My First English Adventure Level 2

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Teacher’s Book
SO
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Mady Musiol
Magaly Villarroel
© Disney
00 EAKGB - Introduction global 11/24/04 2:36 PM Page 1
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Teacher’s Book
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Pearson Education Limited

Edinburgh Gate
Harlow
Essex CM20 2JE
England
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and Associated Companies throughout the world.
www.english-adventure.net
© Pearson Education Limited 2005
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Disney material © 2005 Disney Enterprises, Inc.
The Winnie the Pooh material © 2005 Disney Enterprises,

Inc. Based on the “Winnie the Pooh” works, by A. A. Milne
and E. H. Shephard
All rights reserved; no part of this publication

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may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording,
or otherwise without the prior written permission
of the Publishers.
First published 2005

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ISBN 0582 793718
Set in VAG Rounded Bold 12pt
Printed in Spain
Cover illustration by Fernando Guell.
Cover colour work by Ulkutay & Ulkutay
Cover layout: Confusión
Stories by Nilsa Pereyra
> > > > > INDEX MY FIRST ENGLISH ADVENTURE 2
COMPONENTS 4
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INTRODUCTION 8
SCOPE AND SEQUENCE 14
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TEACHING NOTES 17
HELLO! 18
UNIT 1 22
UNIT 2 36
PLAYTIME 50
AR UNIT 3
UNIT 4
PLAYTIME
UNIT 5
54
68
82
86
UNIT 6 100
PLAYTIME 114
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HALLOWEEN 118
CHRISTMAS 120
PARTY TIME 122
THE DISNEY FILMS 124
RESOURCE BANK 126

> Components
My First English Adventure is an PUPIL’S BOOK
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English course that covers the early The Pupil’s Book consists of six core units, three
learning stages of Pre-school consolidation units (Playtime) and three Festivals
education. The three levels Starter, 1 units (Halloween, Christmas, Party Time). Each
and 2 offer small children a first unit is based on different characters and
contact with the language. As their includes a wide range of colourful activities used
to present and practise the new vocabulary: TPR
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degree of development was taken
into account when writing the (Total Physical Response), activities to develop
material, each of the three levels can the gross and fine motor skills and hand-eye
be used as a starting point. The coordination, use of different materials and
children come into contact with the stickers, etc.
new language hand in hand with the
delightful Disney characters. Together,
they participate in games and
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activities, sing songs, recite chants, Draw and say.
listen to stories based on these same

characters and most of all, they have
fun while learning English.
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My First English Advent
Pupil’s Book
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ure Pupil’s Book 2
27
• Mady Musiol Magaly Villarro
say.
Count, stick and
Mady Musiol STICKERS

el
Magaly Villarroel
Stickers are useful tools that help develop the children’s
comprehension, observation and fine motor skills. The two sticker
pages include pictures representing some key words of the units, as
©
well as the Mickey Mouse stickers, used upon completing each unit.
4 My First English Adventure 2

> > > > > > > > > > > > > > for the child
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Activity
Book
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Mady M
usiol
Magaly
Villarroel
ACTIVITY BOOK (OPTIONAL)

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The Activity Book reinforces the basic language presented in the six core
units through games and activities. Children practise the vocabulary with the
help of observation games, pre-reading and pre-writing activities, problem-
solving activities (puzzles) and the interpretation of different codes. Use of the
Activity Book is optional but highly recommended.
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SONG CD (OPTIONAL)
The songs CD, which is also
available in cassette form,
contains all the songs and Songs &
Chants
CD CARDS
chants from My First English The full-colour pushout cards represent the key vocabulary of the core
Adventure 2 for the children to units. Children play different games with them at the end of each unit
enjoy in the classroom and at and in the Playtime consolidation units in order to reinforce what they
home. have learned.
My First English Adventure 2 5

> Components
1 M Y FA CE
LESSON 5
N –STEP
OBJECTIVES: He llo Mi
My First Englis
To present some
real-life ck ey !
(A TPR song to gre
fancy-dress
children wearing et the chil
costumes. To talk
about physical • Start the dren wit
h the pup Lis ten an
develop motor class wit pet.) d po int MY FA CE
characteristics. To song (R-2 h the pup
pet (An activity
skills through TPR activities. chorus and
). Encour
age the chil and the Welcom to presen
t children 1
wave to dre
Mickey. Lea n to join in the
e • Point to in fancy Go od by
sitting on dress.) e Mi ck ey
STEP–BY
the childre
h Adventure Pupil’
his box so ve the pup

LANGUAGE (REVIS
ION): class. he can par
ticipate in
pet children
in L1 tha
n in the
photo and (A TPR son
g to say
!
the way t they are tell the goodbye
mouth, nose, the going to
Hair, face, eyes, they look
. Use the hea • To end to Mickey
.)
arms, head, Ac tio n ga book to pre CD/cassett r about the class,
Teacher’s Book ears, body, legs, me different
sent the
listening e and you and encour play the
Goodbye
s. children . r age the chil
big, small. Colour (An activity listen! as they spe Point to the dren to sing song (R-3)
to consoli ak. Say:
unit.) date the Look and along.
vocabulary Ac tiv ity
RECEPTIVE LANG
UAGE: from the 7 Boy: Loo bo ok
ss and a
prince
• Do the k at my Circle
Look! A clown, a
following look at my nose,
yellow face my red nose.
s Book 2 • Mady
revise the activity wit

h the wh And
wizard. children
parts of
the face ole class . Ha, ha,
ha! • The aim
of this pag
into pairs and body. to Girl: Loo
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and Divide the k at my the differen e is
instruction
s. Demons ask them to follo My mo
uth is
hair – it’s
pink! Pin ces betwe for the children to
EXTRA MATERIAL: w the childre en the two spot
<
one pair. trate the your mouth. red . Pink hai k hair! n
English mat. Say: Hair
- hair
activity firs r and a face in the identify the parts pirates. Firs
The puppet. The together.
Do the sam . The pair puts
t with red first picture of the bod t,
large piece of arms, hea etc. Then
they do the : Head, face, hair and
y
Plasticine and a their hair
® e with face Boy: Abr
d,
around and legs and body. The , eyes, nose, , arms,
aca
card (extra activity
). at my ora dabra! My hair they com
pare the same for
the
repeat the n swi nge hair is orange differences two picture sec ond. Nex
of the inst activity, vary tch the pairs . Orange ! Look s and circ t,
Musiol Magaly
ructions ing the

, orange on the sec le
<
to make [Repeat] , orange the first. ond pirate, com the
it into a gam pace !
while the
Help the
m to `rea pared to
Pr e- lis ten ing e.
• Play the one eye.
y say: Big d’ the diffe
nose - sm rences
(An activity tiv ity (p. ac to point
CD/cassett
e again and One leg
- two legs
all nose.
Two eye
unit.)
to practis
e the voc
8) what the
to the chil
dre ask the chil pirate and
then the (pointing s-
abulary from y hear. Say n on the page acc dren other). to one
: Listen and ording to
<
• Ask the the • Say the point.
clas words of
Villarroel
Open you s helpers to hand the class

to
each chil
d at random
r book, plea out the boo Repeat the point to the corres and ask
and show se! while ks. Say:
Listen and point. the childre you do the activity sev ponding
Mady Musiol 8 to the chil n
dren in the page 8 in your boo action
eral times. child.
clown, a Rin g ga
<
prin pho to k. Point
Magaly Villarroel clown’s nos cess and a wizard
and say:
Look! A me
e and say . Point to (A game
orange. nose and to consoli
green hair Look! A red nos
: the
especially pink and date the
different colours, e. A big lesson voc
dren, em . Do the same wit
piece of two chil • Take the
ITY of a clown’s face using their models on the abulary.)
> EXTR A ACTIV
ine® and ask the
children to make
a model
clown’s face by saying
the colour of each one. Place
• Ask the
pha sising the
colour of
h the other
chil
classroom dren to the play
and ask area in the
<
Hand out the plastic y the parts of their children the hair. the English them to
help them identif Point to to follow mat in the sit in a
When they finish, om. the red nos your inst
ruction encourage middle of circle. Place
them in the classro Point to e! Point
card and display the to the pink s. Say: them to
identify the the circle and
Repeat the orange hair! Poin hair the flashca
activity sev t to the yell ! rds for this
unit to six
colours.
Hand out
pace of the eral times, ow face! • Explain children.
instruction varying the that you
are going
<
s to make and one to name
it into a gam colo
B has to get ur. The child hold one flas
© 30 English Adventure e. up and plac ing this flas hcard
colour. Say e hcard
, for examp it on the approp
same wit riat
h the rem le: Face - blue. Do e
game unt aining flas the
il all the hcards. Rep
collect the children eat the
flashcards have had
again. , shuffle a turn. The
them and n
play
TEACHER’S BOOK
The Teacher’s Book gives step-by-
step teaching instructions for each
core unit in My First English
Adventure 2 as well as for the
Playtime and Festivals units.
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LESSON 1
PL AY TI M E
> > > > > > > >
> > > >
Poster 3
ST (DAD): All right, wash your faces,

then.
Mime washing your face. Ask the
children to do the actions with you.
the girls by the washbasin.
ST (DAD): Let’s read a story now.
Point to the book again.
ST (TESSA): Wait, please, Dad. I have
S
Put
to
Bedtime story poster
ST (DAD): All right, wash your hands,

then.
Mime washing your hands. Ask the
children to do the same.
ST (TESSA): Let’s read a story!
Change the awake father for the
sleeping father.
English
Adventur
eB
31
Progress sheet
2 M Y CL OT HE
ST (CAROL): Yes, let’s go to bed.
wash my ears.
Move the girls back to the bedroom.
Point to her ears.
OBJECTIVES:
To consolidate the UNIT ST (CAROL): Me too!
ST (TESSA): We’re ready Dad!
vocabulary of © Pearson Education Ltd 2005
units 5 and 6. To ST (CAROL): Oh, look! Shh! He’s

develop motor
skills through TPR
games and
ST (DAD): All right, wash your ears,
then. Point and colour.
sleeping.
Day to day planning: The songs. To develo

skills.
p observation Mime washing your ears. Ask the
ST (TESSA): Let’s read a story in
Put the girls seated on the bed.
bed.
introduction includes information LANGUAGE (REVIS

ION):
Goose, frog, mouse
horse. Wash your
, cat, dog,
ST (DAD): Ready? Let’s read a story.
Point to the book.
ST: Good night, children. Good
Dad. Good night everyone, good
night.
night,
your ears, Wash

hands, Wash
> BEDTIME STORY ST (CAROL): Me, too! ST (TESSA): Wait, please, Dad. I have
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on the organisation of class Go to bed. Colour
your face, Brush
your teeth, Put on
your pyjamas, (recording 28) ST (DAD): All right. Put on your
brush my teeth.
Point to her mouth.
to
ST = Storyteller
s. Numbers pyjamas.
material, teaching methodology from 1 to 10. ST (NARRATOR): Now listen to a story.

Dad is in the bedroom with a book.
Mime putting on your pyjamas. Move
the other girl, with her pyjamas on,
ST (CAROL): Me too!
Limited, 2005
ST (DAD): All right, brush your teeth,
RECEPTIVE LANG Put dad (with the book closed) near beside the bed.
UAGE: the then.
and suggestions on how to work The (horse) is happy. window.
ST (DAD): Let’s read a story, children.
Point to the book dad is holding.
Mime brushing your teeth. Ask the
children to do the same.
EXTRA MATERIAL:
with young children. Also included ST (TESSA): Wait please, Dad. I have
Pearson Education
The puppet. Flashc ST (DAD): Ready? Let’s read a story.
ards of the to ST (TESSA): Wait, please, Dad. I have
animals. Flashcards put on my pyjamas. to Point to the book.
of the Mime putting on your pyjamas. Ask wash my face.
actions. Blu-tack® the ST (TESSA): Wait, please, Dad. I have
. The English Move Tessa towards the bathroom.
is additional information on the mat (extra activity
).
Move one of the girls, with her pyjamas
on, beside the bed.
ST (CAROL): Me too!
wash my hands.
Point to her hands.
to
Move Carol towards the bathroom.
Photocopiable ©
Disney characters and their ST (CAROL): Me too!
respective films. Suggestions for My First English Adventure 2 •

Resource Bank
139
44
games, material for assessing Look and say.
progress, teaching notes and > EXTR A ACTIV ITY

Take the children
to the play area in
photocopiable activities for use colours. Distribute
the children that you
Do the same with
the flashcards of
the classroom and
the animals on the
are going to say a
ask them to sit in
mat while saying
colour and they have
a circle. Place the
for example: Goose
English mat in the
centre of the circle
the remaining flashca to name the corresp - red. Dog and cat and elicit the
- blue. Horse - green,
with the posters and videos, all 114 English Adventure
B
rds. Collect the flashca onding animal. Say:
rds and shuffle them. Red. and encourage
Place them on differen
etc. Tell
them to say: Goose
t colours and play .
again.
appear at the back of the skirt, • Participates actively

in the given tasks.
155
ises clothes: Coat, 2 • Resource Bank
• Identifies and recogn Adventure
Teacher’s Book. trousers, T-shirt, hat,
shoes.
My First English
interes t in learning English.

• Shows

> > > > > > > > > > > > > for the teacher
Poster 1
STORY POSTERS
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The story posters provide important visual
support for the storytelling activities. They
focus the children’s attention and help
Class CD
create a magic atmosphere at story time.

Mady Mus
iol
Magaly Vill
arroel The Teacher’s Book includes teaching
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notes and photocopiable activities to
complement the posters.
Enterprises Inc.
© 2005 Disney
AUDIO MATERIAL
The audio CD, which is also available in
cassette form, includes all the stories, songs Poster 2
Poster 3
and chants (as well as the instrumental

versions).
AR © 2005
Disney Enterpri
ses Inc.
© Pearson
Educatio
n Ltd 2005
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VIDEO
The My First English Adventure 2 video, which is also available in DVD, contains four
Video
FLASHCARDS episodes. Each episode is based on a Disney film or character belonging to this level and
The 32 full-colour flashcards represent the is divided into two parts: (1) a studio presentation featuring a game or a song; (2) a clip
key vocabulary of the whole course. In the of the Disney film with its own script written specifically for pedagogical purposes. The
teaching notes, their use is clearly outlined Teacher’s Book includes teaching notes and photocopiable activities to complement the
for presentation, practice and consolidation video.
activities as well as for different games.
www.longman.
com

> Introduction
OBJECTIVES STRUCTURE OF THE MATERIAL
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My First English Adventure 2 consists of six core units, each based on a centre of
MY FIRST ENGLISH ADVENTURE 2 centres on the interest that corresponds to the children’s age; three consolidation units (Playtime), the
following objectives: introductory unit (Hello!) and the three Festivals units.
• To provide a motivating context in which learning English
becomes a stimulating and enjoyable experience for
> THE UNIT
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children, thus meeting one of the principal aims of this
level, namely fostering a positive attitude towards the Each unit comprises seven lessons in which the children will:
new language. • Meet the characters through a chant in which the new vocabulary is presented in a
• Because affectivity plays a fundamental role in the simple context.
acquisition of the new language, to involve the children • Carry out a number of activities and play a variety of games (TPR, joining, drawing and
emotionally through the use of characters, materials and colouring, sticking) to learn and consolidate the new vocabulary and to develop their
activities and music that are both attractive and mental, psychological and social skills.
appropriate for their age. • Learn and act out the unit song.
• To stimulate the development of the children’s social skills • Listen to the new language in context through dialogues spoken by native children.
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by presenting experiences that reflect situations that they
are familiar with and that will encourage them to
participate and play actively with their classmates. This in
turn will contribute to their individual development and
help them integrate into the group.
• To provide a global and significant learning experience in
• Do personalisation activities that will allow them to relate the new language to their
own familiar world and experience.
• Consolidate the vocabulary of the unit and do the self-evaluation activity with the
>
Mickey Mouse sticker.
THE LESSON
which the acquisition of the new language becomes an
integral part of the overall process rather than solely an Each lesson is divided into five or six steps and lasts approximately thirty minutes.
end product. In order to achieve this, the children’s Because routines help the children feel more secure, lessons always begin with the
psychological characteristics have been taken into ‘Hello’ routine and end with the ‘Goodbye’ routine. The different steps provide natural
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account. Favourite activities, games and motor exercises changes in the dynamics of the class, an important point when taking into account the
are valuable educational tools which contribute to the children’s limited attention span.
growth of their communicative skills and physical and
There is an extra activity at the end of each lesson in order to allow for greater flexibility
social development.
when dealing with the learning rhythm of different groups and the organisation of each
• To stimulate the use of non-linguistic resources to show school’s scheduled English classes.
understanding and make oneself understood, for
example, physical responses, artwork, miming and acting
out, etc.
• To lay the foundations for future language acquisition
through the use of natural language teaching.

> > > > > > > > > > > > > the method
METHODOLOGY > GAMES Stories offer the children an authentic acting out the song or story for their
communicative context which they are classmates. At the end of each
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In order to teach the new language in a Along with the songs, chants and already familiar with in their own performance, encourage the ‘audience’
natural way, My First English stories, games constitute a natural language, and which they find deeply to clap and say: Very good!
Adventure 2 emphasises the global means of expression for the child. satisfying. Stories also help them
approach. Games are particularly important, as assimilate the new language in a
children everywhere play them. In this significant context and this in turn
The aim of the course is to stimulate the
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way, they interact with their playmates, encourages them to participate in the
children’s mental, psychological and
social growth while keeping in mind the
have fun and use language in a natural storytelling activities. EVALUATION AND ASSESSMENT
and uninhibited way. Stories:
learning characteristics of 5-year olds
The games that appear in My First The teacher’s guide contains a section
and their implications in the – Develop oral comprehension.
English Adventure 2 are motivating, on assessment consisting of a brief
development of the lessons.
non-competitive activities that help to – Exercise the imagination. theoretical introduction and
The starting point for each unit is the create a pleasant atmosphere in class. photocopiable material.
– Help focus attention.
fantasy world and the role of the They also help the children improve their Evaluation is an integral part of the
Disney characters is to present the cognitive and social skills and contribute – Provide repetition. Children love
learning process and it is most succesful
new language. Next come the activities to the development of oral listening to stories over and over
when done through the systematic
that will help the children relate comprehension and communication. again, thus consolidating the
observation of pupils during the course.
this new language to their own
experience.
The method uses different teaching
procedures that are appropriate for the
children’s level. By means of these
procedures, both the language and the
activities are recycled throughout the
ARMost are TPR games (Total Physical
Response). This is one of the most
frequently used procedures at this level,
since it allows the children to show that
they understand by means of physical
responses, without the need to use
language.
Storytelling activities require preparation.
Make sure that you are familiar with the
storyline and audio material. The children
will need to arrange themselves in such
a way that they can see and hear clearly.
It is probably best to have them sitting in
language. This in turn creates a relaxed
school year. atmosphere in the classroom, as all the a semi-circle around you.
children can participate in the proposed
games. Moreover, these games help to > DRAMATISATION
> SONGS AND CHANTS
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develop gross motor skills.
Songs and chants are important for the In My First English Adventure 2, we
development of oral comprehension and suggest that the children participate in
production because they motivate
> POSTER STORIES the acting out of the chants, songs and
children and help create a pleasant The new language in My First English stories. Dramatisation provides an
atmosphere in class. They are repetitive, Adventure 2 is consolidated through enjoyable way to stimulate oral
and this makes them easy to stories that develop around the Disney expression while respecting the different
understand and memorise. They also characters found in the Pupil’s Book. They rhythms of learning. All the children can
provide good models for pronunciation have been written specifically for this take an active part in the dramatisation
practice. While the children listen to the course. The posters and corresponding activities, and they love to see that they
songs and chants, they are encouraged cutouts of the characters provide visual are able to produce something in English.
to participate by miming and doing support for the storytelling activities while After they become confident enough,
different actions. stimulating the children’s involvement. they can form groups and take turns

> Introduction
WORKING WITH SMALL CHILDREN

SUGGESTIONS putting up and taking down the
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children’s drawings, and so on.
Small children need to learn at their own pace and they
should be encouraged to apply their own learning strategies.
They should listen to as much spoken English as possible, 2. Suggested routine to greet and say
although they will naturally tend to use their own language. goodbye to the children
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Remember that they understand a good deal more than If you walk into the room and the
they speak. children are already there, always
Small children need affection and security to learn and to
> ROUTINE greet them in the same manner. Say:
Hello, and encourage them to reply.
acquire a positive attitude towards the learning process. As Routine helps to structure the lesson.
You can come to an agreement with
teachers, we can promote these aims in the following ways Since small children have no sense of
their class teacher to have them
by: time, class routines signal the different
sitting and waiting for you on the mat
steps and give them a notion of passing
• Guiding them in the activities (and keeping in in the play area or in any other
time, while organising the group and
mind that they are the protagonists). suitable spot in the room. Establish
increasing its autonomy.
the hello routine by playing and
• Helping them with the worksheets. In My First English Adventure 2, you singing the welcome song with the
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• Providing consistently positive feedback.
• Respecting their growing process.
• Respecting their need for periods of silence.
will find that all the lessons feature an
established routine. The following
indications can help you improve
classroom organisation and thus help
the children learn better.
help of the puppet.
To end the lesson, encourage the
children to sing the goodbye song with
the Mickey Mouse puppet. Before
doing this, make sure they put their
things away and the room is tidy.
1. Order in the room
Children should learn to keep their
3. Making a ring
work area tidy, as this will help them
become more independent. Show Take the children to the play area in
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them where to store the different the classroom. Take one child by the
classroom materials, and organise a hand and ask the rest to hold hands
system of class helpers. This can be and line up as you lead them to the
done in the following manner. Since play area while reciting the following
the children are generally divided into chant:
groups identified by colours, animals, Follow me, follow me
etc., name a different group each
week and explain the tasks clearly to Let’s make a ring.
those in charge, for example: handing Help them form a ring and repeat
out and collecting the books and the chant until the ring is complete.
playing cards; passing out boxes When they have done this, sit on the
of crayons, sheets of paper and floor with them while you say: Let’s
glue-stick; watering the plants; sit down.

> > > > > > > > > > > working in the classroom
4. Strategies for carrying out the work (thus enhancing its value), parents, we further support their quietly among themselves, either at
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different activities and other corners for specific children’s progress. their tables or seated in the play
Always demonstrate the activities to activities. We can keep parents informed by: area.
the class. For example, if you are 1) Periodically showing them their child’s
playing a song or chant for the first > COORDINATION WITH Pupil’s Book.
> TECHNIQUES FOR SPECIFIC
time, point to the significant details in
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THE CLASS TEACHER 2) Showing them the child’s Progress
your book while the children look on. MATERIALS
Then they do the same in their own There are different ways of coordinating Sheet after each unit.
• Finger paints
books. the work with the class teacher in order 3) Allowing the child to take home some
to foster learning, and it is especially of his/her work to show the family. First cover the tables with
Make sure that all the children follow newspaper. Put a plate of finger paint
important to follow a coherent
your step by step instructions to do on each table and demonstrate the
programme. You should find out and
any activity. Do not go on to the next > CLASSROOM TECHNIQUES technique with a child: help him/her
keep in mind the following points:
step until they have all finished the dip his/her fingers in the paint
previous one. – Classroom organisation. Presentation, practice and and dab the colour on the sheet.
– Routines used in class. consolidation of the new language When the children finish, wipe their
also contribute to the development of
> ORGANISING – Characteristics of the children and hands clean with absorbent paper.
THE CLASSROOM
• Timing
The attention span of small
children is short so there is a vital
need for variety during the lesson. If
they are full of energy, take
AR special-needs pupils.
– Available materials, and storage
facilities for materials that will be
used by the teacher only.
Invite the class teacher to participate in
your teaching plan:
fine motor skills such as using modelling
clay, playing with cards, using finger
paints and so on. Using these additional
materials requires care and organisation.
In order to handle them correctly, we
suggest following these simple
guidelines:
(Show them a completed page
so that they know exactly what
to do.)
• Modelling clay
First cover the tables with newspaper.
advantage of the moment and do – Inform him/her of the topics you are – Store them in appropriate, clearly Put plastic plates on each table and
physical activities with them. If they going to present and work with. labelled containers. hand out the modelling clay. Children
are tired, a quiet activity is in order. – Plan activities with him/her for roll small pellets of modelling clay and
– Use small, safe, easily handled
Keep in mind that the younger the put them on the plates. When they
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special moments of the school year. containers for the children.
children and/or the larger the class, are ready to carry out the activity,
– Share materials, for example – Have plastic plates to catch drips, etc. they pick up the pellets and flatten
the more time you will need to carry
photos, toys, cutouts, etc. them on the page where indicated.
out the activities. – Make sure the children understand
– Ask for your own English Corner in your instructions before they start.
the room, where you can display
• Space – Feel relaxed enough so that you can • Realia
the children’s work.
attend to each child individually, These are objects that you or
In order to help you control the while asking the rest to wait their
timing, activities are balanced the children bring to class. They can
between seated work and work in
> PARENTAL INVOLVEMENT turn. include photos, plastic food, toys and
other areas of the classroom. The home and family are main sources – Ask the class helpers to help you so on.
You can put the different spaces in of attention, care and support for small clear up when the activity is over. WARNING: Be very careful when
the room to a variety of uses, such children and are closely associated with – In the meantime, have the rest of dealing with food. Make sure that the
as a display corner for the children’s their life experiences. By involving the children sing or recite or talk children in the class have no food

> Introduction
allergies before you use it and avoid they will become familiar with the Count (three chairs).
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using any foods that could contain sounds and patterns of the new Stop!
nuts or gluten. Do not let the children language, and this will help them Turn around.
either eat the foods, or touch them improve their general level of Let’s play a card game.
without your express permission. comprehension. Shuffle the cards, please.
Keep foods other than fruits in their Below is the list of expressions used in
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packaging. For this reason we suggest My First English Adventure 2 that the • Communication:
using plastic replicas or photos. children will recognise and assimilate at
I’m (Mickey).
Systematic use of realia in their own pace:
How are you?
class will ensure that the children • Greetings: We are fine.
have more fun and learn more.
Hello! Fine, thank you.
It will also foster cooperation, group
Goodbye! Very good!
work and solidarity. You can either ask
See you soon. My (skirt) is (yellow).
the children to bring the objects from
Happy (Halloween). It’s hot/cold.
home or ask the class teacher
This is (my bed)
to help them prepare what you
Is this (cheese)?
need. • Instructions:
I like (fish).
You will also need the following
materials on a regular basis: chalk,
Blu-tack® and crayons or colour
pencils. Children should be taught
how to use each item, no matter how
simple, and you should explain the
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Show me (blue).
Look, a (butterfly).
Follow me.
Let’s make a ring.
Let’s sit down.
The (cat) is happy.
It’s big/small.
norms of acceptable classroom Touch (red).

behaviour to them from the very Touch (the trousers).
beginning in order to avoid accidents. Point to (your mouth).
Let’s listen (to the song).
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Listen and point.
> LANGUAGE IN THE CLASSROOM
Listen and repeat.
From the very beginning, the children Listen and do.
should listen to as much spoken English Let’s sing.
as possible. My First English Look and listen.
Adventure 2 presents clear and short Look and point.
sentences and there is a great deal of Stand up.
repetition throughout the course to help Sit down.
them assimilate this new input little by Give me the (coat).
little. The gradual introduction of new Put on your (hat).
expressions enriches this language. The Put the (bedroom) on red.
children won’t immediately understand Jump on (blue).
everything being said, but with time Circle (two chairs).

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> Scope and sequence
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UNIT PRODUCTIVE VOCABULARY RECEPTIVE RECEPTIVE
LANGUAGE LANGUAGE LANGUAGE: TPR*
Hello! Hello. red, blue, green, yellow, orange, • How are you? • Listen and point.
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I’m + name. pink • Fine, thank you. • Show me (orange).
Goodbye. • We’re fine. • Stand up/Sit down.
1 My face My (nose), my (hair). face, nose, mouth, eyes, ears, • Look at your face. • Open/close your book.
hair • I can touch my (legs)! • Touch (green). • Listen and do.
• I’m a boy. • Touch (your face). • Look and
point. • Point to (the red nose).
2 My clothes (This is) my T-shirt. T-shirt, trousers, coat, hat, skirt, • Let’s tidy up! • Touch the (trousers).
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Playtime 1: Revision of units 1 and 2

• Where’s my hat?
• Put on (your coat).
• I’m very, very cold.
• A coat and shoes for you!
• Put on your (coat).
• Give me the (coat) please!
• Move your (head).
3 My room My bedroom. bed, chair, table, picture, door, • This is fun! Mum, look! • Touch the (window).
This is my bed. window, one, two, three, four, • Knock on the (window). • Look and count.
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My bed is (red). five, six • Come in. • Point to the (door).
(In the) bedroom. • I'm cold! • Circle (two chairs).
4 Lunchtime My lunch: (fish, bread and banana). water, bread, cheese, cake, fish, • Good afternoon! • Lunchtime. • Show me the (fish).
This is my lunch. chicken, seven, eight, nine, ten • A glass of (water). • (Chicken) • Give me the (apple).
is very good. • I like (chicken). • Put the (water) on (blue).

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UNIT PRODUCTIVE VOCABULARY RECEPTIVE RECEPTIVE
LANGUAGE LANGUAGE LANGUAGE: TPR*
5 Animals This is my (cat). cat, dog, goose, frog, mouse, • Here’s a (cat). • Let’s be cats!
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(Milk) for the (cat). horse • This is a happy face. • Give me (a dog).
• The (horse) is happy. • Touch the (frog) and the
(butterfly).
6 Good night! It’s a (bedroom). • Wash your face. Brush your • Good night! • Close your eyes.
My bed and my (teddy bear). teeth. • Look at my head. • Turn around.
• Put on your pyjamas. Wash • Touch your hands. • Touch (Go to bed!).
your ears. Wash your hands. • It’s you!
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Halloween Happy Halloween! Halloween, pumpkin • Here’s our pumpkin! • Let's listen to the song.
• Our big orange pumpkin! • Look and point.
• Happy Halloween!
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Christmas Jingle bells! Christmas tree, bell • Jingle bells! • Point to the (bells).
• Jingle all the way.
Party Time I’m a (clown). pirate, clown, princess • I’m a pirate. • Let's listen to the song.
• Look at my (coat)!
*TPR = Total Physical Response

00 EAKGB - Introduction global 3/26/10 7:54 AM Page 16
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00 EAKGB - Unit 0 global 11/24/04 3:41 PM Page 17
> > TEACHING NOTES
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2
UNIDAD
1 HELLO!
LESSON 1
OBJECTIVES:
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To greet Mickey Mouse through
a song. To revise simple
greetings in English. To revise
colours through a chant. To
develop motor skills through TPR
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activities.
TARGET LANGUAGE:
Mickey, Hello! Goodbye. I’m
(Mickey).
LANGUAGE (REVISION):
Red, yellow, blue, green.
RECEPTIVE LANGUAGE:
How are you? Fine, thank you;
We are fine!; Mickey, look!
Flowers all around; A bee behind
me!; See you soon.
EXTRA MATERIAL:
The Mickey Mouse puppet (to
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make the puppet see pages 128
and 160). Red, blue and yellow
flower cut-outs (one per child).
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2 Listen and point.

HELLO!
STEP–BY–STEP Hello Mickey! Follow me, follow me. Mickey, look!

Let’s make a ring. Flowers, flowers!
(A TPR song to greet the children with the puppet.) Mickey, look!
• Ask them to stand in a circle and join hands. Flowers all around!
• Put the Mickey puppet inside a box (further on,
Repeat the chant until the ring is complete.
this box will be Mickey’s box) without the children Minnie, look!
seeing you. Place the box on your table. In L1, tell • When they have done this, sit on the floor with A bee, a bee!
the children that they are going to meet a good them while you say: Let’s sit down! Turn to the Minnie, look!
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friend of yours. Slip your hand inside the box and child on your left and say: Hello, I’m (Emma). A bee behind me!
take the puppet out very slowly while you say: Encourage him or her to reply: Hello, I’m (María).
Hello, Mickey! Have him reply: Hello, (Emma)! Ask María to say hello to the classmate on her Run! Run!
left and encourage him or her to answer. Do this • Play the chant twice more and do one of the
• Invite the children to listen to the puppet. Play
until all the children have had a chance to say following activities each time: 1 Ask the children
the following song while Mickey ‘waves’ hello.
their name. to point to the colours in their books. Say: Listen
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2 Hello, children Hello, children and point. 2 Hand out the red, blue and yellow
• Finally, say hello to children at random and
How are you? How are you? flower cut-outs. Ask the children to hold them up
encourage them to respond by saying: Hello!
Hello, children Hello, children when they hear their colour. Finally, ask the class
How are you? How are you? helpers to collect the books.
Hello, children Hello, children Chant (p. 2)
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How are you? How are you?

Fine, thank you! Fine, thank you!
(A chant to revise colours.) Goodbye Mickey!
We are fine. We are fine. • Take the children back to their seats. Point to (A TPR song to say goodbye to Mickey.)
Hello, Mickey Hello! Mickey on his box and say: This is Mickey! Ask
• To end the class, pick up the puppet and say:
How are you? Hello! the children to say: Hello Mickey!
Goodbye Mickey! Encourage the children to
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Hello, Mickey
How are you?
Hello, Mickey
How are you?
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Hello!
Hello!
• Ask the class helpers to hand out the books.
Open your book at page 2 and focus the
children’s attention on the scene. Point to Mickey
and Minnie and ask them what is happening in
repeat. Play the Goodbye song and encourage
them to ‘wave’ goodbye to Mickey.
3 Goodbye, children,
See you soon.
Goodbye, children,
See you soon.
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I’m fine too! L1. Explain that Minnie is admiring the flowers Goodbye, children, Goodbye, children,
while Mickey is being chased by a bee. Point to See you soon. See you soon.
• Explain the expressions: How are you? the flowers and say: Look! Red, blue, yellow. Goodbye, children, Goodbye, children,
Fine, thank you. Play the song twice more and do Point to the grass and say: Look! Green! Say the See you soon. See you soon.
one of the following activities each time: 1 The colours again and encourage the children to
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repeat the words. Goodbye Mickey Goodbye Mickey

children wave their hands when they hear the See you soon. See you soon.
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word hello. 2 Encourage the children to join in the • Present the chant using the CD/cassette and the Goodbye Mickey
chorus. Leave the puppet ‘sitting’ on his box so Goodbye!
book. Encourage the children to listen and look at See you soon.
he can participate in the class. Goodbye!
the colours. Say: Let’s listen to Mickey and Minnie. Goodbye Mickey
Goodbye!
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See you soon.

4 Mickey, look! Goodbye!
Ring game Flowers, flowers!
Goodbye Mickey
Goodbye!
See you soon.
(An activity to practise Hello, I’m ... ). Mickey, look! Goodbye!
Flowers all around!
• Take the children to the play area in the
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• Put the puppet back in the box and wave

classroom. Take one child by the hand and ask Red and blue
goodbye to the children. Encourage them to
the others to form a line behind you and join And yellow!
wave back and reply: Goodbye.
hands as you lead them to the play area while Mickey, look!
reciting the following chant: Flowers all around!

