GiiOler GerOgrOSS • Herberl Puchla

Con~nb -
Syllabus Hooray! Starter . ........ .......... . . . 3

Introduction 5

Course components 5
Structure ......... . . 6
Activities .... . . . . 7
Songs 7
Action Stories .. 7
Stories .......... . . 8
Thinking Skills 8
Some teaching tips ................... . 8
Working with the flashcards 8
Flashcard list . 9
Working with the mini flashcards 10
Working with the hand puppet 10
Working with the Student's Book 11
Working with the Story cards 11
Working with the mini storybooks 11
How young learners learn . 12
The SMILE approach® ................................................ . . 13
How to manage your class 14
Overview of routines . 17
How parents can help 17

Units

Unit 1: Hello .. ... . .... 19

Unit 2: My toys .. 37
Unit 3: Animals. 55
Unit 4: My body .. 73
Unit 5: My clothes ............. . 91
Unit 6: Food . . . ..... . . . . ... 109
Extra Unit: Christmas ........... 127
Extra Unit: Easter .. .. . . . . . .... 137

Appendix . 144

Legend

~ G.ii Class Audio CD

~~$ij Worksheet on DVD-ROM

[@~~J Stud ent's Book

8 Hooray! STARTER © Helbling Languages

 Syllabus Hooray! Starter

Unit Aims Vocabulary and phrases Activities and skills

Unit 1 • to identify the two characters in Hooray! Starter Key Words Song: How are you?
Hello • to say hello and bye-bye • Peter the panda, Rosie the rabbit • Co louri ng activity.
• to count to th ree • one, two, three Action story: Hello
• to recognise and name the colours red and blue • red, blue • Acting out and putting the story in order.
• to follow some simp le instructions and lesson • butterfly
routines in English Story and song: The butterfly story and the It's red and blue
song
• Value: friendship
• Tracing and colouring.
Thinking Skills:
• Matching and adding a sticker.
Unit 2 • to recognise and name some toys Key Words Song: Look at the teddy/teddy bear (AmEJ
My toys • to recognise and name the colour yellow • teddy/teddy bear (Am E), doll, plane, • Colouring activity.
• to find the odd one out in a group of sim il ar items train Action story: My toys
• to join in with actions and mimes for playing with • yellow • Acting out and putting the story in order.
toys and use these in the action story and the songs • old, new
Story and song: The toy shop/store (AmEJ story and the
Look at the toy shop/store (AmEJ song
• Value: appreciating what you have
• Adding stickers and colouring.
Thinking Skills:
• Finding and circling the odd one out.
Unit 3 • to recognise and name some animals Key Words Song: One dog, two dogs
Animals • to recognise and name the colour green • dog, cat, cow, spider • Counting and circling.
• to count to four • green Action story: Animals
• to join in with some actions to mime different • four • Acting out and putting the story in order.
animals in the action story and the songs • big, small
• to learn noises that anima ls make in English and use Story and song: The baby cats story and The happy animals
these in songs song
:r: • Va lue: caring for animals
o
o • Adding stickers and circling.
QJ
'< Thinking Skills:
VI
• Finding and matching.
~ Unit4 Key Words Song: Wash your hands
;;>:J • to recognise and name some body parts
---1
m
;;>:J
My body • to play a game called Simon says to practise • hands, teeth, eyes, nose, mouth • Colouring activity.
@ fo llowing instructions in English • robot Action story: My body !
:r: • to join in with some actions that involve body parts, • Acting out and putting the story in order. I
~ for example 'wash your hands' and 'brush your
0-
teeth' Story and song: The robot story and the Let's make a robot
::>
ID • to work together with the other children in the class song
r-
QJ to play games such as Memory • Va lue: being creative
::>
ID • Adding stickers and tracing the lines.
c
QJ
ID Thinking Skills:
CD
Vl • Finding and matching.

CD
et
:r:
o Unit 5 • to recognise and name some clothes KeyWords Song: Look at my T-shirt
o My clothes • to follow instructions about putting on some clothes • T-shirt, trousers/pants (Am E), shoes, • Colouring activity.
QJ
'< • to compliment some of their classmates' clothes and skirt Action story: My clothes
Vl how they look • Acting out and putting the story in order.
~
;;U • to work together with other children in the class to
-l play games and create a collage (optional activity) Story and song: The You look great story and the What a
m
;;U lovely/nice (AmE) T-shirt song
© • Value: complimenting someone on their looks
:r: • Adding stickers and colouring.
ro
Q:' Thinking Skills:
::J
\.0 • Colouring the puzzle pieces.
r
(lJ
::J
Unit 6 • to recognise and name some foods Key Words Song: I'm so hungry
\.0
c Food • to listen to and join in with a song about food • pizza, salad, soup, milk, spaghetti • Colouring and adding stickers.
(lJ
\.0 • to name the foods the children like eating using Action story: Food
ro 'I like ... ' and 'Yummy'
V1
• Acting out and putting the story in order.
• to work together with other children in the class to
play games Story and song: The dinner story and the Yummy song
• to continue a colour sequence • Value: eating together
• Circling and colouring.
Thinking Skills:
• Continuing a colour sequence.
Extra Unit • to learn about Christmas traditions in English Key Words Song: We wish you a Merry Christmas
Christmas speaking countries • Christmas tree, present • Tracing and colouring.
• to listen to and join in with an English Christmas • Merry Christmas Thinking Skills:
song • Finding and circling.
• to play some games connected with Christmas
Extra Unit • to identify and name some Easter items in English Key Words Song: Easter bunny
Easter • to learn about Easter traditions in English speaking • Easter bunny, Easter eggs • Colouring activity.
countries
• to listen to and join in with an English Easter song
 Introduction
"
Hooray! Starter is a comprehensive course for teaching
En gl ish to 3-year-old children in kindergarten. Its main
aim is to teach learning through play.
Hooray! introduces children to basic listening and
speaking skills in English using simple principles for
young learners:
Jeveloping listening skills is extremely important at
• is age, so children are encouraged to listen and
understand right from the beginning. They are also
encouraged to use all of their senses to understand
and reproduce the language they are introduced to so
~ is learned and retained.
e course also focuses on building intell igence with
the inclusion of a number of activities designed to
stimu late children to think and process necessary
nformation. In addition, there is a strong emphasis on
he development of the memory via the use of music,
movement and rhymes.
Stories and games are also used widely to stimulate
children's interest.
Who is the book for?
Hooray! Let's play! is a three-level course (Starter,
Level A, Level B) for children between the ages of 3
and 5. The course is suitable for all pre-school
classrooms learning English, regardless of the number
of hours or lessons per week . The course emphasises
the use of songs and stories within the classroom -
tools which help young children to engage and
interact confidently with English at a low level .
Hooray! Starter is aimed at 3-year-olds and can be
used with children who have not had English classes
before.
Main aims of the course
The main aims of Hooray! Starter are:
• that children use all their senses to learn but, at the
same time, enjoy themselves and have fun
• that children see language as a means of
communication
• t hat listening and speaking skills are developed
slowly and accurately (although speaking skills
shou ld be allowed to develop naturally when
ch ildren feel confident enough)
• to offer a wide range of activities that help the
learning process
• to encourage the development of the children 's
social, emotional and spatial skills by encouraging
them to work together, to play, resolve problems
and reproduce actions and key language
• that children experience the act of language
learning as a positive one right from the beginning
and are enthusiastic and motivated by the activities
they are required to do
• to develop and encourage an open and inclusive
attitude to other people and cultures and to
underline and encourage key social values such as
the value of friendship and caring for animals
• to provide teachers with teaching notes, games and
activities for original and up-to-date lessons in the
kindergarten classroom
COURSE COMPONENTS
Student's Book
The Student's Book has 56 full -colour pages consisting
of four activity worksheets for each of the six main
units, with a variety of simple tasks, all featuring Peter
the panda and Rosie the rabbit. The worksheets are
perforated so they can be easily torn out and used. In
addition to the six main units of the book, there are
two final shorter units focusing on Christmas and
Easter, each with their own worksheets.
There is one page of stickers at the end of the
Student's Book for children to complete the
worksheets with. Children may need help to peel the
stickers from the sticker sheet You might also want to
cut out the relevant stickers needed for a lesson rather
than presenting child ren with a full page of stickers .
The Student's Book also includes a Songs Audio CD.
The audio CD contains all the songs from the course
so children can practise them at home with their
parents.
Teacher's Book
The Teacher's Book includes detailed teacher's notes
for using Hooray! Starter, a Teacher's DVD-ROM and a
Class Audio CD.
The detailed teacher's notes include a unit overview
and a lesson overview outlining the main objective, key
words, receptive and classroom language and activities
with a materials checklist There are full teaching notes
for each stage of the lessons, including step-by-step
instructions for all the activities and stories plus scripts
of the songs and suggestions for the language that
can be used during an activity.
Each main unit also has two optional extra lessons for
teachers who want more lesson material. These lessons
allow teachers to revise the material from the unit and
develop it by adding some new activities.
Teacher's DVD-ROM
The Teacher's DVD-ROM contains:
• A Teacher Training Video which shows one of the
authors of the course, Herbert Puchta, at work
within the kindergarten classroom with children of
3-5 years. It shows how some of the materials and
activities can be used within the classroom,
applying multi-sensory teaching techniques which
focus on the needs and cognitive capabilities of
very young learners.
• Printable Letters to Parents which can be edited
on-screen and inform the parents of their child's
progress (See p. 17f. for details).
Hooray! STARTER © Helbling Languages et
 • Extra orksheets are used th roughout all lessons.
works .eets can e pnnted out and used in class
or a home. Some of he w orksheets w il l work
better if copied onto thicker paper or card . A list of
all the extra w orksheets can be found in the
appendix of the Teacher's Book (See p. 144f.).
Class Audio CD
The audio CD in the Teacher's Book is for class use and
contains all the songs and stories from Hooray! Starter.
It also contains the routine songs, TPR action stories
and karaoke versions of the songs .
Hand Puppet
The Peter the panda hand puppet is used in all lessons
and can be used to welcome and praise the children,
as well as introduce the vocabulary and demonstrate
some of the games and activities.
Flashcards and Story Cards
The Flashcards can be used to introduce and practise
key vocabulary. A number of games and activities
using the flashcards are listed later in the introduction
section (See p. Sf.), and more specific suggestions are
included in the lesson plans for each unit.
The Story Cards can be used when listening and
retelling the stories from the CD to the children . Each
scene appears on an individual card wit h the script on
the back of each.
STRUCTURE
Unit structure
Each of the six main units in the Student's Book
consists of six Key Lessons , all focusing on a specific
topic. The key lessons from each unit provide a
complete overview of a topic. The Teacher's Book also
provides two Optional Extra Lessons focusing on
revising material from the key lessons. These optional
lessons are for teachers who teach more lessons per
week, for longer courses, or simply for extra practice
of the songs and stories when necessary.
The vocabulary and topics are introduced through a
song and then practised through songs and stories as
well as a range of other games and activities .
Lesson 1 introduces the children to the new
vocabulary through different games and activities.
There is no Pencil and Paper activity in this lesson to
give the children time to feel confident with the new
vocabulary.
et Hooray! STARTER © Helbling Languages
Lesson 2 uses a song to practise the target vocabulal)
for the unit. The worksheet during the Pencil and
Paper part of the lesson then reinforces the vocab ulary
and the order of the vocabu lary in the song.
Lesson 3 gives further practice of the target
vocabulary through revision of the song as well as
more games and activities . There is no Pencil and Paper
activity in this lesson to give the children a little extra
time to work with the target vocabulary.
Lesson 4 introduces a TPR (Total Physical Response)
action story to the children, which uses the target
vocabulary in short phrases. During the Pencil and
Paper section of the lesson, the children are
encouraged to put the pictures of the action story in
the correct order.
Lesson 5 introduces the children to a story in English
using the Story cards and the audio CD. Each story
reuses the target vocabulary of the unit in a fun way
which demonstrates an important life value, such as
friendship or sharing . The worksheet activity uses one
scene from the story.
Lesson 6 completes the unit by using a variety of
games to practise the vocabulary from the current and
previous units. In addition, during the Pencil and Paper
section of the lesson, the worksheet focuses on
Thinking Skills, such as focusing attention,
recognising items which are the same, or sequencing.
Optional Extra Lesson 1 gives the children chance to
repeat the action story and, if they are confident with
the order, you can mix up the order of the actions.
Optiona l Extra Lesson 2 gives the children a second
chance to listen to the story from the unit, and the
opportunity to sing the song from the story. The Pencil
and Paper activities in the optional extra lessons are
craft based and encourage the children to make items
to display in the classroom or to take home and share
with their family.
Lesson structure
Each lesson is split into three or four sections of about
ten minutes each (although the length of some
activities will depend on the number of children in your
class) . An overall lesson should last between 30-35
minutes . For longer lessons, there is an If there is time
activity described at the end of each lesson in the
Teacher's Book which you may wish to use .
Alternatively, any games and activities which the
children have enjoyed from previous lessons can be
repeated.
Lessons start with a Warm-up section. Children sing
the Hello song and the Circle song, greet the Peter the
panda hand puppet and the rest of the class.
This is followed by Carpet Time. During Carpet Time,
the children are introduced to new vocabulary, stories
and songs as well as playing a variety of games. (It is
not necessary for Carpet Time to be done on a carpet,
any space where the children can sit together in a
circle or semi-circle on the floor can be used.)
The Table song is used to help move the children from
the floor to the tables and for the Pencil and Paper
section of the lesson. During this part of the lesson,
the children practise vocabulary and songs while
completing worksheets or art and craft activities.
(There is no Pencil and Paper activity in Lessons 1 and
3 to give the children a little extra time to work with
the new vocabulary.)
Each lesson ends with a Rounding Off section which
includes the Bye-bye song.
ACTIVITIES
Each unit contains the following activities:
• Songs
• Action Stories
• Stories
• Thinking Skills
In order for the children to retain their knowledge of a
foreign language, they need to enjoy it and to feel
inspired. Knowledge is more firmly fixed in children's
memories when it appeals to them. Most information
that reaches our brains via various senses is quickly
forgotten. The information which is retained is
normally information which is most relevant to us.
Thus, using stories and songs which children can relate
to is a good way to inspire and motivate their interest.
The activities in Hoorayl Starter are designed to be
compatible with the interests of 3-year-old children
and to facilitate their learning. They involve as many of
the children's senses as possible so they are engaged at
a variety of levels in learnin g and producing the
language.
Songs
Children generally enjoy songs at kindergarten age .
Singing in groups is fun and children learn many songs
during the course. The songs in the course have been
written specially for each unit. They revise the
language presented so teachers can easily see how
much of the language students are able to produce
and understand.
The first time the children listen to a new song, sing
along and use gestures or mimes. The children will
then gradually join in with you, over a period of time.
Once the children seem confident singing a song,
don't be afraid to use the karaoke version. You can
also adapt some of the songs by changing the words,
the order of the verses, and, if appropriate, using the
children's names in the song.
Action Stories
James Asher 1 created a method of language teaching
based on Total Physical Response (TPR) where teachers
are encouraged to teach children to understand and
use language using all their senses. Action stories use
actions, gestures and mime. This total engagement of
the children in the story makes learning an active
rather than a passive experience and allows them to
retain and experience the language more profoundly.
It also encourages them to develop good listening
skills. Children hear a phrase then act it out by copying
the teacher, thus linking comprehension directly to
action and, in so doing, fixing the information firmly in
their brains.
Action stories use all senses and benefit children's
learning process in a number of ways:
• Acting out stories allows children to develop skills in
following instructions and working with other
people. As language and action are closely linked,
meaning is learned directly through action.
• Acting out stories is fun. Children can relax and
enjoy the experience. Also, the group provides
security, particularly for those children who take
longer to speak. In this case, they can use other
children in the group as models for the appropriate
language to use.
• From the beginning, children learn that they can
achieve something in English. This increases their
confidence in learning a foreign language.
• Development of listening skills is important.
However, at this level, children concentrate more on
developing their vocabulary and their awareness of
the language in general. Listening is concentrated
on more specifically in the next level of the course.
Action stories allow children to listen to the teacher
and thus gain confidence in pronunciation and
intonation of key words. The learning goal is
achieved when children can act out an action story
independently after practising it. They do not need
to be able to recite the story or even to be able to
reconstruct it freely - it is good enough that they
can act it.
We suggest that you keep the action story mimes and
gestures different from the mimes and gestures used
when introducing the vocabulary. One way to do this is
to always do the mimes and gestures for the action
story standing up, and to do the vocabulary mimes
and gestures sitting down in a circle or semi-circle.
1 Asher, J. (1988), Learning Another Language Through Actions: The
Complete Teacher's Guide Book, Los Gatos, Ca.: Sky Oaks Publications.
Hooray! STARTER © Helbling Languages e

