and say Big eyes. Encourage
the children to join in. Repeat with ears, teeth and
hands.
• Say Do you like the wolf? and encourage the children
to say Yes/No.
3 Play Monkey, look! with the body (CD2
track 46)
• Put on the Cheeky puppet. Get Cheeky to shake the
bag. Say What’s in the bag? and get Cheeky to look
inside.
• Say the chant and do the actions. Encourage the
children to join in. (See Teacher talk, pages 15–16.)
• Get Cheeky to slowly reveal the eyes flashcard. Say
Look! What’s this? Encourage the children to say
eyes. If a child answers correctly, say That’s right!
Eyes! Play the game with other children and repeat
with teeth, hands and ears.
4 Play Big bad wolf
• Say We are big bad wolves. Hold up the eyes
flashcard. Say big eyes and open your eyes very wide.
Encourage the children to join in.
• Repeat with big ears (pull your ears out), big teeth
(show your teeth) and big hands (hold your hands out
like claws).
If you are short of time, you can leave out Activity 4.
5 Sing The wolf is in the wood today (CD2
track 15)
• Say Let’s sing The wolf is in the wood today. Play the
CD. Sing the song and do the actions. Encourage the
children to join in.
The wolf is in the wood today
The wolf is in the wood today. (Put your hands at the
top of your head like a wolf’s ears.)
What a big surprise! (Put your hand to your face in
surprise.)
The wolf is in the wood today. (Put your hands at the
top of your head like a wolf’s ears.)
Look at his big eyes. (Point to your eyes.)
The wolf is in the wood today. (Put your hands at the
top of your head like a wolf’s ears.)
121
2/5/09 8:19:50 PM
 What a big surprise! (Put your hand to your face in
surprise.)
The wolf is in the wood today. (Put your hands at the
top of your head like a wolf’s ears.)
Look at his big ears. (Point to your ears.)
The wolf is in the wood today. (Put your hands at the
top of your head like a wolf’s ears.)
What a big surprise! (Put your hand to your face in
surprise.)
The wolf is in the wood today. (Put your hands at the
top of your head like a wolf’s ears.)
Look at his big hands. (Point to your hands.)
The wolf is in the wood today. (Put your hands at the
top of your head like a wolf’s ears.)
What a big surprise! (Put your hand to your face in
surprise.)
The wolf is in the wood today. (Put your hands at the
top of your head like a wolf’s ears.)
Look at his big teeth. (Point to your teeth.)
Transition time
6 Say Transition chant 3 (CD2 track 3)
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)
Table time
7 Complete the wolf’s head and colour the
hood (Pupil’s Book p65)
• Hand out the pencils, red crayons and the Pupil’s
Books or the individual worksheets.
• Say Point to the ears. Encourage the children to point
to the ears. Repeat with eyes, teeth and hands.
• Hold up a pencil and say Draw the wolf. Demonstrate
this by tracing the dotted line with your finger.
Encourage the children to complete the head.
• Hold up a red crayon and say Colour the hood
red. Demonstrate this by pretending to colour it in.
Encourage the children to colour the hood.
8 Sing The wolf is in the wood today and
point to the body on the worksheet
(CD2 track 15, Pupil’s Book p65)
• Say Let’s sing The wolf is in the wood today. Sing the
song and point to the ears, eyes, teeth and hands on
the worksheet. Encourage the children to join in. (See
Activity 5 for the tapescript.)
122
CheekyTN2-01-248.indd 122
9 Sing The bye-bye song 3 (CD2 track 4)
• Put on the Cheeky puppet. Say It’s time to tidy up.
Get Cheeky to wave and say Bye-bye! Encourage the
children to wave and say Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
9 for the tapescript.)
Extra activities
1 Trace and colour Little Red Riding Hood
(Photocopiable worksheet, p225)
• Say Who’s this? Encourage the children to say Little
Red Riding Hood. Hold up a pencil and say Draw
the hood. Demonstrate this by tracing the outline of
the hood with your finger. Encourage the children to
complete the hood.
• Now say What colour is her hood? Encourage the
children to say red. Say Colour Little Red Riding
Hood and encourage the children to colour her hood.
2 Play Lucky dip! with the body
• Put the eyes, ears, teeth and hands flashcards in a
bag. Choose a child to play the game using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Offer the bag to the child. Encourage them to
take out one of the flashcards and show it to the class.
Say What’s this? Encourage the child to say (teeth). If
the child answers correctly, say That’s right! (Teeth)!
Play the game with other children and repeat until all
the flashcards have been revealed.
3 Play Cheeky says … with the body
• Put on the puppet. Get Cheeky to whisper in your ear.
Say Cheeky says … wave your hands. Demonstrate
the action and encourage the children to join in.
Repeat with blink your eyes, wiggle your ears and
show your teeth. When the children are confident,
speed up the instructions.
2/5/09 8:19:53 PM
 Unit 6 Little Red Riding Hood Lesson 2

Lesson focus: Listening to the story for the first time

Focus Language: ears, eyes, teeth, hands  Recycled: Granny, cakes, red, brown, Hello, Bye-bye
Main receptive language: It’s story time, Little Red Riding Hood, She’s taking …, What a lovely day! There’s a
wolf, Where are you going? To see my granny, I like cakes, Granny is in bed/trouble, Help! The big bad wolf pushes
Granny into the wardrobe, Hello, dear! What big (eyes) you’ve got! see, hear, catch, eat, Watch out! There’s a wolf
about, Granny jumps out …, saves, runs away, I love you, bed, What colour is the wolf? It’s time to tidy up
Classroom language: Stand up, Turn around, Clap your hands, Close your eyes, Show your (hands), Touch your
ears, Make a circle, Sit down, Sleep, Well done! Let’s listen …, Look! Point to …, Show me …, Where do the (eyes)
go? Stick on …, Colour …, Tidy the tables
Main activities:
• Sing The hello song 3
• Do Cheeky’s jungle gym
• Listen to the Little Red Riding Hood story
• Do the worksheet
• Sing The bye-bye song 3
Materials: CD, puppet, ears, eyes, teeth and hands flashcards, Unit 6 Story cards, Pupil’s Books, brown crayons, Unit
6 stickers