HELLO!
LESSON 2
1 2 3
OBJECTIVES:
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To revise simple greetings in
English. To learn two new
colours: pink and orange. To
develop fine motor skills. To
develop pre-reading and pre-
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writing skills.
TARGET LANGUAGE:
Pink, orange.
REVISION:
Red, green, blue, yellow, 3 3
butterfly, one, two, three, four.
RECEPTIVE LANGUAGE:
1
How are you? Fine, thank you.
We are fine!; Mickey, look!
Flowers all around; a bee behind
me!; See you soon.
EXTRA MATERIAL:
The puppet. Red, blue and
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yellow flower cut-outs (one per
child).
Blue, green, orange and pink
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crayons. Page 3 with the
drawing completed.
Look and colour. 3

HELLO!
Hello Mickey! butterfly. Say: Look! A butterfly. Trace the outline

STEP–BY–STEP (A TPR song to greet the children with the puppet.)
of the butterfly with your finger while you repeat
the word. Encourage the children to do the same
• Start the class with the puppet and the Welcome in their books.
song (R-2). Encourage the children to join in the
• Next, ask them to look at the splodges of colour
chorus and wave to Mickey. Leave the puppet
at the top of the page. Point to each one, say the
sitting on his box so he can participate in the
number and elicit the colour. Say: One. The
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class.
children reply: Green. Do the same with the
remaining three colours. Then repeat the activity
Chant performance saying the colour first and eliciting the number.
(A TPR activity to revise the unit chant.) • Tell the children they are going to colour the
• Hand out the flower cut-outs and ask the children butterfly according to the colour code. Go round
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to hold them up according to your instructions. the room while the children are working in order
Say: Show me (blue), etc. Play the chant from to provide any necessary help.
lesson 1(R-4) and encourage the children to hold • Show them the completed page and say: Look!
up their flowers when they hear their colours. The butterfly is yellow, green, blue, orange and
pink. Invite them to say the colours while
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Look and colour (p. 3) pointing to them on the butterfly.

Step one: • Finally, ask the class helpers to collect the books.
( A TPR activity to present pink and orange.)
Goodbye Mickey!
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• Show the children a pink crayon and say: Look,

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this is pink. Encourage them to repeat the word.
Do the same with orange. Make sure there is a
box of crayons on each table. Pick up a pink
crayon and show it to the class. Say: Pink. Invite
(A TPR song to say goodbye to Mickey.)
• To end the class, pick up the puppet and say:
Goodbye Mickey! Encourage the children to
repeat. Play the Goodbye song (R-3) and
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the children to do the same. Repeat the activity encourage them to wave goodbye to Mickey.
with green, blue and orange crayons.
• Put the puppet back in the box and wave
• Ask the children to hold up the crayons according goodbye to the children. Encourage them to
to your instructions. Say: Show me pink. Show wave back and reply: Goodbye.
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me orange, etc. Demonstrate the activity so that

everyone knows what they have to do.
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• In L1, ask the children to decide which is their
favourite colour of the four. They pick up the
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corresponding crayon and hold it up when you

name the colour.
Step two:
(A pre-writing activity to consolidate colours and
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numbers.)
Open your book at page 3 and point to the

UNIT
1 MY FACE
LESSON 1
OBJECTIVES:
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To introduce Pinocchio and his
friend Jiminy Cricket through a
chant. To revise greetings. To
recognise and name the parts of
the face. To develop motor skills
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through TPR activities.
TARGET LANGUAGE:
Face, nose, mouth, eyes.
REVISION:
Red, yellow, green, blue, pink,
orange, body, head, arms, legs.
RECEPTIVE LANGUAGE:
Hello, how are you?; I’m fine,
thank you; Look at your face!
EXTRA MATERIAL:
The puppet. A soft ball. The
English mat (to make the mat
see pages 128 and 160).
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Flashcards of the face, nose,
eyes, mouth, orange and pink.
Blu-tack®. Activity Book page 2.
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4 Listen, point and chant.
> EXTRA ACTIVITY

Do the following activity to revise the parts of the face and body. Divide the children into pairs and ask them to follow your instructions.
Demonstrate the activity first with one pair. Say: Nose - nose. The pair point to each other’s noses. Do the same with face, eyes,
mouth, arms, head and legs. Then switch the pairs around and repeat the activity, varying the pace of the instructions to make it into a
game.

MY FACE 1
STEP–BY–STEP Hello Mickey! children to say: Yes! when Mickey does the • If the children are having trouble repeating their
correct action. If he is wrong, they say: No! Do lines, use the backward build-up technique to
(A TPR song to greet the children with the puppet.) this several times. help them. For example: A nose. Oh, no! My
• Start the class with the puppet and the Welcome nose!
• Ask the children to point to their own faces as
song (R-2). Encourage the children to join in the you tell them. Say: Point to your (mouth)! Teacher: Nose! Children: Nose!
chorus and wave to Mickey. Leave the puppet Teacher: My nose! Children: My nose!
sitting on his box so he can participate in the class. • Present the chant using the CD/cassette and
Teacher: No! My nose! Children: No! My
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your book. Encourage the children to listen and
nose!
focus on the scene. Say: Let’s listen!
Ring game Teacher: Oh, no! Children: Oh, no!
5 Hey! Hey! My nose! My nose!
(An activity to revise greetings and colours.)
Look at your face, Look at your face, Teacher: A nose, Oh, no! Children: A nose,
• Take the children to the play area in the classroom. your face, your face! your face, your face! My nose! Oh, no!
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Ask them to stand in a circle and join hands. Repeat Hey! Hey! My nose!
the chant until the ring is complete. Then, sit on the Look at your face, Look at your face,
floor with them while you say: Let’s sit down! Pick your face, your face! your face, your face! Mickey says
up the soft ball and roll it towards a child while you Two eyes, (A TPR game to consolidate the vocabulary.)
A nose,
say: Hello (Katie) How are you? Encourage the child Two eyes. Oh, no!
to reply: I’m fine, thank you. In L1, ask them to pick Yes, my two eyes! My nose! • Play Mickey says with the whole class (an
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up the ball, roll it towards another child, say hello adaptation of the Simon says game). The aim of
and ask how he or she is. Repeat the activity until Hey! Hey! this game is to recognise and execute simple
all the children have had a turn. Look at your face, Look at your face, instructions. Pick up the puppet and say, for
your face, your face! your face, your face! example: Touch your mouth! Touch your legs!
• Place the English mat in the centre of the circle. Hey! Hey! The children obey the instructions only if they are
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Point to Mickey and ask: Who’s this? Encourage Look at your face, Look at your face,
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the children to reply: Mickey! Point to the colours
and elicit each one. Next, ask pairs of children to
touch the colours according to your instructions.
Say: (María, Peter), touch red ... touch green!,
your face, your face!
A mouth,
A mouth.
Yes, my mouth!
your face, your face!
preceded by the words: Mickey says. Repeat
them and include others such as: Stand up, Sit
down, Open your book, Close your book.
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etc. Repeat the activity with other pairs. Goodbye Mickey!

• Finally, revise pink and orange by holding up the
• Ask the class helpers to hand out the books. Say: (A TPR song to say goodbye to Mickey.)
Open your book, please! while you do the action
flashcards and eliciting the words. Place them on • To end the class, play the Goodbye song (R-3)
and show the children your book open on page 4.
different squares and ask the children to name the and encourage the children to sing along.
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Explain the scene in L1: Pinocchio is shocked to see

colour of the square and of the flashcard that is on it.
how his nose has grown. We can also see his Fairy
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Godmother and Jiminy Cricket. Point to the Activity book (p. 2)
Chant (p. 4) characters and say: This is (Pinocchio), etc. Ask the
Colour and say
(A chant to present face, eyes, mouth, nose.) children why Pinocchio’s nose is now so long.
• The aim here is for the children to identify the
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• Play the chant three more times and do one of parts of Pinocchio’s face and recognise the
• Ask the children to go back to their seats. Show
the following activities each time: 1 The children numbers. They take out blue, orange and red
them the flashcards of the face one by one and
follow in their books and point to the parts of crayons and colour the circles as you dictate.
present the words: Face, eyes, mouth, nose.
Stick the flashcards on the board and say the
Pinocchio’s face when they hear the words. Say: Say: One - orange. Two - blue. Three - red. Then
Listen and point. 2 They point to their own nose,
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words again. Encourage the children to repeat. they colour the face using the key. Help them to
mouth and eyes when they hear the words. Say: `read’ the page, pointing and saying: Nose -
• Pick up the puppet and ask Mickey to point to Listen and do. 3 Stop after each verse and ask as orange. Eyes - blue. Mouth - red. Finally, elicit the
the flashcards according to your instructions. Say: you tell them to repeat the words. Say: Listen parts of the face by saying the corresponding
Mickey, point to your (eyes)! Encourage the and repeat. colour. Say: Orange and they reply: Nose, etc.

1 MY FACE
LESSON 2
OBJECTIVES:
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To present the words ears and
hair. To reinforce the vocabulary
of the preceding lesson. To
develop fine motor skills. To
become aware of one’s body.
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TARGET LANGUAGE:
Ears, hair.
REVISION:
Face, nose, mouth, eyes.
Colours.
RECEPTIVE LANGUAGE:
Look at your face!; Pinocchio’s
fairy godmother.
EXTRA MATERIAL:
The puppet. Flashcards of the
face, eyes, mouth, nose, ears,
hair. Blu-tack®. Crayons. Sheets
of paper (extra activity).
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Trace and colour. 5
> EXTRA ACTIVITY

Hand out a sheet of paper to each child. Draw a circle on the board and add a pair of eyes. Say: Eyes. Ask the children to do the same
on their paper. Repeat the process for the rest of the face (mouth, nose, ears, hair). The children do the same and then colour their
faces. When they finish, collect their drawings and display them in the classroom.

MY FACE 1
STEP–BY–STEP Hello Mickey! • Tell the children they are going to finish the
picture by joining up the dots and colouring the
(A TPR song to greet the children with the puppet.)
fairy godmother’s hair. Make sure there is a box
• Start the class with the puppet and the Welcome of crayons on each table. Show them a yellow
song (R-2). Encourage the children to join in the crayon and say the colour. Then tell them to
chorus and wave to Mickey. Leave the puppet complete the activity. Go round the room while
sitting on his box so he can participate in the they are working in order to provide any
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class. necessary help.
• Show them the completed page, point to the
Chant performance fairy’s face and say: Look! Her face, her eyes, her
(An activity to revise the unit song.) mouth, her nose, her hair. Encourage them to
repeat as they point in their books.
• Play the CD/cassette (R-5) from lesson 1 and
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encourage the children to perform the actions. • Finally, ask the children to point to her face
Say: Listen and do! according to your instructions. Say: Point to her
(mouth). Vary the pace of the instructions to
make the activity into a game.
Flashcard game
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(A game to practise the parts of the face and

Goodbye Mickey!
present ears and hair.)
• Touch your face, mouth, eyes and nose. Say: Look!
My face, my mouth, my eyes, my nose. Repeat • To end the class, play the Goodbye song (R-3)
the actions and encourage the children to imitate and encourage the children to sing along.
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you. Then touch your hair and your ears and
present the new words. Ask the children to repeat.
• Show the children the flashcards one by one and
elicit the words: Face, mouth, eyes, nose, ears,
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hair. Shuffle the flashcards and show one of

them to the class without looking at it. Ask: Hair?
Encourage the children to nod and say: Yes! or
shake their heads and say: No! If the answer is
no, say more words until you guess correctly.
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Then shuffle the cards and play again.

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Trace and colour (p. 5)
(An activity to develop fine motor skills and
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reinforce the lesson vocabulary.)

Show the children your book open at page 5, point
to the fairy and ask the children in L1 to tell you
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what they know about her. Confirm that she is

Pinocchio’s fairy godmother. Point to her face and
say: Look! Face, mouth, nose, eyes. Trace the
outline of the hair with your finger and say: Hair.

1 MY FACE
LESSON 3
OBJECTIVES:
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To revise the face and body
vocabulary. To develop
observation skills. To sing the
unit song. To revise the
vocabulary from the unit. To
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activities.
Face, eyes, nose, mouth, ears,
hair, body, legs, arms, dad, teddy
bear, train, ball, drum. Colours.
RECEPTIVE LANGUAGE:
I can touch my (legs)!; I am a
boy.
EXTRA MATERIALS:
The puppet. Crayons. Sheets of
paper. Flashcards for the unit
(extra activity). Activity Book
page 3.
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6 Look and find. Sing and do.
> EXTRA ACTIVITY

Show the flashcards for this lesson to the children one by one. Do this a couple of times while saying: Face, eyes, mouth, nose, ears,
hair. Remove one and ask the children to tell you which one is missing. Then shuffle the flashcards and play again.

MY FACE 1
STEP–BY–STEP Hello Mickey! • In L1, ask the children to look at the page Song performance
carefully in order to find a toy. Give them a few
(A TPR song to greet the children with the puppet.) moments to look at the picture and find it. (An opportunity for the children to act out the
Confirm their answer by drawing a circle around song.)
• Start the class with the puppet and the Welcome
the teddy bear with your finger. The children then • Play the song and demonstrate the actions one
song (R-2). Encourage the children to join in the
circle it with a crayon. Say: A teddy bear! Ask by one. Then invite the children to imitate
chorus and wave to Mickey.
them what other toys they can say in English. Pinocchio. Say: Let’s be Pinocchio! Play the song
Encourage them to say: Ball, train, drum.
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again and encourage the children to do the
Preparation for the song actions with you. Say: Listen and do!
(A TPR game to practise the face and body Sing and do (p. 6)
vocabulary.)
(A song to practise the parts of the face and body.) Goodbye Mickey!
• Pick up the puppet and say: Mickey, touch your (A TPR song to say goodbye to Mickey.)
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• In L1, establish what is happening in the scene:
legs, please! Mickey performs the action. Say: Pinocchio is with Geppetto (remind the children • To end the class, play the Goodbye song (R-3)
Mickey, touch your face, please! Mickey of the word dad) and he is happy because he has and encourage the children to sing along.
performs the action. Then say: Mickey, touch become a real boy. Present the song using the
your nose! Mickey doesn’t move. Repeat the CD/cassette and your book. Encourage the
order a couple of times and then explain to the children to listen and look at the actions while
Activity book (p. 3)
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children that you did not say please. Remind you point to them. Say: Let’s listen to the song! Draw and say
them to use this magic word when asking for
things. Finally, say: Mickey, touch your nose, 6 Dad, dad, • The aim of this page is for the children to identify
please! Mickey touches his nose. Repeat these Touch, touch, parts of the face and complete the pictures. They
actions several times with other parts of the Dad, dad begin by naming the parts of the frog’s face:
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body. Face, eyes, mouth. Then, they identify what is
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• Next, imitating Mickey’s voice, give the children
instructions using the face and body vocabulary.
Speak slowly until the children recognize them
I can touch my legs!
Dad, dad,
Touch, touch,
Dad, dad
missing from the other two frogs and complete
the pictures using the first frog as a model. Next,
they do the same with the rabbit’s face, saying:
Face, eyes, nose, mouth, and follow the same
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easily, then increase the speed. Leave Mickey I can touch my arms! procedure to complete the other two rabbits.
sitting on his box so he can participate in the Finally, they `read’ the parts they have drawn:
class. Dad, dad, Eyes, mouth, mouth, nose.
Touch, touch,
Dad, dad
Pre-listening activities (p. 6)
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I can touch my face!

(Activities to revise colours and toys and develop
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Dad, dad,
observation skills.)
Touch, touch,
• Ask the class helpers to hand out the books. Dad, dad,
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Say: Open your book, please! while you do the I’m a boy!
action and show the children page 6 in your
book. Tell the children that they are going to play • Play the song twice more and do one of the
a game. In L1, explain that they have to look at following activities each time: 1 The children
the page and touch something red, blue, green, follow in their books and point to the actions
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yellow, orange or pink according to your when they hear the words. Say: Look and point.
instructions. Demonstrate the game first. Say: 2 They close their eyes and tap their table lightly
Touch orange! and touch the bedspread. Then with their hand when they hear the word dad.
play with the whole class. Say: listen and do.

1 MY FACE
LESSON 4
OBJECTIVES:
N
To sing the unit song. To revise
the vocabulary they have learnt
so far. To develop observation
and fine motor skills.
SO
Eyes, nose, mouth, ears, hair,
face, head, legs, arms, body.
Colours.
RECEPTIVE LANGUAGE:
boy.
EXTRA MATERIAL:
The puppet. Flashcards for the
unit. Blu-tack®. The stickers for
the unit. The English mat.
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Stick and say. 7
> EXTRA ACTIVITY

Play Mickey Says with the whole class. Pick up the puppet and say, for example: Touch your mouth! Touch your face! Touch your legs!
The children obey the instructions only if they are preceded by the words: Mickey says. Repeat them and include some more, such as:
Stand up. Sit down. Open your book. Close your book.

MY FACE 1
STEP–BY–STEP Hello Mickey! • When the children have finished, point to

Geppetto’s face in your book. Say: Eyes, nose,
mouth, ear, hair, face. Circle the head with your
• Start the class with the puppet and the Welcome finger and say: Head. Repeat all the words and
song (R-2). Encourage the children to join in the encourage the children to do the same.
sitting on his box so he can participate in the Ring game
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class.
(An activity to consolidate the vocabulary of the
unit.)
Song performance
(A TPR activity to revise the unit song.)
classroom and ask them to sit in a circle. Place
• Play the song (R-6) from lesson 3 and encourage the English mat in the centre of the circle and
SO
the children to perform the actions. Say: Let’s encourage them to identify the four colours.
sing! Place the flashcards of the face, hair, eyes, ears,
mouth and nose on the mat while saying for
example: Face - red, hair - blue, eyes - green,
Action game ears - yellow. Tell the children that you are going
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(A TPR game to consolidate colours.) to say part of the face and they have to name the
• Play Touch red with the whole class. In L1, colour the corresponding flashcard is on. Say:
explain to the children that you are going to say a Face and encourage them to say: Red. Do the
colour and they will have to touch something of same with the remaining flashcards.
that colour. Say: Stand up, please! Ask them to
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• Collect the flashcards and shuffle them. Place
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move in slow motion. Say: Touch red! and
demonstrate the action. Do the same with the
other colours (blue, green, yellow, orange and
pink). Repeat the game several times.
them on different areas of the mat and play
again.
Goodbye Mickey!
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Stick and say (p. 7)
(An activity to complete Geppetto’s face.) • To end the class, play the Goodbye song (R-3)
and encourage the children to sing along.
• Ask the class helpers to hand out the books. Say:
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and show the children page 7 in your book. Point
to the character and elicit his name. It is
Pinocchio’s dad, Geppetto. Ask the children to
identify the parts of his face that are missing
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(eyes, nose, mouth, ear). Tell them that they are

going to complete the face with stickers.
• Show them the sticker page. Remove the sticker
of the eyes and ask them to do the same. Go
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back to page 7 and stick it in the appropriate

space. Do the same with the nose, mouth and
ear.

1 MY FACE
LESSON 5
OBJECTIVES:
N
To present some real-life
children wearing fancy-dress
costumes. To talk about physical
characteristics. To develop motor
skills through TPR activities.
SO
Hair, face, eyes, mouth, nose,
ears, body, legs, arms, head,
big, small. Colours.
RECEPTIVE LANGUAGE:
Look! A clown, a princess and a
wizard.
EXTRA MATERIAL:
The puppet. The English mat.
Modelling clay and a large piece
of card (extra activity). Activity
Book page 4.
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8 Listen and point.
> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of a clown’s face using different colours, especially pink and orange.
When they finish, help them identify the parts of their clown’s face by saying the colour of each one. Place their models on the piece of
card and display them in the classroom.

MY FACE 1
STEP–BY–STEP Hello Mickey! Listen and point Goodbye Mickey!

(A TPR song to greet the children with the puppet.) (An activity to present children in fancy dress.) (A TPR song to say goodbye to Mickey.)
• Start the class with the puppet and the Welcome • Point to the children in the photo and tell the • To end the class, play the Goodbye song (R-3)
song (R-2). Encourage the children to join in the children in L1 that they are going to hear about and encourage the children to sing along.
chorus and wave to Mickey. Leave the puppet the way they look. Use the CD/cassette and your
sitting on his box so he can participate in the book to present the listening. Point to the
different children as they speak. Say: Look and
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class.
listen! Circle
Action game 7 Boy: Look at my nose, my red nose. And • The aim of this page is for the children to spot
look at my yellow face. Ha, ha, ha! the differences between the two pirates. First,
(An activity to consolidate the vocabulary from the
the children identify the parts of the body and
unit.)
face in the first picture: Head, face, hair, arms,
SO
Girl: Look at my hair – it’s pink! Pink hair!
• Do the following activity with the whole class to My mouth is red. Pink hair and a red etc. Then they do the same for the second. Next,
revise the parts of the face and body. Divide the mouth. they compare the two pictures and circle the
children into pairs and ask them to follow your differences on the second pirate, compared to
instructions. Demonstrate the activity first with Boy: Abracadabra! My hair is orange! Look the first. Help them to `read’ the differences
one pair. Say: Hair - hair. The pair puts their hair at my orange hair. Orange, orange, orange! while they say: Big nose - small nose. Two eyes -
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together. Do the same with face, eyes, nose, one eye. One leg - two legs (pointing to one
arms, head, legs and body. Then switch the pairs [Repeat] pirate and then the other).
around and repeat the activity, varying the pace
of the instructions to make it into a game. • Play the CD/cassette again and ask the children
to point to the children on the page according to
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what they hear. Say: Listen and point.

Pre-listening activity (p. 8)
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(An activity to practise the vocabulary from the
unit.)
• Say the words of each child at random and ask
the class to point to the corresponding child.
Repeat the activity several times.
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Open your book, please! while you do the action Ring game
to the children in the photo and say: Look! A (A game to consolidate the lesson vocabulary.)
clown, a princess and a wizard. Point to the • Take the children to the play area in the
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clown’s nose and say: Look! A red nose. A big classroom and ask them to sit in a circle. Place
nose and green hair. Do the same with the other
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the English mat in the middle of the circle and
two children, emphasising the colour of the hair. encourage them to identify the colours. Hand out
• Ask the children to follow your instructions. Say: the flashcards for this unit to six children.
Point to the red nose! Point to the pink hair!
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• Explain that you are going to name one flashcard

Point to the orange hair! Point to the yellow face! and one colour. The child holding this flashcard
Repeat the activity several times, varying the has to get up and place it on the appropriate
pace of the instructions to make it into a game. colour. Say, for example: Face - blue. Do the
same with the remaining flashcards. Repeat the
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game until all the children have had a turn. Then

collect the flashcards, shuffle them and play
again.

1 MY FACE
LESSON 6
OBJECTIVES:
N
To consolidate the vocabulary
from the unit. To develop fine
motor skills. To develop motor
SO
The vocabulary from the unit.
EXTRA MATERIAL:
The puppet. Page 9 with the
drawing completed of your face.
The English mat. Crayons.
Flashcards of the colours and
face. Flashcards or magazine
pictures of the following: body,
head, arms and legs. Activity
Book page 5.
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Draw and say. 9
> EXTRA ACTIVITY

Play the Touch Game. Show all the flashcards for the lesson (colours, parts of the face and body) and ask a few children to stick them on
different walls. Then, say the words and ask the children to point to the corresponding flashcards. Next, call on a pair of children and say,
for example: (Rosa and Angel), touch the (hair)! The children run to the flashcard of the hair and touch it. (If you do not want them running
in the room, ask them to walk over slowly.) Repeat the activity until all the children have had a turn. You can also say two words each time.

MY FACE 1
STEP–BY–STEP Hello Mickey! while you do the action and show the children
page 9 in your book. Point to the face and ask:
What’s this? Elicit the answer: A face. Make sure
• Start the class with the puppet and the Welcome there is a box of crayons on each table. The
song (R-2). Encourage the children to join in the children draw and colour their face including all
chorus and wave to Mickey. Leave the puppet the features.
sitting on his box so he can participate in the
• Go round the room while they are working in
N
class.
order to provide any necessary help. Point to
their drawings and say: Point to the (eyes), etc.
Ring game When they finish, encourage them to show their
(A TPR game to consolidate the vocabulary of the drawings to their classmates.
unit.)
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• Take the children to the play area in the Goodbye Mickey!
classroom and ask them to sit in a circle. Place (A TPR song to say goodbye to Mickey.)
the English mat in the centre of the circle and
• To end the class, play the Goodbye song (R-3)
encourage them to identify the four colours.
• Show them the colour flashcards and elicit the
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words: Red, blue, green, yellow, orange, pink. Tell Activity book (p. 5)
them these are the colour flashcards. Next, show
them the flashcards of the body and elicit the Draw and say
words: Body, head, arms, legs. Tell them these • The aim of this page is for the children to
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are the body flashcards. Finally, show them the complete two series of pictures. First they name
the face flashcards.

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flashcards of the face and elicit the words: Eyes,
nose, mouth, ears, hair, face. Tell them these are
• Shuffle all the flashcards together and show one

the parts of the face in the first row: Eyes, nose,
mouth, eyes. Then, they complete the series,
pointing to the two empty squares and saying:
Nose, mouth. Then they draw in the missing
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of them to the class without looking at it. Ask: parts. They repeat the same process with the
Colour? Encourage the children to say: Yes! or second row. Finally, help them to `read’ the
No! If the answer is no, ask: Body? If it is still no, series by pointing and saying: Eyes, nose, mouth,
ask: Face? until you guess the correct lexical set. eyes, nose, mouth, etc.
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Then say words belonging to that set until you

guess the flashcard. Once you have identified it,
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place it on one of the coloured squares of the
mat. Play again until you have classified all three
sets of flashcards.
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Draw and say (p. 9)

(A personalisation activity for the children to draw
their own faces.)
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• Show the children the finished page in your book

and tell the children that they are going to draw
their own faces. Ask the class helpers to hand
out the books. Say: Open your book, please!

1 MY FACE
LESSON 7
OBJECTIVES:
N
To consolidate the key
vocabulary of the unit. To play a
card game with the children. To
activities. To assess progress.
SO
The vocabulary from the unit.
EXTRA MATERIAL:
Pushouts of the unit. Envelopes
to store the cards. Music for the
extra activity. Photocopies of
Progress sheet 1 (page 154).
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> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the six unit flashcards (face, eyes, ears, nose, mouth, hair) to six children and tell
them to pass them on to other children when the music starts. Play the music and say: Let’s dance! The children dance and pass the
flashcards around. Stop the music and say: Show me the (mouth). The child with this flashcard holds it up and the class says the word.
Start the music again and continue the game, with a different flashcard each time. (You can also play with the body pictures.)

MY FACE 1
STEP–BY–STEP Hello Mickey! Ask them to shuffle their cards. Say: Shuffle the Goodbye Mickey!
cards, please, while you do the action. Then ask
(A TPR song to greet the children with the puppet.) (A TPR song to say goodbye to Mickey.)
them to pick a card without looking at it.
• Start the class with the puppet and the Welcome • To end the class, play the Goodbye song (R- 3)
• Shuffle your cards, pick one and show it to the
song (R-2). Encourage the children to join in the and encourage the children to sing along.
class. Identify it, for example: Hair, and ask the
children to look at their card. If it is the same as
sitting on his box so he can participate in the class.
yours, they hold it up and say: Hair. Then they put
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it face up on the table. If it’s a different card, they
Ring game put it back in the pack. Play until all the children’s
(An activity to revise the parts of the face.) cards are face up. Repeat the game several
times.
classroom and ask them to sit in a circle. Say: • When the game is over, the class helpers hand
SO
Let’s sit down. out the envelopes. Help the children put the
cards in the envelopes. When they finish, collect
• Place the English mat in the middle of the circle all the envelopes and store them.
and elicit the colours. Hand out the face
flashcards to six children and ask them to identify
the one they’ve been given. Then, tell them to Progress sheet 1
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put their flashcard down on whichever colour • To assess the children’s progress in this unit see
they like. Encourage each child to say the word pages 152 and 154.
and the colour, for example: Face - red. Do the
same with all the flashcards. Repeat the game Round up
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until all the children have had a turn.
Preparation for the card game

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(An activity to consolidate the vocabulary and
prepare the cards.)
(An opportunity for the children to show that they
have successfully finished the unit.)
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• Ask the children to go back to their seats. Show to Mickey and tell the children in L1 that he is
them the pushouts of the unit and make sure happy because they have finished the unit. Tell
that every child has them. Ask them to point to them that they are going to stick a sticker there
each card according to your instructions. Say: to celebrate this.
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Point to the nose. Point to the hair, etc.

• Show the children the sticker page and remove
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• Show the children how to push the cards out. Make one Mickey sticker. Ask them to do the same. Go
sure all the sets are complete by saying: Show me back to page 9 and stick the sticker in the
the (eyes), etc. The children hold up the appropriate space.
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corresponding card. Do the same with all the cards.

• Give the thumbs-up signal and exclaim: Very
good! Invite them to do the same.
Card game
(A game to consolidate the vocabulary from the
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unit.)
• In L1, explain to the children that they are going
to play a card game. Say: Let’s play a card game!

UNIT
2 MY CLOTHES
LESSON 1
OBJECTIVES:
N
To meet Goofy through a chant.
To learn the names of some
clothes. To develop the sense
of touch. To develop motor skills
SO
TARGET LANGUAGE:
Trousers, T-shirt, coat, hat.
REVISION:
Red, blue, yellow, green, pink,
orange.
RECEPTIVE LANGUAGE:
Let’s tidy up!; Where’s my hat?
EXTRA MATERIAL:
trousers, coat, T-shirt and hat.
Blu-tack®. Real clothes (a coat,
a T-shirt, trousers and a hat).
A bag. Activity Book page 6.
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> EXTRA ACTIVITY

Stick the lesson flashcards in different parts of the room. Ask the children to stand next to their table and point to them according to
your instructions. Say: Point to the (coat)! Vary the order and the pace of the instructions to make the activity into a game.

MY CLOTHES 2
STEP–BY–STEP Hello Mickey! several times. Leave the puppet sitting on his box Goodbye Mickey!
so he can participate in the class.
• Start the class with the puppet and the Welcome • To end the class, play the Goodbye song (R-3)
song (R-2). and encourage the children to sing along.
and show the children page 10 in your books.
Explain the scene in L1: Goofy is tidying up and
Ring game putting away his clothes. A horse is chewing up Activity book (p. 6)
N
(An activity to present some clothes.) his straw hat. Point to the clothes and say: Look! Draw and colour
Trousers, a T-shirt, a coat, a hat. Encourage the
• Take the children to the play area in the children to repeat the words several times. • The aim of this page is for the children to identify
classroom. Ask them to stand in a circle and Present the chant using the CD/cassette. the clothes. First they name Goofy’s clothes in
repeat the chant until the ring is complete. When Encourage the children to listen and focus on the the left-hand picture (hat, T-shirt, trousers). Then
they have done this, sit on the floor with them as scene. Say: Let’s listen!
SO
they draw Goofy’s clothes on the right-hand
you say: Let’s sit down! picture and colour them however they like (using
8 Let’s tidy up. the colours that they know). Finally, help them to
• Place the English mat in the centre of the circle. My trousers and my T-shirt, `read’ the page: Hat - red. T-shirt - orange.
Point to the colours and elicit the words. My coat and my hat.
Trousers - blue.
My hat! My hat!
• Show the children the bag with the
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Where’s my hat?
clothes inside and tell them that you have
brought some clothes to dress up a scarecrow.
Let’s tidy up.
Invite the children to guess what they are
My trousers and my T-shirt,
in L1. Take the items they guess correctly
My coat and my hat.
out of the bag as they say them and present
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My hat! My hat!
them in English. Say: Look! Trousers, a coat,
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a T-shirt and a hat! The children repeat each
word.
• Put the clothes back in the bag. Ask a child to
Where’s my hat?
• Play the chant twice more and do one of the

following activities each time: 1 The children
follow in their books and point to the clothes
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close his or her eyes, take something out of the

when they hear the words. Say: Listen and point.
bag and identify it by touch and without looking.
2 Encourage them to repeat the words. Say:
Ask: A T-shirt? A coat?, etc. Repeat the activity
Listen and repeat. If they have trouble
until all the children have had a turn.
remembering the words, remember to use the
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backward build-up technique (unit 1, lesson 1).

Chant (p. 10)
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(A chant to present some clothes.) Flashcard game
• Ask the children to go back to their seats. Show (A game to practise the lesson vocabulary.)
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them the clothes flashcards one by one and say

• Take out the clothes flashcards. Show them to
the words. Stick them on the board, point to them
the children one by one and elicit the words:
and encourage the children to say the words.
Coat, T-shirt, trousers, hat. Cover one flashcard
• Pick up the Mickey Mouse puppet and ask with a piece of paper and move the paper around
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Mickey to point to the flashcards according to slowly to reveal different parts of the flashcard.
your instructions. Say: Mickey, point to the T-shirt! As soon as the children recognise the picture,
Mickey, point to the coat! Encourage the children they call out the word. You can repeat the game
to say: Yes! when Mickey points to the correct showing the covered flashcard upside down to
flashcard. If he is wrong, they say: No! Do this make it more challenging.

2 MY CLOTHES
LESSON 2
OBJECTIVES:
N
To extend the clothes
vocabulary. To reinforce the
vocabulary from lesson 1.
To develop fine motor skills.
SO
TARGET LANGUAGE:
Skirt, shoes.
REVISION:
T-shirt, trousers, coat, hat.
Colours.
RECEPTIVE LANGUAGE:
Let’s tidy up!; Where’s my hat?
EXTRA MATERIAL:
The puppet. Flashcards
of the T-shirt, trousers, coat, hat,
shoes and skirt. Blu-tack®.
Crayons. The English mat.
Real clothes (a coat, a T-shirt,
trousers, shoes, a skirt
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and a hat). A bag. Activity Book
page 7.
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Note: Prepare pictures cut out
of magazines of the following
clothes for the next class (one
per child): hat, T-shirt, coat, skirt, Match, colour and say. 11
trousers, shoes.
> EXTRA ACTIVITY

Play What is it? with the whole class. Put the six lesson flashcards on your table (T-shirt, trousers, coat, hat, skirt, shoes). Ask a child to
take one flashcard and stick it on the board. Turn round so that you can’t see it. Then, ask the children: Is it the hat? Is it the coat? Is it
the shoes?, etc. They reply yes or no until you guess the correct word. Ask another child to come up to the board and pick a different
flashcard, and play again.

MY CLOTHES 2
STEP–BY–STEP Hello Mickey! with your finger to show how the two pieces of Activity book (p. 7)
the puzzle match and make up the skirt. In L1 tell
(A TPR song to greet the children with the puppet.) Find and colour
them to join the remaining pieces and then
• Start the class with the puppet and the Welcome colour the clothes with the appropriate colours. • The aim of this page is for the children to identify
song (R-2). Leave the puppet sitting on his box so the clothes and then find them in the puzzle.
• The children do the task. Go round the room
he can participate in the class. First they name the clothes in the key (T-shirt,
while they are working in order to provide any
hat, skirt, shoes). Next they look for these items
necessary help. When they finish, show them
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of clothing in the puzzle and they colour them
Flashcard game the completed page, point to each drawing and
with colours they know. Finally, help them to
say: Skirt, T-shirt, shoes, trousers. Encourage
(A game to practise the chant and present skirt and `read’ the page by pointing and saying for
them to repeat.
shoes.) example: T-shirt - yellow. Hat - green. Skirt -
• Finally, ask the children to show their pages to orange. Shoes - red.
• Play the chant from Lesson 1 (R-8) and
the rest of the class and say: The skirt is yellow.
SO
encourage the children to join in and act it out.
Say: Let’s chant! The T-shirt is green, etc.
• Stick the flashcards from lesson 1 on the board

and elicit the words. Present the shoes and the Ring game
skirt with the corresponding flashcards. Say: (An activity to consolidate the vocabulary.)
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Look! A skirt and shoes. Invite the children to

repeat the words. Finally, they repeat each word • Take the children to the play area in the
as you point to the corresponding flashcard: classroom and ask them to sit in a circle.
Coat, T-shirt, trousers, hat, skirt, shoes. Repeat Place the English mat in the centre of the circle
the activity a couple of times with the whole and elicit the colours. Place the clothes you
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class. have brought to class on different areas

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• Ask a child to come up to the board and ask him
or her to follow your instructions. Say: Touch the
trousers! and do the action. Encourage the child
of the mat while saying for example: T-shirt -
red. Coat - blue. Hat - yellow, etc.
Next, tell the children that you are going to say
a word and they have to name the colour the
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to do the same. Then say: Touch the skirt! and corresponding item of clothing is on.
allow the child do the action by himself or Say: T-shirt, and encourage them to say:
herself. Red, Do the same with the remaining clothes.
• Repeat the activity with different children, varying Then do the activity the other way around.
Say the colour and elicit the corresponding
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the pace of the instructions.

item.
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Match, colour and say (p. 11) • Pick up the clothes, put them on different colours
and play again. Finally, ask the children to help
(An activity to develop fine motor skills and
you put away the clothes. Say: (Bill) give me the
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coat, please!
• Ask the children to take out the following
crayons: yellow, green, red and blue. Ask them to
hold the crayons up according to your
Goodbye Mickey!
instructions. Say: Show me (yellow). (A TPR song to say goodbye to Mickey.)
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• Ask the class helpers to hand out the books. • To end the class, play the Goodbye
Show the children your book open at page 11, song (R-3) and encourage the children to sing
point to the example and follow the yellow line along.