Stories
It is well known that stories make an essential
contribution to the cultural, socia l and emotional
development of a child:
The story is a cultural universal; everyone everywhere
enjoys stories. The story, then, is not just some casual
entertainment; it reflects a basic and powerful form in
which we make sense of the world and experience. 2
In the foreign-language classroom, children learn to
understand sequences of events via stories. They
enjoy good, motivating stories and usually remember
them well if they are presented appropriately and
interestingly. They can also be used to develop
children's enjoyment and appreciation of theatre.
Teachers use the Story cards w ith the audio CD or tell
the story themselves. (The script is on the back of the
cards .)
Students can use the character cut-outs from
Worksheet 6a+b (Unit 1, Extra Lesson 1) to act out the
scenes (See p. 11 for details)
In addition, each story has its own cut-out mini
storybook for students to colour. (For detailed
description of how to work with the mini storybook
see p. 11.)
The stories in the course are also used to teach
children moral values such as helping each other and
the importance of friendship .
Thinking Skills
The Pencil and Paper activity in Lesson 6 of each main
unit focuses on Thinking Skills, such as focusing
attention, recognising similarities and differences and
continuing sequences. These Thinking Skills activities
aim to cognitively engage the chi ldren in the task as
well as develop and improve the skills they will need
before and after kindergarten.
SOME TEACHING TIPS
Working with the flashcards
Flashcards visually introduce key words and are an
indispensable part of most pre-school courses. Here
are some teachings tips as to how to use the flashcards
in your lessons.
• Remember that when trying to convey the meaning
of a new word to children, the word should be
shown first, so use the flashcards at the beginning
of every lesson to introduce the new vocabulary.
• Make sure that children always hear the word a
number of times before you start to use it w ithin
the lesson. Children need to hear and really
understand the pronunciation and intonation of the
2 Egan. K. (1986). Teaching as Story Telling. Chicago. University of Chicago
Press. p. 2.
e Hooray! STARTER © Helbling La nguages
word a number of times . Use the CD, your voice,
the songs and any other listening devices to really
anchor the word in the child's memory.
• Get active! Use the children's bodies, ears, and eyes
to reinforce the new words and language they are
learning. Pictures, pronunciation and motor-
processing techniques used together all help the
children retain the word and its meaning in an
active way.
• Repeat the new words using the flashcards. Keep
repeating until you feel the children have absorbed
the meaning and relevance of a word. You can use
different voices to keep their interest as we suggest
within the Teacher's Book notes.
Below are some games using flash cards we have
suggested based on the principles outlined above.
Vocabulary games using memory
Point to ...
• Put the flashcards on the floor in front of the
children with the picture facing up.
• Point to each of the cards and elicit the correct
word for each picture.
• Say Point to ... and name one of the flashcards.
Then encourage the children to point to the correct
flashcard .
• You could also say Touch the ... and let the children
touch the flashcard you have named.
• If the children are likely to hit instead of gently
touch the cards, roll some sheets of paper into
batons and let the children touch the flashcards
with the paper batons. You could also give the
paper batons to half the children, and after they
have touched a flashcard, all children pass their
baton to a child without a baton so everyone gets a
turn.
Where's the ... ?
• Show the children each of the flashcards and elicit
the correct word as you place each card face down
on the floor.
• Mix up the cards by sliding them around the floor.
• Make Peter ask the children for one of the
flashcards.
• Allow the children to take it in turns to try turning
over a card to find the flashcard Peter wants.
Yes or no game
• Show the children the flashcards and elicit the
words. Then show the children that you are mixing
the cards in your hands so neither you nor the
children know the order of the cards.
• Take one of the flashcards and hold it above your
head so that the children can see which flashcard
you are holding but you can't.
• With your free hand, point to the flashcard and Find the flashcard
name one of the possible flashcard items. • Choose a confident child from the class and ask
Encourage the children to say Yes. if you guessed him or her to choose a flashcard then stand near
correctly and No, sorry. if not. you. Ask this child to close his or her eyes and give
• If the answer was No, sorry., keep guessing until him or her Peter to hold.
the children say Yes. • Tell the other children to be quiet and show them
• Repeat this with some of the other flashcards. that you are hiding the flashcard, for example
under a cushion, in a toy box, on the bookcase, etc.
Hold it up
• Ask the child who is holding Peter to open his or
• Give the flashcards out to some of the children.
her eyes and ask the child where he or she thinks
• Say Hold up (green). and encourage the child
the flashcard is.
holding the appropriate flashcard to hold it in the
• Make it clear to the other children that they are not
air.
to say where the flashcard is hidden.
• Repeat a couple of times using different words and
• Encourage the child holding Peter to walk around
then change the children holding the flashcards so
the classroom to find the hidden flashcard. Keep
different children get a chance to play.
saying the name of the picture on the flashcard as
the child moves around.
Vocabulary games for speaking • As the child gets closer to the flashcard, say the
word from the flashcard more loudly and show that
Uncover the card they are correct (for example, nod your head). As
• Cover a flashcard with a piece of card (or another the child gets further away, say it more quietly and
flashcard). show that they are wrong (for example, shake your
• Gradually move the piece of card up/down or head).
across the flashcard to show some of the picture on • Once the child has found the card, the child should
the card. return to the circle with Peter and the flashcard and
• Encourage the children to guess which flashcard is another child can hold Peter.
hidden as it is being revealed.
Flashcard list
Flash the flashcard
• Show the children the flashcards and elicit the Hello My body
correct words. 1 Peter the panda 22 hands
• Show the children that you are mixing the 2 Rosie the rabbit 23 teeth
flashcards in your hands so neither you nor the 3 red 24 eyes
children know the order of the cards. 4 blue 25 nose
• Hold the flash cards so you can see the first card but 5 one 26 mouth
the children can't. Quickly rotate or fan the cards so 6 two 27 robot
the children get a quick look at the first flashcard 7 three
and say What is it? 8 butterfly My clothes
• Encourage the children to name the flashcard they 28 T-shirt
think they can see . My toys 29 trousers/pants (AmE)
• Gradually reduce the speed that you rotate or fan 9 teddy/teddy bear 30 shoes
the flashcard until the children can correctly name (Am E) 31 skirt
the card. 10 doll
11 plane Food
What's missing? 12 train 32 pizza
• Elicit the vocabulary for the flashcards you are using 13 yellow 33 salad
and then put all the cards on the floor face down 14 old toys 34 soup
so the picture can't be seen. 15 new toys 35 milk
• Mix the cards up and then turn them over one at a 36 spaghetti
time. Elicit the name of the picture on the card until Animals
only one card remains face down . 16 dog Christmas
• Encourage the children to name the card which is 17 cat 37 Christmas tree
missing (and is face down). Ask What's missing?, 18 cow 38 present
then turn the card over to check if the children 19 spider
were correct. 20 green Extra Unit Easter
• If the children are interested, play the game again 21 four 39 Easter bunny
and leave a different card face down. 40 Easter eggs

Hooray! STARTER © Helbling Languages Cl»

 Working with the mini flashcards
Note:
To make the mini flashcards last longer, you could print
them onto card or thick paper before the children colour
them, or you could laminate the cards after the children
have coloured them ,
On the Teacher's DVD-ROM there are sets of mini
flashcards for each main unit of Hooray! Starter, If you
have extra time available, the children can colour and
make the mini flashcards during the lesson, or you can
colour and make them yourself. The mini flashcards
can be used to play some of the games in the lessons,
for example Bingo!, Snap! and Musical chairs, or, if
parents want to use them with their children, extra
copies could be made to take home.
Bingo!
• Put the teacher's flashcards face down on the floor
in front of Peter (everyone must be using the same
vocabulary set) .
• Help the children to move so that they have a space
in front of them, Help them to choose some of
their mini flashcards and put them on the floor with
the picture facing up.
• Make Peter turn over one of the flashcards from his
set, and show and name the flashcard for the
children, Then encourage the children to turn over
the mini flashcard with the same picture so the
picture can't be seen.
• Repeat this until some of the children have turned
over all of their mini flashcards and encourage
them to shout Bingo! Peter can then kiss, hug or
high-five with the children who have 'Bingo',
• If the children are still interested, then turn all the
cards back over and repeat the activity, this time
calling the names of the flashcards a little quicker,
Snap!
• Help the children to move so that they have a space
in front of them, Help them to choose some of
their mini flashcards and put them on the floor with
the picture facing up.
• Hold the teacher's flashcards in a fan. Make Peter
select one of the cards and hold it so the children
can't see which card has been chosen.
• Encourage the children to choose one of their mini
flashcards and hold it up in the air so you can see
which card they have selected,
• Make Peter show the card which he selected and
name the card for the children.
• Make Peter hug, kiss or high -five the children who
are holding up the same card and say Snap!
• Put all the cards back to the starting position and
repeat the activity with Peter and the children
selecting a different flashcard,
e Hooray! STARTER © Helbling Languages
Musical chairs
• Put chairs, cushions or lam inated mini flashcards in
a place where the children can easily walk around
(and sit on) them. If you are using chairs or
cushions, a mini f lashcard should be clearly
attached to each chair or cushion,
• Play some music for the children to move around
to,
• Stop the music and say Sit down. and encourage
the children to sit down on the nearest seat that is
available.
• Randomly select one of the teacher's flashcards and
name the picture on the flashcard.
• All the children sitting on a chair with that mini
flashcard are 'out'. Ask these children to stand near
you for the next round and then allow them to join
back in the game the round after.
• Play the music again and allow the remaining
children to move around the chairs and repeat the
activity,
If you are keeping the children's mini flashcards in the
classroom, you could put them in envelopes or boxes
with the children's name so they are easy to find .
Working with the hand puppet
The Peter the panda hand puppet performs a variety of
functions in the classroom . It can be used to help
classroom management by:
• demonstrating activities to the children
• quietening the class down
• choosing children to take part in activities
• comforting children who are upset by giving them a
hug or a kiss
Peter can also help wit h using and practising Eng lish
by:
• making mistakes for the children to correct
• modelling language for the children to copy or
repeat
• getting embarrassed and asking the chi ldren to
help him with their English
• giving more opportunities for using English for
example saying Hello. and Bye-bye., waking Peter
up, or guessing flashcards that Peter is thinking of
The following methodology tips make the use of Peter
particularly effective in the lesson:
• Use a distinctive voice for Peter by changing your
voice slightly. You can also copy the voice of Peter
in the stories. This helps to give Peter his own
identity in the children's perception, i.e. it makes
him seem as real as possible.
• Only make Peter look like he is speaking when he is
speaking. When you are speaking as yourself Peter
should not move, This is an important aid to
comprehension for the children.
• When children speak to Peter in their first language
Working with the
(L 1) he repeats the request in English or doesn't
understand them. Peter should never be used in an mini storybooks
L1 lesson because he serves as an important On the Teacher's DVD -ROM, there are worksheets for
psychological anchor for foreign language use. mini storybooks for each story presented in Hooray!
Starter. If there is time, children get to choose and
Working with the Student's Book colour one picture from the story during the Pencil and
Paper section of Lesson 5. The children can then take
The Student's Book is used during the Pen cil and
their storybook home and look at the story with their
Paper section. In order for you to use the worksheets
parents, or even describe the events from the story
in the Student's Book effectively we suggest the
using their first language.
following:
• If possible, keep the Student's Books in the How to make the mini storybook
classroom, or in the kindergarten. This prevents the
children from colouring them at home and ensures 1) Print the two worksheets onto
that you always have the sheets you need for the one A4 page (front and back).
lesson. Or print the two sheets
• Only hand out the Student's Book when it is separately and stick them
needed during the Pencil and Paper section of the together.
lesson. Alternatively, you can tear out the
appropriate page and give this to the children.
• At the end of the Pencil and Paper section, all
worksheets should be collected. These can then be
stored in a folder for the children or displayed on 2) Cut around the story on the
the walls in the classroom. worksheets.
• Parents can be invited to look at their child's book
or folder at the end of the lessons, or you can send
the worksheets for a unit home at the end of the
unit
tv ®
Working with the Story cards 3) Fold the sheet in
The Story cards are used to tell the story with the half horizontally.
audio CD. While showing the children the Story cards
you can either play the story from the audio CD or you
can read the script for the story from the back of each
card. In order for you to use the Story cards effectively
we suggest the following:
• Check the order of the Story cards before the 4) Fold the sheet in half
lesson, to make sure they are in the correct order. vertically.
• Only show the children one Story card at a time
while you are telling the story and point to
characters and items in the picture while the
children listen to the story.
• You might find it easiest to have the cards in a pile 5) Staple or use sticky tape
with the pictures face down and the first card on along the fold on the left hand
the top of the pile. In this way, you can pick up the side of the book to fix it
top card from the pile to show the children and you
can see the script on the back of the card.
• If you are reading the script on the back of the 6) Cut along the fold
Story cards, try to use a different voice for each at the top.
character so the children know which character is
talking.