Circle time • Play the CD. Do the actions and encourage the
children to join in.
1 Sing The hello song 3 (CD2 track 1)
• Organise the children into a circle. Put on the Cheeky
Cheeky’s jungle gym
puppet behind your back without the class noticing. Stand up. 1, 2, 3.
Encourage the children to say Hello! several times Turn around. 1, 2, 3.
before you reveal Cheeky. Clap your hands. 1, 2, 3.
• Get Cheeky to wave and say Hello, children!
Close your eyes.
Encourage the children to wave and say Hello,
Show your hands.
Cheeky!
Touch your ears.
• Play the CD. Sing the song and do the actions.
Show your teeth.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity Make a circle.
1 for the tapescript.) Sit down. 1, 2, 3.
Sleep. 1, 2, 3.
2 Do Cheeky’s jungle gym (CD2 track 17)
• Make sure the children are sitting down and that they • If the children get overexcited, use the Calm down
have enough room to move freely. chant to get their attention. (See Teacher talk, pages
15–16.)

123

CheekyTN2-01-248.indd 123 2/5/09 8:19:56 PM

 3 Play No, Cheeky! with the body
• Put on the Cheeky puppet. Get Cheeky to point to your
teeth and say hands. Encourage the children to say No,
Cheeky! Repeat with eyes, ears and hands.
• Then get Cheeky to point to your teeth and say teeth.
Nod your head and say Well done! Teeth! Repeat with
eyes, ears and hands.
4 Play The face game
• Shuffle the ears, eyes, teeth and hands flashcards.
Choose a child to play the game using the One
banana, two banana chant. (See Teacher talk, pages
15–16.)
• Encourage the child to choose a flashcard and then
point to the body part on their own face.
• Encourage the other children to guess (ears).
• Repeat the game with other children and the other
flashcards.
If you are short of time, you can leave out Activity 4.
Story time
5 Say The story time chant (CD1 track 14)
• Say It’s story time and open the palms of your hands
as if opening a book. Say the chant and do the actions.
Encourage the children to join in. (See Teacher talk,
pages 15–16.)
6 Listen to the Little Red Riding Hood story
(CD2 track 18, Unit 6 Story cards)
• Say Let’s listen to the story. Read the story aloud or
play the CD. Show the Story cards and do the actions.
Encourage the children to listen and to look at the
pictures.
Little Red Riding Hood
Story card 1
Narrator: This is Little Red Riding Hood. (Point
to Little RRH.)
She’s taking some cakes to her granny.
(Point to the cakes.)
Little RRH: La,la,la,la, la!
What a lovely day!
Narrator: Oh, no! (Pull a surprised face.) Look!
There’s a wolf! (Point to the wolf.)
Wolf: Hello. (Wave.) Where are you going?
(Raise your arms questioningly.)
Little RRH: To see my granny. (Smile.)
Wolf: What’s that? (Raise your arms
questioningly.)
Little RRH: Cakes for my granny. (Point to the
cakes.)
Wolf: I like cakes! (Rub your tummy and
smile.)
124
CheekyTN2-01-248.indd 124
Story card 2
Narrator: The wolf runs to Granny’s house. (Mime
running.) Granny is in bed. (Mime
sleeping.)
Story card 3
Narrator: Oh, no! Granny is in trouble. (Point to
Granny.)
Granny: Aaargh! Help, help! (Put your hands to
your face in horror.)
Narrator: The big, bad wolf pushes Granny into
the wardrobe and closes the door. (Mime
closing a door.)
Story card 4
Little RRH: Hello, Granny! (Mime opening a door.)
Story card 5
Wolf: Hello, dear!
Little RRH: Oh! What big eyes you’ve got, Granny!
(Point to the eyes.)
Wolf: Big eyes to see you with! (Open your
eyes wide.)
Little RRH: What big ears you’ve got! (Point to the
ears.)
Wolf: Big ears to hear you with! (Cup your
hand behind your ear.)
Story card 5
Little RRH: What big hands you’ve got, Granny!
(Point to the hands.)
Wolf: Big hands to catch you with! (Mime
catching someone.)
Little RRH: And what big teeth you’ve got! (Point
to the teeth.)
Wolf: Big teeth to eat you with! (Open your
mouth and show your teeth.)
Story card 6
Watch out, watch out! (Using your thumb and
forefinger, make circles around both eyes.)
There’s a wolf about. (Look around.)
Watch out, watch out! (Using your thumb and
forefinger, make circles around both eyes.)
There’s a wolf about. (Look around.)
With big, big eyes. (Touch your eyes and open them
wide.)
To see you with. (Mime looking.)
And big, big ears (Touch your ears.)
To hear you with. (Cup your hand behind your ear.)
With big, big hands
To catch you with. (Hold your hands out like claws.)
And big, big teeth
To eat you with! (Open your mouth and show your
teeth.)
2/5/09 8:19:58 PM
 Watch out, watch out! (Make circles around both 9 Sing The Bye-bye song 3 (CD2 track 4)
your eyes.) • Put on the Cheeky puppet. Say It’s time to tidy up.
There’s a wolf about. (Look around.) Get Cheeky to wave and say Bye-bye! Encourage the
Watch out, watch out! (Make circles around both children to wave and say Bye-bye! to Cheeky.
your eyes.) • Play the CD. Sing the song and do the actions.
There’s a wolf about. (Look around.) Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
Little RRH: Aaargh! Help, help! (Wave hands in 9 for the tapescript.)
the air.)
Extra activities
Story card 7
Narrator: Granny jumps out of the wardrobe and
1 Play Who’s the wolf?
saves Little Red Riding Hood. (Mime
• Organise the children into a circle. Walk around the
opening door and jumping.)
circle and tap one child on the back. Say You are the
Little RRH: Granny! (Point to Granny.)
wolf. Encourage the child to stand up and walk quickly
Wolf: Help, help! I’m sorry!
behind you, miming being the wolf and trying to catch
Narrator: The wolf runs away. (Mime running.)
you. Explain that they have to try to get back to their
Little Red Riding Hood is very happy.
place before you do. If they do, you walk round again
(Throw your hands in the air.)
and choose another child. If they don’t, you sit in
Little RRH: I love you Granny! (Mime hugging and
the circle and the child now walks around the circle,
blow a kiss.)
choosing another child to be the wolf.
Granny: And I love you too, dear!
2 Play Pass the flashcards with the body
Transition time • Hand out the ears, eyes, teeth and hands flashcards
face down. Tell the children they must not look at
7 Say Transition chant 3 (CD3 track 3) them. Play some music from the CD. Encourage the
• Put your finger to your lips and say Shh! Be very children to pass the flashcards around the circle. Stop
quiet! Say the chant and do the actions while leading the music. Encourage one of the children holding a
the children to their tables. Encourage them to join in. flashcard to reveal it. Say What’s this? Encourage
(See Teacher talk, pages 15–16.) the child to say (ears). If they respond correctly, lay
the flashcard in the circle and say Well done!
It’s (ears)! Repeat with eyes, teeth and hands.
Table time
3 Sing the karaoke version of The wolf is in
8 Stick on the body and colour the wolf
the wood today (CD2 track 16)
(Pupil’s Book p66 and p67, Unit 6 stickers) • Say Let’s sing The wolf is in the wood today. Play the
• Hand out the stickers, brown crayons and the Pupil’s CD. Sing the song and do the actions. Encourage the
Books or the individual worksheets. children to join in. (See Lesson 1 Activity 5 for the
• Say Look the wolf is in Granny’s bed. Say Point to tapescript.)
the wolf’s eyes. Encourage the children to point to the
eyes. Repeat with ears, hands and teeth.
• Hold up the stickers and say Show me the eyes.
Encourage the children to peel off the eyes sticker and
hold it up in the air. Say Where do the eyes go? and
encourage the children to point to the missing eyes.
Say Stick on the eyes and encourage the children to
put the eyes sticker in place.
• Say Stick on the ears, hands and teeth. Encourage
the children to stick on the body.
• Say What colour is the wolf? Encourage the children
to say brown. Hold up a brown crayon and say Colour
the wolf. Demonstrate this by pretending to colour it
in. Encourage the children to colour the wolf.