2 MY CLOTHES
LESSON 3
OBJECTIVES:
N
To develop observation skills. To
sing the unit song. To revise the
vocabulary of the unit. To
activities and acting out the
SO
song.
Coat, shoes, skirt, trousers,
T-shirt, hat. Colours, parts of the
face and body.
RECEPTIVE LANGUAGE:
Put on (your coat); I’m very, very
cold; A coat and shoes for you!
EXTRA MATERIALS:
The puppet. Crayons. A large
picture of a winter scene. A
coat. Flashcards of the shoes
and coat. Pictures cut out of
magazines (one per child) of
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hats, T-shirts, coats, skirts,
trousers, shoes, (extra activity).
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> EXTRA ACTIVITY

Take out the magazine pictures you have prepared and hand one to each child. Elicit the words one by one. Then ask them to hold up
their pictures according to your instructions. Say: Show me the (skirts). The children with a picture of a skirt hold them up. Do the same
with all the clothes. Ask the children to exchange pictures and repeat the activity. When you finish, collect the pictures for use in the
next class.

MY CLOTHES 2
STEP–BY–STEP Hello Mickey! • In L1, ask the children to look at the page Song performance
carefully in order to find Goofy’s hat (a blue hat).
(A TPR song to greet the children with the puppet.) (An opportunity for the children to act out the
Give them a few moments to look at the picture
song.)
• Start the class with the puppet and the Welcome and find it. Confirm their answer by drawing a
song (R-2). circle around the hat with your finger. The • Say: I’m cold. I’m very, very cold! Mime the
children then circle it with a crayon. action and encourage the children to do the
same. Pretend to put on a coat and say: Put on
Preparation for the song your coat! The children do the same.
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Sing and do (p. 12)
(A TPR game to present the song vocabulary.)
(A song to practise shoes and coat.) • Divide the class into two groups and assign
• Stick the winter scene on the board, shiver as if roles. Group A is Goofy shivering with cold and
• In L1, establish what is happening in the scene: Group B is Goofy’s son handing him his coat and
you were cold and say: I’m cold! Brrrrr, I’m very,
Goofy has fallen off his horse. He is soaking wet shoes. Play the song again and encourage the
very cold! Invite the children to imitate you.
SO
and freezing cold. His son is offering him his coat children to do the actions with you. If there is
• Next, call a child up to the board and ask him to and a pair of shoes. Present the song using the enough time, reverse the roles and play the song
repeat the action. Help him or her put on the CD/cassette and your book. Encourage the again.
coat and say: A coat for you! Put on your coat! children to listen. Say: Let’s listen to the song!
Repeat the activity with different children.
9 I’m cold, I’m cold, Goodbye Mickey!
• Tell the children that they are going to play
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I’m very, very cold.

Mickey says. Remind them to obey the orders
Put on your coat,
only if they are preceded by the words: Mickey • To end the class, play the Goodbye song (R-3)
Put on your shoes!
says. Pick up the puppet and give him and encourage the children to sing along.
instructions, for example: Put on your coat! Move I’m cold, I’m cold,
your head! Put on your hat! Move your legs! Put I’m very, very cold.
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on your trousers! Put on your shoes!, etc.
• Play the game with the whole class, giving your
instructions slowly until the children recognize
them easily and can perform the actions, then
[Chorus]
A coat and shoes
For you!
A coat and shoes
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speed up the instructions. Leave Mickey sitting For you!

on his box so he can participate in the class. I’m cold, I’m cold,
Pre-listening activities (p. 12) Put on your coat,
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Put on your shoes!

(Activities to revise colours and develop observation
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skills.) I’m cold, I’m cold,
Open your book, please! while you do the action [Chorus]
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and show the children page 12 in your book. Tell A coat and shoes
the children that they are going to play a game. In For you!
L1, explain that they have to look at the page and A coat and shoes
touch something red, blue, green, orange or For you!
yellow according to your instructions.
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Demonstrate the game first. Say: Touch orange! • Stick the flashcards of the coat and shoes on two
and touch Goofy’s T-shirt. Then play with the different walls. Play the song again and ask the
whole class. Finally, ask the children to identify children to point to the appropriate flashcards
the clothes (coat, shoes, trousers, T-shirt). when they hear the words. Say: Look and point.

2 MY CLOTHES
LESSON 4
OBJECTIVES:
N
To sing the unit song. To classify
items of clothing according to
the temperature. To revise the
vocabulary from the unit. To
develop observation and fine
SO
motor skills.
Coat, trousers, hat, T-shirt,
shoes, skirt. Colours. Numbers
from 1 to 4.
RECEPTIVE LANGUAGE:
I’m very, very cold; It’s cold; It’s
hot.
EXTRA MATERIAL:
The puppet. Flashcards and
magazine pictures of the items
of clothing. Blu-tack®. Stickers
for the unit. The English mat.
AR
PE
Look, stick and say. 13
> EXTRA ACTIVITY

Hand out the magazine pictures, one to each child. Say the words one by one and ask the children holding the same item to group
together. For example, say: Trousers. All the children holding pictures of trousers form a group in one corner of the room. Once they
are together, they hold up their pictures and say the word. Do the same with the hats, skirts, coats, T-shirts and shoes. Finally, ask the
children to divide into groups with a maximum of four similar items. Encourage them to count: One, two, three, four (coats).

MY CLOTHES 2
STEP–BY–STEP Hello Mickey! coat, hat, T-shirt. Ask the children to identify the clothing to each child and ask him or her to
colour or colours of each item. Say: Coat. They identify it. Instruct the children to place their
reply: Green and yellow. Do the same with all the pictures on specific areas of the mat. Say for
• Start the class with the puppet and the Welcome clothes. example: Coats - red. T-shirts - blue. Hats and
song (R-2). Leave the puppet sitting on his box so shoes - green. Trousers and skirts - yellow.
• Ask the children to point to the clothes according
he can participate in the class.
to your instructions. Say: Point to the green • Tell the children that you are going to say an item
shoes! Point to the yellow T-shirt! Point to the of clothing: they will name the colour the
N
Song performance pink hat!, etc. Vary the pace to make the activity corresponding picture is on. Say: Hats and
into a game. Finally, ask the children to count the shoes! and encourage them to say: Green! Do
items of clothing with you. Point and say: Hats! the same with all the clothes. Then do the
• Play the song (R-9) from lesson 3 and encourage One, two; Shoes! One, two, three, four; Coat! activity the other way around; say the colours
the children to perform the actions and join in the One; T-shirt! One. and elicit the items.
chorus. Say: Let’s sing!
SO
Step two: • Collect the pictures for use in the next class.
Flashcard game (An activity to classify the clothes according to the

temperature.) Goodbye Mickey!
(A game to consolidate the vocabulary of the unit.)
• In L1, tell the children that they are going stick
• Show the clothes flashcards one by one and
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stickers next to the clothes in order to classify • To end the class, play the Goodbye song (R-3)
elicit the words: Coat, T-shirt, trousers, skirt, hat,
them according to the temperature. Show them and encourage the children to sing along.
shoes. Stick them on the board and ask the
the sticker page. Point to the sticker of the sun
children to repeat the words.
and say: It’s hot! Fan yourself and repeat: Phew!
• In L1, tell the children that they are going to play It’s hot! Ask the children to do the same.
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a memory game. Point to the flashcards and say
the words. Do this at least three times without
varying the order in which you point. Encourage
the children to repeat the words several times.
Say: Listen and repeat.
Remove the sticker, go back to page 13 and stick
it next to the T-shirt. Say: It’s hot! - The yellow T-
shirt. Do the same with the pink hat and the red
shoes.
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• Point to the sticker of the snowflake and say: It’s

• Remove one flashcard. Point to the flashcards cold! Shiver and repeat: Brrrrrr! It’s cold! Ask the
again, including the space of the missing one and children to do the same. Remove the sticker and
encourage the children to say the words. stick it next to the coat. Say: It’s cold! - The green
Remove another flashcard and repeat the and yellow coat. Do the same with the blue hat
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procedure. Do this until you have removed all six and the green shoes.
PE
flashcards. At the end of the game, the children
• When they finish, point to the clothes and their
should be able to remember the words in the
respective stickers. Say: The coat - cold. The pink
correct order.
hat - hot. The blue hat cold, etc. Ask the children
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to repeat.
Look, stick and say (p. 13)
Step one: Ring game
(An activity to revise and count clothes items.) (An activity to consolidate the vocabulary.)
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• Ask the class helpers to hand out the books. Say: • Take the children to the play area in the
Open your book, please! while you do the action classroom and ask them to sit in a circle. Place
and show the children page 13 in your book. the English mat in the centre of the circle and
Point to the clothes and elicit the words: Shoes, elicit the colours. Hand out a picture of an item of

2 MY CLOTHES
LESSON 5
OBJECTIVES:
N
To identify some children by
what they are wearing. To revise
the clothes vocabulary. To
activities.
SO
Coat, T-shirt, trousers, hat,
shoes, skirt. Colours. Numbers
from 1 to 4.
RECEPTIVE LANGUAGE:
It’s hot!; It’s cold!
EXTRA MATERIAL:
The puppet. Magazine pictures
of the clothes. Real clothes (a
coat, a skirt, trousers, shoes, a
hat, a T-shirt). Lining paper (to
make a poster). Glue-stick.
Sheets of paper (extra activity).
Activity Book page 8.
AR
PE
14 Listen and point.
> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw their favourite item of clothing. When they finish, collect their
drawings and display them in the classroom.

MY CLOTHES 2
Hello Mickey! Demonstrate the activity first. Say: Hot! Point to

STEP–BY–STEP (A TPR song to greet the children with the puppet.)
and show the children page 14 in your book.
Point to the children in the photo and tell the the appropriate side of the poster and say: Circle
class in L1 that they are both going to talk about two T-shirts. Count off and circle two T-shirts
• Start the class with the puppet and the Welcome their favourite clothes. Use the CD/cassette and while you say: One, two T-shirts. (You can get the
song (R-3). Leave the puppet sitting on his box so your book to present the listening. Say: Look and children to count and circle up to four items.)
he can participate in the class. listen! Point to the different clothes items as they
are named.
Goodbye Mickey!
N
10 Girl: (A TPR song to say goodbye to Mickey.)
Look at my favourite clothes. My orange
Correct Mickey! skirt, my green coat and my green hat. • To end the class, play the Goodbye song (R-3)
(A game with the puppet to practise the clothes Orange and green – my favourite colours! and encourage the children to sing along.
vocabulary.) Boy:
I like blue and yellow! Look at my blue
SO
• Show the children the clothes you have brought to trousers, my blue shoes and my yellow T-
class and elicit the words: T-shirt, coat, hat, trousers, shirt! Colour and say
shoes, skirt. Put them down on your table, pick up
Mickey and say: Mickey, give me the (coat)! He • The aim of this page is for the children to identify
gives you the wrong item. Say: No, no Mickey! Ask • Play the CD/cassette again and ask the children the clothes worn by the boy and the girl. They
to point to the clothes as they hear them. Say: take out yellow, green, blue, orange and pink
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a child to come up to your table to help Mickey by

picking out the correct item. Repeat the game until Listen and point. crayons to do a colour dictation. Point to the boy
all the children have had a turn. Leave the clothes and as you point to the corresponding crayon,
• Name the clothes at random and ask the children say: Colour the skirt pink. Colour the hat yellow.
on your table for the next activity. to point to them in their books. Repeat the Colour the T-shirt green. Colour the shoes orange.
activity several times. Then, help them to `read’ the page printing and
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Pre-listening activity AR
(An activity to practise the vocabulary for the
lesson.)
A class poster
(An activity to classify clothes according to the
temperature.)
say: Coat - blue, etc. Finally, encourage them to
name the clothes according to the colour you
say. Say: Blue. They reply: Coat, etc.
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• In L1, tell the children they are going to have a • Stick a piece of lining paper big enough to make
fashion show. Call six children up to your table, a poster on the classroom wall and divide it into
give each one an item of clothing and help them two sections. In the first one, draw a sun and
put it on. When they are ready, they walk to the say: Hot! In the second one, draw a snowflake
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end of the room showing off their outfits to their and say: Cold!
classmates and naming the item they are
PE
• Hand out the magazine pictures of clothes and
wearing, for example: A skirt. The rest of the tell the children that they are going to stick them
class repeats the word. Repeat the activity until on the poster according to your instructions. Say:
all the children have had a turn. Hats. The children holding hats stand up, show
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them to the class and say the word. Call them up

one by one and help them stick their picture in
the appropriate section of the poster. Make sure
Listen and point (p. 14) that the hats in each section are grouped
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(An activity to identify children by the clothes they together. Do the same with the rest of the items.
are wearing.)
• Ask the children to choose a crayon. Call them up
• Ask the class helpers to hand out the books. Say: to the poster one by one and ask them to circle
Open your book, please! while you do the action items according to your instructions.

2 MY CLOTHES
LESSON 6
OBJECTIVES:
N
To consolidate the vocabulary of
the unit. To develop fine motor
skills. To develop motor skills
SO
The vocabulary of the unit.
EXTRA MATERIAL:
drawing completed of your
favourite T-shirt. Flashcards of
the clothes. Music for the ring
game. Crayons. The English mat.
AR
PE
Draw and say. 15
> EXTRA ACTIVITY

Play Touch a T-shirt with the whole class. Divide the children into small groups and ask each group to stand in a circle. Tell them that
you are going to give them instructions which they will follow without breaking up the group. Say: Touch a T-shirt! They touch the T-shirt
of a child in their group. Say: Touch a skirt! Touch shoes! Touch trousers! To make the activity more fun, ask them to touch specific
colours, for example: Touch a (pink) T-shirt!

MY CLOTHES 2
STEP–BY–STEP Hello Mickey! necessary help. Point to their drawings and

encourage them to say: My T-shirt. Ask: Red?
Blue?, etc. and encourage them to reply. When
• Start the class with the puppet and the Welcome they finish, they can show the class their
song (R-2). Leave Mickey sitting on his box so drawings.
that he can participate in the class.
Goodbye Mickey!
N
Ring game (A TPR song to say goodbye to Mickey.)
(A TPR game to consolidate the vocabulary
of the unit.)
classroom and ask them to sit in a circle. Place Activity book (p. 9)
SO
elicit the colours. Draw and say
• Hand out the clothes flashcards to six children • The aim of this page is for the children to identify
and ask them to stand in the centre of the circle. the items of clothing and to complete the series
Start the music and tell them they are going to of pictures. First, they name the four items of
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dance until the music stops. When the music clothing and draw the two that are missing
stops, they will put their flashcard down on the (T-shirt, skirt). Then they colour them in. Finally,
colour you tell them. Say: Coat - red. The child help them to `read’ the series from left to right:
holding this flashcard puts it on the red square Trousers, T-shirt, etc. And then from right to left:
skirt, T-shirt, etc.
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and repeats: Coat - red. Put the music on again
AR
and do the same with the rest of the flashcards.
Repeat the game until all the children have had a
turn.
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Draw and say (p. 15)

(A personalisation activity to draw a favourite T-
shirt.)
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PE
and show the children page 15 in your book with
the drawing completed of your favourite T-shirt.
Ask them to identify the article hanging on the
line and elicit: A T-shirt. Say: This is my T-shirt. My
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T-shirt is (blue and green).

• Ask the children to think about their favourite
T-shirt in order to draw it in their books. Remind
them that they have to remember its colour,
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patterns, etc. Make sure there is a box of crayons

on each table. Go round the room while the
children are working in order to provide any

2 MY CLOTHES
LESSON 7
OBJECTIVES:
N
SO
EXTRA MATERIAL:
Flashcards and pushouts of the
unit. Envelopes to store the
pushouts. Flashcards of the
face. Lively music (extra activity).
Photocopies of Progress sheet 2
(page 155).
AR
PE
> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the flashcards of the clothes and face to twelve children and explain that they have
to pass them on to other children when the music starts. Put the music on and say: Let’s dance! The children dance and pass the
flashcards around. Stop the music and say: Show me the (mouth). The child holding this flashcard shows it to the rest of the class.
Start the music again and repeat the game, calling out a different flashcard each time.

MY CLOTHES 2
STEP–BY–STEP Hello Mickey! Ask them to shuffle their cards. Say: Shuffle the
cards, please! while you do the action. Then ask
them to pick a card without looking at it.
• Shuffle your cards, pick one and show it to the
song (R-2). Leave the puppet sitting on his box so
class. Say what it is, for example: T-shirt, and ask
the children to look at their card. If it is the same
as yours, they hold it up and say: T-shirt. Then,
N
Ring game they put it face up on the table. If it is a different
(A flashcard game to consolidate the unit card, they put it back in the pack. Play until all the
vocabulary.) children’s cards are face up. Repeat the game
several times.
• Take the children to the play area in the classroom
and ask them to sit in a circle. Place the English • When the game is over, the class helpers hand
SO
mat in the centre of the circle and elicit the out the envelopes. Help the children put the
colours. Hand out the clothes flashcards to six cards in the envelopes. When they finish, collect
children (coat, T-shirt, skirt, trousers, hat, shoes). all the envelopes and store them.
Ask each child to identify his or her flashcard and
place it on whichever area of the mat they like. Progress sheet 2
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Then, encourage each child to say the item of

• To assess the children’s progress in this unit see
clothing and the colour it is on, for example: Hat -
pages 152 and 155.
red. Do the same with all the flashcards.
• Collect the flashcards, shuffle them and repeat Round up
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the activity until all the children have had a turn.

AR
prepare the cards.)
<

• Ask the children to go back to their seats. Show Point to Mickey and tell the children in L1 that he
them the pushouts of the unit and make sure is happy because they have finished the unit. Tell
that every child has them. Ask them to point to them that they are going to stick a sticker there
each card according to your instructions. Say: to celebrate this.
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Point to the hat. Point to the shoes, etc.

PE
• Show the children how to push the cards out. one Mickey sticker. Ask them to do the same. Go
Make sure all the sets are complete by saying: back to page 15 and stick the sticker in the
Show me the (coat), etc. The children hold up the appropriate space.
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corresponding card. Do the same with all the

• Give the thumbs-up signal and exclaim: Very
cards.
Card game Goodbye Mickey!

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PLAYTIME
LESSON 1
OBJECTIVES:
N
units 0, 1 and 2. To develop
motor skills through games and
a TPR song. To develop
observation skills.
SO
Face, nose, mouth, hair, ears,
eyes, legs, arms, hat, coat,
T-shirt, trousers, skirt, shoes.
Colours.
RECEPTIVE LANGUAGE:
boy.
EXTRA MATERIAL:
clothes. Flashcards of the face.
The English mat. Blu-tack®.
AR
PE
16 Look and say.
> EXTRA ACTIVITY

Show the face flashcards one by one and elicit the words. Stick them on the board. Tell the children that they are going to play a memory
game. Point to and name each flashcard. Say: Listen and repeat. Do this three times always in the same order. Remove one card. Point
to them again, including the empty space and elicit the words. Remove another card and repeat the procedure until there are none left.
At the end, the children should be able to remember the six words in the correct order. You can play again with the clothes flashcards.

PLAYTIME
STEP–BY–STEP Hello Mickey! colour the corresponding flashcard is on. Say: repeat: Face, hat, nose, coat. Say the words a
Hat, and encourage them to say: Red. Do the couple of times. Then ask the children to say the
(A TPR song to greet the children with the puppet.) same with the remaining flashcards. Then, do the words without looking at the page. They should
• Start the class with the puppet and the Welcome activity the other way around. Say the colour and remember them in order. Use the same
song (R-2). Encourage the children to join in the elicit the corresponding item. procedure with the next two rows.
chorus and wave to Mickey. Leave the puppet • Collect the flashcards and shuffle them. Place
sitting on his box so he can participate in the class. them on different areas of the mat and play Goodbye Mickey!
N
again. (A TPR song to say goodbye to Mickey.)
Song performance
(A TPR activity to revise the song from unit 1.) Look and say (p. 16) and encourage the children to sing along.
• Play the song (R-6) from unit 1, lesson 3 and (A game to identify the parts of the face and
clothes items.)
SO
encourage the children to perform the actions
and join in the chorus. Say: Let’s sing! • Ask the class helpers to hand out the books. Say:
Open your books, please! while you do the
Follow the leader action and show the children page 16 in your
book. Tell the children they are going to play a
(A traditional TPR game to revise the parts of the
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board game. Point to the red squares and ask

face.)
what they have in common (they are all parts of
• Play Follow the leader with the whole class. Ask the face). Do the same with the green squares
the children to form a line behind you. When they (they are all clothes).
are all lined up, march around the room and tell
• Point to the arrow that indicates the start of the
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them to imitate what you do. Take three steps

AR
forward counting: One, two, three! Then stop
and say: Touch your mouth! Touch your own
mouth and encourage the children to do the
same. Continue playing, counting to three and
game. Tell the children that they will move around
the board by following the footsteps. To mark their
place, they will need a counter, a small piece of
paper or some other object. Point to the first
square and encourage them to say: Face. They
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taking three steps forward, then giving another

place their counter on the square and move on to
order. Use the following actions: Move your
the next one (hat). Elicit the colour (pink) and tell
arms. Touch your nose. Close your eyes. Open
them to put their counter there. Play like this until
your mouth. Move your head, etc. You can vary
you reach the last square. The children will identify
the speed of your steps to make the activity
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the following items: Nose, coat (orange and

more fun.
yellow), mouth, T-shirt (yellow), hair, trousers
PE
(blue), ear, skirt (pink), eyes, shoes (blue).
Ring game • They can play again in pairs or in small groups.
(An activity to consolidate the clothes vocabulary.)
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The game is over when all the players reach the

last square.
the English mat in the centre of the circle and Memory game
elicit the colours. Distribute the flashcards of the
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(An activity to consolidate the vocabulary learnt so

clothes on the mat while saying for example: Hat
far.)
- red, shoes - blue, skirt - green, trousers and
T-shirt - yellow, etc. Tell the children that you are • Point to the first row of squares on the board.
going to say a word and they have to name the Say the words one by one and ask the children to

PLAYTIME
LESSON 2
OBJECTIVES:
N
units 0, 1 and 2. To play Bingo.
To develop motor skills through
TPR games and activities.
SO
Face, nose, mouth, hair, ears,
eyes, hat, coat, T-shirt, trousers,
skirt, shoes. Colours.
RECEPTIVE LANGUAGE:
I’m very, very cold; A coat and
shoes for you!
EXTRA MATERIAL:
face and clothes. Pushouts for
units 1 and 2. Envelopes. Lively
music to dance to (extra
activity). Activity Book page 26.
– GOOFY POSTER:
Photocopies of Poster
AR
worksheet 1 (page 140).
– VIDEO 1: Photocopies of
Video worksheet 1 (page 146).
PE
Listen and play. 17
> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the flashcards to twelve children and explain that they have to pass them on to
other children when the music starts. Put the music on and say: Let’s dance! The children dance and pass the flashcards around. Stop
the music and say: Show me the (T-shirt). The child with this flashcard holds it up for everyone to see. Start the music again and repeat
the game, calling out a different flashcard each time.

PLAYTIME
STEP–BY–STEP Hello Mickey! and show the children page 17 in your book. Activity book (p. 26)
Point to the colour board and explain in L1 that
(A TPR song to greet the children with the puppet.) Draw and say
they are going to play a card game on this board.
• Start the class with the puppet and the Welcome Point to the colours and elicit the words in your • The aim of this page is for the children to identify
song (R-2). Leave the puppet sitting on his box so book. Revise the new words orange and pink. the items in each row and to colour them in. The
he can participate in the class. children identify the pictures in the first row. Say:
• Ask the children to put their cards on the board
Look at number one. What is it? They reply:
according to your instructions. Say: Face - red. Do
Trousers. Continue in this way with the other
N
Song performance the same with the rest of the cards until there is
pictures until they’ve found the odd one out.
a card on each square: Eyes - blue, mouth -
(A TPR activity to revise the song of unit 2.) Then, they do the same with the two remaining
green, etc.
rows. Finally, help them to `read’ each row from
• Play the CD/cassette (R-9) from unit 2, lesson 3
• Then say a word and encourage the children to left to right, from right to left, from top to bottom
and encourage the children to perform the
tell you which square the corresponding card is and from bottom to top.
SO
actions and join in the chorus. Say: Let’s sing!
on. For example, say: Eyes. The children reply:
Blue. Do the same with the rest of the cards. Goofy poster
Flashcard game
• Repeat the activity using the clothes flashcards. • This poster story is a fun way to reinforce the
(A game to consolidate the face and clothes
language learnt in units 1 and 2. See pages 134,
vocabulary.)
135 and 140.
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• Take out the flashcards of the clothes and of the

Bingo
(A game to consolidate the vocabulary of the units.)
face. Show them to the children one by one and Video 1
elicit the words: Face, nose, mouth, hair, ears,
• In L1, explain to the children that they are going • This video is a fun way to reinforce and extend
eyes, hat, coat, T-shirt, trousers, skirt, shoes. Cover
to play Bingo with their pushouts. Say: Let’s play the language learnt in units 1 and 2. See pages
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one flashcard with a piece of paper and move the
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paper around slowly to reveal different parts of the
flashcard. As soon as the children recognise the
picture, they call out the word. You can repeat the
game showing the covered flashcard upside down
Bingo! Tell them that they are going to play with
both sets (a total of twelve cards). Ask them to
choose any 6 cards and place them face up on
the colour board. They can place them in any
order they like. Say: Put your cards on the page,
143 and 146.
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to make it more challenging.

please! while you do the action.
Preparation for the card game • Say the words at random. The children turn the
cards face down as they hear the words. As soon
(p. 17) as their six cards are face down, they put their
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(An activity to consolidate the vocabulary and hand up and say: Bingo! Repeat the game
PE
prepare the cards.) several times.
• Ask the class helpers to hand out the envelopes • When the game is over, the class helpers hand
with the pushouts. The children take out the out the envelopes. Help the children put the
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pushouts of the face and of the clothes. Make cards in the envelopes. When they finish, collect
sure that every child has them by asking them to all the envelopes and store them.
hold up each card according to your instructions.
Starting with the parts of the face, say: Show me
the (eyes), etc. Then go through the clothes. Say:
Goodbye Mickey!
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Show me the (coat), etc. (A TPR song to say goodbye to Mickey.)
• Ask the class helpers to hand out the books. Say: • To end the class, play the Goodbye song (R-3)
Open your book, please! while you do the action and encourage the children to sing along.

UNIT
3 MY ROOM
LESSON 1
OBJECTIVES:
N
To meet Kanga and her baby
Roo through a chant. To
recognise and name some items
of furniture. To revise the rooms
of the house. To develop motor
SO
TARGET LANGUAGE:
Bed, chair, table.
REVISION:
Bedroom, living room,
bathroom, house, mum.
Colours.
RECEPTIVE LANGUAGE:
This is fun! Mum, look!
EXTRA MATERIAL:
bed, table and chair. Flashcards
of the house. Blu-tack®. The
AR
English mat. Activity Book page
10.
PE
> EXTRA ACTIVITY

Stick the furniture and house flashcards on the board and elicit the words. Ask a child to come up to the board and ask him or her to
follow your instructions. Say: Touch the bed! while you do the action. Encourage the child to do the same. Then say: Touch the living
room! and let the child do the action by himself or herself. Repeat the activity with different children, varying the pace of the
instructions.

MY ROOM 3
STEP–BY–STEP Hello Mickey! Mickey, point to the chair! Encourage the children • Play the chant three more times and do one of
to say: Yes! when Mickey points to the correct the following activities each time: 1 The children
(A TPR song to greet the children with the puppet.) flashcard. If he is wrong, they say: No! Do this follow in their books and point to the pieces of
• Start the class with the puppet and the Welcome several times. Leave the puppet sitting on his box furniture when they hear the words. Say: Listen
song (R-2). so he can participate in the class. and point. 2 They jump up and down when they
hear the words: This is fun! Say: Listen and do. 3
• Present the chant using the CD/cassette and
Pause between lines and encourage the children
Ring game your book. Encourage the children to listen and
to repeat. Say: Listen and repeat.
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focus on the scene. Say: Let’s listen!
(An activity to revise the parts of the house.)
11 Mum, look!
Bed,
Flashcard game
classroom and ask them to sit in a circle. Place [boing] (A game to practise yes / no and consolidate the
the English mat in the centre of the circle and chair, lesson vocabulary.)
SO
elicit the colours. Hand out the flashcards of the [boing]
house to four children and ask them to say what table, • Take out the flashcards of the new furniture
they are: (House, bedroom, bathroom, living [boing] vocabulary as well as those of the house. Show
room). Next, instruct them to place their bed! them to the children one by one and elicit the
flashcards on specific areas of the mat. Say, for [boing] words: House, living room, bedroom, bathroom,
example: Put the bedroom on red. The child This is fun! bed, chair y table. Shuffle the flashcards and
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holding the bedroom flashcard puts it on the red This is fun! show one of them to the class without looking at
square and repeats: Bedroom - red. Repeat this Mum, look! it. Ask: Bed? Encourage the children to nod and
activity with the three remaining flashcards. Bed, say: Yes! or shake their heads and say: No! If the
[boing] answer is no, keep suggesting words until you
• Tell the children that you are going to say a word:
chair, guess correctly. Then shuffle the cards and play
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they have to name the colour the corresponding

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flashcard is on. Then do the activity the other way
around, saying the colours and eliciting the items.
• Collect the flashcards, shuffle them and repeat
[boing]
table,
[boing]
bed!
[boing]
again.
Goodbye Mickey!
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This is fun!
This is fun! • To end the class, play the Goodbye song (R-3)
Chant (p. 18) Mum, look!
(A chant to present bed, chair and table.)
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• Ask the class helpers to hand out the books. Say: Activity book (p. 10)
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them the flashcard of the bed and say: Bed. Stick Draw and colour
and show the children page 18 in your book. Explain
it on the board. Next, show the children the
the scene in L1: It is bedtime for Roo and his mum • The aim of this page is for the children to identify
flashcard of the chair and say: Chair. Stick it up
is preparing his bed. Point to the bedroom and say: items of furniture (table, chair, bed). They trace
next to the bed, point and say: Look! A bed, a
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Look! This is a bedroom. It’s Roo’s bedroom. these drawings and colour them however they
chair. Finally, show the flashcard of the table and
Encourage the children to repeat: Bedroom. like (using the colours they know). Finally help
say: Table. Stick it next to the bed and the chair,
point and say: Look! A bed, a chair, a table. Point • Point to Roo’s jumps from the bed to the chair to them to `read’ the page, for example: Table -
to the flashcards again and encourage the the table and back to the bed. Point to the items yellow, etc.
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children to repeat the words. of furniture and say: Bed, chair, table, bed.
Encourage the children to repeat the words
• Pick up the Mickey Mouse puppet and ask
several times.
Mickey to point to the flashcards according to
your instructions. Say: Mickey, point to the bed!

3 MY ROOM
LESSON 2
OBJECTIVES:
N
To extend the furniture
vocabulary. To reinforce the
vocabulary of lesson 1. To
develop fine motor skills.
SO
TARGET LANGUAGE:
Picture.
REVISION:
Table, bed, chair, house,
bedroom, bathroom, living room.
Colours.
RECEPTIVE LANGUAGE:
This is fun! Mum, look!
EXTRA MATERIAL:
chair, table, bed and picture. Blu-
tack®. Crayons. The English mat.
Flashcards of the house (extra
activity).
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Match and say. 19
> EXTRA ACTIVITY

Play What is it? with the whole class. Put the house and the furniture flashcards on your table (bed, chair, table, picture, house, living
room, bedroom, bathroom). Ask a child to take a flashcard and stick it on the board. Turn around so that you can’t see it. Then ask the
rest of the class: Is it the chair? Is it the bedroom?, etc. They reply yes or no until you guess the correct word. Ask another child to
come up to the board and pick a different flashcard, and play again.

MY ROOM 3
STEP–BY–STEP Hello Mickey! Say: Look! A chair - a chair. Encourage them to

do the same.
• In L1, tell them to join the remaining items in the
same way. Ask them to select a pink, orange or
green crayon to do the task. Make sure there is a
box of crayons on each table. Say the colours and
ask the children to hold up the corresponding
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Flashcard game crayons. Say: Show me (pink).
(An activity to practise the chant and present • The children do the task. Go round the room
picture.) while they are working in order to provide any
• Stick the flashcards of the table, chair and bed necessary help. When they finish, show them
the completed page in your book, point to the
SO
on different walls. Play the chant from lesson 1
(R-11) and encourage the children to join in and items and the silhouettes and say: Chair - chair.
act it out. Say: Listen and point. Picture - picture, etc. Encourage the children to
repeat.
• Stick the flashcards of the bed, chair and table on
the board and elicit the words. Teach the word • Finally, ask them to show their page to the class
picture with the corresponding flashcard. Say:
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one by one. Encourage them to name the items

Look! A picture. Ask the children to repeat the and say the colour they have used to draw their
word. Then point to all the flashcards and ask lines, for example: Bed - orange - bed.
them to say the words.
• Next, play Echo with them. Tell them that they Ring game
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are going to be your echo and will have to repeat
the words you say in the same way. Say the
words slowly, fast, with different intonations,
loudly and in a whisper.
(An activity to consolidate the vocabulary.)

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• Call a child up to the board and ask him or her to elicit the colours. Place the flashcards of the
point to a flashcard and identify it. Encourage him lesson on different colours while saying for
or her to say: This is a bed! while pointing to the example: Chair - red. Table - blue. Picture - yellow.
corresponding flashcard. Ask different children to Bed - green.
identify the rest of the flashcards. Then turn the
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flashcards over so that they can’t see the picture • Tell the children that you are going to say a colour
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and repeat the activity. This time the children and they have to identify the corresponding
point and try to guess the hidden item. flashcard. Say: Red. and encourage them to say:
Chair. Do the same with the remaining colours.
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Match and say (p. 19) • Collect the flashcards, shuffle them and play
(An activity to develop fine motor skills and again.
• Ask the class helpers to hand out the books. Goodbye Mickey!
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Show the children your book open at page 19, (A TPR song to say goodbye to Mickey.)
point to the pictures and elicit the words. Point to
the example and follow the line with your finger • To end the class, play the Goodbye song (R-3)
to show how it joins the chair to its silhouette. and encourage the children to sing along.