On the Teacher's DVD-ROM there are

character cut-outs that can be used to play
the characters or act out parts of the stories
(Worksheet 6a +b).

Hooray! STARTER © Helbling Languages _

 HOW YOUNG LEARNERS LEARN
Methodology
Children of this age are already in the process of
learning their first language (L 1) so they are already
equipped with basic skills to learn a second language.
Second language learning allows them to use these
skills as well as developing others.
Understanding without words
Before young learners start to use words, they decode
meaning from intonation, mime, gesture and overall
context. This is of great value when learning a foreign
language as these skills can be applied to the new
language and children can begin to understand using
a process they are already familiar with. This develops
confidence and a sense of achievement.
Using limited words
Young learners are encouraged to express themselves
as much as they can within their second language,
however, as their grasp of the language is limited, they
will often resort to playing and/or creating new words
within it, or transferring what they have learnt from
other contexts. They may, for example, use words from
their native language but say them with an English
accent. These sorts of strategies give the teacher an
important insight into how the child is progressing
with second language acquisition.
Learning indirectly
At this age, grammar, punctuation or other structural
aspects of language are not key to the learning
process. Children of this age love stories, the sound of
new words and songs that they can sing along to and
do the actions to. They like games where they are
challenged to think and guess and, in so doing, use
structures they have learnt. They also enjoy copying
movements from a story or imitating the voices of the
characters. The way they pronounce a word is often
almost identical to the model they have heard on the
CD . By doing this, children are learning new skills and
experiencing language as a means of communicating.
Interacting and speaking
Most young learners have a natural need to
communicate. Using this as a starting point, both
teachers and parents can help, improve and stimulate
their child in the second language by interacting as
much as possible in it and helping them to read, listen
and talk when appropriate . Sometimes you may just
want them to listen rather than communicate so the
teacher needs to establish a good balance of speaking
and listening within the classroom .
e Hooray! STARTER © Helbling Languages
Holistic language learning
We use language to understand others and to make
ourselves understood. Most adult learners want to
understand how a second language works and what
rules it follows, for example, how verbs are formed
and used . They use this cognitive knowledge to learn
systematically.
Children, however, learn in a much more holistic way.
Listening comprehension is a fundamental part of
this process. Learners speculate about what they hear
and are helped in their comprehension by mime,
gesture and visual prompts like photos and pictures.
Likewise, young learners will gradually start to
understand the instruction 'Stand up!' because the
teacher actually stands up each time the phrase is
used . By doing this, the children interpret the meaning
visually, they imitate and so learn its meaning and
sound through action and repetition . This repetition
allows the children to fix both meaning and sound into
their long-term memory.
For successful learning to take place, children also
need to feel relaxed and at ease within the classroom.
Positive feedback and praise are fundamental in
encouraging them to experiment and push back the
boundaries of the language in so far as they feel able.
Patience is also necessary for when they have
misunderstood or need more time to understand and
absorb relevant language or words.
Content is also of crucial importance and needs to be
meaningful and interesting. Songs and stories
encourage children to connect with the second
language at a basic sensory level via movement and
sound. Their ability to understand, for example, a
story in the second language, is a good way to
increase self-esteem and confidence in the second
language and heightens their motivation to learn .
Speaking skills are also important to develop.
Songs allow children to practise pronunciation and
intonation and repeat important words and
expressions in fun ways that fix them in their
memories. Stories help children memorise important
expressions and improve their understanding of
connections. Eventually, they are confident enough to
act out simple utterances in communicative contexts.
THE SM ILE APPROACH®
While researching and writing for young learners, we
have formalised a set of principles with a handy
acronym to help ourselves and teachers appreciate the
key basic principles for teaching in a systematic and
clear way. Our approach is called The SMILE Approach®
and you can find a breakdown of its main points
below with how they affect and inform our writing
and your teaching.
S M L E
Skill-oriented learning
The development of second language skills does not
take place independently of general cognitive
development. When children try to understand the
meaning of a sentence, they draw on skills that they
also use for solving problems, establishing relationships,
drawing conclusions etc. Because of this, it makes
sense to integrate second language learning into the
curriculum as early as possible . As we have said,
children of this age learn holistically so integrating
second language learning into the curriculum
encourages the development not only of the child's
general intellectual skills but also of his or her linguistic
ones.
S M I L E number of ways. All the intelligences outlined by
4 Multi-sensory learner mot ivation
You need only watch children playing to understand
how important learning through the senses is at this
age. Hooray! Let's play! aims to involve as many senses
as possible during the language-learning process. This
is based on the following principles:
• When pupils learn, they do so through their senses:
they learn what they see, hear and do.
• Our 'hearing' sense is located on the so-called left
side of the brain. Processing information
kinaesthetically - by concrete activity - is closely
connected to the right side of the brain . The visual
reception of information can be controlled by either
the left or the right side of the brain.
• The better the senses are integrated at the
presentation of information stage, the better
children will receive the information (multisensory
reception) .
• Receiving and processing information activates the
visual, auditory and kinaesthetic neurological
systems. During the processes of thinking and
remembering, the brain's multisensory activation
heightens students' ability to pay attention,
concentrate and store linguistic information in their
long-term memory.
• The fact that most children have different learning
styles and a preference for one sensory channel
over another (and therefore weaknesses in one or
two of the other sensory channels) underlines the
importance of a teaching methodology that takes
into account the differing needs of different
learners and one which strikes a balance between
visual, auditory and kinaesthetic presentation,
processing and practice.
• Children love stories. When presented in an
appropriate multi-sensory way, these stories remain
in the memory. Words, parts of sentences and
sentences can thus be fixed in the long-term
memory.
S M L E
4 Intelligence-build ing activities
' Intelligence' is a term that covers a range of different
human abilities all independent of one another.
Researchers into intelligence speak of a multiplicity of
'intelligences' . Howard Gardner claims that there are
seven different areas of intelligence, i.e. 'multiple
intelligences' 3 Modern research into intelligence
indicates that intelligence is not totally dependent on
what we are born with . Intelligence is also quite clearly
influenced by how we learn. Simply put, intelligence
can be learned. Learning a second language early on
develops and stimulates a child's intelligence in a
Howard Gardner are brought into play and used by the
SMILE approach:
Area of Activation in Hooray! Let's
intelligence play ! by:
Linguistic Promoting the enjoyment of
intelligence playing with language.
Offering materials for learning
vocabulary and phrases.
Musical Developing the skill of
intelligence differentiating tunes and
rhythm through songs.
Interpersonal Developing basic social skills as
intelligence an intrinsic principle : learning
to listen to each other,
tolerance of language errors,
patience, etc.
3 Gardner, H. (1983), Frames of Mind' The Theory of Multiple Intelligences.
Basic Books.
Hooray! STARTER © Helbling Languages e
 -

Introduction
Area of Activation in Hooray! Let's
intelligence play! by:
Kinaesthetic Using the body when doing
intelligence action stories, songs and action
games.
Developing fine motor skills
through various types of
activities: stickers, drawing,
colouring and craftwork.
Visuospatial Improving visuospatial
intelligence perception through picture
searches (discovery pictures).
Developing the visual memory
through picture puzzles.
Mathematical- Improving mathematical-logical
logical intelligence through exercises
intelligence where students sort and match.
Encouraging logical perception
through sequences and
activities requiring putting
things in order.
Intra personal Developing the ability to reflect
intelligence as a basis for one's own
speaking.
5 M L E
4 Long-term memory storage
through music, movement,
rhythm and rhyme
Many adults can remember and retell the rhymes and
songs they learned in childhood easily and
rhythmically. Often the reason is because they have
been learnt using actions and movement. The ability to
grasp and retell a story using the rhythmic structuring
of the words is an indication of the level of language
development of a child. The main function of this
rhythmic differentiation ability is that it combines
perception and understanding and so is important for
remembering words, writing and recognising sentence
patterns.
5 M L E
4 Exciting stories and games
HOW TO MANAGE YOUR CLASS
Children of this age group have naturally got a short
attention span, are restless and get excited very easily.
We believe that it is better to try and divert their
energy towards activities rather than try to control it or
ask them to be silent or still.
What does the teacher do?
The English teacher has a number of different tasks:
• managing and focusing the attention of the
learners
• giving linguistic input with the aid of interactive
materials and checking this has been understood
• establishing a routine in the classroom
• encouraging the children to speak in the foreign
language
• using the first language in small amounts
• managing the seating in the classroom to suit the
activity.
Managing and focusing attention
Some tools you can use to manage their attention and
focus their attention during the lesson are:
• Get the children used to hearing you speaking in
English .
• Follow a similar pattern of activities each lesson and
mark changes in the lesson using the routines.
• Use the Calm down song when the children are
becoming too energetic as a signal that everyone
needs to calm down (See p. 17).
• Plan for quiet periods in your lessons, for example
Pencil and Paper time, to give the children the
chance to work independently and for you to give
attention to individuals.
• Alternate between activities with lots of movement
and very little movement. Movement and making
noise tends to excite children of this age. If you
allow too much movement and noise, a class of
kindergarten children can quickly get overexcited
and difficult to control. By following a loud or
energetic activity with a quieter activity, you can
calm the children down a little and stop them from
becoming too excited.
• Be flexible, occasionally it is better to go with
distractions and interruptions and try to use them in
the lesson rather than trying to make the children
ignore them.

When children identify with what has been learned,

they remember it. They remember phrases, parts of
sentences and often whole sentences (so-called chunks
of language). Good foreign-language learners can
repeatedly transfer such chunks of language to other
contexts and so practise and consolidate the foreign
language through play.

e Hooray! STARTER © Helbling Languages

 Therefore, we recommend that you try to speak as
Checking understanding
much English as possible during the lesson, and try to
We can't understand everything that we hear in a conduct the lesson as much as possible in only English.
foreign language . We often work out the meaning It is especially important that classroom language, the
from the context. A good teacher will try to help everyday instructions and directions that you use to
children understand as much as possible by using the keep the children on task and focused is in English as
children's sensory channels (auditory, visual and this w ill give the children the most natural exposure to
motor) . English.
In order to check comprehension, many teachers use
the following methods which are slightly counter- The teacher can assume that the children are able to
productive: decode new language when it is presented with
• Repeatedly translating individual words. This makes gestures and visual clues. Therefore, from a very early
children feel that they can only understand when stage of the foreign language lesson, simple
they know every single word. This is not necessary instructions such as Sit down. and Colour the plane
as when you teach action stories, you teach the blue. can be given only in English. Using L1 might be
whole phrase rather than individual words. helpful when something needs to be explained quickly
Translating each word hinders comprehenshion . in order to not disturb the continuity of an activity or
There are some circumstances where the teacher when you want to give some pre-information for the
may need to use the child's L1 to explain a phrase. activities. However, avoid using translations unless they
If, for example, a child displays aggressive or are necessary.
frustrated behaviour because they can't
Essential classroom language is clearly indicated in the
understand, it would benefit the child to give the
lesson notes throughout the course and some useful
L1 equivalent as well as showing the required
examples of classroom language are listed below.
action again .
• Asking the question Do you understand? is often
Questions
not helpful. Children will say Yes. rather than
Where's the .. . ?
explaining. It is better to watch how the children
What's this?
behave. This wil l enable you to determine if you
What are these?
need to help them with their comprehension or
Who's this?
not.
How many .. ?
• Teachers often give an instruction in English then
What c%ur?
translate it straight into the students' native
language. This may make children lazy as they Praise
realise that each instruction is also given in their Well done!
first language so they stop listening. It is better for Very good!
the teacher to speak in short sentences, give the Great!
children time to think, then repeat the instructions Excellent!
slowly using mimes, gestures, pictures or Yes, that's right!
demonstrations if necessary.
Activity instructions
Teacher talk and classroom Point to ...
Show me ...
language Look!
Teaching in kindergarten is mainly about commu- Listen.
nication. It is required, therefore, that the children Touch .
understand their teacher when performing activities in Let's sing.
English . That is why vocabulary is acquired in a playful
way at the beginning of every unit and should be Pencil and Paper instructions
reinforced with facial expressions, gesture, intonation C%ur ..
and visual aids such as the Story cards and flashcards . Draw ..
The children can thus tryout important strategies for Find. ..
successful contact with the foreign language. How many .. ?
Count. ..
It is important to expose the children to as much Stick in .. .
English as possible during their English lessons. Cut out.. .
Research indicates that children of this age can acqu ire
a foreign language and good levels of pronunciation
by a natural exposure to the foreign language.
However, for this to be successful the children need as
much exposure to the foreign language as possible.