125

CheekyTN2-01-248.indd 125 2/5/09 8:20:00 PM

CheekyTN2-01-248.indd 126 2/5/09 8:20:01 PM
 Unit 6 Little Red Riding Hood Lesson 3
Lesson focus: Listening to the story song again
Focus language: legs, arms  Recycled: ears, eyes, teeth,
hands, Hello, Bye-bye
Main receptive language: The wolf is in the wood
today, What a big surprise! Look at his big (eyes), Who
is it? Watch out! There’s a wolf about. With big, big
(eyes) to see/hear/eat/catch you with, What are these?
It’s time to tidy up
Classroom language: Let’s sing …, Cheeky says touch
your (legs), Look! Be very quiet! Match …, Tidy the
tables
Main activities:
• Sing The hello song 3
• Sing The wolf is in the wood today
• Re-introduce legs and arms
• Sing the Story song
• Do the worksheet
• Sing The bye-bye song 3
Materials: CD, puppet, ears, eyes, teeth, hands, legs
and arms flashcards, Story card 3, Pupil’s Books,
pencils
Getting ready: Bring in a scarf to use as a blindfold.
Circle time
1 Sing The hello song 3 (CD2 track 1)
• Organise the children into a circle. Put on the Cheeky
puppet behind your back without the class noticing.
Encourage the children to say Hello! several times
before you reveal Cheeky.
• Get Cheeky to wave and say Hello, children!
Encourage the children to wave and say Hello,
Cheeky!
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
1 for the tapescript.)
CheekyTN2-01-248.indd 127
2 Sing The wolf is in the wood today with
flashcards (CD2 track 15)
• Stick the ears, eyes, teeth and hands flashcards on
different walls of the classroom.
• Say Let’s sing The wolf is in the wood today. Play
the CD. Sing the song, do the actions and point to the
flashcards. Encourage the children to join in. (See
Lesson 1 Activity 5.)
3 Re-introduce legs and arms
• Hold up the legs flashcard and say legs. Repeat with
arms.
• Put on the Cheeky puppet. Point to Cheeky’s legs and
say legs. Encourage the children to join in. Repeat
with arms.
• Say Cheeky says touch your legs and encourage
the children to touch their legs. Repeat with arms.
Alternate between legs and arms until the children
are confident.
4 Play Cheeky’s whisper with the body
• Organise the children into a circle. Shuffle the ears,
eyes, teeth, hands, legs and arms flashcards. Lay them
face up in the circle. Put on the Cheeky puppet.
• Tell the children that Cheeky wants to share a secret
with them. Get Cheeky to whisper arms to a child.
• Tell the child to pass the whisper on. Continue until
reaching the last child in the circle. Encourage them to
pick up the arms flashcard. Play the game with other
children and repeat with the remaining flashcards.
5 Play The blindfold game
• Choose four children to play the game using the One
banana, two banana chant. (See Teacher talk, pages
15–16.) Blindfold one of the children. Encourage them
to feel the legs of the other three children. Say Who is
it? and encourage them to guess.
• Play the game with other children and repeat with
arms, ears and hands.
If you are short of time, you can leave out Activity 5.
6 Sing the Story song (CD2 track 19)
• Show Story card 3. Say Look! The wolf. Point to the
wolf’s ears and say ears. Repeat with eyes, teeth,
hands, legs and arms.
• Say Let’s sing the story song. Play the CD. Sing the
song and do the actions. Encourage the children to join
in.
127
2/5/09 8:20:03 PM
 Story song
Watch out, watch out! (Using your thumb and
forefinger, make circles around both eyes.)
There’s a wolf about. (Look around.)
Watch out, watch out! (Using your thumb and
forefinger, make circles around both eyes.)
There’s a wolf about. (Look around.)
With big, big eyes (Touch your eyes and open them
wide.)
To see you with. (Mime looking.)
And big, big ears (Touch your ears.)
To hear you with. (Cup your hand behind your ear.)
With big, big hands
To catch you with. (Hold your hands out like claws.)
And big, big teeth
To EAT you with! (Open your mouth and show your
teeth.)
Watch out, watch out! (Make circles around both
your eyes.)
There’s a wolf about. (Look around.)
Watch out, watch out! (Make circles around both
your eyes.)
There’s a wolf about. (Look around.)
Transition time
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
9 for the tapescript.)
Extra activities
1 Listen to the Little Red Riding Hood story
and show the mini cards (Photocopiable
worksheet, p226, CD2 track 18)
• In advance, photocopy and cut out a set of mini cards
for every child. Hand them out. Read the story aloud
or play the CD. Show the Story cards and do the
actions. (Use the story activity in Lesson 2 as a guide.)
Encourage the children to listen, look at the pictures
and show their mini cards. (See Lesson 2 Activity 6
for the tapescript.)
2 Sing The wolf is in the wood today with
mini cards (CD2 track 15)
• Get the children to lay out the mini cards on the table
in front of them. Say Let’s sing The wolf is in the
wood today. Play the CD. Sing the song and point
to the parts of the wolf as they appear in the song.
Encourage the children to join in. (See Lesson 1
Activity 5 for the tapescript.)