3 MY ROOM
LESSON 3
OBJECTIVES:
N
To extend the vocabulary of the
unit. To develop observation
skills. To sing the unit song. To
develop motor skills through
acting out the song.
SO
TARGET LANGUAGE:
Door, window.
REVISION:
Table, chair, picture, bed, living
room, bathroom, house,
bedroom, shoe. Colours.
RECEPTIVE LANGUAGE:
Knock on the window; Come in;
I’m cold!
EXTRA MATERIALS:
table, chair, picture, bed, door,
window. Flashcards of the
bedroom, living room, bathroom
and house. Crayons. Sheets of
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paper (extra activity). Activity
Book page 11.
Note: Ask the children to bring

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magazine pictures of the
following objects to the next
class: tables, chairs, beds,
pictures, doors and windows. 20 Look and find. Sing and do.
> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to illustrate the song by drawing Tigger outside in the cold asking to come
in. When they finish, collect their drawings and display them in the classroom.

MY ROOM 3
STEP–BY–STEP Hello Mickey! • In L1, ask the children to look at the page carefully expression, ask a child to leave the room and
in order to find a shoe. Give them a few moments knock on the door. Open the door, invite him or
(A TPR song to greet the children with the puppet.) to look at the picture and find it and confirm their her to come in and say: Come in! Play the song
• Start the class with the puppet and the Welcome answer by drawing a circle around the shoe with again and ask the children to point to the door
your finger. The children then circle it with a crayon. and the window when they hear the words. Say:
Look and point.
Sing and do (p. 20)
Song performance
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Preparation for the song (A song to practise door and window.)
(An opportunity for the children to act out the song.)
(A TPR game to revise the vocabulary of this unit • This song is very good for dancing. Encourage
and present door and window.) the children to move with the music as they • Say: Knock, knock! and ask the children to knock
listen. In L1, establish what is happening in the on their tables as if they were knocking at the
• Point to the door and say: This is a door. Point to door. Mime shivering with cold and say: I’m cold!
scene: Tigger is freezing cold and he is saying:
SO
a window and say: This is a window. Repeat both Encourage the children to do the same.
words and ask the children to point to the door I’m cold! Ask the children what Tigger wants to
and window as you say them. Then say: Point to do (get inside the house where it is warm). • Play the song again and encourage the children
a table. Point to a picture. Point to a chair. Point to Present the song using the CD/cassette and your to do the actions with you. They also point to the
book. Encourage the children to listen and find door and the window when they hear the words.
a window. Point to a door. Encourage them to
say the word as they point to each item. out if he can go inside. Say: Let’s listen to the
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song!
• Take out the flashcards for the lesson,
Goodbye Mickey!
12 Knock, knock, knock (A TPR song to say goodbye to Mickey.)
stick them on the board and elicit the words. Knock on the window,
Then play Touch with the whole class. Call pairs Knock, knock, knock. • To end the class, play the Goodbye song (R-3)
of children up to the board and ask them to Knock, knock, knock, and encourage the children to sing along.
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touch the flashcards according to your Knock on the window,

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instructions. Say: Touch the table! Touch the
bed! etc. Repeat the activity until all the children
have had a turn. If they remember this
vocabulary well, add the flashcards of the house
Knock, knock, knock.
I'm cold, I'm cold, I'm cold!
I'm cold, I'm cold, I'm cold!
Match and colour
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Knock, knock, knock • The aim of this page is for the children to identify
and continue playing.
Knock on the door, the furniture in the house. They take out the
Knock, knock, knock. green, orange and blue crayons. Point to the
Pre-listening activities (p. 20) Knock, knock, knock, example and follow the line with your finger to
Knock on the door, show them how the two pieces of puzzle fit
(Activities to revise colours and develop observation
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Knock, knock, knock. together to make up a picture of a table. In L1,

skills.)
I'm cold, I'm cold, I'm cold! ask them to join the pieces to make the chair and
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• Ask the class helpers to hand out the books. Say: I'm cold, I'm cold, I'm cold! the picture. Then, do a colour dictation. Say:
Open your book, please! while you do the action Knock, knock, knock Colour the table blue. Colour the picture green.
Knock on the door, Colour the chair orange. Finally, help them to
and show the children page 20 in your book. Tell
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Knock, knock, knock. `read’ the page as you point to each piece of
the children that they are going to play a game. In
Knock, knock, knock, puzzle, saying: Table - table - blue, etc.
L1, explain that they have to look at the page and
Knock on the door,
touch something red, blue, green, orange or yellow
Knock, knock, knock.
according to your instructions. Demonstrate the
game first. Say: Touch orange! and touch Tigger. Come in, come in, come in!
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Then, play with the whole class. Finally, ask the Come in, come in, come in!
children to identify the room they can see
through the window. Ask: Is it a bedroom? Is it a • Confirm that Kanga and Roo invite Tigger to
living room? come inside by saying: Come in! To explain the

3 MY ROOM
LESSON 4
OBJECTIVES:
N
the vocabulary of this unit. To
motor skills.
SO
Chair, table, door, window,
picture, house, living room,
bedroom, bathroom. Colours.
Numbers from 1 to 4.
RECEPTIVE LANGUAGE:
Knock on the (window); Come
in!; I’m cold!
EXTRA MATERIAL:
house and furniture. Blu-tack®.
Stickers of the unit. The English
mat. Magazine pictures of
tables, chairs, beds, pictures,
doors and windows (extra
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activity).
Note: Ask the children to bring

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a photo of their bedroom or
any part of their house to the
next class.
Stick and say. 21
> EXTRA ACTIVITY

Hand out the magazine pictures of the furniture, one to each child, and elicit the words. Ask the children to hold them up according
to your instructions. Say: Show me the (chairs). The children holding chairs stand up, repeat the word and show their pictures to the
class. Do the same with the rest of the items. Then ask the children to exchange pictures and repeat the activity. When you finish,
collect the pictures for use in the next class.

MY ROOM 3
STEP–BY–STEP Hello Mickey! Stick and say (p. 21) • Collect the flashcards, shuffle them and repeat
(A TPR song to greet the children with the puppet.) (An activity to complete details in a scene.)
• Start the class with the puppet and the Welcome • Ask the class helpers to hand out the books. Say: Goodbye Mickey!
song (R-2). Leave the puppet sitting on his box so Open your book, please! while you do the action
he can participate in the class. (A TPR song to say goodbye to Mickey.)
Point to the living room and encourage the • To end the class, play the Goodbye song (R-3)
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Song performance children to identify it. Ask them to explain in L1 and encourage the children to sing along.
what is happening in the scene: Tigger is inside
Kanga and Roo’s house, warming himself by the
• Play the song (R-12) from lesson 3 and fire.
• In L1, tell the children that they are going to stick
and join in the chorus. Say: Let’s sing!
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stickers of the missing details in order to
complete the picture. First, identify the missing
Flashcard game parts. Point to the door and encourage the
(A game to consolidate the vocabulary of the unit.) children to say: Door. Show them the sticker
page. Remove the sticker of the door and ask the
• Show the house and furniture flashcards one by children to do the same. Go back to page 21 and
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one and elicit the words: Chair, window, picture, stick it in its place. Do the same with the chair,
bed, table, door. Stick them on the board and the table and the window.
play Echo with the whole class. Tell the children
that they are going to be your echo and will have • When the children have finished, point to the
to repeat the words you say in the same way. door, the chair, the table and the window. Say:
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Door, chair, table, window. Ask the children to

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Say the words slowly, fast, with different
intonations, loudly, in a whisper, etc.
• In L1, tell the children that they are going to play
a memory game. Point to the flashcards one by
point to the items when they hear the words.
Ring game
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one and say the words. Do this at least three (An activity to consolidate the house vocabulary.)
times without varying the order in which you
point. Encourage the children to repeat the
and ask them to sit in a circle. Place the English
words several times. Say: Listen and repeat.
mat in the centre of the circle and elicit the
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• Remove one flashcard. Point to the flashcards colours. Distribute the flashcards of the house,
again, including the space of the missing one and bedroom, bathroom and living room on the mat
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encourage the children to say all the words. while saying, for example: House - red. Living
Remove another flashcard and repeat the room - blue. Bedroom - green. Bathroom - yellow.
procedure. Do this until you have removed all six
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• Ask the children to stand and tell them that you

flashcards. At the end of the game, the children
are going to count to four and they are going to
should be able to remember the words in the
take four steps around the mat. When you say:
correct order.
Four! they have to stop and follow your
instructions. Count: One, two, three, four. Say:
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(Peter), jump on blue. Peter jumps onto the blue

square and identifies the room, for example:
Living room. Do the same with the remaining
flashcards.

3 MY ROOM
LESSON 5
OBJECTIVES:
N
To present a child talking about
his bedroom. To revise the
furniture and house vocabulary.
TPR activities.
SO
Chair, table, door, window,
picture, house, living room,
bedroom, bathroom. Colours.
EXTRA MATERIAL:
furniture and the house. The
English mat. The magazine
pictures of furniture from the
previous lesson. Lining paper (to
make a poster). Glue-stick.
Modelling clay and a large piece
of card (extra activity). Activity
Book page 12.
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> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of their bed in any colour they like. When they finish, encourage
them to say: This is my bed. My bed is (red). Help them put the finished items on the piece of card and display them in the
classroom.

MY ROOM 3
STEP–BY–STEP Hello Mickey! • Hand out the pictures to the children and elicit • Name the items of furniture at random and tell
the words as you give them out. Explain that the children to point to them in their books and
(A TPR song to greet the children with the puppet.) they are going to look for classmates with the say the words. Repeat the activity several times.
• Start the class with the puppet and the Welcome same item in order to form groups. Tell them to
go around the room without showing their
picture while whispering, for example: Bed?
Ring game
Bed? Bed? When they find another child with the (An activity to consolidate the house and furniture
vocabulary.)
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same picture, the two join forces and keep
Hide and Seek! looking for the rest.
(A game with the puppet to practise the house and • When the groups have been formed, say: Beds! classroom and collect the photos they have
furniture vocabulary.) The children in this group hold up their pictures brought. Ask them to sit in a circle. Place the
• Show the flashcards of the rooms of the house and repeat the word. Count them: One, two, English mat in the centre of the circle and elicit
three, four. If there are more than four in a group,
SO
one by one and elicit the words: Living room, the colours.
bedroom, bathroom. Stick them on different start counting from one again. Do the same with
• Show them the photos one by one and ask the
walls, say the words again and ask the children the rest of the groups. Encourage the children to
owner of each one to identify it. Help each child
to point to the corresponding flashcards. Say: say the words and count from one to four.
say, for example: This is my (bedroom), my bed,
Point to the (bedroom). • When you finish, stick a large piece of lining my table, my chair, etc. Then the child places the
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• Take out the furniture flashcards and show them paper on the wall and ask the different groups to photo on the mat, choosing the colour he or she
one by one. Elicit the words: Chair, table, stick their pictures on the paper, grouping all the likes best. Repeat the activity until all the photos
window, bed, door, picture. In L1, tell the children items in sets. Keep the poster for use in lesson 7. are on the mat.
they are going to play Hide and Seek. Hand out
the flashcards to six children without looking at Listen and point (p. 22) Goodbye Mickey!
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flashcard.
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them. Tell them not to show their flashcard to
anyone. Next, ask them to pick one of the three
rooms and stand next to the corresponding
(An activity to look at a real bedroom.)
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• In order to play, ask: (Window), are you in the

Point to the boy in the photo and tell the class
(bedroom)? The child holding the flashcard of the
that he is going to talk to us about his bedroom.
window answers yes or doesn´t answer. If there Match and draw
Use the CD/cassette and your book to present
is no answer, ask more questions until you guess
the listening. Point to the different items of
where he or she is. Do the same with the rest of • The aim of this page is for the children to identify
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furniture as they are named. Ask the children to

the items. Repeat the game until all the children the furniture and complete the rooms. First, point
listen carefully in order to discover what the boy’s
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have had a turn. to the example and follow the line that joins the
favourite colour is. Say: Look and listen.
window to the room which is missing a window.
13 Look! This is my bedroom. It’s green. Ask the children to name the first object on the
Pre-listening activity Green is my favourite colour. There’s my left (window). Next, they draw the window in the
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(An activity to consolidate the furniture vocabulary.) bed, my table, and my chair. And look at corresponding room in order to complete the
my picture! picture. Then, they do the same with the others.
• Show the class the magazine pictures one by
Finally, help the children to `read’ the page by
one and say: Look, this is a bed. In L1, ask the • Confirm that the boy’s favourite colour is green.
pointing and saying: Window - window -
children in what room they would find a bed. Play the CD/cassette again and ask the children
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bedroom, etc.
Encourage them to reply: (In the) bedroom. Do to point to the furniture according to what they
the same with the rest of the pictures. hear. Say: Listen and point.

3 MY ROOM
LESSON 6
OBJECTIVES:
N
SO
RECEPTIVE LANGUAGE:
This is my (bedroom).
EXTRA MATERIAL:
drawing completed of your
bedroom. Flashcards of the
furniture. Music for the ring
game. Crayons. The English mat.
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Draw and say. 23
> EXTRA ACTIVITY

Count the items of furniture in the classroom with the whole class. Say: Look and count, and ask the children to count the windows
with you. Say: Point to the windows. One, two, etc. Do the same with the chairs, doors, tables and pictures.

MY ROOM 3
STEP–BY–STEP Hello Mickey! Red? Blue?, etc. and encourage them to reply.
When they finish, they can show the class their
drawings.
song (R-2). Leave Mickey in his box so he can Goodbye Mickey!
participate in the class.
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Ring game • To end the class, play the Goodbye song (R-3)
(A TPR game to consolidate the vocabulary of the
unit.)
SO
elicit the colours.
• Hand out the furniture flashcards to six children
and ask them to stand in the centre of the circle.
Put on some music and in L1, explain they are
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going to dance until the music stops. When this

happens, they will put their flashcard down on
the colour you tell them. Stop the music and say:
Chair - red. The child holding this flashcard puts it
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on the red square and repeats: Chair - red. Put on
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the music again and do the same with the rest of
the flashcards. Repeat the game until all the
children have had a turn.
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(A personalisation activity for the children to
complete a picture of their own bedroom.)
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Say: Open your book, please! while you do the

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book with the drawing completed of your
bedroom. Point to the bedroom and say: This is
my bedroom, my bed, my picture. My bedroom
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is (blue). Ask the children to complete the

bedroom on the page by drawing and colouring
a bed and a picture like the ones they have at
home. Make sure there is a box of crayons on
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each table. Go round the room while the

children are working in order to provide any
necessary help. Point to their drawings and
encourage them to say: My bedroom. Ask:

3 MY ROOM
LESSON 7
OBJECTIVES:
N
card game with the children.
TPR activities. To count from
SO
1 to 6. To assess progress.
TARGET LANGUAGE:
Five, six.
EXTRA MATERIAL:
The puppet. The poster from
lesson 5. The English mat.
Pushouts of the unit. Sheets of
paper. Envelopes. Flashcards of
the furniture and lively music
page 13. Photocopies of
Progress sheet 3 (page 156).
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> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the flashcards of the furniture to six children and explain that they have to pass
them on to other children when the music starts. Start the music and say: Let’s dance! The children dance and pass the flashcards
around. Stop the music and say: Show me the (picture). The child holding this flashcard shows it to the rest of the class. Put the music
on again and repeat the game, calling out a different flashcard each time. You can also play with the clothes and house flashcards.

MY ROOM 3
STEP–BY–STEP Hello Mickey! Card game • Give the thumbs-up signal and exclaim: Very
(A TPR song to greet the children with the puppet.) (A game to consolidate the unit vocabulary.)
• Start the class with the puppet and the Welcome • In L1, explain to the children that they are going Goodbye Mickey!
song (R-2). Encourage the children to join in the to play a new card game. Say: Let’s play a card
chorus and wave to Mickey. game! Ask them to place the six cards face up (A TPR song to say goodbye to Mickey.)
on the table. Hand out a sheet of paper to each • To end the class, play the Goodbye song (R-3)
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Poster game child. Help the children fold them three times in
order to make six squares. Then, ask them to
(An activity to revise the furniture and count to six.) open the sheet up again and help them number
the squares while saying: One, two, three, four, Activity book (p. 13)
• Count to six on your fingers. Say: One, two,
three, four, five, six. Stress the numbers five and five, six. Colour and say
six. Encourage the children to count to six with
SO
• Tell the children to put the piece of paper next to • The aim of this page is for the children to identify
you. Repeat the activity several times. their cards and ask them to follow your the furniture in a room and to colour it following a
• Ask the children to come up to the poster. Ask instructions. Say: Chair - two. Explain that they colour code. The children take out the orange,
one child to choose a crayon and to say its colour. have to place the chair card on square number blue, green and pink crayons. Say: One - blue.
Then ask him or her to draw a circle around the two. Do the same with all the cards. Finally, say a Two - pink. Three - orange. Four - green. Then
objects you indicate. For example, say: Circle two number and elicit the corresponding object. they colour in the picture according to the code.
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chairs. The child points and counts off two chairs: Repeat the game several times. Finally, help them to `read’ the page by pointing
One, two chairs, and draws a circle around them. and saying: Window - blue, etc. Encourage the
• When the game is over, the class helpers hand
Repeat the procedure using the items of children to name the furniture in the room
out the envelopes. Help the children put the
furniture on the poster and the numbers from according to the colour you say. Say: Blue … they
reply: Window, etc.
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one to six. You can also use the poster to elicit all the envelopes and store them.

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the colours of the different items.

Progress sheet 3
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pages 152 and 156.

prepare the cards.)
• Ask the children to go back to their seats. Show Round up
them the pushouts of the unit and make sure
that every child has them. Ask them to point to
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each card according to your instructions. Say:
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Point to the chair! Point to the table!, etc. • Ask the class helpers to hand out the books. Say:
• Show the children how to push the cards out.
Make sure all the sets are complete by saying:
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Point to Mickey and tell the children in L1 that he

Show me the (picture), etc. The children hold up
is happy because they have finished the unit. Tell
the corresponding card. Do the same with all the
them that they are going to stick a sticker there
cards.
to celebrate this.
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one Mickey sticker. Ask them to do the same. Go

back to page 23 and stick the sticker in the
appropriate space.

UNIT
4 LUNCHTIME
LESSON 1
OBJECTIVES:
N
To meet Prince Eric and his
friends through a chant. To
recognise and name some food
items. To develop the senses of
smell, touch and taste. To
SO
activities.
TARGET LANGUAGE:
Water, bread, cheese, cake.
REVISION:
Apple. Colours.
RECEPTIVE LANGUAGE:
Good afternoon!; lunchtime; a
glass of (water).
EXTRA MATERIAL:
bread, cheese, water and cake.
Blu-tack®. Plastic food items: (a
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bottle of water, bread, cheese, a
small cake, an apple). A bag.
A plastic plate. Activity Book
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page 14.
> EXTRA ACTIVITY

Place the plastic food items in a bag and ask different children to identify them by touch. For example, say: (Emma) give me the
(apple). Emma puts her hand inside the bag, takes out the apple without looking and shows it to the class. Encourage all the
children to say the word. Choose another child and repeat the game.

LUNCHTIME 4
14 Good afternoon! Good afternoon!

STEP–BY–STEP Hello Mickey!
Lunchtime!
Goodbye Mickey!
Good afternoon! Good afternoon!
• Start the class with the puppet and the Welcome Lunchtime! • To end the class, play the Goodbye song (R-3)
song (R-2). Leave the puppet sitting on his box so A glass of water, and encourage the children to sing along.
he can participate in the class. Some bread and cheese,
A glass of water,
An apple and a cake. Activity book (p. 14)
N
Ring game [Repeat] Match
(An activity to present some food items.)
• The aim of this page is for the children to identify
• Take the children to the play area in the five kinds of food and to join each one to its
classroom and ask them to sit in a circle. Take silhouette. When they have done the task, help
out the carrier bag with the food inside and tell them to `read’ the page as you point and say:
SO
Explain the scene in L1: Grimsby is serving lunch
them you have just been shopping and bought a Cheese - cheese, etc.
to Prince Eric while Ariel, the Little Mermaid, looks
few things. Say: Lunchtime! and explain the word
on. We can also see the prince’s dog. Ask the
in L1. Invite the children to guess what is inside
children to identify the food on the tray (bread,
the bag in L1. Take out the items as they guess
cheese, a cake, an apple, a glass of water).
them and present them in English. Say: This is (a
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cake), (water), (bread), (cheese). Encourage the • Play the chant three more times and do one of the
children to repeat the words. following activities each time: 1 The children follow
in their books and point to the food items when
Chant (p. 24) they hear the words. Say: Listen and point. 2 Stick
the food flashcards on different walls and ask the
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(A chant to practise the food vocabulary.)

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them the food flashcards and say: An apple, a
cake, bread, water, cheese. Stick them on the
children to point to them when they hear the
corresponding words. Say: Listen and do. 3 Pause
between each line and encourage the children to
repeat. Say: Listen and repeat. (If they have trouble
remembering a whole line, remember to use the
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board one by one, say the words again and

encourage the children to repeat. backward build-up technique (unit 1, lesson 1).
• Explain the meaning of the word lunch and point

to the food flashcards. Ask the children: Do you What’s missing?
have (bread) for lunch? Encourage them to reply (A game to consolidate the unit vocabulary.)
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yes or no. Do the same with the rest of the

• Place the plastic food items in a bag and ask
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flashcards.
different children to identify them by touch. For
• Present the chant using the CD/cassette and example, say: (Emma) give me the (apple).
your book. Ask the children to listen and focus on Emma puts her hand inside the bag, takes out
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the scene. Say: Let’s listen! the apple without looking and shows it to the
class. Encourage all the children to say the word.
Choose another child and repeat the game.
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4 LUNCHTIME
LESSON 2
OBJECTIVES:
N
To reinforce the vocabulary of
lesson 1. To develop observation
skills. To develop fine motor
skills.
SO
TARGET LANGUAGE:
Fish.
REVISION:
Water, bread, cheese, apple,
cake, banana, biscuit, milk.
RECEPTIVE LANGUAGE:
Good afternoon!; lunchtime; a
glass of water.
EXTRA MATERIAL:
fish, water, bread, cheese and
cake. Flashcards, drawings or
magazine pictures of an apple, a
banana, biscuits and milk. Blu-
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tack®. The English mat. Crayons.
PE
Find and colour. 25
> EXTRA ACTIVITY

Play What’s missing? with the whole class. Show the flashcards or pictures one by one a couple of times and say: Water, bread,
cheese, apple, cake, banana, apple, biscuit, milk. Remove one flashcard from the pack. Show the remaining ones to the class and
ask: What’s missing? The children say the word. Shuffle all the flashcards and repeat the game several times.

LUNCHTIME 4
STEP–BY–STEP Hello Mickey! point to the pictures and elicit the food items and Goodbye Mickey!
their colour: A yellow cake, blue fish, orange
(A TPR song to greet the children with the puppet.) cheese. In L1 explain that they are going to look (A TPR song to say goodbye to Mickey.)
• Start the class with the puppet and the Welcome for these items in the grid and then colour them • To end the class, play the Goodbye song (R-3)
song (R-2). Leave the puppet sitting on his box so using the same colours. and encourage the children to sing along.
he can participate in the class. • The children will need yellow, blue and orange
crayons. Make sure there is a box of crayons on
N
Ring game each table. Say the colours and ask the children
to hold up the corresponding crayons. Say: Show
(An activity to practise the chant and revise the
me (orange)!
food vocabulary.)
• Give the children enough time to do the task. Go
• Play the chant from Lesson 1 (R-14) and
round the room while they are working in order
SO
to provide any necessary help.
Say: Let’s chant!
• When they have finished, show them the
completed page so they can check their work.
Point to the items in the grid and say the colours.
Encourage the children to point to the pictures in
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elicit the colours.

their books and repeat.
• Present the word fish with the corresponding
flashcard. Then hand out the food flashcards
(fish, water, bread, cheese, cake, apple) to six
Red Rover game
(A traditional game to practise the food vocabulary.)
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children and ask each child to name the one he
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or she has been given. Ask: Is it water? Is it fish?
Ask the children to follow your instructions. Say:
Show me the (water). The child with this
flashcard holds it up and repeats the word. Say:
• Divide the children into five groups and assign a
food item to each one (water, bread, cake, fish or
cheese). Hand out the corresponding flashcard to
one child from each group. Ask him or her to
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Put the water on blue. The child places the

show the flashcard to the group. Say what they
flashcard on the appropriate area of the mat. Say:
are, for example: You are the water. Encourage
Water - blue. Do the same with the rest of the
the group to repeat the word. Do the same with
flashcards.
the other groups.
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• Finally, say each colour on the mat and ask the

children to identify the food item that is on it.
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classroom and ask them to stand together at one
When you finish, collect the flashcards, shuffle
side. Stand at the opposite side and tell them in
them and repeat the activity until all the children
L1 that you are going to name one of the food
have had a turn.
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items. Those belonging to that group run (or

walk) over to your side. Demonstrate the action
Find and colour (p. 25) while saying: Red Rover, Red Rover, let the
(An activity to develop observation and fine motor water come over! The children belonging to the
skills and reinforce the food vocabulary.) water group go over to your side. Call out
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another food item, and keep playing until all the

• Ask the class helpers to hand out the books. children are on your side. Then go over to the
Show the children your book open at page 25, other side and start the game again.

4 LUNCHTIME
LESSON 3
OBJECTIVES:
N
sing the unit song. To count to
four. To develop motor skills
through acting out the song.
TARGET LANGUAGE:
SO
Chicken.
REVISION:
Fish, bread, cake, cheese, water,
apple, banana, biscuit, milk,
picture. One, two, three, four.
RECEPTIVE LANGUAGE:
(Chicken) is very good; I like
(chicken).
EXTRA MATERIALS:
fish, bread, cheese, water, cake
and chicken. Flashcards or
pictures of an apple, a banana,
biscuits and milk. Sheets of
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paper (extra activity). Activity
Book page 15.
PE
Note: Ask the children to cut
out magazine pictures of the
following food items to bring to
the next class: apples, bananas,
biscuits, chicken, fish, cakes. 26 Look and find. Sing and do.
> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to illustrate the song by drawing one of the two characters. When they
have finished, collect their drawings and display them in the classroom.

LUNCHTIME 4
STEP–BY–STEP Hello Mickey! Pre-listening activities (p. 26) Chicken is good.

Very, very good.
(A TPR song to greet the children with the puppet.) (Activities to revise colours and develop observation Mmm, I like chicken!
skills.)
Fish is good,
song (R-2). Leave the puppet sitting on his box so • Ask the class helpers to hand out the books. Say: Fish is very good,
he can participate in the class. Open your book, please! while you do the action Fish is good.
and show the children page 26 in your book. Tell Very, very good.
N
Mmm, I like fish!
Lunchtime! the children that they are going to play a game. In
(A game to practise the food vocabulary and touch something red, blue, green or pink I like fish!
present chicken.) according to your instructions. Demonstrate the Mmm, I like fish!
game first. Say: Touch pink! and touch the I like fish!
• Take out the food flashcards and the pictures,
show them one by one and elicit the words: Fish, tablecloth. Then play with the whole class.
SO
bread, cheese, water, cake, apple, banana, • In L1, ask the children to look at the page • Confirm that Prince Eric mentions chicken and
biscuit, milk. Then present chicken with the carefully in order to find a picture. Give them a fish. Play the song twice more and ask the
corresponding flashcard. Ask the children to few moments to look at the illustration and find it children to do the following activities each time.
repeat the word several times. and confirm their answer by drawing a circle 1 The children look at the picture in their book
around the picture of the ship with your finger. and point to the chicken and fish when they hear
• Divide the food flashcards into two groups and
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The children then circle it with a crayon. the words. Say: Look and point! 2 They rub their
place them on your table. Point to the first group
tummies when they hear the words I like ... .
and say, for example: Lunch! Cheese, bread, fish,
Say: Listen and do.
apple, water. Then point to the second group and Sing and do (p. 26)
say: Lunch! Chicken, biscuit, banana, cake, milk. (A song to practise chicken and fish.)
Song performance
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The children point to each group in turn and

repeat.
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• Choose one of the lunches by pointing to the
flashcards or pictures and saying: This is my
lunch. Mmm! I like this lunch: chicken, biscuit,
• In L1, establish what is happening in the scene:
Prince Eric is having lunch with his friend Ariel.
Point to the food and ask the children to identify
the items: Chicken, fish, water, bread. Count
(An opportunity for the children to act out the song.)
• Divide the class into two groups and assign
roles. Group A mimes Prince Eric eating chicken
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them: One, two, three, four. and Group B mimes Ariel eating fish. Play the
banana, cake, milk. Call on individual children to song again and encourage the children to do the
choose a lunch. Encourage them to say: Mmm! • Present the song using the CD/cassette and your actions with you. If there is enough time, change
I like this lunch: … book. Encourage the children to listen to Prince roles and play the song again.
Eric. Tell them that he mentions only two food
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items in his song. Ask them to identify the items.

Preparation for the song Say: Let’s listen to the song!
Goodbye Mickey!
PE
(An activity for the children to choose their favourite (A TPR song to say goodbye to Mickey.)
food and drink.) 15 Chicken is good
Chicken is very good, • To end the class, play the Goodbye song (R-3)
• Tell the children that they can choose two items Chicken is good. and encourage the children to sing along.
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of food and one drink. Ask them to say the Very, very good.
Mmm, I like chicken!
words and point to the corresponding flashcards. Activity book (p. 15)
Encourage them to say: I like (fish, cake and Fish is good,
Draw and say
milk). When they have all had a chance to speak, Fish is very good,
identify the class’s favourite food and drink and Fish is good.
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point to the corresponding picture. Very, very good. the food on the first tray and to complete the
Mmm, I like fish! second tray with the missing food items. Finally,
Chicken is good help them to `read’ the page, pointing to each
Chicken is very good, tray and saying: Fish, bread, water, cake, cheese.

4 LUNCHTIME
LESSON 4
OBJECTIVES:
N
To sing the unit song. To count
to ten. To revise the vocabulary
of the unit. To develop
observation and fine motor
skills.
SO
TARGET LANGUAGE:
Five, six, seven, eight, nine, ten.
Fish, chicken, cake, apple,
banana, biscuits, milk, water.
Colours. Numbers from 1 to 4.
RECEPTIVE LANGUAGE:
(Chicken) is very good. I like
(chicken).
EXTRA MATERIAL:
The puppet. Flashcards or
pictures of the fish, chicken,
cake, biscuit, apple, banana,
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bread, water, milk. Blu-tack®.
Stickers for the unit. The English
mat. Additional magazine
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pictures of apples, bananas,
biscuits, chicken, fish and cakes.
modelling clay and a piece of
card for each child (extra
activity). Count, stick and say. 27
> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of their favourite item of food, choosing between milk, banana,
apple or biscuits. When they have finished, help them to name their food and place their models onto a piece of cardboard. Display
their work in the classroom.

LUNCHTIME 4
STEP–BY–STEP Hello Mickey! four…, ten chairs. Next, ask them to take out ten the words in the order in which they remember
crayons and help them count them out. Then say them. Hold up the flashcards as they say them to
numbers at random. The children count the confirm their answers. Shuffle the flashcards and
• Start the class with the puppet and the Welcome corresponding number of crayons out loud and play again.
song (R-2). Leave the puppet sitting on his box so hold them up.
• Finally, write the numbers on the board. Ask Goodbye Mickey!
different children to point to them according to (A TPR song to say goodbye to Mickey.)
N
Song performance your instructions. Say: Point to five and help them
point to the correct number. Repeat the activity • To end the class, play the Goodbye song (R-3)
until they recognise the numbers easily. and encourage the children to sing along.
• Play the CD/cassette (R-15) from lesson 3 and
and join in the chorus. Say: Let’s sing and do! Count, stick and say (p. 27)
SO
(An activity to count food items.)
Ring game • Ask the class helpers to hand out the books. Say:
(An activity to consolidate the vocabulary.) Open your book, please! while you do the action
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Point to the food items and elicit the words:

classroom and ask them to sit in a circle. Place Chicken, cake, banana, apple, biscuit, fish. Then
the English mat in the centre of the circle and ask them to identify the colour of each plate.
elicit the colours. Take out the lesson flashcards
and pictures (fish, chicken, cake, biscuit, apple, • In L1, tell the children that they are going to
banana, bread, water, milk) and distribute them count the food items and complete each plate
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on the mat while saying: Milk and water - red.
Apple and banana - blue. Fish and chicken -
yellow. Cake, biscuit and bread - green.
• Tell the children that you are going to say a colour
with the corresponding number sticker. Point to
the fishes and encourage the children to count
them: One, two, three, four, five. Show them the
sticker page. Remove the sticker of the number 5
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and ask the children to do the same. Go back to

and ask them to name the food item that is on page 27 and stick it in the middle of the plate of
that colour. Say: Red and encourage them to fishes. Do the same with the other stickers
reply: Milk and water. Do the same with the putting them on the appropriate plates in the
other colours. Then collect the flashcards, shuffle following order: 6 chickens, 7 apples, 8 bananas,
them and play again.
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9 biscuits, 10 cakes.
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• When the children have finished, point to each
Preparation for the count, stick plate and say: Six chickens, ten cakes, eight
and say activity bananas, seven apples, nine biscuits, five fishes.
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(Activities to practise counting to ten.) Ask the children to repeat and point to the items
while they count them.
• Count to ten on your fingers. Say: One, two,
three, four, five, six, seven, eight, nine, ten.
Stress the numbers five, six, seven, eight, nine, Flashcard game
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ten. Encourage the children to count to ten on (A memory game to consolidate the vocabulary.)
their fingers. Repeat the activity several times.
• Show the food flashcards to the children and
• With the children, count different items in the elicit the words. Repeat the words in the same
room up to ten, for example: One, two, three, order several times, then ask the children to say

4 LUNCHTIME
LESSON 5
OBJECTIVES:
N
To present children talking about
their snacks. To revise the
vocabulary of the unit. To
activities.
SO
Milk, cheese, apple, bread,
biscuits, bananas, water, cake,
chicken, fish. Face, eyes, mouth,
nose, ears, hair, head, legs,
arms. Stand up, sit down.
RECEPTIVE LANGUAGE:
A glass of (milk).
EXTRA MATERIAL:
pictures of the following: apple,
banana, biscuit, fish and cake.
The English mat. Additional
AR
magazine pictures of the food
items from the previous lesson.
Sheets of paper (extra activity).
PE
> EXTRA ACTIVITY

Tell the children you are going to do a survey to find out the class’s favourite food. Take out the food flashcards or pictures. Elicit the
names and stick them in a row at the top of the board. Make six columns beneath. Put the magazine pictures on your table and choose
one. Say, for example: I like (biscuits)! Stick the picture under the flashcard of the biscuit. Call up the children up one by one. They
choose a picture and stick it in the right column. Count the pictures in each column to find the class’s favourite food.

LUNCHTIME 4
STEP–BY–STEP Hello Mickey! Listen and point (p. 28)

(A TPR song to greet the children with the puppet.) (An activity to present some children talking about
snacks.)
song (R-2). Leave the puppet sitting on his box so • Ask the class helpers to hand out the
he can participate in the class. books. Say: Open your book, please! while you
do the action and show the children page 26 in
N
Ring game your book. Point to the children in the photo and
tell the class that they are going to talk about
(A TPR game to consolidate the vocabulary of their snacks. Point to the food items and ask:
preceding units.) What’s this? Elicit: Milk, cheese, bread, etc.
• Take the children to the play area in the Use the CD/cassette and your book to
present the listening. Say: Look and listen.
SO
classroom and ask them to stand in a circle. In
L1, tell them that they are going to play Mickey Point to the different food items as they are
says. Remind them that they must do the actions named.
only if they are preceded by the words Mickey 16 Girl: Look! Bread and cheese, an apple and
says. Give the following instructions: Sit down! a glass of milk.
Stand up! Touch your face! Close your eyes! Turn Boy: Mmm, biscuits, a banana and a glass
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around! Point to the door! Point to the window! of water.