Hooray! STARTER © Helbling Languages e

 Using English names within the
classroom
Many teachers give their students English names when
working in the classroom. Two reasons given for this
are:
• children like to assume the identity of someone else
• when the teacher says, for example, Greta, sit
down please. most of the sentence is in English,
the child's name isn't, so it makes sense to change
it too .
We think it is better to retain the chi ld's own name in
the classroom for the fol lowing reasons:
• The children - and sometimes the teacher - keep
forgetting the English names of their classmates.
This leads to confusion about who is meant to be
following the instructions that are given.
• If children are communicating in the foreign
language, this means that they are stating their
own feelings, state of health, preferences, etc.
If they are using a different name, they are using
this as their identity. For example, if the teacher
asks Ben (who is actually called Martin) to name his
favourite colour, Ben talks about Ben . Martin's
identity is not present.
• If Martin meets another child in the holidays and
this child can only communicate in English, if he is
asked his name, he will answer Ben and not Martin.
How to arrange seating in the
classroom
Although it is unrealistic to expect the tables in the
classroom to be moved for short periods of teaching,
the following points should be considered:
• It is easiest to focus and keep children's attention
when they can see you clearly and you can see each
of them. For this reason, most games and activities
should be played with the children sat on chairs or
on the floor in a circle or semi-circle.
• When doing Pencil and Paper activities, the children
should be sat on chairs at a table, but the chairs
and tables should be arranged in such a way that
the children have enough room in their places to be
able to move.
• All children should have a clear view of you and any
materials you are showing or demonstrating at any
stage of the lesson.
e Hooray! STARTER © Helbling Languages
Tips for teaching very
young learners
This most important tip we can give for teaching very
young learners is be flexible and enjoy it!
The lesson plans provided in the Teacher's Book are
guidelines only. You know your class and can make the
best decisions about what will work for you and your
class in your English classroom area . Don't be afraid to
try new games and activities in your classroom, but
constantly listen, watch and react to the children in
your class during everything you do .
Some suggestions to help you teach your young
learners successfu lly:
• Encourage the children to join in with the actions
for the stories and songs. Children will learn the
actions quickly and this can give them the
confidence to join in with the English lessons even
though they might not feel confident enough to
speak. Actions can also prompt the children and
help them remember words and phrases they have
produced in previous lessons.
• Plan for all activities to be short but allow activities
and games to be repeated as long as the children
are happy to continue doing them.
• Remember to reuse games and activities the
children particularly enjoyed in later lessons.
• If the children don't react well to an activity, just
stop and move on to something new. Try it again
later in another lesson perhaps with different
vocabulary or a different topic.
• Be aware of the children's energy levels depending
on the time of the day/the day of the week/the
weather. Try to structure your lesson to allow for
this. If they arrive at the lesson excited, you can
start with a qu iet activity to calm them down, or if
they have low energy you can do something
energetic to wake them up.
• Don't think that you have to do all the activities in
the Teacher's Book. Choose the activities that you
think your children will react best to .
• Experiment with the materials and let the children
guide you in adapting the games and activities.
• Listen to the children and make them feel that you
value their opinions .
• Allow the children to produce English words or
phrases at their own speed. Some children take
longer than others but most will want to produce
when they are having fun and feel confident
enough.
• Encourage the children's natural enjoyment of
songs, stories and characters and build on this
enjoyment in your lessons.
• Have fun and enjoy the lessons yourself. Children
can tell when you are having fun and will want to
have fun with you .
OVERVIEW OF ROUTINES Story routine
This tells the children that the next activity is listening
Children of this age group work better w ithin a clear to a story. As you sing the song, make appropriate
structure where they know what to expect and what is actions and encourage the children to sit down quietly
expected of them . Therefore, it is important to set up ready to listen.
clear routines and indicators at the start of the course Story song
for the children to follow through all of their English It's time for a story <mime opening a book>
lessons. Listen and look. <hold hand to ear and point to
your eye>
In Hooray! Starter each stage of the lesson can be It's time for a story <mime opening a book>
introduced using a song which is on the audio CD. The Listen and look. <hold hand to ear and point to
children are not expected to learn these songs your eye>
themselves, but you might find that they join in singing
them as the course progresses . Tidying up routine/Cleaning up routine (AmE)
This marks the end of a Pencil and Paper activity and
Hello routine
can be used to encourage the children to help you tidy
This marks the start of each lesson for the children. up before you move on to the next activity. Sing the
Use the Peter the panda hand puppet to greet the Tidy up song / Clean up song (AmEJ and start to tidy
children and encourage them to wave and say hello up while encouraging the children to help you.
back .
Tidy up song / Clean up song (AmE)
Hello song Let's help each other
Hello, hello, And tidy up / clean up (AmEJ.
It's nice to see you . Let's help each other
Hello, hello, And tidy up / clean up (AmEJ.
It's nice to see you.
Calm down routine
Bye-bye routine
This can be used any time the children get overexcited
This marks the end of each lesson for the children. The and need to be calmed down. As you sing the song
Peter hand puppet should say bye-bye to each child as get quieter, put your fingers on your lips and
they leave the English lesson. encourage the children to sit down quietly with you.
Bye-bye song You might need to sing the song more than once to
Bye-bye, bye-bye, get the class to calm down completely.
It's time to go. Calm down song
Bye-bye, bye-bye, Let's be quiet,
It's time to go. Let's calm down.
Bye-bye! Let's be quiet,
Transition routines Let's calm down.
These are to help the transition from one area of the
classroom to another in a calm and organised manner. HOW PARENTS CAN HELP
Encourage the children to join hands during the song
and then lead them in a snake to the new area of the Parents of young children generally have a positive
classroom. attitude towards learning a foreign language and will
Circle song want to actively support their children's development.
Come with me, You should encourage this involvement by keeping the
Come with me, parents fully informed about what is happening in the
Make a circle. language lessons. If appropriate, you could also invite
Come with me, parents to visit their child 's lesson to watch them
Come with me, perform the action stories. If parents have time and are
One, two, three. willing to try and speak in English, they could even
help out with some of the art and craft activities .
Table song
Come with me, The Teacher's DVD-ROM includes letters that you can
Come with me, edit and send home to the parents at the beginning or
Sit at a table, at the end of each unit. These not only inform the
One, two, three. parents about the topic and materials their children
will be covering or have covered in class, but also
include the lyrics for the songs in each unit and some
information about how children learn a foreign
language .

Hoorayl STARTER © Helbling Languages e

 If parents want to speak to you about their child's
learning, it is recommended that the following points
are made:
• You want the child's early experiences of learning a
foreign language to be positive ones so they gain
confidence and lose their shyness about expressing
themselves in a foreign language .
• Parents should not expect their children to speak at
the beginning. Children need to learn to understand
first and then respond using simple language.
• Using Hoorayl Starter will develop a variety of the
children's skills - intellectual, social, emotional and
motor.
• Learning a foreign language at an early age
encourages an open-minded attitude towards other
cultures.
• It is very important to praise children for their
progress in learning.
• If children want to show you what they can do,
show interest. Errors are a sign of progress in
learning.
e Hooray! STARTER © Helbling Languages
• Parents should encourage their children to learn the
foreign language holistically and not translate it.
They may be able to understand the meaning of
the sentences and phrases but not understand
them in their first language. This is okay. It is better
not to translate.
• Parents should not be disappointed if their child
cannot say something that they have learned.
• Parents can help their children to learn English with
Hooray! Starter in the following ways:
- Songs can be listened to and revised using the
Songs Audio CD in the Student's Book.
- Parents can play 'at school' with their children
taking the role of the pupil. Children take great
pleasure in teaching their parents a foreign
language.
- Parents can look at the worksheets and art and
craft objects with the children and talk to them in
their first language about what they did .
LANGUAGE OVERVIEW • UNIT 1
Key Words Listen.
Peter Hold up (two).
Rosie Stand up / Sit down, everyone .
red Where's (one)?
blue Look, it's a butterfly.
one Trace/Draw the line.
two Stick in the butterfly.
three Cut out (Peter).
butterfly What's missing?

Receptive language Objectives

It's nice to see you . Children learn:
Look, it's Peter/Rosie. • to identify the two characters from Hooray!
Is it Peter or Rosie? Starter
Where are you, Peter? • to count to three in English
It's time to go. • to recognise and name the colours red and blue in
How are you? English
I'm fine . • to say hello and bye-bye in English
Sit in a circle. • to follow some simple instructions and lesson
Clap your hands. routines in English
Hello, Peter/Rosie . Competences
Look . It's red and blue.
Children can:
Wonderful.
• recognise the characters from Hooray! Starter
One, two, three.
Dear Rosie, it's for you . • act out a three part action story
Thank you. • join in with a song
• show interest in a story read by the teacher or
Bye-bye, Peter/Rosie.
played on a CD
Red or blue?
• show their understanding using gestures and
WhatlWho is it?
mimes, as well as through participation in the
What colour is it?
games and activities
Classroom language
Values
Hello! / Bye-bye!
• to develop appreciation for the value of friendship
Look .
Freeze! Thinking Skills
Close/Open your eyes.
• focusing on details and matching a coloured
Point to (Peter).
picture to the appropriate silhouette
Colour them blue.

Hooray! STARTER © Helbling Languages e

 Unit 1

Warm-up
LESSON 1 • NEW CHARACTERS
1. Welcome the children and make a circle.
Main Objective • Hold the Peter puppet on your hand and, as the
To introduce the characters from Hooray! Starter children enter the classroom, say Hello! and make
Peter say Hello! to each child.
Key Words • Encourage the children to sit in a circle or a semi-
Peter, Rosie circle with you.
• When all the child ren are sitting, make Peter say
Receptive language Hello, I'm Peter.
It's nice to see you . • Then make Peter say Hello! to each child again
Look, it's Pet er/Rosie. using their name .
Is it Peter or Rosie? • Allow each child to stroke, shake hands with
Where are you , Peter? or pat Peter. More confident children should be
It's t ime to go. encouraged to say Hello! back.

Classroom language
2. Sing the Hello song. @: G",
Hello ! I Bye-bye! • Play the song and make Peter look like he is singing
Look. too.
Freeze!
Hello song
Activities Hello, hello,
It's nice to see you.
Introd uce Peter and Rosie.
Hello, hello,
Play Peter or Rosie? and Where are you, Peter?
It's nice to see you.
Materials Checklist
o Peter hand puppet Carpet Time
o CD 2, 8 (routine songs)
3. Introduce Peter and Rosie.
o flashcards 1-2 (Peter, Rosie)
o If there is t ime: character mini f lashcards • Show the children the flashcard for Peter the panda
(Worksheet 1) (optional) and say Look, it's Peter.
• Stand up and pretend to walk around in a small
Notes circle like a bear (big heavy steps) and encourage
the children to join in and copy your movement s.
• When you want the children to stop moving say
Freeze ! and encourage the children to freeze with
you .
• Hold up the flashcard for Rosie the rabbit so all the
children can see and say Look, it's Rosie.
• Hop around in a small circle like a bunny rabbit and
encourage the children to join in and copy your
movements.
• Repeat the activity until the children seem confident
with copying your movements.

4. Play Peter or Rosie?

• Take one of the flashcards (either Peter or Rosie)
and, without showing the children the card, mime
the action for the character.
• Say Is it Peter or Rosie? and mime the action
again .
• Encourage the children to tell you which character
you are miming .
• You can ask more confident children to mime the
character for the other children to guess.

e Hooray! STARTER © Helbling Languages

 5. Play Where are you, Peter?
• Hold the Peter puppet on your hand and put it
beh ind your back.
• Look around the group of children, as if you are
looking for Peter and say Where are you, Peter?
• Pret end to search around the group a little, perhaps
even look under children's legs.
• Make Peter jump out from behind your back and
make him say Here' am! Hello, everyone !
• Repeat the activity and encourage the children to
join in asking Where are you, Peter? and saying
Hello, Peter. when they find him.
Rounding Off
6. Say bye-bye to the children .
• Look at Peter and say It's time to go, Peter.
g • Make Peter wave and say Bye-bye! to each child
using their name.
• A llow each child to stroke, shake hands with
or pat Peter. More confident children should be
encouraged to say Bye-bye! back to Peter.
7. Sing the Bye-bye song . ~ ij,,:,
• Signal to the children that it is the end of the
Eng lish lesson by singing or playing the Bye-bye
song:
Bye-bye song
'a
Bye-bye, bye-bye,
It's time to go.
Bye-bye, bye-bye,
It's time to go.
Bye-bye!
:J
It
If there is time ...
Play the Peter and Rosie treasure hunt.
9m~$"
Preparation Tip!
Before the lesson, prepare several
copies of the Peter and Rosie flashcards or mini
flashcards and hide them around the classroom. If
you have extra time available, the children can colour
and make the mini flashcards during a lesson, or you
can colour and make them yourself.
Make sure it is possible for the children to find and
reach the cards. If it is nice weather and you have a
safe area to use outside, you might want to hide the
flashcards outside for the children to find.
• Tell the children which character they are looking for,
for example say Can you find Rosie?
• Encourage the children to search the classroom or
the outside area and bring you any pictures of Rosie
which they find.
• When the children have found all the copies of Rosie,
then ask them to look for Peter and bring you these
pictures.
• If there is time, you can encourage the children to
close their eyes and hide the pictures for the children
to find again.
Hooray! STARTER © Helbling Languages _
 Unit 1

Warm-up
LESSON 2 • SONG
1. Welcome the children and make a circle.
• Hold Peter on your hand and, as the children enter
mmD Hello the classroom, say Hello! and make Peter say
Hello! to each child.
• Encourage the children to sit in a circle or a semi-
circle with you.
• When all the children are sitting, make Peter say
Hello, I'm Peter.
• Then make Peter say Hello! to each child again
using their name.
• Allow each child to stroke, shake hands with
or pat Peter. More confident children should be
encouraged to say Hello! back to Peter.