7 Say Transition chant 3 (CD2 track 3)
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)
3 Play The finger counting game
• Put both hands behind your back and decide on a
number. Say Guess the number. Count to three and
then hold up (six) fingers. The children do the same. If
they say the number correctly, say Well done! (Six.)
Play the game with other numbers.

Table time
8 Match the body to the characters (Pupil’s
Book p 69)
• Hand out the pencils and the Pupil’s Books or the
individual worksheets.
• Point to the legs and say What are these? Encourage
the children to say legs. Repeat with arms and ears.
• Point to Granny and say Who’s this? Encourage the
children to say Granny. Repeat with the wolf and
Little Red Riding Hood.
• Hold up a pencil and say Match the legs. Demonstrate
this by tracing a line with your finger from legs to
Little Red Riding Hood.
• Say Match the arms and the ears. Encourage the
children to match the body parts to the characters.

9 Sing The bye-bye song 3 (CD2 track 4)

• Put on the Cheeky puppet. Say It’s time to tidy up.
Get Cheeky to wave and say Bye-bye! Encourage the
children to wave and say Bye-bye! to Cheeky.

128

CheekyTN2-01-248.indd 128 2/5/09 8:20:06 PM

 Unit 6 Little Red Riding Hood Lesson 4
Lesson focus: Reviewing the core concept and story
Focus language: like/don’t like  Recycled: bananas,
sausages, tomatoes, milkshakes, apples, cake
Main receptive language: What’s this? What’s the
matter, Cheeky? I’m hungry, Thank you, Big bad
wolf, Looking for food, Who’s this? Where’s he going?
wardrobe, What are these? Does he like …?
Classroom language: Point to the …, Circle …, Tidy
the tables
Main activities:
• Sing The hello song 3
• Do Cheeky’s jungle gym
• Re-introduce like and don’t like
• Sing The hungry wolf
• Do the worksheet
• Sing The bye-bye song 3
Materials: CD, puppet, like, don’t like, bananas,
sausages, tomatoes, milkshakes, apples and cake
flashcards, Unit 6 Story cards, Pupil’s Books, pencils
Circle time
1 Sing The hello song 3 (CD2 track 1)
• Organise the children into a circle. Put on the Cheeky
puppet behind your back without the class noticing.
Encourage the children to say Hello! several times
before you reveal Cheeky. Get Cheeky to wave and say
Hello, children! Encourage the children to wave and
say Hello, Cheeky!
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
1 for the tapescript.)
2 Do Cheeky’s jungle gym (CD2 track 20)
• Make sure the children are sitting down and have
enough room to move freely.
• Play the CD. Encourage the children to do the actions.
CheekyTN2-01-248.indd 129
Cheeky’s jungle gym
Stand up. 1, 2, 3.
Turn around. 1, 2, 3.
Clap your hands. 1, 2, 3.
Close your eyes.
Show your hands.
Touch your ears.
Show your teeth.
Shake your arms.
Bend your legs.
Make a circle.
Sit down. 1, 2, 3.
Sleep. 1, 2, 3.
• If the children get overexcited, use the Calm down
chant. (See Teacher talk, pages 15–16.)
3 Play Flashcard fan with food
• Shuffle the bananas, sausages, tomatoes, milkshakes,
apples and cake flashcards. Fan the bananas flashcard
back and forth, giving the children a glimpse of it
and say What’s this? Encourage the children to say
bananas. Repeat with the other flashcards.
4 Re-introduce like and don’t like
• Put on the Cheeky puppet and bow his head. Say
What’s the matter, Cheeky? Get him to rub his
tummy and say I’m hungry. Offer him the bananas
flashcard and say bananas. Get Cheeky to nod his
head enthusiastically and say I like bananas. Thank
you. Mime eating and say Yum, yum!
• Offer him the sausages flashcard and say sausages.
Get Cheeky to shake his head and say No, thank you.
I don’t like sausages.
• Repeat with tomatoes, milkshakes, apples and cake.
• Hold up the like flashcard and say I like. Rub your
tummy and nod your head. Hold up the don’t like
flashcard and say I don’t like. Shake your head and pull
a face. Encourage the children to join in the actions.
5 Play The stand up/sit down game
• Stick the bananas, sausages, tomatoes, milkshakes,
apples and cake flashcards on the classroom walls.
Point to bananas and say I like bananas. Rub your
tummy and smile. Encourage the children to stand up
if they also like bananas but to remain sitting if they
don’t. Repeat with the other flashcards.
If you are short of time, you can leave out Activity 5.
6 Sing The hungry wolf (CD2 track 21)
• Say Let’s sing The hungry wolf. Play the CD. Sing the
song and do the actions.
129
2/5/09 8:20:09 PM
 The hungry wolf
I’m a hungry, hungry (Rub your tummy.)
Big bad wolf, (Mime wolf’s ears.)
Looking, looking, (Mime looking.)
Looking for food. (Mime eating.)
I like bananas
And sausages, too. (Nod your head.)
But I don’t like Granny, (Shake your head.)
I like you! (Point to the children.)
I’m a hungry, hungry (Rub your tummy)
Big bad wolf (Mime wolf’s ears.)
Looking, looking, (Mime looking.)
Looking for food. (Mime eating.)
I like tomatoes
And milkshakes, too. (Nod your head.)
But I don’t like Granny, (Shake your head.)
I like you! (Point to the children.)
Story time
7 Say The story time chant (CD1 track 14)
• See Lesson 2 Activity 5.
8 Review the Little Red Riding Hood story
(Unit 6 Story cards)
• Show Story card 1. Point to Little Red Riding Hood
and say Who’s this? Encourage the children to say