Count two chairs! The children remain in the play
area for the next activity. • Play the CD/cassette again and ask the children
to point to the food items according to what they
Pre-listening activity hear. Say: Listen and point. Then play the text
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AR
(An activity to practise the unit vocabulary.)
• Place the English mat in the centre of the ring
and elicit the colours.
again and pause between phrases for the
children to repeat.
Goodbye Mickey!
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• Hand out the magazine pictures of food (apple, (A TPR song to say goodbye to Mickey.)
banana, biscuit, chicken, fish, cake) and ask the
children to hold them up according to your • To end the class, play the Goodbye song (R-3)
instructions. Say: Show me (apples). and encourage the children to sing along.
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• Place a picture of an apple on the red area and

say: Apples - red. The children who have apples Activity book (p. 16)
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put them on red and repeat: Apples - red. Find and tick
• Classify the rest of the foods in the same way • The aim of this page is for the children to identify
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according to a colour code. Finally, say the the foods at the bottom of the page and to find
colours and elicit the corresponding food items. them in the fridge. They put a tick by the pictures
When you finish the activity, collect the pictures of the foods that they can see in the fridge and
and put them away for use in lesson 7. As you do put a cross by the ones thy cannot. Guide them
this, encourage the children to count them with by pointing to each item and asking, for example:
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you. Say, for example: Apples: One, two, three, Water? Encourage the children to reply: Yes! Do
four, five apples. the same with the other foods.

4 LUNCHTIME
LESSON 6
OBJECTIVES:
N
SO
RECEPTIVE LANGUAGE:
My lunch.
EXTRA MATERIAL:
drawing completed with chicken,
bread and apples. Flashcards of
the chicken, fish, bread, cake,
water and cheese. Flashcards of
the furniture. Crayons. The
English mat. Activity Book page
17.
AR
PE
Draw and say. 29
> EXTRA ACTIVITY

Divide the children into pairs and ask them to show each other their drawings. Encourage them to take turns, pointing to the tray
and saying: My lunch: fish, bread and a banana. Demonstrate the activity with one pair first.

LUNCHTIME 4
STEP–BY–STEP Hello Mickey! bread, apples. Point to each item and repeat.
(A TPR song to greet the children with the puppet.) • Ask the children to draw food they like on the
tray. Make sure there is a box of crayons on each
table. Go round the room while they are working
song (R-2). Leave Mickey sitting on his box so he
in order to provide any necessary help. Point to
can participate in the class.
their drawings and encourage them to say: My
lunch: fish, cake and a banana.
N
Ring game
(An activity to consolidate vocabulary seen so far.) Goodbye Mickey!
• Take the children to the play area in the (A TPR song to say goodbye to Mickey.)
the English mat in the centre of the circle. Hand
SO
out the furniture flashcards to six children and
elicit the words: Chair, table, bed, picture,
window, door. Then say: (Ken), put the table on Activity book (p. 17)
red, please! Help Ken put the flashcard on the Count and match
red square and repeat: Table on red.
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• Classify the rest of the flashcards in the same the numbers and to count the groups of food
way according to a colour code. Finally, say the items in order to join them to the corresponding
colours and elicit the items. number. Ask them to count the fishes and to
• Next, hand out the food flashcards to six children draw a line to connect them to the correct
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and elicit the words: Bread, cheese, cake, number. Then, they do the same with the other
AR
chicken, fish, water. Ask them to follow your
instructions. Say, for example: (Maria), put the
(cheese) on the (table), please! Help Maria put the
flashcard of the cheese on top of the flashcard of
two groups. Finally, help them to `read’ the page,
pointing to the number 5 and saying: Five….
Encourage them to count the cakes: One, two,
three, four, five, cakes, etc.
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the table. Ask her to repeat: Cheese on the table.

Do the same with the rest of the food flashcards.
Repeat the activity several times.
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PE
food they like.)
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and show the children page 29 in your book, with
the drawing completed with chicken, bread and
apples. Point to the empty plate and tell them
they are going to draw food they like on the tray,
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choosing from among the items in the fridge.

Show them the finished page in your book and
say, for example: Look! My lunch: Chicken,

4 LUNCHTIME
LESSON 7
OBJECTIVES:
N
SO
EXTRA MATERIAL:
The puppet. Lining paper to
make a food poster. The
magazine pictures of food. Glue.
Pushouts for the unit. Sheets of
paper. Envelopes. Flashcards
from the previous units (extra
activity). Photocopies Progress
sheet 4 (page 157).
AR
PE
> EXTRA ACTIVITY

Play Odd one out with the whole class. Choose five flashcards from one lexical set and put in one that doesn’t belong. Show them
to the children one by one and say the six words slowly. The children raise their hands to indicate which flashcard is the odd one
out.

LUNCHTIME 4
STEP–BY–STEP Hello Mickey! game! Ask them to place the six cards face up Goodbye Mickey!
on the table. Hand out the sheets of paper, one
to each child. Help the children fold them three
• Start the class with the puppet and the Welcome times in order to make six squares. Then, ask • To end the class, play the Goodbye song (R-3)
song (R-2). Leave Mickey sitting on his box so he them to open the sheet up again and help them and encourage the children to sing along.
can participate in the class. number the squares while saying: One, two,
three, four, five, six.
N
Ring game • Tell the children to put the piece of paper next to
their cards and ask them to follow your
(An activity to revise food and count to ten.)
instructions. Say: Water - six. Explain that they
• Take the children to the play area in the have to place the water card on square number
classroom and ask them to sit in a circle. Place six. Do the same with all the cards. Finally, say a
SO
the paper in the centre of the circle. Choose a number and elicit the corresponding object.
picture of each different type of food and stick Repeat the game several times.
each picture in a different area of the paper,
saying the name as you do it.
• Hand out the rest of the pictures and elicit the cards in the envelopes. When they finish, collect
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words. Ask the children to stick them on the all the envelopes and store them.
paper. Make sure they group them together to
form categories. When they finish, stick the
poster on a wall. You can then use it to count
Progress sheet 4
food items up to ten. • To assess the children’s progress in this unit see
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pages 152 and 157.
Preparation for the card game AR

prepare the cards.)
Round up
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• Ask the children to go back to their seats.
Show them the pushouts for the unit and make • Ask the class helpers to hand out the books. Say:
sure that every child has them. Ask them to Open your book, please! while you do the action
point to each card according to your and show the children page 29 in your book.
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instructions. Say: Point to the cheese. Point to Point to Mickey and tell the children in L1 that he
the bread, etc. is happy because they have finished the unit. Tell
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• Show the children how to push the cards out. to celebrate this.
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Show me the (fish), etc. The children hold up the

corresponding card. Do the same with all the one Mickey sticker. Ask them to do the same. Go
cards. back to page 29 and stick the sticker in the
appropriate space.
Card game • Give the thumbs-up signal and exclaim: Very

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to play a new card game. Say: Let’s play a card

PLAYTIME
LESSON 1
OBJECTIVES:
N
units 3 and 4. To develop motor
skills through TPR games and
songs. To develop observation
skills.
SO
Window, picture, door, chair,
table, bed, chicken, fish, bread,
cake, water, cheese. Colours.
RECEPTIVE LANGUAGE:
Knock on the (window); Come
in; I’m cold!
EXTRA MATERIAL:
furniture. Flashcards of the food
items. Blu-tack®. The English
mat (extra activity).
AR
PE
30 Look and say.
> EXTRA ACTIVITY

Take the children to the play area in the classroom and ask them to sit in a circle. Place the English mat in the centre of the circle and elicit the
colours. Distribute the flashcards of the furniture on the mat while saying for example: Bed - red. Table and chair - blue. Window - green, etc.
Tell the children that you are going to say a colour and they have to name the item on that colour. Say: Red! and encourage them to say: Bed.
Do the same with the remaining flashcards. Collect the flashcards and shuffle them. Place them on different areas of the mat and play again.

PLAYTIME
STEP–BY–STEP Hello Mickey! next, and so on. The last child in the circle calls repeat: Bed, chicken, table, fish. Say the words a
out the word and the first child shows the couple of times. Then ask the children to say the
(A TPR song to greet the children with the puppet.) flashcard to see whether it is right. Play with the words without looking at the page. They should
• Start the class with the puppet and the Welcome other flashcards, starting with a different child remember them in order. Use the same
song (R-2). Encourage the children to join in the each time. procedure with the next two rows.
sitting on his box so he can participate in the Look and say (p. 30) Goodbye Mickey!
N
class.
(A game to identify furniture and food vocabulary.) (A TPR song to say goodbye to Mickey.)
Song performance • Ask the pupils in charge to hand out the books.
Say: Open your books, please! while you do the
(A TPR activity to revise the song of unit 3.) action and show the children page 30. Tell the
SO
• Play the song (R-12) from unit 3, lesson 3 and children they are going to play a board game.
encourage the children to perform the actions Point to the pink squares and ask what they have
and join in the chorus. Say: Let’s sing! in common (they are kinds of food). Do the same
with the yellow squares (they are all items of
furniture).
Follow the leader
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(A traditional TPR game to revise vocabulary.)
• Play Follow the leader with the whole class. Ask the board by following the footsteps. To mark
the children to stand up and form a line behind their place, they will need a counter, a small
you. When they are all lined up, march around piece of paper or some other object. Point to the
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the room and tell them to imitate what you do. first square and encourage them to say: Bed.
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Take ten steps forward counting: One, two,
three, four, five, six, seven, eight, nine, ten. Then,
stop and say: Point to the window! Point to a
window and encourage the children to do the
They place their counter on the square and
identify the next item: Chicken. Then they put
their counter there. Play like this until you reach
the last square. The children will identify the
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same. Continue playing, counting to ten and following items: Bed, chicken, table, fish, cake,
taking ten steps forward, then giving another door, bread, chair, window, water, picture,
order. Use the following actions: Point to a table. cheese.
Point to a chair. Touch your nose. Close your • When you finish playing with the children, you
eyes. etc. You can change the speed of your
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can ask them questions about the colour of the

steps to make the activity more fun. items, for example: What colour is the chair?
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Encourage them to reply: Red.
Ring game • They can play again in pairs or in small groups.
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(A game to consolidate the furniture and food The game is over when all the players reach the
vocabulary.) last square.
classroom and ask them to sit in a circle. Play Memory game
Chinese whispers with the flashcards of units 3
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(An activity to consolidate the vocabulary learnt so

and 4. Hand a flashcard from one of the two far.)
lexical set to the first child without the others
seeing it. The child whispers the word to the next • Point to the first row of squares on the board.
child, the second child whispers the word to the Say the words one by one and ask the children to

PLAYTIME
LESSON 2
OBJECTIVES:
N
units 3 and 4. To play Bingo. To
games and activities.
SO
Window, picture, door, chair,
table, bed, chicken, fish, bread,
cake, water, cheese. Colours.
RECEPTIVE LANGUAGE:
(Chicken) is very good. I like
(chicken).
EXTRA MATERIAL:
furniture and food. Pushouts for
units 3 and 4. Envelopes. Lively
music (extra activity). Activity
Book page 27.
– THE ARISTOCATS POSTER:
AR
PE
Listen and play. 31
> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the flashcards to twelve children and explain that they have to pass them on to other
children when the music starts. Start the music and say: Let’s dance! The children dance and pass the flashcards around. Stop the
music and say: Show me the (bed). The child with this flashcard holds it up for everyone to see. Put the music on again and repeat the
game, calling out a different flashcard each time.

PLAYTIME
STEP–BY–STEP Hello Mickey! • Ask the class helpers to hand out the books. Say: Goodbye Mickey!
• Start the class with the puppet and the Welcome Point to the colour board and explain in L1 that • To end the class, play the Goodbye song (R-3)
song (R-2). Leave the puppet sitting on his box so they are going to play a card game on this board. and encourage the children to sing along.
he can participate in the class. Point to the colours and elicit the words. Make
sure they remember the new words orange and
pink. Activity book (p. 27)
N
Song performance Colour and say
(A TPR activity to revise the song of unit 4.) • Ask the children to put their cards on the board
according to your instructions. Say: Table - red. • The aim of this page is for the children to identify
• Play the song (R-15) from unit 4, lesson 3 and Do the same with the rest of the cards until the objects in each row and to colour them in.
encourage the children to perform the actions there is a card on each square: Window - blue, Elicit the names of the objects in the first row.
and join in the chorus. Say: Let’s sing! Say: Look at number one. What is it? They reply:
SO
picture - green, etc.
Bed. Continue in this way with the other items
• Then say a word and encourage the children to
Flashcard game tell you which colour the corresponding card is
until they spot the odd one out. They do the
same with the other rows. They colour the
(A game to consolidate the vocabulary of the units on. For example, say: Table. The children reply: objects in however they like. Finally, help them to
3 and 4.) Red. Do the same with the rest of the cards. `read’ each row from left to right, from right to
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• Take out the flashcards of the furniture and food. Then do the activity the other way around. Say left, from top to bottom and from bottom to top.
Show them to the children one by one and elicit the colour and elicit the corresponding item.
the words: Window, picture, door, chair, table, • Repeat the activity with the food pushouts. The Aristocats poster
bed, chicken, fish, bread, cake, water, cheese.
• This poster story is a fun way to reinforce the
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Cover one flashcard with a piece of paper and

Bingo
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move the paper around slowly to reveal different
parts of the flashcard. As soon as the children
recognise the picture, they call out the word. You
can repeat the game, showing the covered

137 and 141.
Video 2
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flashcard upside down to make it more to play Bingo with their pushouts. Say: Let’s play • This video is a fun way to reinforce and extend
challenging. Bingo! Tell them that they are going to play with the language learnt in units 3 and 4. See pages
both sets (a total of twelve cards). Ask them to 143, 144 and 147.
Preparation for the card game choose any 6 cards and place them face up on
the colour board. They can place them in any
(p. 31)
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(An activity to consolidate the vocabulary and please! while you do the action.
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prepare the cards.)
• Say the words at random. The children turn the
• Ask the class helpers to hand out the envelopes cards face down when they hear the words. As
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with the pushouts. The children take out the soon as their six cards are face down, they raise
pushouts of the furniture and the food. Make their hands and say: Bingo! Repeat the game
sure that every child has them by asking them several times.
to hold up each card according to your
instructions. Start with the furniture and say: • When the game is over, the class helpers hand
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Show me the (window), etc. Do the same with out the envelopes. Help the children put the
the food pushouts. Say: Show me the cards in the envelopes. When they finish, collect
(chicken), etc. all the envelopes and store them.

UNIT
5 ANIMALS
LESSON 1
OBJECTIVES:
N
To meet Duchess, her kittens
and her friends through a chant.
To recognise and name some
animals. To develop the sense of
hearing. To develop motor skills
SO
TARGET LANGUAGE:
Cat, dog, goose, frog.
REVISION:
Colours.
RECEPTIVE LANGUAGE:
Here’s a (cat).
EXTRA MATERIAL:
cat, dog, goose, frog. Blu-tack®.
The English mat.
AR
NOTE:
Ask the children to bring one of
the following toy animals to the
PE
next class: a frog, a goose, a
dog, a cat, a horse or a mouse.
> EXTRA ACTIVITY

Play What is it? with the whole class. Put the lesson flashcards on your table. Ask a child to choose one and to stick it on the board. Turn
around so that you can’t see it. Then ask the other children: Is it the hat? Is it the cat? Is it the frog?, etc. They reply yes or no until you
guess the correct word. Ask another child to come up to the board to pick another flashcard, and play again.

ANIMALS 5
STEP–BY–STEP Hello Mickey! • Play the chant again in order to confirm the
sounds of the animals. Pause between each line
(A TPR song to greet the children with the puppet.) and point to the appropriate flashcard as each
• Start the class with the puppet and the Welcome animal is heard: Miaw! A cat; Croak! A frog;
song (R-2). Leave the puppet sitting on his box so Honk! A goose; Woof! A dog.
N
Ring game and show the children page 32 in your book.
Explain the scene in L1: Duchess is talking with
(An activity to present some animals.)
her friends. Encourage the children to count the
• Take the children to the play area in the animals in the scene: One, two, three, four cats.
classroom and ask them to sit in a circle. Sit One frog, one goose and one dog.
down with them and say: Let’s sit down.
SO
• Play the chant three more times and do one of
• Ask the children if they have pets the following activities each time: 1 The children
and give them a few moments to talk about follow in their books and point to the animals
them. Then tell them in L1 that you have when they are named. Say: Listen and point.
brought pictures of a few animals to class in 2 Stick the animal flashcards on different walls
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order to find out whether they would like to and ask the children to point to them when they
have them as pets. Invite the children to guess hear them named. Say: Listen and do. 3 Pause
the animals. As they guess them, show the between each line and encourage the children to
corresponding flashcards and present the words repeat. Say: Listen and repeat.
in English. Say: This is a cat. This is a dog. This
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is a goose. This is a frog. Encourage the children

Action game
to repeat.
Chant (p. 32)

AR (A game to consolidate the lesson vocabulary.)
• Divide the children into four groups and assign
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(A chant to identify animals by the sound they make.) roles in the following way. Hand out the flashcard
of the cat to a child in the first group and say:
• Ask the children to go back to their seats. Stick Let’s be cats! Encourage the children to imitate
the flashcards on the board and point to them cats by saying: A cat! Miaow! Follow the same
one by one. Say the words again and encourage procedure with the remaining groups: A frog!
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the children to repeat them. Then ask them to Croak! A goose! Honk! A dog! Woof! Repeat the
try and imitate the sound they make, starting activity several times.
PE
with the dog and the cat. Tell them that they are
going to listen to a chant in order to check if they • Play the chant again. The groups imitate their
were right. animal when they hear it named. Say: Listen and
do. In order to help them know when to speak,
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• Present the chant using the CD/cassette and hold up the flashcards in the correct order (Cat,
your book. Ask the children to focus on the frog, goose, dog).
scene and identify the sound of each animal. Say:
Let’s listen!
Goodbye Mickey!
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17 Here’s a cat. A cat. Miaow! (A TPR song to say goodbye to Mickey.)

Here’s a frog. A frog. Croak!
Here’s a goose. A goose. Honk! • To end the class, play the Goodbye song (R-3)
Here’s a dog. A dog. Woof! and encourage the children to sing along.

5 ANIMALS
LESSON 2
OBJECTIVES:
N
the lesson 1. To develop
observation skills. To develop
fine motor skills.
SO
TARGET LANGUAGE:
Mouse, horse.
REVISION:
Cat, dog, goose, frog, butterfly,
rabbit, fish, bird. Numbers from
1 to 10. Colours.
RECEPTIVE LANGUAGE:
Here’s a (cat).
EXTRA MATERIAL:
cat, dog, goose, frog, mouse
and horse. Blu-tack®. The
children’s toy animals. A bag.
Crayons. Flashcards or pictures
AR
cut out of magazines of the
rabbit, butterfly, fish and bird
PE
page 18.
Match and say. 33
> EXTRA ACTIVITY

Play What’s missing? with the whole class. Take out all the animal flashcards and pictures and show them one by one a couple of times.
Say: Bird, rabbit, fish, butterfly, goose, frog, dog, cat, horse, mouse. Remove one flashcard from the pack and ask the children to identify
it. Ask: What’s missing? The children say the word. Shuffle all the flashcards and repeat the game.

ANIMALS 5
STEP–BY–STEP Hello Mickey!

• Stick the flashcards of the horse and mouse on
the board. Repeat all the words and encourage
Repeat the activity until all the children have had
a turn. Put the animals away for use in the next
the children to do the same. class.
• Start the class with the puppet and the Welcome • Collect the toy animals the children have brought
song (R-2). Leave the puppet sitting on his box so to class and place them on your table. Call on Goodbye Mickey!
he can participate in the class. pairs of children to help you classify and count (A TPR song to say goodbye to Mickey.)
them. Say, for example: (Rosa and Peter), give
N
Let’s count me the dogs. Ask them to say and count: One, • To end the class, play the Goodbye song (R-3)
two, three dogs. Do the same with the rest of and encourage the children to sing along.
(An activity to count to ten and to present horse
the toy animals, choosing a different pair of
and mouse.)
children each time. Activity book (p. 18)
• Count to ten on your fingers while saying: One,
Colour and say
two, three, four, five, six, seven, eight, nine, ten.
SO
Encourage the children to do the same. Repeat
Match and say (p. 33) • The aim of this page is for the children to identify
(An activity to develop observation and fine motor the animals and to colour them in according to a
the activity several times. Ask the children to
skills and recognise animals in different positions.) colour code and the numbers. The children take
take out ten crayons and count them with you.
out orange, blue, yellow, green and pink crayons.
Then say numbers at random and ask them to • Ask the class helpers to hand out the books. They colour the circles following your
count out loud and show you the corresponding Show the children your book open at page 33, instructions. Say: One - orange. Two - yellow.
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number of crayons. point to the pictures and elicit the names of the Three - green. Four - pink. Five - blue. Ask them
• Stick the flashcards of the cat, dog, goose and animals on the left-hand side. In L1, explain that to colour the animals. Then, help them to `read’
frog on the board and elicit the words. In L1, tell they are going to join the same animals seen the page, pointing and saying: Cat - orange, etc.
the children that you have brought two new from the front and the back. Point to the Finally, encourage them to identify the animals
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animals to class. Encourage them to guess what example, trace the line with your finger and say: according to the colours. Say: Orange… and the
AR
they are. Stick the corresponding flashcards on
the board and say: This is a mouse. This is a
horse. The children repeat the new words.
Cat - cat.
• Make sure there is a box of crayons on each
table. The children draw a line to join the animals
that are the same. Go round the room while they
children reply: Cat, etc.
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• Point to the flashcards on the board and elicit all

the words: Cat, dog, goose, frog, horse, mouse. are working in order to provide any necessary
Do this a couple of times with the whole class. help. When they finish, encourage them to ‘read’
the matching animals: Cat - cat, dog - dog, goose
• Finally, stick the flashcards on different walls. Ask - goose, frog - frog.
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the children to count to ten with you and then

point to the animal you indicate. Say: One, two,
Ring game
PE
three, four, five, six, seven, eight, nine, ten. Point
to the (frog). Repeat the activity several times, (An activity to consolidate the vocabulary.)
varying the pace of the instructions. • Take the children to the play area in the
<
classroom and ask them to sit in a circle. Ask the

Flashcard game children to give you their animals and put them
all in a bag. Tell the children that they are going to
(An activity to practise the chant and count
identify them by touch. Ask a child to put his or
animals.)
her hand into the bag and identify an animal
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• Stick the flashcards of the cat, frog, goose and without looking at it. Say: Give me a (dog),
dog on the board. Play the chant from lesson 1 please! The child puts his or her hand inside the
(R-17) and encourage the children to join in. Say: bag, feels the animals and takes the dog out.
Let’s chant! Say: There’s the dog! and show it to the class.

5 ANIMALS
LESSON 3
OBJECTIVES:
N
recognise animals by the sounds
they make. To sing the unit
song. To develop motor skills
SO
TARGET LANGUAGE:
Happy.
REVISION:
Horse, mouse, cat, dog, goose,
frog, butterfly, bird, rabbit, fish,
cake, face, eyes, mouth, nose.
RECEPTIVE LANGUAGE:
This is a happy face. The (horse)
is happy.
EXTRA MATERIALS:
horse, mouse, cat, dog, goose,
frog. Flashcards or pictures cut
AR
out from magazines of the fish,
bird, butterfly and rabbit. Toy
animals. Activity Book page 19.
PE
> EXTRA ACTIVITY

Play Red Rover with the whole class. Take the children to the play area and hand out one toy animal to each child. Ask them to stand together
at one side. Stand at the opposite side and tell them that you are going to name an animal. Those holding that animal run (or walk) over to your
side. Demonstrate the action while saying: Red Rover, Red Rover, let the (horses) come over! The children holding horses go over to your
side. Call out another animal, and keep playing until all the children are on your side. Then go over to the other side and start the game again.

ANIMALS 5
STEP–BY–STEP Hello Mickey! and show the children page 34 in your book. Tell when they hear the sounds they make. Say: Look
the children that they are going to play a game. In and point! 2 They put on a happy face when they
(A TPR song to greet the children with the puppet.) L1, explain that they have to look at the page and hear the word happy. Say: Listen and do.
• Start the class with the puppet and the Welcome touch the animals according to your instructions.
Demonstrate the game first. Say: Touch the dog!
as you do the action, then call out the other
Song performance
animals for them to touch in their books. (An opportunity for the children to act out the
song.)
N
Flashcard game • In L1, ask the children to look at the page carefully
in order to find a cake. Give them a few moments • Divide the class into four groups and assign
(An activity to practise the animal vocabulary.)
to look at the picture and find it and confirm their roles. Group A mimes the happy horse, group B
• Play Touch with the whole class. Show the class answer by drawing a circle around it with your the mouse, group C the cat and group D the dog.
the animal flashcards and pictures one by one finger. The children then circle it with a crayon. Play the song again and encourage the children
SO
and elicit the words: Horse, mouse, cat, dog, to do the actions with you. If there is enough
goose, frog, fish, bird, butterfly, rabbit. Ask some Sing and do (p. 34) time, change the roles and play the song again.
children to stick the flashcards on different walls.
(A song to practise the lesson vocabulary.)
Repeat the words and ask the children to point to
Goodbye Mickey!
the corresponding flashcards. • Ask the children to identify the animals on the
page: Horse, dog, cat, mouse. Tell them that they
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• Next, call on a pair of children and say, for

example: (Emma and Peter), touch the (horse)! are going to listen to a song about these animals. • To end the class, play the Goodbye song (R-3)
The children run to the flashcard of the horse and Present the song using the CD/cassette and your and encourage the children to sing along.
touch it. (If you do not want them running in the book. Encourage them to listen and observe the
order in which the animals are named. Say: Let’s
classroom, ask them to walk over slowly.) Repeat
listen to the song! Activity book (p. 19)
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Preparation for the song

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You can also say two words at once, for example:
Touch the (frog) and the (butterfly).
18 The horse is happy,
Neigh, neigh!
The mouse is happy,
Squeak, squeak!
Match

the four animals and join them with their
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corresponding parts. They do the task and then

The cat is happy,
`read’ the page, pointing and saying: Cat - cat,
(An activity to present happy.) Miaow, miaow!
etc.
The dog is happy,
• Draw a circle on the board to make a face. Draw Woof, woof!
two eyes and encourage the children to say:
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Eyes! Draw the nose and a smiling mouth and The horse is happy,
elicit the words: A nose and a mouth. Point to Neigh, neigh!
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the face and say: Look! A happy face. Encourage The mouse is happy,
the children to repeat: A happy face. Squeak, squeak!
The cat is happy,
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• Ask the children to put on a happy face and say: Miaow, miaow!
Let’s be happy! The dog is happy,
Woof, woof!
Pre-listening activities (p. 34) [Animal sounds]

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(Activities to practise the vocabulary of the unit and

develop observation skills.) • Confirm the order in which the animals appear:
Horse, mouse, cat, dog. Play the song twice
• Ask the class helpers to hand out the books. Say: more and ask the children to do the following
Open your book, please! while you do the action activities each time. 1 They point to the animals

5 ANIMALS
LESSON 4
OBJECTIVES:
N
the vocabulary of the unit. To
motor skills. To count to ten.
SO
Horse, mouse, cat, dog, goose,
frog, butterfly, bird, rabbit, fish.
Numbers from 1 to 10. Colours.
RECEPTIVE LANGUAGE:
Fly, swim, run, jump.
EXTRA MATERIAL:
frog, horse, dog, cat, mouse and
goose. Flashcards or pictures
cut out of magazines of the fish,
bird, butterfly and rabbit. Blu-
tack®. Stickers for the unit. The
AR
7 2 1
English mat. Toy animals. A
plastic bag. Modelling clay and a
large piece of card (extra
activity).
PE
Look, count and stick. 35
> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of their favourite animal, choosing between goose, cat, dog, frog,
mouse or horse. When they finish, help them identify their animals, place them on the piece of card and display them in the classroom.

ANIMALS 5
STEP–BY–STEP Hello Mickey! Encourage the children to do the same. Repeat Goodbye Mickey!
the activity several times.
• Call different children to the board and ask them • To end the class, play the Goodbye song (R-3)
to write up the numbers that you dictate. Say the and encourage the children to sing along.
numbers at random.
Look, count and stick (p. 35)
N
Song performance
(A TPR activity to revise the unit song.) (An activity to count animals.)
• Play the song (R-18) from lesson 3 and • Ask the class helpers to hand out the books.
encourage the children to perform the actions Say: Open your book, please! while you do the
and join in the chorus. Say: Let’s sing and do!
SO
book. Point to the numbers and encourage the
children to say them and say what colour they
Ring game are: Seven - yellow. Two – pink. One – red. Four -
(An activity to consolidate the vocabulary.) green.
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• Take the children to the play area in the classroom • In L1, tell the children that they are going to
and ask them to sit in a circle. Place the English count the animals in the illustration and stick an
mat in the centre of the circle and elicit the colours. animal sticker in each grey circle. Count the
• Put the toy animals in a bag. In L1, tell the butterflies with the whole class and confirm that
children that they are going to identify the there are seven. Show them the sticker page.
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Remove the sticker of the butterfly and ask the

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animals by touch. Ask a child to put his or her
hand into the bag and identify an animal without
looking at it. Say: Give me a cat, please! The
child takes out the cat and shows it to the rest of
the class while saying: A cat.
children to do the same. Go back to page 35 and
stick it in its place. Do the same with the rest of
the stickers.
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• When the children have finished, encourage

• Ask the child to place the cat on one of the them to count the animals with you. Say: One
coloured squares. Say: Put the cat on (yellow). mouse. One, two cats. One, two, three, four
Repeat the activity until all the animals have been frogs. One two, three, four, five six, seven
classified according to a colour code. Then say butterflies.
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the colours and elicit the animals.

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• When you finish, collect and count the animals Flashcard game
with the help of the children. Say, for example: (An activity to consolidate the vocabulary.)
Rosa, give me the cats. One, two, three,…etc.
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• The aim of this activity is to classify animals

according to their abilities. Show the animal
Preparation for the look, count flashcards or pictures one by one and elicit the
and stick activity words: Goose, cat, dog, frog, mouse, horse,
butterfly, bird, rabbit, fish. Stick the flashcards on
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(An activity to practise counting to ten and writing

the board. In L1, ask which animals can fly. Say
the numbers.)
and mime: Fly. Encourage the children to reply:
• Count to ten on your fingers. Say: One, two, Bird, goose, butterfly. Then ask them which
three, four, five, six, seven, eight, nine, ten. animals can swim, run, jump, etc.

5 ANIMALS
LESSON 5
OBJECTIVES:
N
To present children playing a
guessing game about animals.
To revise the vocabulary of the
unit. To develop motor skills
SO
Horse, dog, cat, mouse, frog,
goose, butterfly, bird, rabbit, fish,
big, small, bread, water, cheese,
biscuit, milk, big, small.
RECEPTIVE LANGUAGE:
This animal is (big). It says
(‘Neigh, neigh’).
EXTRA MATERIAL:
pictures of the animals.
Flashcards of the bread, water,
cheese, biscuit, cake and milk.
AR
Toy animals. Sheets of paper
page 20.
PE
> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw one big and one small animal. When they finish, help them to
say, for example: This is a (dog). It’s big. This is a (butterfly). It’s small. Display the drawings in the classroom.

ANIMALS 5
STEP–BY–STEP Hello Mickey! • Point to the horse and say: This is a horse. It’s flashcards of the animals from the board as they
big. Point to the mouse and say: This is a name them.
mouse. It’s small. Stress the difference between
• Play again so that all the children have a turn.
• Start the class with the puppet and the Welcome big and small.
• Use the CD/cassette and your book to present
the listening. Say: Look and listen! Point to the
Goodbye Mickey!
different animals as they are named. (A TPR song to say goodbye to Mickey.)
N
Ring game 19 Boy: • To end the class, play the Goodbye song (R-3)
(An activity to consolidate the vocabulary of this This animal is big. It says ‘Neigh, neigh!’ and encourage the children to sing along.
unit and revise food items.) Girl:
• Take the children to the play area in the It’s the horse! Activity book (p. 20)
This animal is small. It says ‘Squeak,
SO
classroom and ask them to stand in a circle. Circle
squeak!’
Place the English mat in the centre of the circle.
Boy: • The aim of this page is for the children to identify
In L1, tell the children that they are going to pass
It’s the mouse! the animals and to differentiate them according
around the animal flashcards after counting to
This animal is big. It says ‘Woof, woof!’ to their size. Ask them to take out red and green
ten. Hand out the flashcards from this unit to six
Girl: crayons. Point to the horse and say: Horse. Big or
children and ask them to identify their animal.
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It’s the dog! small? Encourage the children to say: Big. Do the
• Encourage the whole class to count: One, two, This animal is small. It says ‘Croak, croak!’ same with the other animals. Then, ask them to
three ... ten. While they are doing this, the Boy: draw a circle around the animals, following your
children holding the flashcards pass them on until It’s the frog! instructions. Say: Circle the big animals red.
you say: Stop! Then say: Put the (frog) on (red). Circle the small animals green. The children do
[Repeat]
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The child holding the flashcard of the frog puts it the task and then `read’ the page, pointing and
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down on the red square. Do the same with the
rest of the flashcards so that all the animals are
laid out on the mat.
• Play the CD/cassette again and ask the children
to point to the animals according the text. Say:
Listen and point. Then play the text again and
pause between each line for the children to
saying: Big horse - small mouse, etc.
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• Show the children the food flashcards and elicit

the words: Bread, cheese, biscuit, cake, water, repeat.
milk. Tell them that they are going to feed the
animals. Pick up the cheese flashcard and put it
next to the mouse. Say: Cheese for the mouse.
Catch and say
(A TPR game to consolidate the vocabulary of the
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Give a flashcard to a child and ask him or her to

put it next to an animal on the mat. Help him or unit.)
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her say: (Milk) for the (cat). Do the same with the • Tell the children that they are going to play a
rest of the animals. game to identify animals. Use all the animal
flashcards and any additional pictures so that you
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Listen and point (p. 36) have the following: horse, dog, cat, mouse, frog,
goose, butterfly, bird, rabbit, fish. Stick them on
(An activity to present some children talking about
the board one by one and elicit the words.
animals.)
Scrunch up a sheet of paper into a ball, name an
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• Ask the class helpers to hand out the books. Say: animal and throw the ball to a child. He or she
Open your book, please! while you do the action names another animal and throws the ball to a
and show the children page 36 in your book. classmate. The game ends when the children
Point to the pictures of the animals and elicit the have named all the animals without repeating any
words: Frog, dog, horse, mouse. of them. To help them, you can remove the

5 ANIMALS
LESSON 6
OBJECTIVES:
N
SO
The key vocabulary of the unit.
Bread, fish, chicken, cake, water,
cheese, door, window, table,
chair, bed, picture, hat, coat,
T-shirt, trousers, skirt, shoes.
EXTRA MATERIAL:
drawing completed of a horse.
Flashcards of the animals from
this unit. Flashcards of the food,
furniture and clothes from
previous units. Crayons. Glue-
stick. Small pieces of green
paper. Activity Book page 21.
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Draw and say. 37
> EXTRA ACTIVITY

Play Odd one out with the whole class. Choose five flashcards from one lexical set and add one that doesn’t belong. Show them to the
children one by one and say the six words slowly. The children put their hands up to indicate which flashcard is the odd one out.