2. Sing the Hello song. @: G,'I

• Sing or play the Hello song and make Peter look
Main Objective
like he is singing too.
To sing a song asking 'How are you?'
Hello song
Key Words Hello, hello,
It's nice to see you.
Peter, Rosie
Hello, hello,
red, blue
It's nice to see you.
Receptive Language
It's nice to see you . Carpet Time
Look, it's Peter/Rosie.
3. Play Move like Peter and Rosie.
How are you?
• Show the children the flashcard for Peter and say
I'm fine .
Look, it's Peter.
It's time to go.
• Stand up and pretend to walk around in a small
Classroom Language circle like a bear (big heavy steps) and encourage
Hello! / Bye-bye! the children to join in and copy your movements.
Look. • When you want the children to stop moving say
Freeze! Freeze! and encourage them to freeze with you.
Close/Open your eyes. • Hold up the flashcard for Rosie so all the children
Point to Peter/Rosie. can see and say Look, it's Rosie.
Colour them blue. • Hop around in a small circle like a bunny rabbit and
encourage the children to join in.
Activities • Repeat the activity until the children seem confident
Play Move like Peter and Rosie and Red or blue? with moving like Peter and Rosie.
Sing the How are you? song.
Colour Peter's trousers/pants (AmE). 4. Play Red or blue?
• Show the children the red flashcard and say Red.
Materials Checklist Then show the children the blue flashcard and say
o Peter hand puppet Blue. Repeat the words several times.
o CD 2- 5, 8 (routine songs), CD 9 • Say Close your eyes. and demonstrate by holding
o flashcards 1-4 (Peter, Rosie, red, blue) your hands over your eyes, then peek to check the
o Student's Book, p. 3 children have copied you.
o coloured pencils or crayons • Once all the children have covered their eyes, put
either the red or blue flashcard on the board or in
Notes
the centre of the circle.
• Say Open your eyes. and encourage the children
to open their eyes.
• Say Red or blue? and point to the flashcard on the
board or in the centre of the circle. Encourage the
children to name the card you are pointing to.
• Repeat this a few times changing the flashcard
until the children seem confident with naming the
colours.

fa Hooray! STARTER © Helbling Languages

 5. Sing the How are you? song. @Ii-l. • While the children are colouring, monitor the class
• Attach the flashcards of Peter and Rosie to the and praise the children for neat colouring. You can
board or put them in the centre of the circle where also point to each of the characters on the page
all the children can see them. and ask the children Is it (Peter)?
• Play the How are you? song and encourage the
children to wave or point to the correct character 8. Sing the Tidy up song / Clean up song
(the one that is being sung about) on the
flashcards.
(AmE). @ G'li
• If you would like the children to tidy away their
How are you? crayons and other materials, say It's time to tidy
Hello, Rosie. up / clean up (AmE).
Hello, Rosie. • Start to collect the Student's Books and crayons and
Hello, how are you? encourage the children to help you.
Hello, how are you? • While you are picking things up, sing or play:
I'm fine, I'm fine. Tidy up song / Clean up song (AmE)
I'm fine, I'm fine. Let's help each other
And tidy up / clean up (AmE).
Hello, Peter. Let's help each other
Hello, Peter. And tidy up / clean up (Am E).
Hello, how are you?
Hello, how are you?
Rounding Off
I'm fine, I'm fine.
I'm fine, I'm fine. 9. Sing the Bye-bye song. @1i.1:.
• While the children are still at the table, look at Peter
and say It's time to go, Peter.
Pencil and Paper
• Make Peter wave and say Bye-bye! and encourage
6. Sing the Table song. @G.,i the children to wave and say Bye-bye! back to
• Say It's time to sit at the table. and indicate to Peter.
the children that you would like them to go and sit • Signal to the children that it is the end of the
down at the tables. English lesson by singing or playing:
• While the children are moving to the table, sing or Bye-bye song
play: Bye-bye, bye-bye,
Table song It's time to go.
Come with me, Bye-bye, bye-bye,
Come with me. It's time to go.
Sit at a table, Bye-bye!
One, two, three.
(Repeat)
If there is time ...
7. Colour Peter's trousers/pants (AmE).
nt Play Musical statues.
@D]@mI • Show the children the flashcards for Peter and Rosie.
• Hold up the page so the children can see. Play the • Ask the children to stand in the centre of the
How are you? song again and point to Rosie and classroom or an area that the children can move
Peter on the page as you sing about them. around in.
• Give the children their Student's Books open to the • Play some English music for the children to listen and
correct page and hold up a copy so all the children dance to.
can see clearly. • After a short time, stop the music and say Freeze. It's
g
• Point to Peter and say Look, it's Peter. , then point Peter. Hold up the flashcard for Peter and encourage
to Rosie and say Look, it's Rosie. the children to stop dancing and show you the action
• Say Point to Peter. and encourage the children for Peter.
to point to Peter. Then say Point to Rosie. and • Play the music again and encourage the children to
encourage the children to point to Rosie. dance.
• Point to Rosie's T-shirt and say It's red. • When you stop the music the second time, say
• Point to Peter's trousers and say Colour them blue. Freeze. It's Rosie. and encourage the children to
and show the children a blue pencil or crayon. stop dancing and show you the action for Rosie.
• If the children need help, show them the flashcard • While the children are interested, continue to play the
for Peter or the hand puppet and name the colour music and when you stop the music, ask the children
Blue. to freeze and do the action for the character on the
• Say Colour them blue. again and demonstrate by flashcard.
starting to colour Peter's trousers/pants (AmE) blue.

Hooray! STARTER © Helbling Languages e

 5. Sing the How are you ? song .
•
@ G,,'
Attach the flashcards of Peter and Rosie to the
• While the children are colouring, monitor the class
and praise the children for neat colouring. You can
board or put them in the centre of the circle where also point to each of the characters on the page
all the children can see them. and ask the children Is it (Peter) ?
• Play the How are you? song and encourage the
children to wave or point to the correct character 8. Sing the Tidy up song / Clean up song
(the one that is being sung about) on the
flashcards .
(AmE). @ G'ii
• If you would like the children to tidy away their
How are you? crayons and other materials, say It's time to tidy
Hello, Rosie. up / clean up (AmE).
Hello, Rosie. • Start to collect the Student's Books and crayons and
Hello, how are you '? encourage the children to help you.
Hello, how are you? • While you are picking things up, sing or play:
I'm fine, I'm fine. Tidy up song / Clean up song (AmE)
I'm fine, I'm fine. Let's help each other
And tidy up / clean up (AmEJ.
Hello, Peter. Let's help each other
Hello, Peter. And tidy up / clean up (Am EJ.
Hello, how are you '?
Hello, how are you?
Rounding Off
I'm fine, I'm fine.
I'm fine, I'm fine. 9. Sing the Bye-bye song. @ti,):,
• While the children are sti ll at the table, look at Peter
and say It's time to go, Peter.
Pencil and Paper
• Make Pet er wave and say Bye-bye! and encourage
6. Sing the Table song. @G'" the children to wave and say Bye-bye! back to
• Say It's time to sit at the table. and indicate to Peter.
the children that you would like them to go and sit • Signal to the children that it is the end of the
down at the tables. English lesson by singing or playing:
• While the children are moving to the tab le, sing or Bye-bye song
play: Bye-bye, bye-bye,
Table song It's time to go.
Come with me, Bye-bye, bye-bye,
Come with me. It's time to go.
Sit at a table, Bye-bye!
One, two, three.
(Repeat )
If there is time ...
7. Colour Peter's trousers/pants (AmE).
nt Play Musical statues.
@DJ @ti'" • Show the children the flashcards for Peter and Rosie.
• Hold up the page so the children can see . Play the • Ask the children to stand in the centre of the
How are you'? song again and point to Rosie and classroom or an area that the children can move
Peter on the page as you sing about them . around in.
• Give the children their Student's Books open to the • Play some English music for the children to listen and
correct page and hold up a copy so all the children dance to.
can see clearly. • After a short time, stop the music and say Freeze. It's
g
• Point to Peter and say Look, it's Peter., then point Peter. Hold up the flashcard for Peter and encourage
to Rosie and say Look, it's Rosie. the children to stop dancing and show you the action
• Say Point to Peter. and encourage the children for Peter.
to point to Peter. Then say Point to Rosie. and • Play the music again and encourage the children to
encourage the children to point to Rosie . dance.
• Point to Rosie's T-shirt and say It's red. • When you stop the music the second time, say
• Point to Peter's trousers and say Colour them blue. Freeze. It 's Rosie. and encourage the children to
and show the children a blue pencil or crayon . stop dancing and show you the action for Rosie.
• If the children need help, show them the flashcard • While the children are interested, continue to play the
for Peter or the hand puppet and name the colour music and when you stop the music, ask the children
Blue. to freeze and do the action for the character on the
• Say Colour them blue. again and demonstrate by f lashcard .
starting to colour Peter's trousers/pants (Am E) blue.

Hooray! STARTER © Helbling Languages e

 Unit 1

LESSON 3 • NUMBERS 1 TO 3
2. Sing the How are you? song. ~
•
ti,,",'
Sing or play the How are you? song and encourage
the children to join in waving to say hello as well as
Main Objective clapping.
To count to three . How are you?
Hello, Rosie.
Key Words Hello, Rosie.
one, two, three Hello, how are you?
Hello, how are you?
Receptive Language
It's nice to see you. I'm fine, I'm fine.
Sit in a circle. I'm fine, I'm fine.
How are you? Hello, Peter ...
I'm fine.
It's time to go. • If there is time, repeat the song using the karaoke
track or without music and say hello to each of the
Classroom Language children in class, for example:
Listen. How are you?
Point to (one). Teacher: Hello, (Sophie).
Hold up (two). Children: Hello, (Sophie).
Activities Teacher: Hello, how are you?
Children: Hello, how are you?
Sing the How are you? song.
Introduce the numbers one to three.
All children and teacher:
Introduce the number flashcards.
I'm fine, I'm fine . ...
Play Point to ... and Hold it up.
• You will probably need to sing the children's line as
Materials Checklist
well. Encourage them to join in with you as much
o Peter hand puppet as possible.
o CD 3, 8 (routine songs), CD 9-10
o flashcards 5-7 (one, two, three)
Carpet Time
o If there is time: number mini flashcards
(Worksheet 2) (optional) 3. Introduce the numbers one to three.
• Hold up one finger, wiggle the finger in the air and
Notes
say One.
• Hold up two fingers so the children can see the m,
wiggle both fingers in the air and say Two.
• Hold up three fingers so the children can see them,
wiggle all three fingers and say Three.
• Repeat counting to three and holding up the
fingers in order, but this time encourage the
children to join in and hold up the same number of
fingers as you and wiggle them.
Warm-up • Repeat this and count a little quicker each time you
do it.
1. Welcome the children and make a circle .
~G,U 4. Introduce the number flashcards.
• Hold Peter on your hand and, as the children enter • Show the children the flashcard for number one,
the classroom, say Hello! and make Peter say point to the spot on the dice and count One. You
Hello! to each child. Encourage the more confident can also hold one finger in the air and wiggle it.
children to say Hello! back to Peter. • Show the children the flashcard for number two,
• Ask the children to sit in a circle or semi -circle. Say count the spots by pointing at each spot in turn
Sit in a circle. and, while you move the children to and saying One, two.
the circle, encourage them to sit down as you sing • Repeat the same thing when you show the children
or play: the flashcard for number three. Point to the spots
Circle song on the dice and count the spots for the children
Come with me, Come with me, One, two, three.
Come with me, Come with me,
Make a circle. One, two, three.

e Hooray! STARTER © Helbling Languages

5. Play Point to ...
• Put the number flashcards on the floor in the centre
of the circle and name each flashcard.
• Say Point to one. and encourage the children to
point to the flashcard for number one.
• Praise the children who pointed at the correct
flashcard and point to the flashcard for number one
yourself.
• Repeat saying a different number each time.
6. Play Hold it up.
• Give the number flashcards out to three of the
children.
• Say Hold up one. and encourage the child holding
the flashcard for number one to hold their flashcard
in the air.
• Repeat a couple of times using different numbers
and then change the children holding the flashcards
so different children get a chance to play.
Rounding Off
7. Say bye-bye to the children.
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! to each child
using their name.
• Allow each child to stroke, shake hands with or pat
Peter and the more confident children should be
encouraged to say Bye-bye! back to Peter.
8. Sing the Bye-bye song. ~ ti.I:1
• Signal to the children that it is the end of the
English lesson by singing or playing:
Bye-bye song
Bye-bye, bye-bye,
It's time to go.
Bye-bye, bye-bye,
It's time to go.
Bye-bye!
If there is time ...
Play the Number treasure hunt. ~*fJ
Preparation Tip!
Before the lesson, prepare several
copies of the number flashcards or number mini
flashcards and hide them around the classroom. If
you have extra time available, the children can colour
and make the mini flashcards during a lesson, or you
can colour and make them yourself.
When the worksheet is used for the first time, only
use the mini flashcards for the numbers the children
have learnt so far. Make sure it is possible for the
children to find and reach the cards. If it is nice
weather and you have a safe area to use outside,
you might want to hide the flashcards outside for the
children to find.
• Tell the children which number they are looking for,
for example say Can you find one? and show the
children the flashcard for number one.
• Encourage the children to search the classroom or the
outside area and bring you any cards with one that
they find.
• When the children have found all the copies of one,
then ask them to look for two and bring you these
cards.
• Then the children can look for the cards with three,
and bring these to you.
• If there is time and the children are still interested,
you can encourage them to close their eyes and hide
the cards for the children to find again.
Hooray! STARTER © Helbling Languages fa
 Unit 1

Circle song
LESSON 4 • ACTION STORY Come with me, Come with me,
Come with me, Come with me,
Make a circle. One, two, three.
000
2. Sing the Hello song. @liiii
• Sing or play the Hello song and make Peter look
like he is singing too.
Hello song
Hello, hello,
It's nice to see you .
Hello, hello,
It's nice to see you.

Carpet Time
o 3. Introduce the Hello action story.
• Say Listen. and then stand where all the children
Main Objective
can clearly see you.
To listen t o and join in w ith a simple action story. • Say the lines from the action st ory and show the
Key Words correct action as you say the line .
Hello action story
one, two, t hree
Hello! (wave or salute to say hello)
Receptive Language Clap your hands! (clap your hands)
Clap your hands. Bye-bye! (wave goodbye and turn
around as if walking away)
Classroom Language
• If you still have the children's attention, repeat t he
Listen.
story so they watch you do it twice .
Stand up / Sit down, everyon e.
Where 's (one)?
4. Mime the action story.
Activities • Ask the children to stand up . Say Stand up,
Introduce and mime t he Hello action story. everyone. and encourage the children to stand up
Play Where 's one? in the circle.
Order the action story. • Repeat the action story and encourage the children
to join in and copy your actions as you say each
Materials Checklist line.
o Peter hand puppet • If the children are interested, do this a couple of
o CD 2-5, 8 (routine songs), CD 11 times, telling the action story in the correct order.
o flashcards 5-7 (one, two, three) • If the children seem confident with the action story,
o St udent's Book, p. 5 you can mix up the order of the lines and check the
o coloured penci ls or crayon s children still do the correct actions.
o action story cut-outs (Worksheet 3) (optiona l)
o scissors, glue and spare paper (optional) 5. Play Where's one?
o If there is time: colour mini fl ashcards • Ask the children to sit down in the circle. Say Sit
(Worksheet 4) down, everyone.
• Show the children the number flashcards in the
correct order and elicit the number on each of the
cards by counting the spots on the dice.
Warm-up • Mix up the flashcards and put them on the floor
in the centre of the circle with the picture facing
1. Welcome the children and make a circle . down.
@lm • Say Where's one? and hold up one finger.
• Hold Peter on your hand and, as the children enter • Encourage the children to point to the flashcard
the classroom, make Peter say Hello! to each child. they think is number one, then select a child to turn
Encourage the children to say Hello! back. the card over.
• Ask the children to sit in a circle or semi-circle. Say • If it is the correct card, praise the children and
Sit in a circle. and, while the children are moving repeat the activity asking the children to find
and sitting down, you can sing or play: another number.