Little Red Riding Hood. Repeat with the wolf.
• Show Story card 2. Say Look! It’s the wolf. Where’s
he going? Encourage the children to say Granny’s
house and to point to Granny.
• Show Story card 3. Say Look! Who’s in the
wardrobe? Encourage the children to say Granny.
• Show Story card 4. Point to the cakes and say What
are these? Encourage the children to say cakes.
Repeat with Granny’s house and door.
• Show Story card 5. Say Look! The wolf is in Granny’s
bed. Point to the ears. Encourage the children to say
ears. Repeat with eyes.
• Show Story card 6. Point to the hands and say What
are these? Encourage the children to say hands.
Repeat with teeth.
• Show Story card 7. Say Who is it? Encourage the
children to say Granny. Say Yes, Granny saves Little
Red Riding Hood and the wolf runs away.
9 Listen to the Little Red Riding Hood story
(CD2 track 18, Unit 6 Story cards, Pupil’s
Book p65, p66 & p67)
• Hand out the Pupil’s Books or the individual
worksheets. Say Let’s listen to the story. Read the
story aloud, pausing for the children to say ears, eyes,
hand and teeth. Show the Story cards and do the
actions. Encourage the children to follow the story on
their worksheets.
130
CheekyTN2-01-248.indd 130
• Sing the Story song and do the actions. Encourage the
children to join in. (You may choose to play the CD
instead of reading the story aloud.)
Transition time
10 Say Transition chant 3 (CD2 track 3)
• See Lesson 3 Activity 7.
Table time
11 Circle the food that the wolf likes (CD2
track 21, Pupil’s Book p71)
• Hand out the pencils and the Pupil’s Books or the
individual worksheets.
• Say Point to the bananas and encourage the children
to point to the bananas. Repeat with milkshakes,
cakes, sausages, tomatoes and apples.
• Point to the wolf and say He’s hungry. Find out if they
can remember what food he likes. Say Does he like
tomatoes? Does he like sausages? Say Let’s listen to
The hungry wolf. Play the CD and stop after bananas.
• Hold up a pencil and say Does he like bananas?
Encourage the children to say Yes! Say Circle the
bananas. Demonstrate by tracing a circle round
bananas with your finger. Repeat with sausages,
tomatoes and milkshakes.
12 Sing The bye-bye song 3 (CD2 track 4)
• See Lesson 3 Activity 9.
Extra activities
1 Play Cheeky’s echo with food
• Put on the Cheeky puppet. Get Cheeky to shout cake.
Repeat cake three times, reducing the volume each
time to imitate an echo. Encourage the children to join
in. Repeat with different food.
2 Play The like/don’t like game
• Hold up the milkshakes flashcard. Nod your head and
say I like milkshakes. Encourage the children to join
in. Hold up the tomatoes flashcard. Shake your head
and say I don’t like tomatoes. Hold up the apples
flashcard and nod your head without saying anything.
Encourage the children to say I like apples. Repeat
with different food flashcards, alternating between
shaking your head or nodding.
3 Draw food you like and don’t like
• Hand out a sheet of paper to every child. Say Draw
food you like. Demonstrate by drawing an apple on
the board. Say I like apples. Encourage the children
to draw a food they like. Repeat with a food they don’t
like. Encourage the children to show their pictures to
the class and say I like/don’t like (cake).
2/5/09 8:20:11 PM
 Unit 6 Little Red Riding Hood Lesson 5
Lesson focus: Working with colours and numbers
Focus language: one-ten, yellow, blue, red, pink,
orange, green, brown, purple  Recycled: tiger,
crocodile, elephant, bird, monkey, lion, snake
Main receptive language: What’s in the bag? What’s
this? That’s right! What am I? What colour is this?
wolves, hiding, Along comes Granny and catches one
wolf, only, How many wolves are there? It’s time to tidy
up
Classroom language: Well done! Find …, Let’s sing …,
Point to …, Write …, Tidy the tables
Main activities:
• Sing The hello song 3
• Sing Ten big wolves
• Do the worksheet
• Sing The bye-bye song 3
Materials: CD, puppet, play mat, one–ten, red,
yellow, blue, green, orange, pink, brown, purple,
tiger, crocodile, elephant, bird, Rory, Cheeky, snake
flashcards, Pupil’s Books, pencils
Getting ready: Lay out the play mat in the circle time
area. Put the tiger, elephant, crocodile, bird, Rory and
snake flashcards in a bag.
Circle time
1 Sing The hello song 3 (CD2 track 1)
• Organise the children into a circle. Put on the Cheeky
puppet behind your back without the class noticing.
Encourage the children to say Hello! several times
before you reveal Cheeky. Get Cheeky to wave and say
Hello, children! Encourage the children to wave and
say Hello, Cheeky!
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
1 for the tapescript.)
CheekyTN2-01-248.indd 131
2 Play Monkey, look! with animals (CD2
track 46)
• Put on the Cheeky puppet. Get Cheeky to shake the
bag. Say What’s in the bag? and get Cheeky to look
inside.
• Say the chant and do the actions. Encourage the
children to join in. (See Teacher talk, pages 15–16.)
• Get Cheeky to slowly reveal the tiger flashcard. Say
Look! What’s this? Encourage the children to say
tiger. If a child answers correctly, say That’s right!
Tiger! Play the game with other children and repeat
with crocodile, elephant, bird, lion, monkey and
snake.