ANIMALS 5
STEP–BY–STEP Hello Mickey! • Make sure there is a box of crayons on each

in order to provide any necessary help. Show
• Start the class with the puppet and the Welcome them the finished page in your book and say:
song (R-2). Leave Mickey sitting on his box so This is my (horse).
that he can participate in the lesson.
• Hand out the little pieces of green paper and tell
the children they are going to stick them on the
N
Ring game page to make grass. When they have finished,
(An activity to classify lexical sets.) divide them into pairs and ask them to show
each other their drawings. Encourage them to
• Take the children to the play area in the point and say: This is my (cat). Demonstrate the
classroom and ask them to sit in a circle. Place activity with a pair of children first.
SO
elicit the colours.
Goodbye Mickey!
• Shuffle the flashcards of the four lexical sets (A TPR song to say goodbye to Mickey.)
(animals, furniture, food and clothes). Show the
children the first flashcard and ask them to say the • To end the class, play the Goodbye song (R-3)
word, for example: Goose. Hand the flashcard to a and encourage the children to sing along.
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child and say: Put the goose on red. Show them

more flashcards. As the children identify them, give Activity book (p. 21)
them instructions to place them on different areas
of the mat until all the sets have been classified Colour the pairs
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according to a colour code, for example: • The aim of this page is for the children to identify
dog.
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Red - animals: goose, frog, horse, mouse, cat,
Yellow - furniture: door, window, table, chair, bed,

all the animals in the pictures and find the ones
that are the same. They take out red, blue,
orange and green crayons and colour each pair of
identical animals the same colour. Finally, they
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picture. point to them and say, for example: Mouse -

mouse - red, etc
Blue - food: bread, fish, chicken, cake, water,
cheese.
Green - clothes: hat, coat, T-shirt, trousers, skirt,
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shoes.
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their favourite animal.)

and show the children page 37 with the drawing
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completed of a horse in your book. Tell them that

they are going to complete it by drawing their
favourite animal, choosing from horse, dog, cat,
frog or goose.

5 ANIMALS
LESSON 7
OBJECTIVES:
N
SO
EXTRA MATERIAL:
The puppet. Pushouts of the
unit. Envelopes. Toy animals and
English mat (extra activity).
(page 158).
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> EXTRA ACTIVITY

Take the children to the play area in the classroom and ask them to sit in a circle. Place the English mat in the centre of the circle and
elicit the colours. Hand out the toy animals and ask them to identify each one. Tell them that they are going to roll their animal towards
the mat to see which colour it lands on. Encourage each child to say both the animal and the colour, for example: Horse - green.

ANIMALS 5
STEP–BY–STEP Hello Mickey! and put them face down on the table without Goodbye Mickey!
looking at them.
• They take it in turns to turn a card over and say
• Start the class with the puppet and the Welcome • To end the class, play the Goodbye song (R-3)
the corresponding word. If they both turn over
song (R-2). Leave Mickey sitting on his box so he and encourage the children to sing along.
the same card, they leave them on the table face
can participate in the lesson.
up to make a pair. Otherwise, they turn them
face down again. The game is over when they
N
Ring game have paired up all the cards. Demonstrate the
(An activity to revise animals.) game first with a pair of children. Go round the
room while they are playing in order to provide
• Take the children to the play area in the any necessary help.
classroom and ask them to sit in a circle. Take
out the animal flashcards for this unit and hand a • When the game is over, the class helpers hand
SO
flashcard to the first child without the others out the envelopes. Help the children put the
seeing it. The child whispers the word to the next cards in the envelopes. When they finish, collect
child and this child whispers it to the next, and so all the envelopes and store them.
on. The last child in the circle calls out the word
and the first child reveals the flashcard to check Progress sheet 5
<
their answer. Repeat the game, starting with a

different child each time.
pages 153 and 158.
Preparation for the card game Round up

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prepare the cards.)
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<

Point to the frog! Point to the horse!, etc.
• Show the children how to push the cards out. them that they are going to stick a sticker there
Make sure all the sets are complete by saying: to celebrate this.
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Show me the (goose), etc. The children hold up

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the corresponding card. Do the same with all the
cards.
back to page 37 and stick the sticker in the
appropriate space.
<

(A game to consolidate the vocabulary of the unit.) good! Invite them to do the same.
to play a new card game. Say: Let’s play a card
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game! Tell them that the aim of the game is to

make pairs of cards. Divide the class into pairs
and ask the children to shuffle their own cards

UNIT
6 GOOD NIGHT!
LESSON 1
OBJECTIVES:
N
To meet Peter Pan and his
friends through a chant. To
recognise and name some
actions. To develop motor skills
SO
TARGET LANGUAGE:
Wash your face. Brush your
teeth. Put on your pyjamas. Go
to bed.
REVISION:
Face, hair, eyes, ears, mouth,
nose. Bed, bathroom.
RECEPTIVE LANGUAGE:
Good night!
EXTRA MATERIAL:
following actions: wash your
face, brush your teeth, put on
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your pyjamas, go to bed.
Flashcards of the parts of the
face. Blu-tack®. The English mat.
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> EXTRA ACTIVITY

Take out the flashcards for this lesson and show them to the children one by one. Elicit the actions: Wash your face, Brush your teeth,
Put on your pyjamas, Go to bed. Shuffle the flashcards and show one of them to the class without looking at it. Ask: Go to bed?
Encourage the children to say: Yes! or No! If the answer is no, say another phrase until you guess correctly. Then shuffle the cards and
play again.

GOOD NIGHT! 6
STEP–BY–STEP Hello Mickey! 20 Wash your face, Goodbye Mickey!

Wash your face,
(A TPR song to greet the children with the puppet.) Brush your teeth, (A TPR song to say goodbye to Mickey.)
• Start the class with the puppet and the Welcome Brush your teeth! • To end the class, play the Goodbye song (R-3)
song (R-2). Leave the puppet sitting on his box so Good night, and encourage the children to sing along.
he can participate in the class. Good night!
Put on your pyjamas, Activity book (p. 22)
N
Go to bed,
Ring game Go to bed, Circle
(An activity to revise the parts of the face.) Go to bed! • The aim of this page is for the children to identify
• Take the children to the play area in the Good night, four actions (Wash your face! Brush your teeth!
classroom and ask them to sit in a circle. Sit Good night, Put on your pyjamas! Go to bed!) With a crayon,
down with them and say: Let’s sit down. Place Good night! they draw a circle around one of the actions,
SO
the English mat in the centre of the circle and Good night! following your instructions: Wash your face!
elicit the colours. Brush your teeth! Put on your pyjamas! Go to
• Ask the class helpers to hand out the books. Say: bed!
• Take out the flashcards of the face (face, hair, Open your book, please! while you do the action
eyes, ears, mouth, nose) and distribute them on and show the children page 38 in your book.
the mat while saying, for example: Face and
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Explain what is happening in L1: Wendy is helping

mouth - red. Hair and nose - blue. Eyes - green. her brothers get ready for bed. Encourage the
Ears - yellow. Tell the children that you are going children to identify the actions we can see in the
to name a colour and ask them to identify the picture: Wash your face. Brush your teeth.
corresponding part of the face. Say: Red and
• Play the chant twice more and do one of the
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encourage them to reply: Face and mouth. Do
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the same with the other colours.
• Then collect the flashcards, shuffle them.
Redistribute them on the mat and play again.
following activities each time: 1 The children
follow in their books and point to the actions
when they hear them. Say: Listen and point. 2
Stick the flashcards of the actions on different
<
walls and ask the children to point to them when

Chant (p. 38) they hear the corresponding words. Say: Listen
and do. 3 Pause between each line and
(A chant to present some actions.)
encourage the children to repeat. Say: Listen and
• Ask the children to go back to their seats. In L1, repeat. (If they have trouble remembering the
<
ask them what they usually do before going to whole line, remember to use the backward build-
bed. Elicit the actions and stick the corresponding up technique (unit 1, lesson 1).
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flashcards on the board: Wash your face. Brush
your teeth. Put on your pyjamas. Go to bed. Say
the actions again and encourage the children to
Mickey says
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repeat. (A TPR game to practise some actions.)
• Explain the meaning of the expression Good • Tell the children that they are going to play
night! Present the chant using the CD/cassette Mickey says. Remind them that they must do the
and your book. Ask the children to focus on the actions only if they are preceded by the words
<
scene. Say: Let’s listen! Mickey says. Use the following instructions:
Brush your teeth. Wash your face. Put on your
pyjamas. Touch your face. Close your eyes. Point
to the door. Turn around, etc.

6 GOOD NIGHT!
LESSON 2
OBJECTIVES:
N
lesson 1. To develop observation
skills. To develop fine motor
skills.
SO
TARGET LANGUAGE:
Wash your ears, Wash your
hands.
REVISION:
Wash your face, Brush your
teeth, Put on your pyjamas, Go
to bed. Horse, dog, cat, mouse,
frog, goose. Numbers from 1 to
10.
RECEPTIVE LANGUAGE:
Good night!
EXTRA MATERIAL:
lesson (Wash your face, Brush
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your teeth, Put on your pyjamas,
Go to bed, Wash your ears,
Wash your hands). Flashcards of
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the animals (cat, dog, goose,
frog, mouse, horse). Blu-tack®.
The English mat. Crayons.
Match and say. 39
> EXTRA ACTIVITY

Play What’s missing? with the whole class. Take out the action flashcards and show them to the class one by one a couple of times.
Say: Wash your face. Wash your hands. Wash your ears. Brush your teeth. Put on your pyjamas. Go to bed. Remove one flashcard from
the pack, show the children the remaining cards and ask: What’s missing? The children say which one is missing. Shuffle all the
flashcards and repeat the game several times.

GOOD NIGHT! 6
STEP–BY–STEP Hello Mickey! Match and say (p. 39)

(A TPR song to greet the children with the puppet.) (An activity to develop observation and fine motor
skills and reinforce the actions vocabulary.)
song (R-2). Leave the puppet sitting on his box so • Ask the class helpers to hand out the books.
he can participate in the class. Show the children your book open at page 39
and elicit the actions on the left-hand side of the
N
Ring game page (Wash your ears, Brush your teeth, Put on
your pyjamas, Go to bed). In L1, explain that they
(An activity to practise the chant and revise are going to join the actions that are the same.
animals.) Point to the example, trace the line with your
• Play the chant from Lesson 1 (R-20) and finger and say: Wash your ears - wash your ears.
SO
• Make sure there is a box of crayons on each
Say: Let’s chant! table. The children draw a line to join the actions
• Take the children to the play area in the that are the same. Go round the room while they
classroom and ask them to sit in a circle. Place are working in order to provide any necessary
the English mat in the centre of the circle. Hand help. When they finish, encourage them to point
out the animal flashcards to six children and ask to the drawings and ‘read’ the actions on the left
<
them to say the name of the one they’ve been and on the right.
given. In L1, tell them that they are going to pass
the flashcards around after counting to ten. Flash the card
• Encourage the whole class to count: One, two, (An observation game to practise the lesson
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three..., ten. While they are doing this, the vocabulary.)

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children holding the flashcards pass them on until
you say: Stop! Then say: Put the (mouse) on
(red). The child holding the flashcard of the
mouse puts it down on the red square. Do the
• The aim of this game is to associate words and
pictures. Show the flashcards of the actions one
by one and elicit the words: Wash your face,
<
Wash your hands, Wash your ears, Brush your

same with the rest of the flashcards so that all
teeth, Put on your pyjamas, Go to bed. Then,
the animals are laid out on the mat.
choose a flashcard and flash it rapidly by moving
• Show the children the flashcards of the actions your arm in a semicircle. The children identify the
and elicit: Wash your face, Brush your teeth, Put picture and say the action.
<
on your pyjamas, Go to bed, Wash your ears,

Wash your hands. Tell them that they are going
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Goodbye Mickey!
to give the animals instructions. Pick up a
flashcard and put it next to the mouse. Say: (A TPR song to say goodbye to Mickey.)
Mouse, (wash your face)! Encourage the children
<

to mime washing their faces. Then ask a child to and encourage the children to sing along.
choose another action flashcard and to put it next
to an animal on the mat. Help him or her say, for
example: Dog, brush your teeth! Do the same
<
with the rest of the flashcards.

6 GOOD NIGHT!
LESSON 3
OBJECTIVES:
N
sing the unit song. To develop
motor skills through TPR
activities.
SO
REVISION:
Wash your face, Wash your
hands, Wash your ears, Brush
Go to bed. Hat, head, mouse,
bedroom, bed. The colours.
RECEPTIVE LANGUAGE:
Look at my head; Touch your
hands; It’s you!
EXTRA MATERIAL:
actions (Wash your face, Wash
your hands, Wash your ears,
Brush your teeth, Put on your
pyjamas and Go to bed). Blu-
AR
tack®. Sheets of paper (extra
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> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw Peter Pan and his shadow or Tinkerbell. When they finish, collect
their drawings and display them in the classroom.

GOOD NIGHT! 6
STEP–BY–STEP Hello Mickey! Sing and do (p. 40) • Play the song twice more and ask the children to
do the following activities each time. 1 They point
(A TPR song to greet the children with the puppet.) (A song to revise vocabulary.) to the head, hands and hat on Peter Pan’s
• Start the class with the puppet and the Welcome • In L1, explain what is happening in the scene: shadow when they hear the words. Say: Look
song (R-2). Leave the puppet sitting on his box so Peter Pan is talking to Tinkerbell about his and point! 2 Pause after each line and ask the
he can participate in the class. shadow. Point to the room and ask the children children to sing. Say: Listen and repeat!
to identify it: (It’s a) bedroom. Do the same thing
N
with the bed: (It’s a) bed. Song performance
Flashcard game
(An activity to practise the vocabulary of the unit.) • Teach the word hands. Then present the song (An opportunity for the children to act out the
using the CD/cassette and your book. Encourage song.)
• Play Touch with the whole class. Show the them to listen to Peter Pan and Tinkerbell. Say:
children the flashcards of the actions one by one Let’s listen to the song! • The children mime Peter Pan’s movements. Play
and elicit: Wash your face, Wash your hands,
SO
the song again and encourage them to do the
Wash your ears, Brush your teeth, Put on your 21 Boy: actions with you.
pyjamas, Go to bed. Ask some children to stick Look at my hands,
the flashcards on different walls. Say the actions Look at my head,
again and ask the children to point to the Look at my hat, Goodbye Mickey!
corresponding flashcards. Next, call on a pair of Look at me! (A TPR song to say goodbye to Mickey.)
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children and say, for example: (Rosa and Bill), Look at me!
touch (Go to bed)! The children run to the Oh, look at me!
appropriate flashcard and touch it. (If you do not Yes, look at me!
want them running in the room, ask them to Look at my hands,
walk over slowly.) Repeat the activity until all the Activity book (p. 23)
<
Look at my head,
actions at the same time. AR

children have had a turn. You can also say two
Pre-listening activities (p. 40)

Look at my hat,
Look at me!
Look at me!
Oh, look at me!
Listen and match
the actions and the rooms (Wash your face, Put
on your pyjamas, Go to bed, Brush your teeth,
<
Yes, look at me!

(Activities to practise the colours and develop bathroom, bedroom.) Point to the first action and
observation skills.) say: Wash your face in the bathroom. Say the
Girl:
rest of the sentences in the same way: Put on
• Ask the class helpers to hand out the books. Say: Touch your hands!
your pyjamas in the bedroom. Brush your teeth in
Open your book, please! while you do the action Touch your head!
the bathroom. The children join the actions with
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and show the children page 40 in your book. Tell Touch your hat!
the corresponding room.
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Yes, it’s you!
L1, explain that they have to look at the page and Yes, it’s you!
touch colours according to your instructions. Oh, yes, it’s you!
Demonstrate the game first, then play with the Yes, it’s you!
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whole class.
Touch your hands!
• In L1, ask the children to look at the page Touch your head!
carefully in order to find a mouse. Give them a Touch your hat!
few moments to look at the picture and find it Yes, it’s you!
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and confirm their answer by drawing a circle Yes, it’s you!

around it with your finger. The children then circle Oh, yes, it’s you!
it with a crayon. Yes, it’s you!

6 GOOD NIGHT!
LESSON 4
OBJECTIVES:
N
the vocabulary learnt so far. To
motor skills.
SO
TARGET LANGUAGE:
Hand.
REVISION:
The vocabulary of the unit. Legs,
arms, head, body, face, nose,
mouth, eyes, ears, hair, hat,
trousers, T-shirt.
RECEPTIVE LANGUAGE:
hands; It’s you!
EXTRA MATERIAL:
actions. Blu-tack®. Stickers for
the unit. The English mat.
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Match, stick and say. 41
> EXTRA ACTIVITY

Stand the children in front of a mirror and ask them to do some actions while watching their reflection in the glass, for example: Move
your hands. Move your body. Touch your nose, etc.

GOOD NIGHT! 6
STEP–BY–STEP Hello Mickey! and show the children page 41 in your book.
Point to Peter Pan’s clothes and elicit the words:
Trousers, T-shirt, hat. Ask them what colour they
• Start the class with the puppet and the Welcome are (green). Then ask the children to point to the
song (R-2). following parts of the body on the page (Head,
arms, legs, nose, mouth hair).
Song performance • In L1, tell them that they are going to complete
N
(A TPR activity to revise the unit song.) Peter Pan’s shadow with the missing parts (Legs,
hands, hat). Show them the sticker page.
• Play the CD/cassette (R-21) from lesson 3 and Remove the sticker of the legs and ask the
encourage the children to perform the actions children to do the same. Go back to page 41 and
and join in the chorus. Say: Let’s sing and do! stick it in its place. Do the same with the rest of
SO
the stickers.
Preparation for the match, stick • When the children finish, point to each sticker as
and say activity you say: Legs, hands, hat. Encourage them to
repeat as they point in the picture.
(An activity to consolidate the body and face
vocabulary.)
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Flashcard game
• Do the following activity to revise the body and
(A memory game to consolidate the vocabulary.)
parts of the face. Take the children to the play
area in the classroom. Show them your hands • Show the children the flashcards of the actions
and say: Look, my hands! The children repeat (Wash your face, Wash your hands, Wash your
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and show their hands.

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• Then, play Mickey says with the whole class. Pick
up the puppet and make him give the children
the following instructions: Touch your mouth!
ears, Brush your teeth, Put on your pyjamas and
Go to bed). Encourage them to identify each one.
Repeat the actions in the same order several
times, then ask the children to repeat them in
the order in which they remember them. Show
<
Touch your face! Touch your legs! Move your

them the flashcards to confirm their answers.
hands! Move your body!, etc. Remind them to
Then shuffle the flashcards and play again.
obey only if the actions are preceded by the
words: Mickey says.
Goodbye Mickey!
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• Finally, divide the children into pairs and ask them

to follow your instructions. First, demonstrate the (A TPR song to say goodbye to Mickey.)
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activity with a pair of children. Say: Head - head. • To end the class, play the Goodbye song (R-3)
The pair puts their heads together. Do the same and encourage the children to sing along.
using: face, eyes, ears, arms, head and legs.
<
Then switch the pairs around and repeat the

activity, varying the pace of the instructions to
make it into a game.
Match, stick and say (p. 41)

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(An activity to revise the parts of the body.)


6 GOOD NIGHT!
LESSON 5
OBJECTIVES:
N
To present a child getting ready
for bed. To revise the vocabulary
of the unit. To develop motor
SO
Wash your face, Wash your
hands, Wash your ears, Brush
Go to bed.
EXTRA MATERIAL:
unit. Flashcards for previous
units. Sheets of paper (extra
AR
PE
> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw one action they do before going to bed. When they finish, help
them identify it, for example: Wash my face. Collect the drawings and display them in the classroom.

GOOD NIGHT! 6
STEP–BY–STEP Hello Mickey! Listen and point (p. 42) Goodbye Mickey!
(A TPR song to greet the children with the puppet.) (An activity to present a child getting ready for bed.) (A TPR song to say goodbye to Mickey.)
• Start the class with the puppet and the Welcome • Ask the class helpers to hand out the books. • To end the class, play the Goodbye song (R-3)
song (R-2). Leave the puppet sitting on his box so Say: Open your book, please! while you do the and encourage the children to sing along.
he can participate in the class. action and show the children page 42 in your
book. Point to the photos and elicit the actions: Activity book (p. 24)
N
Ring game Wash your hands. Wash your face. Brush your
Circle
teeth. Go to bed. Use the CD/cassette and your
(A TPR game to consolidate the vocabulary of
book to present the listening. Say: Look and • The aim of this page is for the children to identify
previous units.)
listen! Point to the different actions as they are the drawings in each row and to link one of them
• Take the children to the play area in the mentioned. to the corresponding action. Point to the first row
SO
classroom and ask them to stand in a circle. In and say: Brush your teeth. The children mime the
L1, tell them that they are going to play Mickey 22 Wash your hands. Wash your face. Brush
your teeth. Now go to bed. Good night! action and draw a circle around the drawing of
says. Remind them to obey your instructions only the teeth. Do the same with the others. Say: Put
if they are preceded by the words: Mickey says. on your pyjamas, Wash your face, Wash your
Give them the following instructions: Wash your ears. Finally, mime the actions and encourage
face! Wash your hands! Put on your pyjamas! the children to say them while they point to the
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Wash your ears! Brush your teeth! Touch your • Play the CD/cassette again and ask the children appropriate picture (Brush your teeth, etc.)
head! Touch your face! Close your eyes! Move to point to the photos according to what they
your legs! Turn around! Point to the door! Point to hear. Say: Listen and point. Then play the text
the window!, etc. again and pause between phrases for the
children to repeat.
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• The children stay in a circle for the next activity.
Pre-listening activity
AR
(An activity to practise the vocabulary of the unit.)
Flashcard game
(An activity to classify different lexical sets.)
<
• Place the English mat in the centre of the circle • Use two or three lexical sets from the course in
and elicit the colours. order to play the game. Show the class the
flashcards of the sets one by one and elicit the
• Hand out the flashcards of the actions to six words. Then shuffle all the flashcards and stick
children and ask them to hold them up according them on the board at random.
<
to your instructions. Say: Show me (Wash your

ears).
PE
• Call a child to the board and say a word from one
of the sets. Ask him or her to pick out the
• Then, ask them to put the flashcards on the
corresponding flashcard and go and stand in one
colours you indicate. For example, say: Wash
corner of the classroom. Do the same with a
<
your ears - red. The child holding this flashcard

word from another lexical set, and send the
puts it down on the appropriate area of the mat
second child to a different corner. Once you have
and repeats: Wash your ears - red.
one child for each set, call more children to the
• Do the same with the rest of the flashcards until board and say the rest of the words at random.
<
they have all been classified according to a colour Help them pick out the flashcards and join their
code. Then say the colours and elicit the lexical group until there are no flashcards left on
corresponding actions. the board.

6 GOOD NIGHT!
LESSON 6
OBJECTIVES:
N
SO
RECEPTIVE LANGUAGE:
My bed.
EXTRA MATERIAL:
drawing completed by adding a
doll. Flashcards for the unit.
Flashcards of the house,
bedroom and bathroom.
Crayons. The English mat.
AR
PE
> EXTRA ACTIVITY

Divide the children into pairs and ask them to show each other their finished drawings. Encourage them to point to the bed and
say: My bed and my (teddy bear). Demonstrate the activity with a pair of children first.

GOOD NIGHT! 6
STEP–BY–STEP Hello Mickey! • Make sure there is a box of crayons on each

in order to provide any necessary help. Point to
• Start the class with the puppet and the Welcome their drawings and encourage them to say: My
song (R-2). Leave Mickey sitting on his box so he Bed and my (teddy bear), etc.
Goodbye Mickey!
N
Ring game (A TPR song to say goodbye to Mickey.)
• Take the children to the play area in the and encourage the children to sing along.
the English mat in the centre of the circle and Activity book (p. 25)
SO
elicit the colours. Hand out the flashcards of the
house, living room, bedroom and bathroom to Circle
four children and elicit the words. Say: (Ken), put • The aim of this page is for the children to
the bedroom on red, please! Do the same with compare the two pictures and find the
the remaining flashcards. Then say the colours differences. The children identify the actions in
<
and encourage the children to say the the first picture (Put on your pyjamas, Wash your
corresponding word. hands, Wash your ears) and then in the second
• Next, hand out the flashcards for the unit to six (Put on your pyjamas, Wash your face, Brush
children and elicit the actions: Wash your face, your teeth). They compare the two pictures and
draw a circle around each difference they spot in
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Wash your hands, Wash your ears, Brush your
AR
teeth, Put on your pyjamas, Go to bed. Ask them
to follow your instructions and say, for example:
(Emma), go to bed in the bedroom! Help Emma
to put the flashcard of Go to bed on the flashcard
the second picture. Finally, `read’ the differences
and ask them to repeat the actions while they
point to them. Say: Wash your hands - wash your
face. Wash your ears - brush your teeth.
<
of the bedroom and encourage her to repeat: Go

to bed in the bedroom. Do the same with all the
actions. Repeat the activity several times.

<

PE
their favourite bedtime toy.)
<
action and show the children page 43, with the

drawing completed by adding a doll, in your
book. Ask them to look at the picture and
identify it: A bed. Tell them that they are going
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to complete it by drawing the toy they usually

take to bed with them. Show the finished page
in your book and say, for example: Look! My
bed and my doll.

6 GOOD NIGHT!
LESSON 7
OBJECTIVES:
N
SO
EXTRA MATERIAL:
The puppet. Pushouts of the
unit. Envelopes. Flashcards from
previous units (extra activity).
(page 159).
AR
PE
> EXTRA ACTIVITY

Play Odd one out with the whole class. Choose five flashcards from one lexical set and add one that doesn’t belong. Show them to the
children one by one and say the six words slowly. The children put their hands up to indicate which flashcard is the odd one out.

GOOD NIGHT! 6
STEP–BY–STEP Hello Mickey! Tell them that the aim of the game is to make Goodbye Mickey!
pairs of cards. Divide the class into pairs and ask
the children to shuffle their cards and put them
• Start the class with the puppet and the Welcome face down on the table without looking at them. • To end the class, play the Goodbye song (R-3)
song (R-2). Leave Mickey sitting on his box so he and encourage the children to sing along.
• They take it in turns to turn a card over and say
the corresponding word. If they both turn over
the same card, they leave them on the table face
N
Red Rover up, making a pair. Otherwise, they turn them
(A traditional game to revise the vocabulary of the face down again. The game is over when they
unit.) have paired up all the cards. Demonstrate the
game first with a pair of children. Go round the
• Play Red Rover with the whole class. Divide the room while they are playing in order to provide
SO
children into six groups, give each group one any necessary help.
flashcard from the unit and elicit the action. Take
the groups to the play area and ask them to stand • When the game is over, the class helpers hand
together at one side. Stand at the opposite side out the envelopes. Help the children put the
and tell them that you are going to call out an cards in the envelopes. When they finish, collect
action. Say, for example: Red Rover, Red Rover, let all the envelopes and store them.
<
(Wash your face) come over! The children

belonging to that group run (or walk) over to your Progress sheet 6
side. Call out another action, and keep playing until
all the groups are on your side. Then go to the
pages 153 and 159.
other side and start the game again.
<
Preparation for the card game AR

prepare the cards.)
Round up
<

<

Point to Go to bed. Point to Brush your teeth, etc.
PE
• Show the children how to push the cards out. to celebrate this.
Show me (Wash your hands), etc. The children • Show the children the sticker page and remove
<
hold up the corresponding card. Do the same

with all the cards. back to page 43 and stick the sticker in the
appropriate space.

<
(A game to consolidate the unit vocabulary.)


PLAYTIME
LESSON 1
OBJECTIVES:
N
units 5 and 6. To develop motor
skills through TPR games and
songs. To develop observation
skills.
SO
Goose, frog, mouse, cat, dog,
horse. Wash your hands, Wash
your ears, Wash your face, Brush
Go to bed. Colours. Numbers
from 1 to 10.
RECEPTIVE LANGUAGE:
The (horse) is happy.
EXTRA MATERIAL:
animals. Flashcards of the
actions. Blu-tack®. The English
mat (extra activity).
AR
PE
44 Look and say.
> EXTRA ACTIVITY

Take the children to the play area in the classroom and ask them to sit in a circle. Place the English mat in the centre of the circle and elicit the
colours. Distribute the flashcards of the animals on the mat while saying for example: Goose - red. Dog and cat - blue. Horse - green, etc. Tell
the children that you are going to say a colour and they have to name the corresponding animal. Say: Red! and encourage them to say: Goose.
Do the same with the remaining flashcards. Collect the flashcards and shuffle them. Place them on different colours and play again.

PLAYTIME
STEP–BY–STEP Hello Mickey! second child whispers it to the next and so on. Goodbye Mickey!
The last child in the circle calls out the word and
the first child holds up the flashcard to check
• Start the class with the puppet and the Welcome whether it’s right. Play with the other flashcards, • To end the class, play the Goodbye song (R-3)
song (R-2). Encourage the children to join in the starting with a different child each time. and encourage the children to sing along.
sitting on his box so he can participate in the Look and say (p. 44)
N
class.
(A game to name animals and actions.)
Song performance • Ask the class helpers to hand out the books. Say:
Open your books, please! while you do the
(A TPR activity to revise the song of unit 5.) action and show the children page 44 in your
book. Tell the children they are going to play a
SO
• Play the song (R-18) from unit 5, lesson 3 and
encourage the children to perform the actions board game. Point to the blue squares and ask
and join in the chorus. Say: Let’s sing! what they have in common (they are all animals)
Do the same with the orange squares (they are
all actions).
Follow the leader
<
(A traditional TPR game to revise vocabulary.)

• Play Follow the leader with the whole class. Ask the board by following the footsteps. To mark
the children to form a line behind you. When they their place, they will need a counter, a small
are all lined up, march around the room and tell piece of paper or some other object. Point to the
first square and encourage them to say: Goose.
<
them to imitate what you do. Take ten steps
AR
forward, counting: One, two, three, four, five, six,
seven, eight, nine, ten. Then stop and say: Wash
your hands! Mime the action and invite the
children to do the same. Continue playing by
They place their counter on the square and
identify the next item: Wash your ears. Then they
put their counter there. Play like this until you
reach the last square. The children will identify
<
counting to ten and taking ten steps forward, the following items: Dog, Wash your hands, Go
then giving another order. Use the following to bed, horse, Wash your face, frog, mouse, Put
actions: Wash your face, Wash your ears, Put on on your pyjamas, cat, Brush your teeth.
your pyjamas, Go to bed, Let’s be (cats), etc. You
• They can play again in pairs or in small groups.
can vary the speed of the steps to make the
<
The game is over when all the players reach the

activity more fun.
last square.
PE
Ring game
Memory game
(An activity to consolidate the animals and actions
<
vocabulary.)
• Point to the first row of squares on the board. Say
the words one by one and ask the children to
and ask them to sit in a circle. Play Chinese
repeat: Goose, Wash your ears. Dog, Wash your
whispers with the flashcards of units 5 and 6.
hands. Say the words a couple of times. Then ask
<
• Hand a flashcard from one of the two lexical set the children to say the words without looking at
to the first child without the others seeing it. The the page. They should remember them in order.
child whispers the word to the next child, the Use the same procedure for the next two rows.

PLAYTIME
LESSON 2
OBJECTIVES:
N
units 5 and 6. To play Bingo. To
games and activities.
SO
The vocabulary of units 5 and 6.
RECEPTIVE LANGUAGE:
hands; It’s you!
EXTRA MATERIAL:
animals. Flashcards of the
actions. Pushouts of units 5 and
6. Envelopes. Lively music (extra
– BEDTIME STORY POSTER:
AR
PE
Listen and play. 45
> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the flashcards to twelve children and explain that they have to pass them on to
other children when the music starts. Start the music and say: Let’s dance! The children dance and pass the flashcards around.
Stop the music and say: Show me (Wash your face). The child with this flashcard holds it up for everyone to see. Put the music on
again and repeat the game, calling out a different flashcard each time.

PLAYTIME
STEP–BY–STEP Hello Mickey! • Ask the class helpers to hand out the books. Goodbye Mickey!
• Start the class with the puppet and the Welcome book. Point to the colour board and explain
song (R-2). Leave the puppet sitting on his box so in L1 that they are going to play a card game on
he can participate in the class. this board. Point to the colours and elicit the
names.
N
Song performance • Ask the children to put their cards on the board
according to your instructions. Say: Goose - red. Colour and say
(A TPR activity to revise the song of unit 6.)
Do the same with the rest of the cards until
• Play the song (R-21) from unit 6, lesson 3 and there is a card on each square: Frog - blue, horse
the items in each row and to colour them in. The
encourage the children to perform the actions - green, etc.
children name the pictures in the first row. Say:
and join in the chorus. Say: Let’s sing!
SO
• Then, name an animal and encourage the Look at number one. What is it? They reply: Go
children to tell you which colour the to Bed! Continue in this way with the other
Flashcard game corresponding card is on. For example, say: items until they find the odd one out. They do the
(A game to consolidate the vocabulary of the units.) Goose. The children reply: Red. Do the same same with the other two rows and colour the
with the rest of the cards. Then do the activity pictures in. Finally, help them to `read’ each row
• Take out the flashcards of the animals
<
the other way around. Say the colour and elicit from left to right, from right to left, from top to
and actions. Show them to the children one by the corresponding animal. bottom, and from bottom to top.
one and elicit the words: Goose, dog, frog,
horse, mouse, cat, Wash your ears, • Repeat the activity with the actions pushouts.
Wash your hands, Go to bed, Wash your face, Bedtime story poster
Put on your pyjamas, Brush your teeth. Cover
Bingo
<
• This poster story is a fun way to reinforce the
AR
one flashcard with a piece of paper and move
the paper around slowly to reveal different parts
of the flashcard. As soon as the children
recognise the picture, they call out the word.
to play Bingo with their pushouts. Say: Let’s play
139 and 142.
Video 3
<
You can repeat the game, showing the covered Bingo! Tell them that they are going to play with
flashcard upside down to make it more both sets (a total of twelve cards). Ask them to • This video is a fun way to reinforce and extend
challenging. choose any 6 cards and place them face up on the language learnt in units 5 and 6. See pages
the colour board. They can place them in any 144, 145 and 148.
<
please! while you do the action. Video 4

(p. 45)
PE
• Say the words at random. The children turn the • This video is a fun way to reinforce the language
cards face down when they hear the words. As learnt during the whole of English Adventure 2.
prepare the cards.)
soon as their six cards are face down, they raise See pages 145 and 149.
<
• Ask the class helpers to hand out the envelopes their hands and say: Bingo! Repeat the game
with the pushouts. The children take out the several times.
pushouts of the animals and actions. Make sure
that every child has them by asking them to
hold up each card according to your instructions.
<

Start with the animals and say: Show me the
all the envelopes and store them.
(dog), etc. Do the same with the food pushouts.
Say: Show me (go to bed), etc.

07 EAKGB - Ux Festivals global 11/24/04 4:58 PM Page 118
6 HALLOWEEN
LESSON 1
OBJECTIVES:
N
To celebrate Halloween. To
consolidate the colours. To
develop oral comprehension. To
sing a song.
SO
TARGET LANGUAGE:
Halloween, pumpkin, big.
REVISION:
Red, yellow, blue, green, orange,
pink, eyes, mouth, nose, face,
ears, hair.
RECEPTIVE LANGUAGE:
Here’s our pumpkin! Our big
orange pumpkin!; Happy
Halloween!
EXTRA MATERIAL:
pictures of the colours.
Flashcards of the parts of the
AR
face. Orange paper circles to
make pumpkins, one per child
PE
page 29.
46 Sing and do.
> EXTRA ACTIVITY

Hand out a paper circle to each child and ask the children to draw pumpkin faces on them. Encourage them to identify each part:
Eyes, nose, mouth, etc. When they finish, they can stick their decorations around the room. Finally, sing the Halloween song with
the class again.