fa Hooray! STARTER © Helbling Languages

 • If it is not the flashcard for number one, say No, 8. Sing the Tidy up song / Clean up song
sorry. Put the flashcard back on the f loor face (AmE). @l&i
down and encourage the children to guess again
• If you wo uld like the children to tidy away their
where number one is.
crayons and other materials, say It's time to tidy
up / clean up (AmE).
Pencil and Paper • Start to col lect the materials and encourage the
6. Sing the Table song . @: G'" •
children to help you.
While you are picking things up, si ng or play:
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit Tidy up song / Clean up song (AmE)
down at the tab les. Let's help each other
• While the chi ldren are moving to the table, sing or And tidy up I clean up (AmEJ.
play: Let's help each other
A nd tidy up I clean up (Am EJ.
Table song
Come with me,
Come with me. Rounding Off
Sit at a table,
One, two, three.
9. Sing the Bye-bye song. @: 'i.):'
• Whil e at the ta ble, look at Peter and say It's time
(Repeat)
to go, Peter.
• Ma ke Peter wave and say Bye-bye! an d encourage
7. Order the action story.
§:}] @: G·li. m.,.l,jj t he chil dren to wave an d say Bye-bye! back to
Peter.
• Signal to t he chi ldren that it is the end of the
If you th ink the children w ill find it difficult Engl ish lesson by singing or playing:
to order the pictures in the Student's Book, you can use
Bye-bye song
the action story cut-outs (Worksheet 3) instead . You can I Bye-bye, bye-bye,
cut out the pictures on the worksheet before the lesso~ n JI
It 's time to go.
or help the children with cutting if they are not able to
Bye-bye, bye-bye,
use scissors yet.
It's time to go.
Bye-bye!
• Hold up your co py of the Student's Book open to
the correct page and show the chi ldren the pictures
Ip f rom the action sto ry.
• Point to each of the pict ures and say the actions.
If there is time ...
~n You can also encourage the children to do the

•
actions at the table.
Give the children their St udent's Books open to the
correct pag e. Say the act ions from the action story
again and encourage the children to point to the
ry, correct picture.
le • Say Listen. and play the action story on the CD .
Encourage the chi ldren t o point to the correct
pict ure of each act ion again.
• Help the children to draw one spot in the square
for the first picture in t he story, two spots for the
second picture and three for the third .
• If you are using t he act ion story cut-outs
(Worksheet 3), give each child a copy of the
worksheet.
• The childre n can t hen move the pictures around
and put them in the co rrect order on the table in
front of them . You ca n also repeat the actions from
th e action story and ask the children to hold up the
correct picture for each action.
Irn • Once t he children have ord ered the cut up pictures,
they can use these to help them number the
pictures in the Student's Book.
• If there is time, the children could stick the cut up
pictu res in the correct order on a clean sheet of
paper. This can be taken home to show the parents .
Play Stand on red. 1ImII
Preparation Tip!
Before the lesson, colour and
laminate copies of the red and blue mini flashcards
(Worksheet 4) so there are enough for each child to
have one of each colour.
• Spread the laminated copies of the mini flashcards
around the room.
• Play some music (either songs from Hooray! Starter
or other English songs) and encourage t he children to
dance to the music.
• Stop the music and say, for example, Stand on red.
and encourage all the chi ldren to find a red mini
flashcard to stand on .
• Play the music again, and when the music stops, tell
the children which colour to stand on.
• Continue playing, changing which colour the children
should stand on each time.

Hooray ! STARTER © Helbling Languages fa

 Unit 1

Warm-up
LESSON 5 • STORY AND SONG
1. Welcome the children and make a circle.
~Ii'ii
• Make Peter greet the children and say Hello!
Encourage the children to wave and say Hello!
back.
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introd uction, p. 17).

2. Sing the Hello song. @Jiiii

• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).
o
Carpet Time
Main Objective
3. Introduce butterfly.
To listen to a story and a song about a butterfly.
• Show the children the butterfly flashcard and say
Key Words Look, it's a butterfly.
• Make a butterfly shape with your hands by linking
Peter, Rosie
your thumbs and moving your fingers up and down
red, blue
together like butterfly wings.
butterfly
• Point to the butterfly's wings on the flashcard and
Receptive Language say What colour is it? then elicit the colours red
Hello, Peter/Rosie. and blue from the children.
Look. It's red and blue. • Say Can you make a butterfly? and help the
Wonderful. children to make butterflies with their hands. If
One, two, three. there is time, they can make their butterflies fly
Dear Rosie, it's for you. around the classroom.
Thank you.
Bye-bye, Peter/Rosie . 4. Introduce The butterfly story. ~ ",IMfJ
• If you want to use a transition marker to tell the
Classroom Language children that the next activity is a story, then sing or
Look, it's a butterfly. play the Story song (CD 6):
Close/Open your eyes. Story song
Trace the line. It's time for a story
Colour the butterfly. Listen and look.
(Repeat)
Value
To develop appreciation for the value of friendship. • Either read the story from the back of the Story
cards, or play the CD 12 and show the Story cards.
Activities
.----------------------------------------------------------,
Introduce butterfly. , The butterfly
Introduce The butterfly story.
Play Peter or Rosie? , Peter: Hello, Rosie.
, Rosie: Hello, Peter.
Trace and colour the butterfly. ,
, Look. A butterfly It's red and blue. Ahhh I
Materials Checklist : Peter: Wonderful.
o Peter hand puppet Close your eyes, Rosie.
o CD 2-6, 8 (routine songs), CD 12 Rosie: OK.
o flashcards 1-4, 8 (Peter, Rosie, red, blue, Peter One, ... two, ... three.
butterfly) (singing): It's red and blue.
o Story cards 1-6 (The butterfly) It's red and blue.
o Student's Book, p. 7 It's red and blue.
o coloured pencils or crayons Dear Rosie, it's for you.
o The butterfly mini storybook (Worksheet 5a+b) Rosie: Thank you!
(optional) Bye-bye, Peter.
Peter: Bye-bye, Rosie.

fa Hooray! STARTER © Helbling Languages

• If there is time, allow the children to listen to the
story more than once.
5. Play Peter or Rosie ?
• Say Close y our eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
children have copied you .
• Once all the children have covered their eyes, put
either the flashcard for Peter or the flashcard for
Rosie on the board or in the centre of the circle.
• Say Open your eyes. and encourage the children
to open their eyes.
• Say Peter or Rosie ? and point to the flashcard on
the board or in the centre of the circle . Encourage
the children to name the card you are pointing to .
• Repeat this a few times changing the flashcard until
the children seem confident with nam ing the two
characters .
Pencil and Paper
6. Sing the Table song. ~ 1i,,1
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
7. Trace and colour the butterfly. §1]
• Hold up your Student's Book open to the correct
page so the children can all see it clearly. Point
to the butterfly on the page and elicit the word
Butterfly. from the children .
• Say Trace the line. and demonstrate how to trace
the path from the butterfly to the window.
• Give the children their Student's Books open to
the correct page and allow them to trace the line .
Praise the children for following the line carefully.
• Then say Colour the butterfly red and blue. and
start to colour some of the butterfly using red or
blue.
• Encourage the children to use only red and blue to
colour the butterfly.
• While the children are colouring, monitor the class
and ask the children about the colour they are
using or point to different parts of the butterfly and
elicit the colour the children have coloured it.
Preparation Tip!
You can also print a copy of the mini
storybook (Worksheet 5a+b) for each of the children to
take home at the end of the lesson . If there is time, the
children could colour one of the pages in the lesson, or
they can colour it at home with their parents . You will
need to cut and fold the mini storybooks for t he children
before the lesson (See Introduction , p. 11 ).
8. Sing the Tidy up song / Clean up song
(AmE). ~ ti'"
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (Am E).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (Am E) (See
Introduction, p. 17).
Rounding Off
9. Sing the Bye-bye song. @: U,i:1
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the childre n to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Musical flashcards.
• Put the butterfly, Peter and Rosie flashcards around
the classroom in a place where they can easily be
seen by the children and the children can safely move
between the cards (attached to a wall or something
that can't move is best).
• Point to each of the cards around the room and
elicit the name of the picture on the card from the
children .
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt so far.
• Stop the music and encourage the children to choose
a card to stand next to.
• Once all the children are by a flashcard, randomly
name one of the pictures. All the children standing by
that flashcard are 'out' . Ask these children to stand
near you for the next round and then allow them to
join back in the game the round after.
• Play the music again and al low the remaining children
to move around the room and repeat the activity.
Hooray! STARTER © Helbling Languages e
 Unit 1

Warm-up
LESSON 6 • THINKING SKILLS
1. Welcome the children and make a circle.
~ ti.'.
• Make Peter greet the children and say Hello!
Encourage the children to wave and say Hello!
back.
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).

2. Sing the Hello song. ~ U."

• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).
o
Carpet Time
Main Objective
3. Play Say it louder!
To match the characters with their silhouettes.
• Show the children the red flashcard and elicit the
Ke Words colour from the children.
• Make Peter say Shh! and whisper Red. Encourage
Peter, Rosie
the children to whisper it with Peter.
red, blue
• Say Red. repeatedly, each time a little louder, and
one, two, three
have the children repeat until the last time you
butterfly
shout it and then say Shh! and whisper Red. again.
Rece tive Language • Repeat this with the blue flashcard or with some of
It's red and blue. the other vocab ulary from this unit.
Dear Rosie, it's for you. • After some time you can try different voices, for
example, try singing the word, or saying it with a
Classroom Language high squeaky voice and then a deep low voice. Or
Hold up (one). try saying the word while you are holding your nose
Draw a line. or wobbling your lips using your finger.
Stick in the butterfly.
4. Sing the It's red and blue song.
Thinkin Skills
Focusing on details and matching a coloured
~ti·I"d
• Hold up the flashcard for the butterfly and elicit the
picture to the appropriate silhouette. word Butterfly. from the children.
Activities • Play or sing the song from the story:
Play Say it louder! It's red and blue
Sing the It's red and blue song. It's red and blue.
Play Hold it up. It's red and blue.
Match the silhouettes and stick in the butterfly. It's red and blue.
Dear Rosie, it's for you.
Materials Checklist Dear Rosie, it's for you I
Cl Peter hand puppet Dear Rosie, it's for you!
Cl CD 2-5, 8 (routine songs), CD 13-14 (Repeat)
Cl flashcards 1-8 (Peter, Rosie, red, blue, one,
• On the last line of the song, make Peter give the
two, three, butterfly)
butterfly flashcard to the Rosie flashcard.
Cl Student's Book, p. 9
• Continue to sing the song. You can change Rosie's
Cl sticker from the appendix of the Student's Book
name to one of the children's names and give the
(butterfly)
butterfly flashcard to the child instead using the
Cl coloured pencils or crayons
karaoke track (CD 14).
Cl If there is time: number mini flashcards
(Worksheet 2)

CD Hooray! STARTER © Helbling Languages

 • In a normal voice say What is it ? and again
Rounding Off
whisper or silently say Peter.
• Encourage the children to try and guess which 8. Say bye-bye to t he child ren.
f lashcard you were naming. Peter can praise the • Look at Peter and say It's time to go, Peter.
children who guess correctly by giving them a kiss, • Make Pet er say Bye-bye ! to each child using their
hug or high five. name.
• Repeat the activity by whispering or silently saying • Allow each child to stroke, shake hands with or pat
different words for the children to guess . Peter and the more confident children should be
encouraged to say Bye-bye! back to Peter.
Pencil and Paper
5. Sing the Table song. ~ G'" 9. Sing the Bye-bye song . ~ G'):'
• Signal to the children that it is the end of the
• Say It's time to sit at the table. and indicate to
Eng lish lesson by singing or playing the Bye-bye
t he children that you would like them to go and sit
song (See Introduction, p. 17).
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
If there is time ...
6. Make a Rosie or Peter puppet. '!M~%j*,,;j
Play Bean bag toss. '!MW'j
Preparation Tip!
Preparation Tip!
If the children are not able to cut, or if
You will need enough copies of
you don't have much time in the lesson, you might want
the number flashcards or number mini flashcards
to cut out the puppets before the lesson. The puppets
(Worksheet 2) to be able to give one card to each
need to be printed or stuck onto thick paper or card.
child . If you have extra time available, the children
• Hold up the worksheets so all the children can see can colour and make the mini flashcards during a
them clearly. lesson, or you can colour and make them yourself
• Point to the front of Rosie or Peter on the before the lesson.
worksheet and ask the children Who is it? and If you have a large class, you might want only half
elicit the name Rosie. or Peter. the children to play. The other children can stand
• Give each child a copy of the worksheet and say behind a friend and swap places after a short time.
Colour (Peter). Demonstrate by starting to colour You also need a soft bailor a bean bag.
the front of the puppet.
• Ask the children to sit in a circle and put a flashcard
• Monitor the class and praise the children for neat
or mini flashcard on the floor in front of each child (or
colouring .
if the children are sat on chairs, put the card face up
• Once the children have coloured the front of the
under each chair).
puppet, encourage them to colour the back of the
• You should stand in the middle of the circle and say
puppet.
one of the numbers, then pass the bean bag or ball
s • Then say Cut out (Peter). and demonstrate by
to a child with a card showing that number.
showing the chi ldren how to cut out the front of
• If children are not confident throwing and catching,
the puppet.
you might want to roll the ball along the floor to the
• Once the children have cut out their puppets, help
child instead of throwing it.
the children stick the front and back piece together
• Say another number and encourage the child with
with a straw or lollipop stick in the midd le for the
the bailor bean bag to pass it to another child with
chi ldren to hold the puppet.
the number you have just named.
• If the children seem confident with the game, a child
7. Sing the Tidy up song / Clean up song
can stand in the middle of the circle and name the
(AmE) . ~ G'ii numbers for the others to pass the bailor bean bag
• If you would like the chi ldren to tidy away their to .
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).