If you are short of time, you can leave out Activity 2.
3 Play What am I?
• Lay the animal flashcards face down in the circle.
Hold up the one–six flashcards and lay one on top of
each animal flashcard face up. Count from one to six
as you do so and encourage the children to join in.
• Choose a child to play the game using the One
banana, two banana chant. (See Teacher talk, pages
15–16.) Encourage the child to say a number. Take a
look at the flashcard underneath. Mime it for the class
and say What am I? Encourage the children to guess
(elephant). If a child guesses correctly, say Well done!
Elephant! and show the flashcard.
• Play the game with other children until all the
numbers have been chosen.
4 Sing The numbers song (CD1 track 57)
• Say Let’s sing the numbers song. Sing the song and
do the actions. Encourage the children to join in. (See
Unit 4 Lesson 5 Activity 6 for the tapescript.)
5 Play Find purple on the play mat
• Show the purple flashcard and say What colour is
this? Encourage the children to say purple.
• Choose five children to play the game using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Say Find five purple things. Count to five
on your fingers and say One, two, three, four, five.
Encourage the children to join in.
• Encourage the first child to touch something purple
on the play mat. If they respond correctly, say That’s
right! It’s a purple …! Do the activity with the other
children and repeat with two, three, four and five.
Point and count the items again with the children.
6 Play Find the colours on the play mat
• Show the brown flashcard and say What colour is
this? Encourage the children to say brown. Then show
131
2/5/09 8:20:14 PM
 the green flashcard and say What colour is this?
Encourage the children to say green. Repeat with red,
yellow, blue, pink, orange and purple.
• Choose a child to play the game using The one
banana, two banana chant. (See Teacher talk, pages
15–16.) Say Find something brown.
• Encourage the child to point to something brown on
the play mat. If they respond correctly, say That’s
right! It’s a brown …!
• Do the activity again with different children and the
other colours.
7 Sing Ten big wolves (CD2 track 23)
• Show the ten flashcard and say How many? Encourage
the children to count to ten.
• Say Let’s sing Ten big wolves. Play the CD. Sing the
song and do the actions. Encourage the children to join
in.
Ten big wolves
Ten big wolves (Hold up ten fingers.)
Hiding in the wood. (Mime hiding.)
Ten big wolves (Hold up ten fingers.)
Hiding in the wood. (Mime hiding.)
Along comes Granny
And catches one wolf. (Hold up one finger.)
Only nine big wolves hiding in the wood. (Hold up
nine fingers.)
Nine big wolves (Hold up nine fingers.)
Hiding in the wood. (Mime hiding.)
Nine big wolves (Hold up nine fingers.)
Hiding in the wood. (Mime hiding.)
Along comes Granny
And catches one wolf. (Hold up one finger.)
Only eight big wolves hiding in the wood. (Hold up
eight fingers.)
Eight big wolves (Hold up eight fingers.)
Hiding in the wood. (Mime hiding.)
Eight big wolves (Hold up eight fingers.)
Hiding in the wood. (Mime hiding.)
Along comes Granny
And catches one wolf. (Hold up one finger.)
Only seven big wolves hiding in the wood. (Hold up
seven fingers.)
Seven big wolves (Hold up seven fingers.)
Hiding in the wood. (Mime hiding.)
Seven big wolves (Hold up seven fingers.)
Hiding in the wood. (Mime hiding.)
Along comes Granny
And catches one wolf. (Hold up one finger.)
Only six big wolves hiding in the wood. (Hold up six
fingers.)
132
CheekyTN2-01-248.indd 132
Transition time
8 Say Transition chant 3 (CD2 track 3)
• See Lesson 3 Activity 7.
Table time
9 Count the wolves and trace the numbers
(Pupil’s Book p73)
• Hand out the pencils and the Pupil’s Books or the
individual worksheets.
• Say How many wolves are there? Count them aloud
with the children. Say There are ten wolves. Say Point
to number ten. Encourage the children to point to the
number 10.
• Hold up a pencil and say Write the numbers.
Demonstrate this by tracing the first number with your
finger. Encourage the children to trace the numbers.
10 Sing The bye-bye song 3 (CD2 track 4)
• See Lesson 3 Activity 9.
Extra activities
1 Circle what’s different (Photocopiable
worksheet, p227)
• Hand out the pencils and the photocopiable
worksheets. Point to the first row and explain
that the children must point to what’s different.
Encourage them to point to the milkshake. Say Circle
the milkshake and encourage them to circle the
milkshake. Say Circle what’s different in each row
and encourage the children to circle what’s different.
2 Play Number flashcard line up
• Choose ten children to play the game using the One
banana, two banana chant. (See Teacher talk, pages
15–16.) Hand out a number flashcard to each child.
Encourage them to stand in a line facing the rest of the
class. They should hold the flashcard so the number
is not showing. One by one the children show their
flashcards. The rest of the class have to re-order the
children so that they are in correct numerical order.
When they have finished, encourage all the children to
say the numbers in turn.
3 Play I spy on the play mat with the colours
• Organise the children into a circle around the play