HALLOWEEN
STEP–BY–STEP Hello Mickey! class. Point to the flashcards one by one and say • Finally, divide the class into two groups and play
the words. Do this at least three times in the the song again. Each group takes it in turns to
same order. Then remove one flashcard. Point to sing to the other group and wish them a happy
• Start the class with the puppet and the Welcome the remaining flashcards and the empty space Halloween.
song (R-2). Leave Mickey sitting on his box so he and encourage the children to say all the words.
Continue removing the remaining flashcards one
by one while eliciting the words until there are
Goodbye Mickey!
N
none left. When the game ends, the children
Correct Mickey! should be able to remember all the words in the
(A game with the puppet to practise the colours.) correct order.
• Show the children the colour flashcards or
pictures and elicit the words: Red, orange, pink, Sing and do (p. 46) Activity book (p. 29)
yellow, blue, green. Put them down on your
SO
(A song to celebrate Halloween.)
table, pick up Mickey and say: Mickey, give me Let’s make a pumpkin face!
(red)! He gives you the wrong flashcard. Say: No, • In L1, encourage the children to identify the
no Mickey! Ask a child to help Mickey by picking characters on the page (Goofy and his son Max).
the scene (Halloween) and to decorate the
out the correct flashcard. Repeat the game until Explain what is happening in the scene: Goofy
pumpkin. The children colour it in with orange
all the children have had a turn. and Max have just finished preparing their
crayons or finger paints and decorate it with
<
Halloween pumpkin. Invite the children to listen

triangles of silver foil to make the eyes and nose.
to what they are saying.
Preparation for the song (p. 46) Finally, they sing the Halloween song.
• Present the song using the CD/cassette and your
(A TPR game to revise the colours and present book. Encourage the children to listen and find
Halloween and pumpkin.) out what our characters are singing. Say: Let’s
<
AR
listen to the song!
23 Two eyes,
A mouth and a nose,
Here’s our pumpkin,
<
L1, explain that they have to look at the page and Our big orange pumpkin!
touch something red, orange, blue, green or Happy Halloween, happy Halloween,
yellow according to your instructions. Happy Halloween, happy Halloween!
Demonstrate the game first. Say: Touch orange!
and touch the pumpkin. Then play with the whole Two eyes,
<
class. A mouth and a nose,

PE
Here’s our pumpkin,
• Present the words Halloween and pumpkin with Our big orange pumpkin!
the help of your book. Say the words several Happy Halloween, happy Halloween,
times and ask the children to repeat. Happy Halloween, happy Halloween!
<
Pre-listening activities • Play the song again and ask the children to point
(Activities to revise the parts of the face.) to the following items when they hear the words:
Two eyes, a mouth, a nose, pumpkin. Say: Look
<
• Show the children the flashcards of the face and

and point.
elicit the words: Face, eyes, mouth, nose, ears,
hair. Stick the flashcards on the board in two • Play the song again and pause after each line for
rows and play Vanishing pictures with the whole the children to repeat. Encourage everyone to sing.

6 CHRISTMAS
LESSON 1
OBJECTIVES:
N
To celebrate Christmas. To
consolidate the colours. To
develop oral comprehension. To
sing a song.
SO
TARGET LANGUAGE:
Christmas tree, bell.
REVISION:
Colours.
RECEPTIVE LANGUAGE:
Jingle bells! Jingle all the way.
EXTRA MATERIAL:
The puppet. Colour flashcards.
A Christmas tree cut-out of thick
paper or card. Paper cut-outs of
bells to make Christmas
decorations, one per child (extra
AR
PE
Sing and do. 47
> EXTRA ACTIVITY

Hand out the bell cut-outs to the children and ask them to decorate them as they like. When they have finished, they stick their
decorations on the Christmas tree that you have prepared and displayed in the room. Then, sing the Christmas song with them
again.

CHRISTMAS
STEP–BY–STEP Hello Mickey! • Present the song with the CD/cassette and your Activity book (p. 30)
book. Encourage the children to listen and find
(A TPR song to greet the children with the puppet.) Let’s make Christmas bells!
out what the song is about. Say: Let’s listen to
• Start the class with the puppet and the Welcome the song! • The aim of this page is for the children to identify
song (R-2). Leave Mickey sitting on his box so he 24 Jingle bells, jingle bells,
the scene (Christmas) and to decorate the
can participate in the class. Jingle all the way, Christmas bells. The children colour them in with
Jingle bells, jingle bells, crayons or finger paints and decorate them with
N
Correct Mickey! Jingle all the way. Hey! little pieces of green paper for the leaves and red
paper for the berries. Finally, they show the class
(A game with the puppet to practise the colours.) Jingle bells, jingle bells, their bells and sing the Christmas song.
• Show the children the colour flashcards and elicit Jingle all the way,
the words: Red, orange, pink, yellow, blue, green. Jingle bells, jingle bells,
Put them down on your table, pick up Mickey and Jingle all the way.
SO
say: Mickey, give me (red). He gives you the
Jingle bells, jingle bells,
wrong flashcard. Say: No, no Mickey! Ask a child
Jingle all the way,
to help Mickey by picking out the correct
flashcard. Repeat the game until all the children
Jingle all the way. Hey!
have had a turn.
<

Preparation for the song (p. 47) Jingle all the way,
(A TPR game to revise the colours and present
Jingle all the way.
Christmas tree and bell.)
Hey!
<
AR
• Play the song again and ask the children to point
to the bells when they hear the words. Say: Point
to the bells!
<

• Play the song again and pause after each line for
touch something red, orange, blue, green or
the children to repeat. Ask them to mime the
yellow according to your instructions. Demonstrate
nephews jingling their bells when they hear the
the game first. Say: Touch blue! and touch
words: Jingle bells! Encourage everyone to sing.
Donald’s T-shirt. Then play with the whole class.
<
• Present the words Christmas tree and bell with Goodbye Mickey!
PE
the help of your book. Say the words several
times and ask the children to repeat as they point (A TPR song to say goodbye to Mickey.)
to the corresponding objects on the page. • To end the class, play the Goodbye song (R-3)
<

Sing and do (p. 47)
(A Christmas song.)
• In L1, encourage the children to identify the
<
characters (Donald and his three nephews).

Explain what is happening in the scene (they are
taking home their Christmas tree while singing a
song). Invite the children to listen to them.

6 PARTY TIME
LESSON 1
OBJECTIVES:
N
To have a dressing-up party. To
learn some party vocabulary.
To develop oral comprehension.
To sing a song.
SO
TARGET LANGUAGE:
Pirate, clown, princess.
REVISION:
Coat, nose, shoes. Colours.
RECEPTIVE LANGUAGE:
I’m a pirate; Look at my coat!
EXTRA MATERIAL:
The puppet. Costumes (extra
activity). Activity Book page 31. AR
PE
48 Sing and do.
> EXTRA ACTIVITY

Ask the children to put on the costumes they have brought to class. Then encourage them to sing and dance to the song.

PARTY TIME
STEP–BY–STEP Hello Mickey! 25 I’m a pirate,

I’m a pirate.
(A TPR song to greet the children with the puppet.) Look at my coat,
• Start the class with the puppet and the Welcome Look at my coat.
song (R-2). Leave Mickey sitting on his box so he
can participate in the class. I’m a clown,
I’m a clown.
Look at my nose,
N
Touch red! (p. 48) Look at my nose.
(A TPR game to practise colours and clothes.)
I’m a princess,
• Ask the class helpers to hand out the books. Say: I’m a princess.
Open your book, please! while you do the action Look at my shoes,
SO
Look at my shoes.
• Play the song again and pause after each line for
touch something red, orange, pink, blue, green or
the children to repeat. Encourage everyone to
yellow according to your instructions.
sing.
Demonstrate the game first. Say: Touch pink!
<
and touch Minnie’s dress. Next say: Touch a • Divide the class into three groups and assign a
(coat)! and do the action. Then play with the character to each group. Play the song again and
whole class. ask the children to sing and act out their verses.
Pre-listening activities (p. 48) Goodbye Mickey!

<
AR
(An activity to present the party vocabulary.)
• In L1, encourage the children to identify the
characters on the page (Donald, Mickey and
<
Minnie). Explain what is happening (they are

having fun at a dressing-up party). Present the
words pirate, clown and princess with the help of
your book. Point to Donald and say: Donald is a Let’s make a mask!
pirate. Do the same with Mickey and Minnie. Say • The aim of this page is for the children to identify
<
the words several times and ask the children to the scene (party time) and to choose a character
repeat while they point to the corresponding
PE
(princess, clown or pirate) that they would like to
costumes. Then invite them to listen to the song. be. They make the masks using the pictures as
models and colour them in using crayons or
Sing and do (p. 48)
<
finger paints. They then stick on pieces of

(A song to present costumes.) coloured tissue paper to make their masks as
decorative as possible. Finally, the children show
• Present the song using the CD/cassette and your their masks to the class and sing the party song.
book. Encourage the children to listen and find
out what our characters are singing. Say: Let’s
<
listen to the song!

07 EAKGB - Ux Festivals global 3/26/10 7:27 AM Page 124
THE DISNEY FILMS
> > THE TIGGER MOVIE > THE LITTLE MERMAID
<
PINOCCHIO
Pinocchio is a wooden puppet made and Tigger realises that he feels lonely because Ariel is a beautiful young mermaid who loves
N
named by Gepetto, a woodcarver. Gepetto he is the only tigger around, he has no family. to dream about the human world above the
wishes on the Wishing Star that his new His friends dress up as tiggers to make him surface of the sea, despite warnings from her
puppet were a real boy. The Blue Fairy brings father, King Triton. In her fascination, Ariel falls
<
believe they are his tigger family. In the end,
Pinocchio to life, and tells him that if he Tigger sees that his family is made up of his in love with a human, Prince Eric, and even
proves himself brave, honest and unselfish friends from the Hundred-Acre Wood. The saves his life in a storm.
SO
she will turn him into a real boy. She also seasons are important in this film: the action
Ariel is the youngest of six mermaid sisters
makes Jiminy Cricket, Pinocchio’s goes from late autumn through to the middle
and has the most beautiful voice of all of
<
conscience. But Foulfellow, the Fox and of winter and includes a very heavy
them. It is her lovely voice that Ariel
Gideon, the cat lead Pinocchio astray. To snowstorm. The bad weather reflects Tigger’s
exchanges for human legs, so that she can
teach Pinocchio not to lie, the Blue Fairy mood and state of mind.
be with her true love, Eric. But Ursula, the
makes his nose grow each time he lies, and
wicked sea witch, takes the mermaid’s voice
Pinocchio soon learns his lesson. He The characters
<
as part of the spell, and Ariel becomes mute.
overcomes all his difficulties and redeems • Tigger is a bouncy fellow, fun-loving and Soon, Eric too is tricked by the witch and
himself by saving his father from Monstro, full of energy. He is usually very happy and because Ariel can no longer speak, she
the whale. The Blue Fairy rewards Pinocchio enthusiastic but when he feels lonely he’s cannot warn him of the danger.
by turning him into a real boy.
R
extremely sad and impossible to comfort.
<
By the end of the story, Ariel and Eric
• Roo almost always sticks with his mother,
The characters manage to defeat the evil Ursula and save
Kanga. He loves Tigger and thinks the best
• Geppetto is a lonely woodcarver, a good King Triton’s kingdom.
of him.
hearted, loving and compassionate man. • Ariel: Headstrong and impetuous, Ariel has
• Kanga is the maternal figure in this film,
<
A
He loves Pinocchio as his own son.
she loves and looks after Roo, but she also a very inquisitive nature. But she has a
• Pinocchio is full of good intentions, but he cares for the other animals in the Hundred- great deal of courage, and learns the value
has a thirst for adventure as well as a Acre Wood. of her father’s wisdom.
shaky sense of right and wrong. He is very • Eric: Eric is the ideal prince. He’s brave,
• Winnie the Pooh continues to be
eager to become a real boy and please his
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friendly, loyal and romantic.
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obsessed with honey, although he can put
father, Gepetto.
it aside when it comes to helping his • Grimsby: This is Eric’s adviser. He’s very
• Jiminy Cricket is not an average cricket; friends. attached to the prince and hopes Ariel will
chosen by the Blue Fairy to be Pinocchio’s be the girl Eric chooses as his wife.
• Piglet is a small and very timid animal but
conscience, he tries very hard to steer
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can be brave as anyone when required.
Pinocchio onto the right path. He is friendly,
curious, concerned and grateful. • Rabbit is fussy and orderly so he
frequently gets angry with Tigger who can
• Blue Fairy is fair and compassionate and
be very thoughtless. Still, when real help is
has great faith in the little wooden toy.
needed Rabbit is always ready to lend a
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hand.

THE DISNEY FILMS
> > PETER PAN

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THE ARISTOCATS
Madame Bonfamille is a wealthy and Wendy and her brothers, John and Michael,
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aristocratic lady who lives in Paris at the turn of are fans of Peter Pan, the hero of all their
the century. She has a cat named Duchess and stories. The night that Mr Darling decides
should be Wendy’s last night in the nursery,
<
her three kittens, Toulouse, Berlioz and Marie.

She adores her cats and decides to make them Peter Pan creeps in to reclaim his lost
her heirs. However, in the event of their deaths, shadow and overhears the conversation. He
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her fortune would go to her loyal butler Edgar decides to take the children off to Never
and impatient Edgar decides to do away with Land, where Wendy will not have to grow up.
<
the cats. However, his plans are foiled by two With the help of pixie dust they all fly to
farmyard dogs and some alley cats. Thanks to Never Land where, together with the Lost
Thomas O’Malley, a roguish alley-cat and with Boys, they have numerous adventures with
the help of Roquefort, the friendly mouse of the Captain Hook and the Indians. After a very
house, Frou-Frou, the horse and O’Malley’s cat exciting stay, and despite Peter Pan and the
<
band, Duchess and her kittens get back to their Lost Boys’ pleas for her to stay with them,
house safe and sound and send Edgar to Wendy decides that it is time for her and her
Timbuktu. Madame welcomes her cats home brothers to go back home.
along with O’Malley, who has fallen in love with
AR
<
Duchess and becomes a member of the family. The characters

• Peter Pan is an adventurous, self-assured
The characters boy who likes to give orders and fight
• Duchess is a lady in every sense of the battles. The famous boy “who never grows
word, well-bred and of aristocratic stock.
<
up” is also caring and friendly.

• The kittens: • Tinker Bell is Peter Pan’s sidekick. She is
– Berlioz is cute and always getting into smart, fast and fiercely protective of Peter
scraps. Pan.
– Toulouse is brave and cheerful.
<
• Wendy Darling plays at being mother to

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– Marie is a little lady always getting her Peter Pan, the lost Boys, and even John
brothers into trouble. and Michael. She feels very lucky to go to
• Abraham DeLacey Giuseppe Casey Never Land.
Thomas O’Malley is the hero of the story. • John Darling is polite, very well spoken
<
Free-spirited and irresponsible in the and interested in everything.

beginning, he is transformed upon meeting • Michael Darling is a sweet little boy, one
Duchess and becomes a loving stepfather.
of the gang, who wants to be involved in
• Madame Bonfamille is the elegant lady of everything.
<
the house who adores her cats. Madame is

devastated when she believes her cats are
lost.

08 EAKGB - Ux-RD/Vid. global 11/24/04 5:06 PM Page 126
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> GAMES > POSTERS
The main objective
of Pre-school education is Flashcard games: Flashcards are used The benefits of telling stories
the physical, intellectual, to present and practise language Telling stories is well known as a useful,
through simple games. These help the effective and fun way to teach
affective and social languages. It stimulates children’s
children develop their interpersonal or
development of children. social intelligence. imaginations while helping them
These pages of extra material understand the new vocabulary in a
Ring games: In general, these are TPR context they can relate to. These stories
are full of ideas and classroom have been specially chosen to create a
games that help the children practise
activities that will help you
achieve this objective. AR the language and develop gross motor
skills. We have also included games that
involve the use of the English mat as a
colour code to identify, associate and
classify words.
TPR games: Action games are used to

relaxed, magical and entertaining
atmosphere in which the children listen,
understand, absorb and can try to
produce the language used. Telling the
stories with well-known characters, but
in new circumstances, gives them the
possibility to understand and use the
exercise corporal expression, rhythm, vocabulary learnt in the unit.
miming, spatial orientation and hearing
comprehension. Materials
• POSTERS
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Games to develop the senses:
Children perceive reality through their You can use them on the wall, the
senses and this in turn activates their board or on the floor with the children
intellectual capacities. These games seated in a ring around them. If you
involve the use of attention and use them on the floor, you can have
memory, which then leads to the characters standing up, with the
observation and reasoning. help of a piece of modelling clay, and
you can move them as if they were
Card games (Pushouts): Cards are walking.
used to practise the language through
simple games. These in turn help • CUT-OUTS
develop the children’s interpersonal or On the right hand side of each poster
social intelligence. there are cut-out characters and
126 My First English Adventure 2 • Resource Bank

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objects that help you tell the story. keep quiet with their eyes wide-open Point to the illustrations. However, vary Finish by asking the children to choose a
You should carefully cut out the and their hands resting on their laps. the rhythm and speed if the script asks song or a game to play together.
whole band, then cut out the people Ask them to do this in the following for it. Use gesture and mime, adapting
or objects, leaving a margin of about way, say: eyes, with your hands round your voice to that of the characters. This
0.5 cm round the edge. You can stick your eyes. Then say: ears, with your will serve to both clarify meaning and
them to the poster with Blu-Tack®‚ hands behind your ears. Finally, say: keep the children’s attention.
and move them when needed. hands, with your hands on your lap. You > VIDEO
If you wish to use the poster to can use the puppet to ask the children Encourage the children to participate in
decorate the classroom you can keep to sit quietly this way. the story. After the first telling ask them Children love watching videos! We can
the cut-outs in an envelope stuck to repeat the vocabulary or some take advantage of this by using the My
To introduce the stories, talk about the phrases. In stories with songs, First English Adventure 2 videos to
behind it. illustrations on the posters, showing and encourage them to sing. practise and reinforce the language
• SETTING UP POSTER ACTIVITIES
You can wear some special clothes or
accessory for a story-telling session,
for example, a hat, a scarf, a shawl
etc., to give a touch of magic and to
show the difference between this and
AR naming the characters. Use the
Flashcards and cut-outs to revise key
words they will hear in the story.
Telling the story

To begin, ask if the children are ready,
say: Are you ready? Encourage them to
The children enjoy hearing the same
story many times. This builds their
confidence as they realise they
remember more and more, while also
giving them the challenge of new
vocabulary. Consequently, they will
presented in the lessons in an attractive
visual context which will help them
improve their listening and
comprehension skills.
There is one video for My First English
Adventure 1 and one for My First
other activities. respond: Yes! Then say: Let’s begin! Act participate in the story as if were a English Adventure 2. Each video is
as if these were the magic words to game. Therefore, read the story or play divided into four episodes which focus
• WORKSHEETS begin the story. the recording at least three times. on language from two units and
There is a photocopiable worksheet, coincide with a Playtime unit. There is
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You can use the recording or read the
created especially for each story. You After the story also one extra episode which contains
story yourself. As the children listen,
can use the worksheet as a revision When you have finished, ask the language from different parts of the
move and place the cut-outs according
activity to consolidate the vocabulary children what they most enjoyed about course.
to the instructions in the poster notes
from the story telling. the story, ask them to name the
which accompany the scripts. The video episodes recycle key
characters and to talk about where the
Before the story story takes place. language in new situations. There are
If you use the recording, you can stop
It is very important to create a relaxed two presenters, Ted and Lucy, who use
the story using the pause button to ask
and enjoyable atmosphere. The children Strengthen their vocabulary by asking this language as they talk, sing and play
the children what happens next, who is
can sit on a mat or place their chairs in a them questions about what they can together, and who use short clips from
in the story, what colour a specific thing
semi-circle facing you and the poster. see in the posters, e.g. the colour of the the Disney films to illustrate key words
is, or to ask them to repeat a word.
Make sure all the children have a clear trees or water, how many animals, and phrases. Occasionally new words
view. To get the children’s attention If you read the story, do so clearly and flowers or balls there are, what there is are introduced, with clear references to
before you start, you can ask them to slowly. Give them time to think. on the shelves, etc. show their meaning.
My First English Adventure 2 • Resource Bank 127

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There are two parts to each episode, while watching (to stimulate interaction) and place a coloured copy of the Mickey
Song Time and Film Time. and those done afterwards with the > THE MICKEY template, page 160, in the centre.
Song Time:
worksheet (to round up the sessions). MOUSE PUPPET
Through music, pupils develop a
• STEP 1 The Mickey Mouse puppet plays an
positive attitude towards language
learning, and music helps children to Begin each session with a flashcard important role in the development of the
learn and to remember. In this video game or a game with realia to help lesson. It helps the teacher present and > EVALUATION
the songs are all TPR songs. Ted and the children remember the key practise the language and establish an AND ASSESSMENT
Lucy perform the actions vocabulary that will be featured in environment where authentic
and it is easy for the pupils to copy each episode. communication can take place. By How should we assess children in
them while they are listening. The bridging their real and fantasy worlds, Pre-school education?
songs also provide a meaningful
context to reinforce the vocabulary of
the units and allow for excellent
practice of pronunciation, intonation
and rhythm.
Film Time:
AR • STEP 2
Watch the first part, Song Time, and
stop viewing before Film Time starts.
Follow the instructions given for each
episode.
• STEP 3
Mickey can interact with the children in
the stories and in many of the
suggested activities. Use your
imagination to make Mickey ‘wave’, ‘sit’
on his box, ‘stand up’ and ‘dance’. You
can make a Mickey puppet using the
template on page 160.
Evaluation in Pre-school education
should be global, continuous and
formative. Direct and systematic
observation of the children will
constitute the main technique in the
evaluation process.
The clips are taken from several Teachers working in Pre-school education
With the children sitting quietly, watch will evaluate the teaching process, their
delightful Disney films that the children
Film Time. In L1, encourage them to own teaching practices and the
may be familiar with. These clips feature
identify the film and the characters. development of the children’s abilities
well-known characters and amusing
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Once again, follow the instructions
situations. The children are invited to
given for each episode.
> THE ENGLISH MAT according to their targets for this level.
participate by identifying key words in
the scenes. What are the evaluation criteria for
• STEP 4 The English mat is used mainly
this level?
Play the last part of the video and in ring activities to focus the children’s
How to use the English Adventure The following are the most relevant
encourage the children to join in and attention, and as a colour code to
videos with small children objectives at this age for the learning of
act out the song. classify vocabulary with the help
In order to avoid passive viewing on the English.
of flashcards, photos, cutouts,
part of the children, we need to plan the
• STEP 5 (optional) drawings or realia. It is also used for 11. Identify parts of one’s own body,
sessions carefully and include different
TPR games. parts of another child’s body and
activities. We have divided these Photocopy the relevant worksheet
activities into three types: those done and complete it with the children To make an English mat: join four large parts of a body in an illustration.
before watching (to help the children after they have watched the video sheets of paper, card or material of the 12. Distinguish the senses and
understand the episode); those done episode. four colours (blue, red, green and yellow) identify sensations through them.

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13. Feel confident in one’s ability to The children:
deal with given tasks. • Their participation in activities.
14. Orientate oneself in the
• Their interest in carrying out
environment.
suggested activities.
15. Accept the rules of the game.
• Their attitude towards their
16. Distinguish and identify members classmates and towards their own
of one’s own family and other learning.
families.
• What they produce, drawings,
17. Identify the rooms of the house worksheets, etc.
and their functions.
The teachers:
18. Respect and look after the objects
in one’s environment.
19. Respect and take care of animals
and plants.
10. Interpret illustrations, posters,
photos, symbols and stories.
AR • Their teaching practices.
• Techniques used in the classroom.
• Materials used in the classroom.
• Their attitude towards the children.
We will need to consider all the above
11. Learn how to count correctly. elements to obtain significant valid and
12. Write single numbers. reliable data from which we can
evaluate the whole process. From this
13. Classify elements according to we can reflect on the proposed
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their properties. objectives, examine the results and
14. Identify primary colours and their adapt the process and materials should
combinations. it be necessary to do so.
15. Show interest and respect for one’s
own artwork and for those of others.
16. Memorise songs.
17. Move confidently in the
environment.
What can we evaluate?
There are several factors involved in the
learning process.

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children to count to three with you and ask the children: Is it the (frog)? Is it the 10. LET’S DANCE!
FLASHCARD GAMES then point to the flashcard you indicate. (cat)? etc. They reply yes or no until you Hand out the flashcards of a lexical set to
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Say: One, two, three Point to the (frog). guess the correct word. Ask another six children and explain that they have to
1. HELP MICKEY! Repeat the activity several times, varying child to come up to the board and pick a pass them on to other children when the
Show the children the flashcards of a the rhythm of the instructions to make different flashcard, and play again. music starts playing. Play the music and
lexical set and elicit the words. Put them the game more fun. For example, if you say: Let’s dance! The children dance and
down on your table, pick up Mickey and say the instructions slowly, the children 7. PASS THE FLASHCARDS pass the flashcards around. Stop the
say: Mickey, give me the (face). He gives also move slowly, and vice versa.
Hand out the flashcards from one or music and say: Show me the (eyes). The
you the wrong flashcard. Say: No, no two lexical sets. Play some music. While child who is holding this flashcard holds it
Mickey! Ask a child to help Mickey by 4. YES/NO GAME the music is playing, the children pass up for everyone to see. Start the music
picking out the correct flashcard. Repeat Put the unit flashcards on your table and their flashcard along. When the music again and play with a different flashcard.
the game until all the children have had elicit the words. Then shuffle them and stops, each child holding a flashcard has
a chance to participate. show one to the class without looking at to name it or pay a forfeit, for example 11. CATCH AND SAY
2. TOUCH GAME
Show the flashcards of a lexical set one
by one and elicit the words. Ask four
children to stick them on different walls.
Repeat the words and ask the children
AR it. Ask: Is it the (frog)? Encourage the
children to say: Yes! or No! If the
answer is no, say more words until you
guess correctly. Then shuffle the cards
and play again.
sing a song, perform an action, etc.
Demonstrate this yourself first.
8. SEQUENCE
Take out the flashcards of a lexical set,
show them one by one and elicit the
Choose a lexical set and stick the six
flashcards on the board one by one.
Elicit the words. Scrunch up a sheet of
paper into a ball, name a flashcard and
throw the ball to a child. He or she
names another flashcard and throws the
to point to the corresponding flashcards. 5. WHAT’S MISSSING? words. Repeat the words in the same ball to a classmate. The game ends
Next, call on a pair of children and say, Play with the unit flashcards. Show order several times, then ask the when the children have named all the
for example: (Maria and Lee), touch the them to the children one by one. Do this children to repeat them. Show them the flashcards without repeating words. In
(bed)! The children run to the flashcard a couple of times while saying the flashcards in order to confirm their order to help them, you can remove the
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of the bed and touch it. (If you do not words. Remove one and ask the answers. Collect the flashcards, shuffle flashcards of the items as they name
want them running in the room, ask children: What’s missing? Encourage them and play again. them from the board. Play again so that
them to walk over slowly). Repeat the them to tell you which flashcard is they all have a chance to participate.
activity until all the children have had a missing. Then shuffle the flashcards and 9. ODD ONE OUT
chance to participate. You can also say play again. 12. FLASH THE CARD
two words, for example: Touch the Choose five flashcards that belong to
(table) and the (chair). the same set and one that doesn’t. Say Show the flashcards of the actions (for
6. WHO/WHAT IS IT? these six words slowly and clearly example) and elicit the words: Wash
Put a lexical set of flashcards on your while showing the children the your face, Wash your hands, Wash your
3. POINT GAME ears, Brush your teeth, Put on your
table. Ask a child to stick one of the corresponding flashcard. They listen
Stick the flashcards of a lexical set on flashcards on the board. Turn your head and raise their hands to say which word pyjamas, Go to bed. Choose a flashcard
different walls in the room. Ask the in order not to see the flashcard. Then is the odd one out. and flash it rapidly by moving your arm

> > > > > > > > > > > > > > > Games
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in a semicircle. The children identify it 3. CHINESE WHISPERS flashcard is on. Say: Coat! and the words. Tell the children that they are
and say the action. The children sit in a circle. Hand a encourage them to say: Red! Do the going to be your echo and will have to
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flashcard from a lexical set to the first same with the remaining flashcards. repeat the words you say in the same way.
child without the others seeing it. The Collect the flashcards and shuffle them. Say the words slowly, fast, with different
child whispers the corresponding word to Place them on different segments of the intonations, loudly and in a whisper.
RING GAMES mat and play again.
the next child and so on. The last child in
the circle calls out the word and the first 8. JUMP ON THE MAT
Take the children to the play area in the 6. THREE SETS
child reveals the flashcard for verification. Place the flashcards of a lexical set on
classroom, as outlined on page 10 in the
Start with a different child each time. Show the children the colour flashcards the mat, one in each coloured segment.
introduction to the Teacher’s Book.
and elicit the words: Red, blue, green, While you do this, say for example: Coat
4. MEET THE ENGLISH MAT yellow, orange, pink. Tell them they are - red. Trousers and T-shirt - blue. Shoes -
1. PASS THE FLASHCARDS the colour flashcards. Next, show them green. Skirt and hat - yellow. Tell the
Place the English mat in the centre of
Hand out the flashcards of one or the flashcards of the body and elicit the children that they are going to walk
several lexical sets and elicit the words.
Ask the whole class to count: One, two,
three. The children holding the
flashcards pass them along and
everyone counts again until you say:
Stop! Show me the (chicken)! The child
AR the circle. Point to Mickey and ask:
Who’s this? Encourage the children to
reply: Mickey! Point to the colours and
identify them one by one. Encourage
the children to repeat. Next, ask
different pairs of children to jump on the
colours according to your instructions.
words: Body, head, arms, legs. Tell them
these are the body flashcards. Finally.
show them the flashcards of the face
and elicit the words: Eyes, nose, mouth,
ears, hair, face. Tell them these are the
face flashcards.
around the mat while you count to four.
When you say: Four! they stop and
follow your instructions. Say: One, two,
three, four. (Ken), jump on blue. Ken
jumps on the blue segment and
identifies the clothes flashcards. Do the
holding the appropriate flashcard shows same with the rest of the colours. Then
Say: (Maria, Lee), Jump on red! Jump Shuffle all the cards and show one of
it. Do the same with the rest of the collect the flashcards and shuffle them.
on yellow! etc. Repeat the activity with them to the class without looking at it.
words and play again so that all the Place them on different segments of the
different pairs of children. Ask: Colour? Encourage them to reply
children have a chance to show a mat and play again.
Yes! or No! If the answer is no, ask:
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flashcard. Body? If it is still no, ask: Face? until you
5. ENGLISH MAT GAME
9. HIDE AND SEEK
guess the correct lexical set. Then say
Place the English mat in the centre of
2. STATUES words belonging to that set until you Show the flashcards of the house one
the circle and encourage the children to
guess the flashcard. Once you have by one and elicit the words: Living room,
The children form a circle. Play some identify the four colours. Place the
identified it, place it on a segment of the bedroom, bathroom. Stick them on
music and ask them to dance. Stop the flashcards of a lexical set on the mat,
mat. Play again until you have classified different walls, say the words again and
music and say: Touch your face! Ask one in each coloured segment. While
ask the children to point to the
all three sets of flashcards.
them to remain like statues with their you do this, say for example: Coat - red.
corresponding flashcards. Say: Point to
hand on their head. Play the music again Trousers - blue. Shoes - green. Skirt and
7. ECHO GAME the (bedroom).
and say: Touch your hair! Touch your hat - yellow. Tell the children that you are
mouth! etc. Repeat the activity several going to name an item of clothing: they Play ‘Echo’ with the whole class. Stick the Take out the flashcards of the furniture
times. will name the colour the corresponding six unit flashcards on the board and elicit and elicit the words: Chair, table,

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window, bed, door, picture. Tell the such as: Stand up, Sit down, Open your blue, green or yellow according to your 7. RED ROVER GAME
children that they are going to play ‘Hide book, Close your book, etc. instructions. Demonstrate the game This is a traditional game to practise the
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and seek’. Hand out the flashcards to six first. Say: Touch red! and touch a red animal vocabulary. Hand out a toy animal
children without looking at them. Tell 2. PLEASE GAME object on the page. Then play with the to each child. Take the children to the play
them not to show their flashcards to whole class. You can also play this game area in the classroom and ask them to
Teach the children the magic word:
anyone. Next, ask them to pick one of with different lexical sets.
Please and explain that it is important to stand together at one side. Stand on the
the three rooms and stand next to the
be polite and say please when asking for opposite side and tell them in L1 that you
corresponding flashcard. 4. PET BALLOONS are going to name an animal. Those
things. In order to play the game, they
In order to play, ask them questions, for will do the actions only if Mickey says Bring some balloons and felt-tip pens to holding that animal run (or walk) over to
example: (Window), are you in the please. Demonstrate the game with the the class. Blow up a balloon for each your side. Demonstrate the action while
(bedroom)? The child holding the puppet. Say: Touch your head! to Mickey. child and invite them to draw and colour saying: Red Rover, Red Rover, let the
flashcard of the window answers yes or He doesn’t move. Repeat: Touch your an animal face on it. Go round the class horses come over. The children holding
no. If the answer is no, ask more head, please. Mickey performs the asking children to tell you about their horses go over to your side. Call out
questions until you guess where he or
she is. Do the same with the rest of the
items. Repeat the game until all the
children have had a chance to participate.
AR action. Play the game with the whole
class, giving your instructions slowly until
the children recognize them easily, then
speed up the rhythm.
3. TOUCH GAME
animals.
5. LET’S DANCE!
Prepare strips of white paper. Give one
to each child, ask them to colour it using
one of the colours they know (red,
another animal, and keep playing until all
the children are on your side. Then switch
sides and start the game again.
GAMES TO DEVELOP
TPR GAMES a) Play ‘Touch red’ with the whole class. orange, pink, blue, green or yellow) and
In L1, explain to the children that you are wear it as an armband. Play a song from THE SENSES
(TOTAL PHYSICAL RESPONSE) going to say a colour and they will touch the unit, stop the music from time to
something in that same colour. Say: time and ask children with a specific 1. THE HULA HOOP GAME
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1. MICKEY SAYS Stand up, please! Ask them to move in coloured band to carry out an action.
In order to play this game,
slow motion. Say: Touch red! and Demonstrate this yourself first.
Play ‘Mickey says’ with the whole class you need six hoops in the following
demonstrate the action. Do the same
(an adaptation of the ‘Simon says’ colours: red, pink, orange, blue, green
with the rest of the colours. Repeat the 6. STATUES
game). The aim of this game is to and yellow. Divide the class into pairs and
game several times.
recognise and execute simple The aim of this game is to revise songs take the pairs to the play area in the
instructions. Pick up the puppet and say, b) Ask the pupils in charge to hand out or chants and to end the class on a happy classroom. Place a pair of children in the
for example: Touch your head. Touch the books. Say: Open your book, please! note. Play one of the songs/chants the centre of the play area and place the hula
your arms. Touch your legs. The children while you do the action and show the children have learned and ask them to hoops around them. (Alternatively, draw
obey the instructions only if they are page. Tell the children that they are dance in place. When you stop the circles of the same size on the floor with
preceded by the words: Mickeysays. going to play a game: they have to look music, they ‘freeze’ and only start coloured chalk.) Play the music and ask
Repeat them and include some more at the page and touch something red, dancing again when the music starts. all the children to dance in place. Stop the