Hooray! STARTER © Helbling Languages fa

 EXTRA LESSON 2 (OPTIONAL) Warm-up

~~/lJ;tf/;ftfi;r;?;fHt'/1 r!./1r~dff'u&'Jt//1j/- 8«1

• Make Peter greet the children. Make the puppet
introduced in lesson 5)
say Hello! and encourage the children to wave and
say Hello! back to Peter.
Main Obiec:tive • ':,\"9 at »\o.'} '-'ne Hello song 0."0 ~aKe ?e,-et \oOK
\ 0 \\st.en to and 5\\\9 a song about. co\ours. \",kp np ic;;. , ·,,·"'H,inr1 T ................ (C=c. \ ....... +..-,...,,.....1, • • ..-+; ...... ~ ~ ..,----.,

red, blue Carpet Time

one, two, three 2. Tell The butterfly story again. ~U,.tl
butterfly • If you want to use a transition marker to tell the
Receptive Language children that the next activity is a story, then sing or
play the Story song (C D 6):
Hello, Peter/Rosie.
Story song
Look. It's red and blue.
It's time for a story
Wonderful.
Listen and look.
One, two, three.
(Repeat)
Dear Rosie, it's for you.
Thank you. • Either read the story from the back of the Story
Bye-bye, Peter/Rosie. cards, or play the CD 12 and show the Story cards.
What colour is it? • Encourage the children to join in with some parts of
the story, for example, they can wave to say hello
Classroom Language
to the characters in the story, and can copy some
What's missing? of your facial expressions or movements. Th ey can
Colour I Cut out the butterfly. also hold up the Rosie or Peter puppet they made in
Activities Extra Lesson 1.
• You can also point to the characters or the butterfly
Tell The butterfly story again .
on the Story cards and elicit the correct words from
Sing the It's red and blue song .
the children. Or the children can join in counting to
Play What's missing?
three with Peter while he is drawing the butterfly.
Make a butterfly.
• If there is time and the children are interested,
Materials Checklist allow them to listen to the story more than once.
o Peter hand puppet
o CD 2, 4-6, 8 (routine songs), CD 12-14 3. Sing the It's red and blue song.
o flashcards 1-8 (Peter, Rosie, red, blue, one, ~Ii"i'd
two, three, butterfly) • Hold up the flashcard for the butterfly and elicit the
o Story cards 1-6 (The butterfly) word Butterfly. from the children.
o butterfly outline (Worksheet 7) • Say What colour is it? and encourage the children
o coloured pencils or crayons to say and point to the colours red and blue on the
o scrap pieces of coloured paper or other butterfly.
materials • Play or sing the song from the story:
o glue and scissors It's red and blue
o If there is time: character, number or colour It's red and blue.
mini flashcards (Worksheets 1, 2, 4) It's red and blue.
It's red and blue.
Notes
Dear Rosie, it's for you.
(Repeat)

• On the last line of the song, make Peter give the

butterfly flashcard to the Rosie flashcard.
• Continue to sing the song while the children are
interested. You can also change Rosie's name to
one of the children's names and give the butterfly
flashcard to the child instead using the karaoke
track (CD 14).

e Hooray! STARTER © Helbling Languages

 . Play What's missing?
• Choose some of the flashcards from this unit and
elicit the vocabulary from the children.
• Put the cards on the floor face down so the picture
can't be seen.
• Turn the cards over one at a time and elicit the
name of the picture on the card until only one card
remains face down.
• Encourage the children to name the card which is
missing (a nd is face down). Ask What's missing?,
then turn the card over to check if the children
were correct.
• If the children are interested, play the game again
and leave a different card face down.
Rounding Off
8. Say bye-bye to the children.
• Look at Peter and say It's time to go, Peter.
• Make Peter say Bye-bye! to each child using their
name.
• Allow each child to stroke, shake hands with or pat
Peter and the more confident children should be
encouraged to say Bye-bye! back to Peter.
9. Sing the Bye-bye song. ~ R,I:.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).

Pencil and Paper

5. Sing the Table song. @1i!iI
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Make a butterfly. ~WU
Preparation Tip!
in If the children are not able to cut, or if
you don't have much time in the lesson, you might want
y to cut out the butterflies before the lesson.
If there is time ...
Play Snap! ~WIHJ
Preparation TIp!
You will need enough mini flashcards
for each child to have one set of the vocabulary items
which you would like to practise. If you have extra
time available, the children can colour and make the
mini flashcards during a lesson, or you can colour
and make them yourself before the lesson.
Make sure to only use the mini flashcards for the
numbers and colours the children have learnt so far.

• Encourage the children to move so that they have a

• Hold up the worksheet so all the children can see it
space in front of them.
clearly and ask the children What is it?
• Help the children to put some of the mini flashcards
• Say Colour the butterfly. and demonstrate by
from this unit on the floor in front of them. Make
starting to draw a pattern on the butterfly and
sure all the children have the same cards in front of
colour some of it.
them.
• Give each child a copy of the worksheet and allow
• Hold up the teacher'S flashcards in a fan and make
them to colour their butterfly.
Peter select one of the cards and hold it so the
• Alternatively, if you have time, provide the children
children can't see which card has been chosen.
with scrap pieces of coloured paper and other
• Encourage the children to choose one of their mini
materials and allow the children to stick these onto
flashcards and hold it up in the air so you can see
their butterfly to decorate it.
which card they have selected.
• Once the children have finished their butterfly, say
• Make Peter show his card and name the picture for
Cut out the butterfly. and demonstrate by cutting
the children. Then Peter can hug, kiss or high-five the
out your copy of the butterfly.
children who held up the same card and say Snap!
• At the end of the table activity collect all the
• Put all the cards back to the starting position and
butterflies from the children and, if possible, display
repeat the activity with Peter and the children
them on a wall or in a window in the classroom.
selecting a different flashcard.

7. Sing the Tidy up song / Clean up song

(AmE). ~ G",
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).

Hoorayl STARTER © Helbling Languages G

 ... - -~

@ffiill My toys . .~ ~

LANGUAGE OVERVIEW • UNIT 2

Key Words Colour the (teddy/teddy bear (AmE)).
teddy/teddy bear (AmE) What have I got?
doll What's in the (magic) bag?
plane Listen.
train Stand up, everyone.
yellow Is it a (plane)?
old Stick in the teddy/teddy bear (AmE)/plane.
new Colour the shop stall .
What's missing?
Receptive language Find the odd one out.
It's red and blue. Circle the odd one out.
Dear (Rosie), it's for you . What is it?
Look at the (teddy/teddy bear (AmE)). Cut out the toys.
It's red/yellow and blue. Stick the toys together.
Old or new? Let's colour the sign .
Pick up your teddy/teddy bear (Am E).
Objectives
Put it on the plane.
Teddy/Teddy bear (AmE) flies off/away (AmE). Children learn:
Woooo! • to recognise and name the colour yellow in
Bye-bye, (doll). English
Look. A (doll). • to recognise and name some toys in English
Ah! I've got an idea . / I have an idea (Am E). • to find the odd one out in a group of similar items
Let's wash the (doll). • actions and mimes for playing with toys and use
Let's paint the (plane). these in some songs and an action story
Wow! Let's make a shop/store (AmE). Competences
OK. Wonderful.
Look at the toy shop/store (AmE). Children can:
It's for you . • recognise the difference between old and new
Girls and boys, come and play. • use English to say if a toy is old or new
I've got a (teddy) and a (doll). / I have a (teddy bear) • follow the English instructions and lesson routines
and a (doll) (AmE). • act out a three part action story
• join in with a song
Classroom language • show interest in a story read by the teacher or
Look, a (teddy/teddy bear (Am E)). played on a CD
Point to the (doll). • show their understanding using gestures and
Which toy? mimes, as well as through participation in the
A (plane), please. games and activities
Where's the (plane)? Values
Yes. / No, sorry.
Thank you . • appreciating what you have
Close/Open your eyes. Thinking Skills
Look, a (teddy/teddy bear (AmE)).
• focusing on details to find the odd one out

Hooray! STARTER © Helbling Languages e

 Unit 2

2. Sing the ft's red and blue song.

LESSON 1 • TOY VOCABULARY ~G,i"" •
• Hold up the flashcard for the butterfly and elicit the
Main Objective word Butterfly. from the children.
To introduce the new toy vocabulary for this unit. • Play or sing the song from the story:
It's red and blue
Key Words
It's red and blue.
teddy/teddy bear (Am E), doll, plane, train It's red and blue.
Receptive Language It's red and blue,
Dear Rosie, it's for you.
It's red and blue.
Dear Rosie, it's for you!
Dear Rosie, it's for you. Dear Rosie, it's for you!
Classroom Language (Repeat)
Look, a (teddy/teddy bear (AmE». • On the last line of the song, make Peter give the
Point to the (doll). butterfly flashcard to the Rosie flashcard.
Which toy? • Continue to sing the song . If the children are
A (plane), please. interested, you can change Rosie's name to one
Where's the (plane)? of the children's names and give the butterfly
Yes. / No, sorry. flashcard to the child instead using the karaoke
Thank you. track (CD 14).
Activities
Sing the It's red and blue song.
Carpet Time
Introduce the toy vocabulary. 3. Introduce the toy vocabulary.
Play Point to ... and Wheres the plane? • Show the children the flashcard for teddy/teddy
Mime the toys. bear (AmE) and say Look, a teddy/teddy bear
Materials Checklist (AmE). Mime hugging a teddy/teddy bear (Am E)
and put the flashcard on the floor.
o Peter hand puppet • Say A teddy/teddy bear (AmE). again and
o CD 2-3, 8 (routine songs), CD 13-14 encourage the children to join in with the action for
o flashcards 2, 8-12 (Rosie, butterfly, teddy/teddy teddy/teddy bear (Am E).
bear (AmE), doll, plane, train )
• Then show the children the flashcard for doll and
Notes say Look, a doll.
• Mime rocking a baby and say A doll. again.
Encourage the children to join in with the action.
• Continue to name the toys on the flashcards and
encourage the children to copy the actions which
you show them.
Suggested actions:
teddy/teddy bear (AmE) - pretend to hold and
Warm-up hug a big teddy/teddy bear (AmE)
doll - pretend to hold and rock a baby in your arms
1. Welcome the children. ~ A,'A' plane - hold your arms out to the side like
• When the children are all in the classroom, aeroplane wings and, if you are standing up, run
encourage them to sit in a circle. While you are around in a small circle
making a circle, you can sing or play the Circle song train - move your arms in a small circle beside the
(See Introduction, p. 17). body with the elbows bent (like train wheels) and
• Make the puppet say Hello! and encourage the then pretend to pull a handle down to make the
children to wave and say Hello! back to Peter. train whistle saying choo-choo
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

e Hooray! STARTER © Helbling Languages

 4. Play Poin t t o .. .
• Put the toy flashcards on the floor in front of the
children with the picture facing up. Say Point to
the
the doll. Mime holding and rocking a baby in your
arms, then point to the doll flashcard or make Peter
point to the flashcard.
• Encourage the children to do the action and point
to the flashcard with you.
• Continue to name the toys, do the actions and
point to the correct flashcard.
Rounding Off
7. Sing the Bye-bye song. ~ R.I:I
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17)

5. Play Where's the plane?

• Show the children each of the toy flashcards . Say
Look, a (plane). as you show each card then place
t he card face down on the floor.
• Mix up the cards by sliding them around the floor.
Then look at Peter and say Which toy, Peter?
Make Peter say A plane, please. and show the
children the action for plane.
• Ask Where's the plane ? and invite one of the
children to turn over a card and try to find the
plane flashcard. If the child turns over the card with
t he plane, say Yes. and allow the child to give the
card to Peter. Peter should say Thank you. and can
reward the child by giving a kiss, hug or high five .
If the card is not the plane, then say No, sorry. and
choose a new child to turn over a card.
• Continue playing the game until each child has had
at least one turn to look for a toy for Peter.
If there is time ...
Play Musical statues.
• Play some music for the children to move to and
name one of the toys. Encourage the children to
dance or move using the action for the toy which you
have named.
• After some time, stop the music and encourage the
children to freeze in position.
• When you start the music again, name a different toy
for the children to use for their movements.
• Alternatively, if you don't want to stop and start
music, you can sing Look, a (plane), a (plane), a
(plane). repeatedly while the children are moving.
Then say Freeze ! when you want the children to stop
moving.

l for 6. Mime the toys.

• Encourage all the children to stand up in an area
that is safe for them to move around in.
• Say Look, a doll. Show the action for doll and
encourage the children to join in with you .
l. • Once most of the children are doing the action,
Id change the toy and say Look, a train. and change
:h t o the action for train.
• Continue to name toys as the children join in with
the actions and try to make the change happen a
d little faster each time .
• As the children become comfortable with the
arms activity, name the toy and let the children do the
action before you join in with them.
n

the
ld
e

Hooray! STARTER © Helbling Languages e

 Unit 2

• Make the puppet say Hello! and encourage the

children to wave and say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).
tmBD My toys
Carpet Time
2. Revise the toy vocabulary.
• Show the children the flashcard for train and say
Look, a train. Mime being a train and put the
flashcard on the floor.
• Say A train. again and encourage the children to
show you the action for train .
• Then show the children the flashcard for plane and
say Look, a plane.
• Say A plane. again and encourage the children to
show you the action for plane.
• Continue to name the toys on the flashcards and
Main Objective encourage the children to show you the actions for
To sing a song about toys. each toy.
Suggested actions:
Key Words teddy/teddy bear (AmE) - pretend to hold and
teddy/teddy bear (Am E), doll, plane, train hug a big teddy/teddy bear (AmE)
red, blue, yellow doll- pretend to hold and rock a baby in your arms
plane - hold your arms out to the side like
Receptive Language aeroplane wings and if you are standing up, run
Look at the (teddy/teddy bear (AmE)). around in a small circle
It's (red) and blue. train - move your arms in a small circle beside the
Dear (Rosie), it's for you. body with the elbows bent (like train wheels) and
then pretend to pull a handle down to make the
Classroom Language
train whistle saying choo-choo
Close/Open your eyes.
Look, a (teddy/teddy bear (AmE)). 3. Play Red, blue or yellow?
Colour the (teddy/teddy bear (AmE)).
• Show the children the blue and red flashcards and
Activities elicit the colours.
• Show the children the yellow flashcard and say
Revise the toy vocabulary.
Yellow.
Play Red, blue or yellow?
Sing the Look at the teddy/teddy bear (AmE) song. • Say Close your eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
Colour the toys.
children have copied you.
Materials Checklist • Once all the children have covered their eyes, put
o Peter hand puppet one of the colour flashcards on the board or in the
o CD 2-5, 8 (routine songs), CD 15 centre of the circle.
o flashcards 3-4, 9-13 (red, blue, teddy/teddy • Say Open your eyes. and encourage the children
bear (AmE), doll, plane, train, yellow) to open their eyes.
o Student's Book, p. 11 • Say Red, blue or yellow? and point to the
o coloured pencils or crayons flashcard on the board or in the centre of the circle.
o If there is time: colour or toy mini flashcards Encourage the children to name the card you are
(Worksheet 4 or 8) pointing to .
• Repeat this a few times changing the flashcard
until the children seem confident with naming the
colours.
Warm-up
1. Welcome the children.
•
@: G.'.'
When the children are all in the classroom,
4. Sing the Look at the teddy/teddy bear

•
(AmE) song. @:
ti.I"
Attach the toy flashcards to the board or put them
encourage them to sit in a circle. You can sing or
in the centre of the circle in the order of the song .
play the Circle song (See Introduction, p. 17).
• Play the song and point to each toy as you hear it
in the song .