mat. Put on the Cheeky puppet. Point to your eye
and say I spy (a pink …). Encourage the children to
touch the (pink …) on the play mat. If a child responds
correctly, say (A pink …!) Well done! Repeat with
yellow, blue, red, green, brown, orange and purple.
2/5/09 8:20:17 PM
 Unit 6 Little Red Riding Hood Lesson 6
Lesson focus: Performing the story with the Press out
Focus language: ears, eyes, teeth, hands, arms, legs
Recycled: Hello, Bye-bye
Main receptive language: Ten big wolves, hiding,
Along comes Granny and catches one wolf, Cheeky
says …, It’s time to tidy up
Classroom language: Touch your (eyes), Shake your
…, Close your eyes, Point to …, Let’s sing …, Be very
quiet! Tidy the tables
Main activities:
• Sing The hello song 3
• Do Cheeky’s jungle gym
• Make the Press out
• Listen to the Little Red Riding Hood story
• Sing The bye-bye song 3
Materials: CD, puppet, ears, eyes, teeth, hands, legs
and arms flashcards, Press out Unit 6, Unit 6 Story
cards
Circle time
1 Sing The hello song 3 (CD2 track 1)
• Organise the children into a circle. Put on the Cheeky
puppet behind your back without the class noticing.
Encourage the children to say Hello! several times
before you reveal Cheeky.
• Get Cheeky to wave and say Hello, children!
Encourage the children to wave and say Hello,
Cheeky!
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
1 for the tapescript.)
2 Do Cheeky’s jungle gym (CD2 track 20)
• Make sure the children are sitting down and have
enough room to move freely.
CheekyTN2-01-248.indd 133
• Play the CD. Encourage the children to do the actions.
(See Lesson 4 Activity 2 for the tapescript.)
• If the children get overexcited, use the Calm down
chant to get their attention. (See Teacher talk, pages
15–16.)
3 Play Cheeky says … please with the body
• Organise the children into a circle and put on the
Cheeky puppet. (Play the game as you would play the
traditional game Simon says.) Say Cheeky says touch
your eyes, please and touch your eyes. Encourage the
children to join in. Repeat with ears, teeth, hands, legs
and arms.
• Explain that when you say Cheeky says they should
do the action but that if you simply say Touch your
eyes they shouldn’t do the action. Demonstrate this
by saying Touch your eyes. Shake your head at
any children who are touching their eyes but don’t
eliminate them. Repeat with ears, teeth, hands, legs
and arms.
• Alternate between giving the instructions with and
without Cheeky says … please. (You may choose to
vary the instructions by saying Shake your legs, Wave
your hands, Close your eyes, etc.)
4 Sing Ten big wolves (CD2 track 23)
• Choose eleven children to do the activity using the
One banana, two banana chant. (See Teacher talk,
pages 15–16.) Encourage ten children to stand in a line
and be the wolves. The other child walks behind them
in time to the music and catches them by tapping one
of them on the shoulder in each verse. That child then
sits down.
• Say Let’s sing Ten big wolves. Play the CD. Sing the
song and do the actions. Encourage the children who
are not acting out the song to join in. (See Lesson 5
Activity 7 for the tapescript.)
Transition time
5 Say Transition chant 3 (CD2 track 3)
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)
Table time
6 Make a wolf Press out (Press out Unit 6)
• Hand out the Press outs. Demonstrate how to remove
the Press out and put your fingers through the holes to
make a puppet. Encourage the children to copy.
133
2/5/09 8:20:20 PM
 • Say Hello, wolf! And encourage the children to
join in.
• Say Point to the wolf’s ears and encourage the
children to point to the ears. Repeat with eyes, teeth
and hands.
Story time
7 Say The story time chant (CD1 track 14)
• Say It’s story time and open the palms of your hands
as if opening a book. Say the chant and do the actions.
Encourage the children to join in. (See Teacher talk,
pages 15–16.)
8 Listen to the Little Red Riding Hood story
(CD2 track 18, Unit 6 Story cards, Press out
Unit 6)
• Say Let’s listen to the story. Read the story aloud or
play the CD. Show the Story cards and do the actions.
Encourage the children to listen and to look at the
pictures.
• Encourage the children to point to the ears, eyes, teeth
and hands on the Press out as they listen to the story.
• Sing the Story song and do the actions. Encourage the
children to join in. (See Lesson 2 Activity 6 for the
tapescript.)
Extra activities
1 Play Pictionary with the body
• Slowly draw a hand on the board, stopping at intervals
to say What’s this? Encourage the children to say
hand. If the children guess correctly, say That’s right!
Hand! Repeat with eye, ear, teeth, arm, leg, feet,
fingers and toes.
2 Play Swapping places with animals, food
and clothes
• Organise the children into a circle. Shuffle the animal,
food and clothes flashcards then hand them out. Say
animals and encourage all the children with animal
flashcards to stand up and swap places. Repeat with
food and clothes. Alternate between them until the
children are confident.
3 Sing the karaoke version of The hungry
wolf (CD2 track 22)
• Say Let’s sing The hungry wolf. Play the CD. Sing the
song and do the actions. Encourage the children to join
in. (See Lesson 4 Activity 6 for the tapescript.)