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music and say a colour, for example: imitate the animal’s sound without outs. Tell them to place the six cards order to make four squares. Help them
Red! The pair in the centre hops inside showing it to the children. They guess face up on the table. Say: Put your cards number the squares while saying: One,
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the red hoop. Play again with different the animal and say: It’s a (cat)! Show on the table, please while you do the two, three, four, five, six.
pairs until all the children have had a them the flashcard to confirm their action. Then say: Turn one card over
Tell the children to put the paper next to
chance to participate. answer. Then give another flashcard to a while you do the action.
their cards and ask them to follow your
child and ask him or her to imitate the
Say the six words at random. The instructions. Say: Horse - three! and
2. FIND THE COLOUR sound the animal makes.
children turn the cards face down when explain that they have to place the horse
Play ‘Find the colour’ with the whole they hear the words. As soon as their card on square number three. Do the
class. Hand out small pieces of paper 5. TOUCH AND GUESS same with all the cards. Finally, say one
six cards are face down, they raise their
and Blu-Tack®‚ to the children. Play Place objects that the children know in a hands and say: Bingo! Repeat the game animal and elicit the corresponding
some music and say: Let’s dance! Stop bag. Ask a child to put his or her hand in several times. number. Repeat the game several times.
the music and say: Red! The children it and feel an item. He or she says what You can play with different lexical sets.
stick their paper on any red object they it is and then takes it out of the bag. Ask
see. Start the music again and play with
a different colour.
3. TOUCH A T-SHIRT
Play ‘Touch a T-shirt’ with the whole
class. Divide the children into small
AR the rest of the class to say the word for
verification.
6. GIVE ME THE APPLE

Place plastic food items in a bag. Ask a
child to put his or her hand into the bag.
2. CARD GAME
Ask the children to shuffle their cards.
Say: Shuffle the cards, please! while you
do the action. Then ask them to pick a
card without looking at it.
Shuffle your cards, pick one and show it

4. PAIRS
Divide the class into pairs and ask the
children to shuffle their cards and put
them face down on the table without
looking at them.
They take it in turns to turn a card over
groups and ask them to stand around in Say: Give me the apple. The child to the class. Identify it, for example:
ears! and ask the children to look at and say the corresponding word. If they
a circle. Tell them that you are going to touches the items and takes out the
both turn over the same card, they leave
give them instructions that they must apple. Say: There’s the apple! and show it their card. If it is the same as yours,
they raise it and say: ears! Then they put them on the table face up. Otherwise,
follow without leaving their group. Say: to the rest of the class. Repeat the
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they turn them face down again. The
Touch a T-shirt. They touch a T-shirt activity several times so that all the it face up on the table. If they had a
game is over when they have paired up
within reach. Then say: Touch a skirt. children can participate. You can also play different card, they put it back in the
all the cards. Demonstrate the game
Touch shoes. Touch trousers, etc. In this game with toys and toy animals. pack. Play until all the children’s cards
are face up. Repeat the game several first with a pair of children. Go round the
order to make the activity more fun, ask
times. room while they are playing in order to
them to touch different coloured clothes,
provide any necessary help.
for example: Touch a (pink) T-shirt.
CARD GAMES 3. DICTATION
4. WHAT IS IT? In L1, ask the children to place the six
Play with the following animal 1. BINGO cards face up on the table. Hand out
flashcards: Cat, dog, frog, mouse, In L1, explain to the children that they sheets of paper, one to each child. Help
goose, horse. Choose a flashcard and are going to play Bingo with their push- the children fold them three times in

> Goofy poster
> TEACHER’S NOTES
N
> OBJECTIVES • STEP 1: BEFORE THE STORY • STEP 3: AFTER THE STORY
To consolidate the language of
units 1 and 2. To enjoy and Ask the helpers to hand out the
Put the poster in a visible place. Have
participate in a story. To develop photocopies of the poster worksheet 1
the children sit in a semi-circle facing the
SO
hearing comprehension. (page 140). As you show them the page,
poster. Ask the children to sit quietly
(see pages 126 and 127). In L1, explain say: Look at the worksheets, please!
> LANGUAGE Name the clothes in English. Say:
T-shirt, shoes, trousers, hat, skirt, that they are going to hear a story about
Goofy and his friends: Donald Duck, Trousers. Do the same for the other
hello, goodbye, happy birthday, clothes. Ask the children to colour the
present, Thank you. Daisy, Minnie and Mickey Mouse. Point
to the poster and talk about what the stars, one in blue and the other in
orange. They then cut them out. Ask
> RECEPTIVE LANGUAGE children can see, who lives in this house
them to put the stars on one of the
Look at everyone, they’re happy, and who is in the scene. If you like, you
clothes and to answer you when you
can you see (the pink shoes)? can cover the second scene and reveal
ask where the stars are. For example,
pretty, smart. it when you reach the second stage of
the story. say: Katy, Where’s the orange star?
> EXTRA MATERIAL
Cut-outs from the poster.
Photocopies of Poster worksheet
1(page 140), Blu-Tack®, orange
and blue crayons, glue-stick and
scissors.
AR Show the children the cut-outs from the
poster and go over the vocabulary of the
clothes. Show the T-shirt and say: T-shirt.
Do the same with the other clothes.
Katy: Trousers. Finally, you can ask them
to stick the stars on the clothes that
they most like.
• STEP 2: TELLING THE STORY
In L1, ask for silence and get the

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children’s attention. Have the cut-outs
prepared and begin to tell the story.
Move the cut-outs as the story
develops.
Tell the story a second time, this time

encouraging the children’s participation,
by asking them to help you. Ask them to
repeat after you, as you name the
clothes and sing. If you wish, you can
ask them to act out the story while you
help them.

> > > > > > > > > > > > > Goofy poster
Poster 1
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ST (GOOFY): T-shirt? Put the cake on the scene.
Point to the T-shirt. Come on everyone, let’s sing.
Encourage the children to sing along
ST (MICKEY): T-shirt!
with the song.
Pretend to put the T-shirt on Goofy.
SO
ST = Storyteller
ST (GOOFY): Shoes?
Point to the shoes.
ST (MICKEY): Shoes! It’s party time! > SONG
ST (GOOFY): Hello, hello everyone! Happy birthday, happy birthday,
Point to scene 2. Happy birthday to you.
Happy birthday, happy birthday,
ST (DONALD): Hello, Goofy. Happy
Happy birthday to you.
Birthday!
Happy birthday, happy birthday,
© 2005 Disney Enterprises Inc.
Point to Donald.
Happy birthday to you.
AR ST (NARRATOR): Look at everyone.
They’re happy.
Look. Can you see a pink T-shirt?
Point to the pink T-shirt.
Can you see pink shoes?
Point to the pink shoes.
It’s Daisy. She’s pretty!
Oh! A yellow T-shirt.
> GOOFY And blue trousers.
Point to Daisy.
Can you see a red skirt?
(recording 26) And a green hat.
Point to the red skirt.
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Thank you, Mickey!
ST (NARRATOR): Now listen to a story. Pretend to open the box and take out Can you see red shoes?
Put the clothes in the box in the first the T-shirt, trousers and hat. Point to the red shoes.
scene. It’s Minnie. She’s pretty.
ST (MICKEY): Put on your clothes, Point to Minnie.
ST (NARRATOR): It’s Goofy’s birthday. Goofy. It’s party time! Can you see a red T-shirt?
Here’s Mickey. Point to the red T-shirt.
Put Mickey on the poster. ST (GOOFY): Yes, it’s party time!
Trousers? Hmm, where’s Mickey?
ST (MICKEY): Hello, Goofy. Happy Point to the trousers. Here he is. He’s smart!
birthday! Put Mickey on scene two.
ST (MICKEY): Trousers! Ooh, look Goofy! It’s a cake. A cake
ST (GOOFY): Thank you Mickey. Pretend to put the trousers on Goofy. for you!

> The Aristocats poster
> TEACHER’S NOTES
N
> OBJECTIVES • STEP 1: BEFORE THE STORY • STEP 3: AFTER THE STORY
To consolidate the language of
units 3 and 4. To enjoy and Ask the helpers to hand out the
participate in a story. To develop Put the poster in a visible place. Have
photocopies of the poster worksheet 2
the children sit in a semi-circle facing the
SO
hearing comprehension. (page 141). As you show them the page,
poster. Ask the children to sit quietly
say: Look at the worksheets, please! It
> LANGUAGE (see pages 126 and 127). In L1, explain
is sequence of animals. Encourage the
Cat, frog, goose, dog, horse, that they are going to hear a story about
children to repeat after you as you name
green, hello, goodbye. The Aristocats. Point to the poster and
them. Say: Look a frog, a goose, a frog,
talk about what the children can see,
a goose, and…. Help the children to
> RECEPTIVE LANGUAGE who lives in this house and who is in
circle the next animal in the series. If
Look, listen to the music, I want the scene. If you like, you can cover the
there is time, the children can then
to play, hide and seek, I’ll hide second scene and reveal it when you
colour the sequence.
here, monster, big, small, white, reach the second stage of the story.
mirror.
> EXTRA MATERIAL

2 (page 141), Blu-Tack®.
AR Show the children the cut-outs from the
poster and go over the vocabulary of the
animals. Show the frog and say: Frog.
Do the same with the other animals.
• STEP 2: TELLING THE STORY

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develops.

animals and sing. If you wish, you can
ask them to act out the story while you
help them.

08 EAKGB - Ux-RD/Vid. global 11/25/04 11:52 AM Page 137
> > > > > > > > > > > The Aristocats poster
Poster 2
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ST (NARRATOR): And here’s a mouse, ST (TOULOUSE): Oh Mum, it’s a
here’s a goose, and here’s a frog. monster, it’s a monster!
As they are mentioned, put the animals Move Tolouse back to the living room
on the scene. scene.
SO
ST (TOULOUSE): Hello, everyone. I want ST (DUCHESS): Show me the monster.
to play. Let’s play hide and seek. Move Duchess to the farm scene.
Put the curtain over the mirror.
ST (DUCHESS): Come and look.
ST (MOUSE): Ooh, yes! I’ll hide here. Move Tolouse back to the farm scene.
Move the mouse behind the curtain.
ST (DUCHESS): It isn’t a monster. It
ST (MOUSE): Oh, a monster! A small isn’t a big monster and it isn’t a small
monster! Help! Help! Help! monster. It isn’t a green monster, and
© 2005 Disney Enterprises Inc.
Move the mouse quickly out from it isn’t a white monster. It’s a mirror.
behind the curtain. Look it’s a mirror.
AR One, two, three

ST (GOOSE): I’ll hide here.
Move the goose behind the curtain.
Oh, a big monster! A big white
monster! Help, help, help!
Move the goose quickly out from behind
the curtain.
Point to the mirror.
ST (DUCHESS): Mouse, look. Goose,

look. Frog, look. And you, my little
cat, look.
As they are mentioned, move the
> THE ARISTOCATS One, two, three

ST (FROG): I’ll hide here.
animals to the mirror
(recording 27) One, two, three ST (NARRATOR): Goodbye everyone,

Move the frog behind the curtain.
Dance with me. goodbye.
ST (NARRATOR): Now listen to a story. Take the animals off the scene and
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ST (FROG): Oh, a small monster! A
The lady is in the living room with small, green monster! Help, help, encourage the children to sing the song.
the cats. They want to sing and help!
ST (NARRATOR): What beautiful music!
dance. Listen to the music. Move the frog quickly out from behind
Put Duchess and Tolouse in the first scene ST (TOULOUSE): Miaow. I want to play the curtain.
and move them, as if they were dancing. now.
Point to Tolouse and move him to the ST (TOULOUSE): I’ll hide here.
second scene. Move the Tolouse behind the curtain.
> SONG ST (NARRATOR): Look. Here’s a horse,

here’s a dog and here’s a cat.
ST (TOULOUSE): Oh, it’s a monster.
Help! Help! Help!
Dance, dance, dance, As they are mentioned, point to the Move Tolouse quickly out from behind
Dance with me, animals in the farm scene. the curtain.

> Bedtime story poster
> TEACHER’S NOTES
N
> OBJECTIVES • STEP 1: BEFORE THE STORY say: Look at the worksheets, please!
To consolidate the language of Point to the worksheet and say: Bed, a
units 5 and 6. To enjoy and Put the poster in a visible place. Have cake and a …encourage the children to
participate in a story. To develop the children sit in a semi-circle facing the repeat after you. Help the children to
SO
hearing comprehension. poster. Ask the children to sit quietly stick small pieces of paper onto the
(see pages 126 and 127). In L1, explain objects that were in the story, the bed
> LANGUAGE that they are going to hear a story about and the pyjamas.
Put on (your) pyjamas, wash two girls, Tessa and Carol. Point to the
(your) face/hands/ears, brush poster and talk about what the children
(your) teeth, go to bed, dad, can see, who is in the scene, where the
please. girls might be, etc. Point to the bed and
say: Bed. Then mime washing your face
> RECEPTIVE LANGUAGE and say: Wash your face. Do the same
Let’s read a story, he’s sleeping,
for the other actions.
book, I have to …All right, Me
too!
> EXTRA MATERIAL

3 (page 142), Blu-Tack®, glue-
stick, small pieces of coloured
paper.
AR • STEP 2: TELLING THE STORY

develops.

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clothes. If you wish, you can ask them
to act out the story while you help
them.
• STEP 3: AFTER THE STORY
Ask the helpers to hand out the

photocopies of the poster worksheet 3
(page 142). As you show them the page,

> > > > > > > > > > > > Bedtime story poster
Poster 3
N
ST (DAD): All right, wash your faces, ST (DAD): All right, wash your hands,
then. then.
Mime washing your face. Ask the Mime washing your hands. Ask the
children to do the actions with you. Put children to do the same.
SO
the girls by the washbasin.
ST (TESSA): Let’s read a story!
ST (DAD): Let’s read a story now. Change the awake father for the
Point to the book again. sleeping father.
ST (TESSA): Wait, please, Dad. I have to ST (CAROL): Yes, let’s go to bed.
wash my ears. Move the girls back to the bedroom.
Point to her ears.
ST (TESSA): We’re ready Dad!
ST (CAROL): Me too!
© Pearson Education Ltd 2005
ST (CAROL): Oh, look! Shh! He’s
ST (DAD): All right, wash your ears, sleeping.
then.
AR ST (CAROL): Me, too!
Mime washing your ears. Ask the
Point to the book.
ST (TESSA): Wait, please, Dad. I have to
ST (TESSA): Let’s read a story in bed.
Put the girls seated on the bed.
ST: Good night, children. Good night,
Dad. Good night everyone, good
night.
> BEDTIME STORY brush my teeth.

Point to her mouth. ST = Storyteller
(recording 28) ST (DAD): All right. Put on your
pyjamas. ST (CAROL): Me too!
Mime putting on your pyjamas. Move
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ST (NARRATOR): Now listen to a story.
the other girl, with her pyjamas on, ST (DAD): All right, brush your teeth,
Dad is in the bedroom with a book.
beside the bed. then.
Put dad (with the book closed) near the
Mime brushing your teeth. Ask the
window.
ST (DAD): Ready? Let’s read a story. children to do the same.
ST (DAD): Let’s read a story, children. Point to the book dad is holding.
ST (TESSA): Wait please, Dad. I have to ST (TESSA): Wait, please, Dad. I have to Point to the book.
put on my pyjamas. wash my face. ST (TESSA): Wait, please, Dad. I have to
Mime putting on your pyjamas. Ask the Move Tessa towards the bathroom. wash my hands.
children to do the actions with you. Point to her hands.
Move one of the girls, with her pyjamas ST (CAROL): Me too!
on, beside the bed. Move Carol towards the bathroom. ST (CAROL): Me too!

1 Poster worksheet
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AR
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140 My First English Adventure 2 • Resource Bank Photocopiable © Pearson Education Limited, 2005
2 Poster worksheet
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AR
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Photocopiable © Pearson Education Limited, 2005 My First English Adventure 2 • Resource Bank 141
3 Poster worksheet
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AR
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142 My First English Adventure 2 • Resource Bank Photocopiable © Pearson Education Limited, 2005
> Videos
N
1 This is my mouth is my mouth!
TED: Where’s your nose?
2 This is my chair
(Disney film: Pinocchio) LUCY: My nose? (Disney film: Winnie the Pooh)
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TED: Yes! Where’s your nose?
• OBJECTIVES: To consolidate and extend the LUCY: This is my nose! Nose, nose, this is my • OBJECTIVES: To consolidate and extend the
language of units 1 and 2. To enjoy watching a nose! language of units 3 and 4. To enjoy watching a
video. LUCY: Where’s your hair? video.
• LANGUAGE: Eyes, nose, mouth, hair, legs, TED: My hair? • LANGUAGE: Chair, table, bed, picture, red,
LUCY: Yes! Where’s your hair?
hat, coat, shoes. yellow, green , pink, orange, big, small, house.
TED: This is my hair!
• RECEPTIVE LANGUAGE: He’s got (legs). • RECEPTIVE LANGUAGE: I’ve got a chair. My
What is it? It’s (Jiminy). Where’s he going? He’s STEP 3 AND 4 chair is big. It’s a (bed). This is my (chair). It’s
got a hat and a coat. Has he got shoes? Look (big) and (red). What is it? It’s Pooh Bear. Has
• Watch Film Time. Play the clip again, pausing to ask
out! Who is it? He’s got two eyes. It’s magic! he got a chair? Where’s Pooh Bear? In Rabbit’s
questions about Jiminy’s clothes. Say: Has Jiminy got
He’s a boy.
STEP 1: BEFORE WATCHING

AR
• EXTRA MATERIAL: Photocopies of Video
a coat? Has he got shoes? etc. Next, ask questions
about Pinocchio’s face, e.g. How many eyes has he
got? What is it? Is it a (mouth)? Alternatively, watch
without the sound, pausing at key moments and ask
the children to say the words related to the image.
• Play the last part of the video and encourage the
house. Is it a picture? Bath.
• EXTRA MATERIAL: Flashcards of the items of

furniture. Photocopies of Video worksheet 2
(page 147).
Note: Bring a picture of a bath to class.

• Point to your head, arms, legs, nose, eyes, mouth children to join in and act out the song. Divide the
and hair and say: This is my head, etc. Then play class into two groups. The first group sings Lucy’s STEP 1: BEFORE WATCHING
Mickey says with the whole class (page 132). lines and the second group sings Ted’s lines.
• Show the children the flashcards of the items of
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STEP 2: WHILE WATCHING STEP 5: AFTER WATCHING furniture one by one and elicit the words: Table,
chair, bed, picture. Stick the flashcards around the
• Watch Song Time. Play the segment again, and ask • Hand out Video Worksheet 1. Tell the children that the room and play the Point Game with the whole class
the children to do the actions along with the pictures show Ted and Lucy. Ask them to complete the (page 130).
presenters. pictures by drawing in the features as you say the
• Watch Time. words eyes, nose, mouth, hair. When they finish, they STEP 2: WHILE WATCHING
point to their pictures and name the features.
• Watch Song Time.
Song LUCY: Where’s your mouth?
TED: My mouth? • Ask the children what they can see to elicit the words
LUCY: Yes! Where’s your mouth? chair, table, big, small and the colours. Show them
TED: This is my mouth! Mouth, mouth … this the picture of the bath in order to present the word.

08 EAKGB - Ux-RD/Vid. global 11/25/04 11:54 AM Page 144
> Videos
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In L1, explain that Lucy is pretending that the sofa is STEP 5: AFTER WATCHING STEP 1: BEFORE WATCHING
her bed and Ted is saying it is his bath!
• Hand out Video Worksheet 2. Ask What’s this? to elicit • Show the toy animals one by one and put them in a
• Next, hand out the flashcards to different children,
SO
the names of the furniture items. Ask the children to bag. Put your hand in the bag and ask the children to
play the song again and ask the children to hold up find and colour the items in the puzzle picture. Then guess what animal you are holding by imitating the
their flashcards when they hear the corresponding ask individual children questions about their pictures: noise it makes. When they guess correctly, take the
words. Ask the rest of the class to mime the words What colour is the table? etc. animal out and put it on your table.
big and small with their hands.
STEP 2: WHILE WATCHING
Song LUCY: This is my chair. It’s big and red.
TED: This is my chair. It’s small and pink
• Watch Song Time. Play the segment again, and ask
LUCY: Big, red!
the children to do the actions along with Ted and Lucy.
TED: Small, pink!
Then hand out the toy animals to different children,
TED: This is my table. It’s small and green.
play the song again and ask the children to hold up
LUCY: This is my table. It’s big and orange.
3
TED: Small, green!
LUCY: Big, orange!
LUCY: This is my bed!
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TED: Your bed? My bath! This is my bath.
LUCY: No, it’s my bed!
TED: Bath!
LUCY: Bed!
Is it a mouse?
(Disney film: The Aristocats)
• OBJECTIVES: To consolidate and extend the
language of units 5 and 6. To enjoy watching a
video.
their animals when they hear the corresponding
words. Ask the rest of the class to wave hello and
mime the words: Play with me.
Song BOTH: Hello, animals! Play with me! Hello,

animals! Play with me!
BOTH: Animals, animals!
TED: I’ve got a cat!
TED: Bath! • LANGUAGE: Horse, mouse, cat, dog, frog,
BOTH: Animals, animals.
LUCY: Bed! goose, baby, hat, one, two, three, four, milk,
LUCY: I’ve got a mouse!
biscuit. BOTH: Hello, animals! Play with me! Hello,
STEP 3 AND 4
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• RECEPTIVE LANGUAGE: I’ve got a (mouse). animals! Play with me!
It’s a baby. Look at his (hat). What have they BOTH: Animals, animals!
• Watch Film Time. Play the clip again, pausing to ask
got? What is it? It’s a frog. It’s big. Play with TED: I’ve got a goose!
questions about Rabbit’s house. Say: Has Rabbit got
me! BOTH: Animals, animals.
a table? Has he got a picture? Explain that Pooh Bear
LUCY: I’ve got a frog!
is stuck in the entrance because he ate too much,
• EXTRA MATERIAL: Photocopies of Video BOTH: Hello, animals! Play with me! Hello,
and Rabbit doesn’t like having Pooh Bear there, so he
worksheet 3 (page 148). animals! Play with me!
is trying to pretend he’s a picture.
• Play the last part of the video and encourage the Note: Bring the following toy animals to class: a dog, a STEP 3 AND 4
children to join in and act out the song. cat, a horse, a goose, a mouse and a frog.
• Watch Film Time. Play the clip again, pausing after the
introduction of the different animals, point to each one

> Videos
N
and ask: What is it? Alternatively, watch without the • EXTRA MATERIAL: Flashcards of the food, • Play the last part of the video and encourage the
sound, pausing at key moments and ask the children to photocopies of Video worksheet 4 (page 149). children to join in and act out the song.
say the words related to the image.
STEP 1: BEFORE WATCHING STEP 5: AFTER WATCHING
• Play the last part of the video and encourage the
SO
children to join in and act out the song. • Show the food flashcards one by one and elicit the • Hand out Video Worksheet 4. Ask the children to
words apple, fish, chicken, cheese, cake, bread. Explain name the food items that are on Ted’s and Lucy’s
STEP 5: AFTER WATCHING the meaning of the new words: sausages, sandwich. plates. Tell the children to look at Lucy’s row. Point to
Play Odd one out with the whole class using the food each item and ask e.g. Has Lucy got an apple? The
• Hand out Video Worksheet 3. Point to each animal
and animal flashcards (page 130). children check Lucy’s lunch and say yes or no. Then
and ask: What’s this? to elicit the words. Tell the
they tick the box for the cheese in order to complete
children to draw a line in order to join each animal to
STEP 2: WHILE WATCHING the task.
its silhouette. Then they ‘read’ the worksheet by
pointing to each pair and saying: Cat – cat, etc. • Watch Song Time. Play the segment again, and ask • Do the same with Ted’s row. The children tick the fish,
the children to do the actions along with the chicken, apple and cake. When they finish, they
• When they finish, they can colour their favourite animal.
presenters. Then stick the flashcards on different walls colour their favourite food item.
AR in the following order: apple, cheese, cake, bread, fish.

Play the song again and ask the children to point to
the appropriate flashcards when they hear the
corresponding words.
Song TED: I’ve got apples! I’ve got cheese! I’ve got
cake!
4 I’ve got a chesse LUCY: He’s got cake! He’s got cake!
(Disney film: Donald Duck) TED: I’ve got apples! I’ve got bread! I’ve got
fish!
• OBJECTIVES: To consolidate the language LUCY: He’s got fish! He’s got fish!
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learnt in My First English Adventure 2. To enjoy BOTH: We’ve got bread! We’ve got fish! We’ve
watching a video. got cake! Apples, cheese, cake, bread and
fish.
• LANGUAGE: Chicken, fish, sandwiches,
bread, cheese, cake, bread, apple. STEP 3 AND 4
• NEW VOCABULARY: Sausages.
• Watch Film Time. Play the clip again, pausing after the
picnic scene. Point to each food item and ask: What
• RECEPTIVE LANGUAGE: I’ve got chicken. This
is it? Alternatively, watch without the sound, pausing
isn’t fish. It’s a chicken. What is it? He’s got
at key moments and ask the children to say the
(bread). Watch! What is it? It’s Donald Duck.
words related to the image.
They’ve got sausages.

1 Video worksheet
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Photocopiable © Pearson Education Limited, 2005

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Draw, point and say.

2 Video worksheet
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Find and colour.

3 Video worksheet
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Match, say and colour.

4 Video worksheet
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Say, find, tick and colour.

> Assessment
CLASS: _________________________ UNIT: _________ LESSON: ________
OBJECTIVES: ACTIVITIES:
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PUPIL’S NAME COMMENTS PUPIL’S NAME COMMENTS
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01 14
02 15
03 16
04 17
05
06
07
AR 18
19
20
08 21
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09 22
10 23
11 24
12 25
13 26

> > > > > > > > > > > > > Assessment
PUPIL’S NAME: ____________________________________________________________ CLASS: _________________________
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PROGRESSING
PROGRESSING
VERY GOOD!
VERY GOOD!
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UNIT 1: MY FACE UNIT 4: LUNCHTIME
Identifies and recognises colours: red, yellow, green, blue, orange, pink. Identifies and recognises food items: chicken, bread, water, fish, cake, cheese.
Identifies and recognises parts of the face: face, nose, eyes, mouth, ears, hair. Recognises the numbers and counts to ten.
Shows interest in learning English. Shows interest in learning English.
Participates actively in the given tasks. Participates actively in the given tasks.
UNIT 2: MY CLOTHES
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Identifies and recognises clothes: Coat, skirt, trousers, T-shirt, hat, shoes.
UNIT 5: ANIMALS
Identifies and recognises animals: Goose, cat, frog, dog, horse, mouse.
Shows interest in learning English. Recognises the numbers and counts to ten.
Participates actively in the given tasks. Shows interest in learning English.

PE
Participates actively in the given tasks.
UNIT 3: MY ROOM
Counts to six. UNIT 6: GOOD NIGHT!
Identifies and recognises items of furniture: bed, chair, window, Identifies and recognises actions: Wash your ears, wash your face,
picture, door, table. put on your pyjamas, wash your hands, go to bed, brush your teeth.
Shows interest in learning English. Shows interest in learning English.
Participates actively in the given tasks. Participates actively in the given tasks.

> Assessment
1 2 3
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PROGRESS SHEET UNIT PROGRESS SHEET UNIT PROGRESS SHEET UNIT
My face My clothes My room
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• OBJECTIVES: To assess the children’s recognition • OBJECTIVES: To assess the children’s recognition
• OBJECTIVES: To assess the children’s recognition
of the vocabulary of this unit: the colours and parts of the vocabulary in this unit: clothes.
of the vocabulary of this unit: furniture items. To
of the face.
• LANGUAGE: Hat, coat, T-shirt, trousers, skirt, count to six.
• LANGUAGE: Red, yellow, blue, green, orange, pink, shoes.
• LANGUAGE: Table, chair, bed, picture, door,
face, ears, mouth, nose, eyes, hair.
• PROCEDURE: The purpose of this page is to have window. Numbers 1 – 6.
• PROCEDURE: The purpose of this page is to have the children follow your instructions. First they will
• PROCEDURE: The purpose of this page is to have
the children follow your instructions. First they will point to the clothes and then colour them.
the children count to six and then join items to their
point to the crayons, depending on their colour, and
outline.
the face.
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then they circle, using the correct colour, parts of
Place the following crayons on your table:

red, green, yellow, blue, pink and orange. Ask
the children to point to them according to
1
2
Ask the children to point to the clothes. Say:
Point to the (coat).
Show the correct crayon and give the
necessary instructions to complete the task.
Tell the children to make a dot on each item
with the correct colour in order to colour the
1
2
Ask the children to count to six on their
fingers. Say: Let’s count. One, two, ...
The children point to the items of furniture
according to your instructions. Say: Point to
your instructions. Say: Point to (orange). the (window).
page later.
2 Show the correct crayon and give the 3 The children match the drawings to their
Girl:
respective outlines.
necessary instructions to complete the task: Green: skirt
PE
Red - nose Orange: T-shirt
Pink - hair Pink: hat
Green - eyes
Yellow – face Boy:
Blue – ears Blue: coat
Orange - mouth Red: trousers
Blue: shoes
Orange: hat

> > > > > > > > > > > > > Assessment
4 5 6
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PROGRESS SHEET UNIT PROGRESS SHEET UNIT PROGRESS SHEET UNIT
Lunchtime Animals Good night!
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• OBJECTIVES: To assess the children’s recognition • OBJECTIVES: To assess the children’s recognition • OBJECTIVES: To assess the children’s recognition
of the vocabulary of this unit: food items. To count to of the vocabulary of this unit: animals. To count to of the vocabulary of this unit: actions.
ten. ten.
• LANGUAGE: Wash your ears, Wash your face, Put
• LANGUAGE: Bread, cake, water, cheese, fish, • LANGUAGE: Goose, frog, mouse, dog, cat, horse. on your pyjamas, Wash your hands, Brush your
chicken. Numbers 1 – 10. Numbers 1 – 10. teeth, Go to bed.
• PROCEDURE: The purpose of this page is to have • PROCEDURE: The purpose of this page is to have • PROCEDURE: The purpose of this page is to have
the children follow your instructions. First they point the children follow your instructions. First the the children follow your instructions. First the
to the food items as the teacher names them. They children point to the animals, they then count them children point to the actions, as the teacher names
in the centre of each plate.
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then count the items of food and write the number
Ask the children to point to the food items

the (chicken).
and circle them in the appropriate colour.
1 Ask the children to point to the animals

the (horses).
them. They then put them in order and number
them, depending on what they do before going to
bed. Finally, they colour their favourite action.
1 Ask the children to point to the actions

2 Show the appropriate crayons and give the (Wash your ears).
2 Write the numbers from 1 to 10 and
following instructions:
encourage the children to identify them. 2 The children order and number the actions
Red – Count and circle five geese. according to what they do before going to
3 Point to each plate, ask the children to count
Blue – Count and circle seven cats.
PE
the items and then write the number in the bed.
Green- Count and circle eight frogs.
centre of each plate. Yellow- Count and circle two dogs 3 They colour the action they like best.
Orange- Count and circle four horses.
Pink - Count and circle one mouse.

UNIT 1 MY FACE Progress sheet

Colour.
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PE
• Identifies and recognises colours: red, yellow, green, blue, orange, pink. • Shows interest in learning English.
• Identifies and recognises parts of the face: face, nose, eyes, mouth, ears, hair. • Participates actively in the given tasks.

UNIT 2 MY CLOTHES Progress sheet

Point and colour.
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• Identifies and recognises clothes: Coat, skirt, • Participates actively in the given tasks.
trousers, T-shirt, hat, shoes.
• Shows interest in learning English.

UNIT 3 MY ROOM Progress sheet

Point and match.
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PE
• Counts to six. • Shows interest in learning English.

• Identifies and recognises items of furniture: bed, chair, window, • Participates actively in the given tasks.
156 My First English Adventure 2 • Resource Bank picture, door, table.

UNIT 4 LUNCHTIME Progress sheet

Point, count and put the number.
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• Identifies and recognises food items: chicken, bread, water, fish, cake, cheese. • Shows interest in learning English.
• Recognises the numbers and counts to ten: one, two, three, four, five, six, seven, eight, • Participates actively in the given tasks.
nine, ten. My First English Adventure 2 • Resource Bank 157

UNIT 5 ANIMALS Progress sheet

Point, count and circle.
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• Identifies and recognises animals: Goose, cat, frog, dog, horse, mouse. • Shows interest in learning English.
• Recognises the numbers and counts to ten. • Participates actively in the given tasks.

UNIT 6 GOOD NIGHT! Progress sheet

Point, order, put the number and colour.
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PE
• Identifies and recognises actions: Wash your ears, wash your face, put on • Shows interest in learning English.
your pyjamas, wash your hands, go to bed, brush your teeth. • Participates actively in the given tasks.

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© 2005 Disney Enterprises, Inc.

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Back MFEATB2 11/25/04 5:08 PM Page 1
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ISBN 0-582-79371-8
9 780582 793712

My First English Adventure Level 2

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Front MFEATB2 11/25/04 5:03 PM Page 1

Pearson Education Limited

© Pearson Education Limited 2005

The Winnie the Pooh material © 2005 Disney Enterprises,

All rights reserved; no part of this publication

First published 2005

Set in VAG Rounded Bold 12pt

> > > > > INDEX MY FIRST ENGLISH ADVENTURE 2

SCOPE AND SEQUENCE 14

THE DISNEY FILMS 124

RESOURCE BANK 126

My First English Adventure is an PUPIL’S BOOK

listen to stories based on these same

Mady Musiol STICKERS

4 My First English Adventure 2

ACTIVITY BOOK (OPTIONAL)

My First English Adventure 2 5

his box so ve the pup

revise the activity wit

ructions ing the

Open you s helpers to hand the class

ST (DAD): All right, wash your faces,

ST (DAD): All right, wash your hands,

units 5 and 6. To ST (CAROL): Oh, look! Shh! He’s

Day to day planning: The songs. To develo

introduction includes information LANGUAGE (REVIS

your ears, Wash

material, teaching methodology from 1 to 10. ST (NARRATOR): Now listen to a story.

Move Carol towards the bathroom.

respective films. Suggestions for My First English Adventure 2 •

progress, teaching notes and > EXTR A ACTIV ITY

appear at the back of the skirt, • Participates actively

interes t in learning English.

6 My First English Adventure 2

create a magic atmosphere at story time.

and chants (as well as the instrumental

My First English Adventure 2 7

OBJECTIVES STRUCTURE OF THE MATERIAL

8 My First English Adventure 2

My First English Adventure 2 9

WORKING WITH SMALL CHILDREN

10 My First English Adventure 2

My First English Adventure 2 11

norms of acceptable classroom Touch (red).

12 My First English Adventure 2

My First English Adventure 2 13

> Scope and sequence

Playtime 1: Revision of units 1 and 2

Playtime 2: Revision of units 3 and 4

14 My First English Adventure 2

Playtime 3: Revision of units 5 and 6

*TPR = Total Physical Response

My First English Adventure 2 15

16 My First English Adventure 2

> > TEACHING NOTES

2 Listen and point.

18 My First English Adventure 2

STEP–BY–STEP Hello Mickey! Follow me, follow me. Mickey, look!

How are you? How are you?

repeat the words. Goodbye Mickey Goodbye Mickey

See you soon.

• Put the puppet back in the box and wave

My First English Adventure 2 19

Look and colour. 3