9 Sing The bye-bye song 3 (CD2 track 4)

• Put on the Cheeky puppet. Say It’s time to tidy up.
Get Cheeky to wave and say Bye-bye! Encourage the
children to wave and say Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
9 for the tapescript.)

134

CheekyTN2-01-248.indd 134 2/5/09 8:20:22 PM

 Unit 6 Little Red Riding Hood Lesson 7
Lesson focus: Consolidating unit songs and new
language
Focus language: ears, eyes, hands, teeth, arms, legs
Recycled: yellow, blue, red, pink, orange, green,
brown, purple
Main receptive language: Let’s be detectives! What’s
on the mat today? Put up your hand to play, Find …,
Hip, hip, hooray! It’s time to tidy up
Classroom language: Point to something …, Do you
remember? What’s your favourite song? Put your
hands up for …, Who’s this? What’s this? Draw,
Colour, Well done! Very good! Excellent! Tidy the
tables
Main activities:
• Sing The bye-bye song 3
• Play What’s on the mat today?
• Sing our favourite song
• Do the worksheet
• Sing The bye-bye song 3
Materials: CD, puppet, play mat, ears, eyes, hands,
teeth, arms and legs flashcards, Pupil’s Books, pencils,
brown crayons, Cheeky award stickers
Getting ready: Lay out the play mat in the circle time
area.
Circle time
1 Sing The hello song 3 (CD2 track 1)
• Organise the children into a circle. Put on the Cheeky
puppet behind your back without the class noticing.
Encourage the children to say Hello! several times
before you reveal Cheeky.
• Get Cheeky to wave and say Hello children!
Encourage the children to wave and say Hello, Cheeky!
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
1 for the tapescript.)
CheekyTN2-01-248.indd 135
2 Play Pass the puppet round the play mat
• Organise the children to sit in a circle around the play
mat.
• Give one child the Cheeky puppet. Play some music
from the CD and encourage the children to pass
Cheeky around the circle.
• Stop the CD. Say Point to something orange and
encourage the child holding Cheeky to point to
something orange on the play mat.
• Play the game again and repeat with yellow, blue, red,
pink, green, brown and purple.
3 Play What’s on the mat today? (CD2
track 24)
• Put the boots, crocodile, sausages and kitchen
flashcards in a pile face down in front of you. Say
Let’s be detectives! and mime looking through a
magnifying glass. Say the chant and do the actions.
Encourage the children to join in.
What’s on the mat today?
What’s on the mat today? (Mime looking through a
magnifying glass.)
What’s on the mat today? (Mime looking through a
magnifying glass.)
Put up your hand to play! (Put your hand up.)
Find boots. (Show the boots flashcard.)
Find boots. (Show the boots flashcard.)
Find boots on the mat today. (Point to the play mat.)
Point and say. (Point. Mime speaking with your hand.)
Hip, hip, hooray! (Throw your arms into the air with
excitement.)
• Pause the CD. Choose a child to point to boots on the
play mat. Encourage them to say boots. If they respond
correctly, encourage the other children to clap. Do the
activity with other children and repeat with crocodile,
sausages and kitchen.
Find a crocodile. (Show the crocodile flashcard.)
Find a crocodile. (Show the crocodile flashcard.)
Find a crocodile on the mat today. (Point to the play
mat.)
Point and say. (Point. Mime speaking with your hand.)
Hip, hip, hooray! (Throw your arms into the air with
excitement.)
Find sausages. (Show the sausages flashcard.)
Find sausages. (Show the sausages flashcard)
Find sausages on the mat today. (Point to the play mat.)
Point and say. (Point. Mime speaking with your
hand.)
Hip, hip, hooray! (Throw your arms into the air with
excitement.)
135
2/5/09 8:20:24 PM
 Find the kitchen. (Show the kitchen flashcard.)
Find the kitchen. (Show the kitchen flashcard)
Find the kitchen on the mat today. (Point to the play
mat.)
Point and say. (Point. Mime speaking with your hand.)
Hip, hip, hooray! (Throw your arms into the air with
excitement.)
4 Sing our favourite song
• Ask the children if they remember all the songs from
Unit 6. Play the beginning of The wolf is in the wood
today. Say Do you remember The wolf is in the wood
today? Encourage the children to sing any words or
phrases they remember. Repeat with Story song, The
hungry wolf and Ten big wolves.
• Say What’s your favourite song? Tell the children
they must decide what their favourite song from Unit 6
is. Say Put your hands up for The wolf is in the wood
today. Count the number of votes. Repeat with Story
song, The hungry wolf and Ten big wolves.
• Say Our favourite song is (The wolf is in the wood
today). Let’s sing (The wolf is in the wood today).
Play the CD. Sing the song and do the actions.
Encourage the children to join in.
5 Play Draw a face
• Start to draw a picture of a wolf’s head on the
board. Start with the ears and say What are these?
Encourage the children to say ears. Repeat with the
eyes, mouth and teeth.
• When you have finished say Who’s this? and
encourage the children to say wolf.
If you are short of time, you can leave out Activity 5.
Transition time
6 Say Transition chant 3 (CD2 track 3)
• Put your finger to your lips and say Shh! Be very
quiet! Say the chant and do the actions while leading
the children to their tables. Encourage them to join in.
(See Teacher talk, pages 15–16.)
Table time
7 Complete and colour the wolf’s face
(Pupil’s Book p75)
• Hand out the pencils, crayons and the Pupil’s Books or
the individual worksheets.
• Say Who’s this? Encourage the children to say the
wolf. Point to the ears and say What’s this? Encourage
the children to say ears. Repeat with eyes, mouth and
teeth.
• Hold up a pencil and say Draw the wolf’s face.
Demonstrate this by tracing the ear with your finger.
Encourage the children to draw the wolf’s face.
• Hold up a brown crayon and say Colour the wolf’s
136
CheekyTN2-01-248.indd 136
face. Demonstrate by pretending to colour it in.
Encourage the children to colour the wolf.
• Circulate and ask the children questions about their
work. Say What’s this?
• When they have finished, tell them to show their
pictures to the class. Encourage them to say This is
my wolf.
8 Hand out Cheeky award stickers
• Praise the children for their good work by saying Well
done! Very good! or Excellent! and put a Cheeky
award sticker on their worksheets. (You may choose
to ask the children to stick on the award stickers
themselves.)
9 Sing The bye-bye song 3 (CD2 track 4)
• Put on the Cheeky puppet. Say It’s time to tidy up.
Get Cheeky to wave and say Bye-bye! Encourage the
children to wave and say Bye-bye! to Cheeky.
• Play the CD. Sing the song and do the actions.
Encourage the children to join in. Move Cheeky as if
he’s also singing along. (See Unit 5 Lesson 1 Activity
9 for the tapescript.)
See Multi-ROM for fun interactive activities
on this topic.
Extra activities
1 Act out the Little Red Riding Hood story
(CD2 track 18)
• Choose three children using The one banana, two
banana chant. (See Teacher talk, pages 15–16.) Give
them each a role from the story, either Little Red
Riding Hood, the wolf or Granny. You play the part of
the narrator. Play the CD. Encourage the children to
act out the story. (Use the story activity in Lesson 2 as
a guide.) Encourage the other children to join in with
the Story song.
2 Do the flashcard dance
• Stick the flashcards from four categories on different
walls of the classroom, e.g. arms, kitchen, tomatoes
and crocodile. Play some music from the CD and tell
the children to dance freely in the middle. Stop the
music and say (arms). Encourage the children to stand
next to the (arms) flashcard. Play the CD again and
repeat with kitchen, tomatoes and crocodile.
3 Sing Ten big wolves using flashcards (CD2
track 23)
• Stick the six–ten flashcards on different walls of
the classroom. Say Let’s sing Ten big wolves. Sing
the song, do the actions and point to the flashcards.
Encourage the children to join in. (See Lesson 5
Activity 7 for the tapescript.)
2/5/09 8:20:27 PM