Cl) Hooray! STARTER © Helbling Languages

 Look at the teddy/teddy bear (AmE) 7. Sing the Tidy up song / Clean up song
Look at the teddy/teddy bear (Am E).
It's red and blue.
(AmE). @: G'"
• If you would like the children to tidy away their
Look at the teddy/teddy bear (Am E).
crayons and Student's Books, say It's time to tidy
Dear Rosie, it's for you.
up / clean up (AmE).
Dear Rosie, it's for you.
• Start to collect the books and crayons and
Dear Rosie, it's for you.
encourage the children to help you.
Look at the doll. • While you are picking things up, sing or play
It's yellow and blue. the Tidy up song / Clean up song (Am E) (See
Look at the doll. Introduction, p. 17).
Dear Peter, it's for you.
Dear Peter, it's for you. Rounding Off
Dear Peter, it's for you.
8. Sing the Bye-bye song. @: G'):'
Look at the plane. • While the children are still at the table, look at Peter
It's yellow and blue. and say It's time to go, Peter.
Look at the plane. • Make Peter wave and say Bye-bye! and encourage
Dear Rosie, it's for you. the children to wave and say Bye-bye! back.
or Dear Rosie, it's for you. • Signal to the children that it is the end of the
Dear Rosie, it's for you. English lesson by singing or playing the Bye-bye
Look at the train. song (See Introduction, p. 17).
It's red and blue.
Look at the train.
11S
Dear Peter, it's for you. I f there is time ...
Dear Peter, it's for you.
Dear Peter, it's for you. Play Bingo! ~*iiJ
Preparation Tip!
• Play the song again and encourage the children to You wil l need enough colour (or toy)
do the action for each toy as they hear it.
mini flashcards for each child to have one set of the
vocabulary items which you would like to practise.
Pencil and Paper
5. Sing the Table song. @:
•
R,,'
Say It's time to sit at the table. and indicate to
If you have extra time available, the children can
colour and make the mini flashcards during a lesson,
or you can colour and make them yourself before the
lesson.
the children that you would like them to go and sit
down at the tables. When Worksheet 4 is used for the first time, only use
• While the children are moving to the table, sing or the mini flashcards for the colours the children have
play the Table song (See Introduction, p. 17). learnt so far.

• Put the colour flashcards face down on the floor in

6. Colour the toys. [s~~1jJ @: G,I"
• Hold up your Student's Books so all the children can
see clearly.
• Play or sing the Look at the teddy/teddy bear (AmE)
song again and point to each toy on the page as
you hear it in the song.
• Give the children their Student's Books open to the
correct page and say Point to the (plane). and
check the children point to the correct toy.
• Point to the teddy/teddy bear (Am E) and say Look
at the teddy/teddy bear (AmE). It's red and
blue. Colour the teddy/teddy bear (AmE) red
and blue. and demonstrate by colouring the teddy/
teddy bear (AmE) so it is red and blue.
• Monitor the children and check they are using
the correct colours to colour the teddy/teddy bear
(AmE)
• Continue to repeat the information from the song
for each of the toys and help the children to colour
the toys on the page.
front of Peter.
• Help the children to move so that they have a space
in front of them. The children should choose two
colour mini flashcards to put on the floor in front of
them with the colour facing up.
• Make Peter turn over one of the colour flashcards
from his set, and show and say the colour to the
children. Then encourage the children to turn over
the mini flashcard with the same colour so the colour
can't be seen.
• Repeat this until some of the children have turned
over both their mini flashcards and encourage them
to shout Bingo! Peter can then kiss, hug or high-five
the children who have 'Bingo'.
• If the children are still interested, then turn all the
cards back over and repeat the activity, this time
calling the colours a little quicker, or using the toy
flashcards instead of the colour flash cards.

Hooray! STARTER © Helbling Languages e

 Unit 2

Warm-up
LESSON 3 • OLD AND NEW
1. Welcome the children . C2 ti,'A'
Main Objective • When the children are all in the classroom,
To introduce t he concept of old and new. encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
Key Words (See Introduction, p. 17)
teddy/teddy bear (Am E), doll, plane, tra in • Make Peter greet the children . Make the pu ppet
old, new say Hello! and encourage the children to wave and
say Hello! back to Peter.
Receptive Language • Sing or play the Hello song and make Peter look
Look at the (teddy/teddy bear (AmE)). like he is singing too (See Introduction, p. 17).
It's (red) and bl ue.
Dear (Rosie), it's for you . 2. Sing the Look at the teddy/teddy bear
Old or new? (AmE) song. ~ ij,i&'H
Classroom Language • Play the song and encourage the children to do the
action for each toy as they hear it in the song (See
Close/Open your eyes.
Lesson 2 for the song lyrics).
What have I got?
• Alternatively, use the karaoke version of the song
Look, a magic bag.
and, instead of giving the toys to Peter and the
What's in the magic bag?
Rosie flashcard, you could give the toys or toy
Activities flashcards to different children in the class (C D 16).
Sing t he Look at the teddy/teddy bear (AmE) song. Look at the teddy/teddy bear (AmE)
Introduce old and new. Look at the teddy/teddy bear (Am E).
Play Old or new?, What have I got? and What's in It's red and blue.
the magic bag? Look at the teddy/teddy bear (Am E).
Dear (Tomas), it's for you.
Materials Checklist
Look at the doll.
o Peter hand puppet
It's yellow and blue.
o CD 2-3, 8 (routine songs), CD 15-16
Look at the doll.
o fl ashcards 2, 9-1 2, 14- 15 (Rosie, teddy/teddy
Dear (Sophie), it's for you . ...
bear (Am E), doll, plane, train, old toys, new
toys) Look at the plane
o a (magic) bag It's yellow and blue.
o small toy plane, train, doll and teddy/teddy Look at the plane.
bear (AmE) Dear (David), it's for you . ...

Notes Look at the train.

It's red and blue.
Look at the train.
Dear (Clara), it's for you.

Carpet Time
3. Introduce old and new.
• Show the child ren the flashcard fo r the old toys and
say What is it?
• Elicit the toy words for the toys on the flashcard
then say Oh, no! and point to the old toys. Then
say Oh, no! They're old.
• Show the children the flashcard for the new toys
and say They're new.

CD Hooray! STARTER © Helbling Languages

 4. Play Old or new?
• Say Close your eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
children have copied you.
• Once all the children have covered their eyes, put
)9 either the old toys or new toys flashcard on the
board or in the centre of the circle.
• Say Open your eyes. and encourage the children
to open their eyes.
• Say Old or new? and point to the flashcard on the
board or in the centre of the circle . Encourage the
children to say if the flashcard shows old or new
toys.
• Repeat this a few times changing the flashcard until
the children seem confident telling you if the toys
le are old or new.
e in a place where they can easily be seen by the
5. Play What have I got?
• Show the children the small toys you brought to
class and, if there is time, let the chi ldren feel each
of them.
3). • Put all of the toys into the middle of the circle .
• Say Close your eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
children have copied you.
• Once all the children have covered their eyes, take
one of the small toys and hold it behind your back.
• Say Open your eyes. and encourage the children
to open their eyes .
• Say What have I got? and indicate the toy that
you have hidden behind your back.
• Encourage the children to guess which toy you
have behind your back and then show the children
to check if they were correct.
• Repeat this a few times taking a different toy to
hide behind your back each time.
Rounding Off
7. Sing the Bye-bye song. ~ R,i:'
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal t o the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Musical flashcards.
• Place some of the toy flashcards around the classroom
children and the children can safely move between
the cards (attached to a wall or something that can't
move is best)
• Point to each of the cards around the room and elicit
the toys from the children.
• Play some music for the children to move around to.
You could use some of the songs that the ch ildren
have learnt so far.
• Stop the music and encourage the chi ldren to choose
a toy and stand near the flashcard for that toy.
• Once all the children are by a flashcard, randomly say
a toy. All the children standing by that toy flashcard
are 'out'. Ask these children to stand near you for the
next round and then allow them to join back in the
game the round after.
• Play the music again and allow the remaining children
to move around the room and repeat the activity.

6. Play What's in the magic bag?

• Show the children the magic bag and say Look, a
magic bag. What's in the magic bag ?
• Look inside the magic bag and pretend to be very
excited about what is in the bag .
• Pretend to take a train out of the magic bag and
t hen pretend to play with the train.
• Ask the children again What's in the magic bag?
and
and encourage t he children to guess what toy you
are playing with.
• Once the children guess the toy, you can pretend to
~n
give all the chi ldren a train from the magic bag and
everyone can pretend to play with their train.
/s
• Continue taking toys from the magic bag and
encouraging the children to guess which toy you
have taken.
• Once the children are familiar with the magic bag ,
you could invite confident children to take a toy
from the magic bag and play with it while the other
children guess which toy the child has .

Hoorayl STARTER © Helbling Languages e

 Unit 2

Warm-up
LESSON 4 • ACTION STORY
1. Welcome the children. ~ R....
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Introduce the My toys action story.
• Say Listen. and then stand where all the children
can clearly see you.
Main Objective • Say the lines from the action story and show the
To listen to and join in with a simple action story. correct action as you say the line.
My toys action story
Key Words
Pick up your teddy/teddy bear (Am E).
teddy/teddy bear (Am E), doll, plane, train Put it on the plane.
old, new Teddy/Teddy bear (AmE) flies off/away (Am EJ.
Receptive language Woooo!

Pick up your teddy/teddy bear (AmE). • If you still have the children's attention, repeat the
Put it on the plane. story 50 they watch you do it twice.
TeddylTeddy bear (AmE) flies off/away (Am E).
Woooo! 3. Mime the action story.
Classroom language • Ask the children to stand up. Say Stand up,
everyone. and encourage the children to stand up
Listen.
in the circle.
Stand up, everyone.
• Repeat the action story and encourage the children
Is it a (plane)?
to join in and copy your actions as you say each
Activities line.
• If the children are interested, do this a couple of
Introduce and mime the My toys actions story.
times, telling the action story in the correct order.
Play the Yes or no game.
• If the children seem confident with the action story,
Order the action story.
you can mix up the order of the lines and check the
Materials Checklist children still do the correct actions.
o Peter hand puppet
o CD 2-5, 8 (routine songs), CD 17 4. Play the Yes or no game.
o flashcards 9-12 (teddy/teddy bear (AmE), doll, • Show the children the toy flashcards and elicit the
plane, train) toys. Then show the children that you are mixing
o Student's Book, p.13 the cards in your hands 50 neither you nor the
o coloured pencils or crayons children know the order of the cards.
o action story cut-outs (Worksheet 9) (optional) • Take one of the flashcards and hold it above your
o scissors, glue and spare paper (optional) head 50 that the children can see which toy you are
o If there is time: toy mini flashcards holding but you can't.
(Worksheet 8) (optional) • With your other hand point to the flashcard and say
Is it a (plane)? and encourage the children to say
Yes. if you are holding up the plane and No, sorry.
if not. If the answer was No, sorry., keep guessing
until the children say Yes.
• Repeat this with some of the other flashcards.

e Hooray! STARTER © Helbling Languages

 Pencil and Paper
5. Sing the Table song. @: G'"
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
mg down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
Ind
6. Order the action story.
[@l~J @: G,'fj '1!bWf'l
Teaching Tip!
If you think the children will find it difficult
o order the pictures in the Student's Book, you can use
he action story cut-outs (Worksheet 9) instead. You can
cut out the pictures on the worksheet before the lesson
or help the children with cutting if they are not able to
use scissors yet.
• Hold up your copy of the Student's Book open to
the correct page and show the children the pictures
from the action story.
• Point to each of the pictures and say the actions.
You can also encourage the children to do the
actions at the table.
• Give the children their Student's Books open to the
correct page. Say the actions from the action story
again and encourage the children to point to the
correct picture.
• Say Listen. and play the action story on the CD.
Encourage the children to point to the correct
picture of each action again.
• Help the children to draw one spot in the square
for the first picture in the story, two spots for the
second picture and three for the third.
• If you are using the action story cut-outs
(Worksheet 9), give each child a copy of the
worksheet.
• The children can then move the pictures around
and put them in the correct order on the table in
front of them. You can also repeat the actions from
the action story and ask the children to hold up the
correct picture for each action.
• Once the children have ordered the cut up pictures,
they can use these to help them number the
pictures in the Student's Book.
• If there is time, the children could stick the cut up
pictures in the correct order on a clean sheet of
paper. This paper could be taken home to show the
parents.
7. Sing the Tidy up song / Clean up song
(AmE). @: ti.11
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ ti.I:1
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Treasure hunt. '!R
Preparation Tip!
Before the lesson, prepare several
copies of the toy flashcards or toy mini flashcards and
hide them around the classroom. If you have extra
time available, the children can colour and make the
mini flashcards during a lesson, or you can colour
and make them yourself before the lesson.
Make sure it is possible for the children to find and
reach the cards. If it is nice weather and you have a
safe area to use outside, you might want to hide the
flashcards outside for the children to find.
• Tell the children which toy they are looking for, for
example say Can you find the doll? and show the
children the flashcard for the doll.
• Encourage the children to search the classroom or the
outside area and bring you any cards with the doll
that they find.
• When the children have found all the copies of the
doll flash card, then ask them to look for the plane
and bring you these cards.
• Then the children can look for the other flashcards
and bring these to you.
• If there is time and the children are still interested,
you can encourage them to close their eyes and hide
the cards for the children to find again
Hooray! STARTER © Helbling Languages CD
 Unit 2

Warm-up
LESSON 5 • STORY AND SONG
1. Welcome the children. ~ "".'
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Main Objective
To listen to a story about a toy shop/store (AmE).
Key Words
teddy/teddy bear (Am E), doll, plane, train
Receptive Language
Bye-bye, (doll). / Look. A (doll).
Ah! I've got an idea . / I have an idea (AmE).
Let's wash the (doll).
Let's paint the plane/train.
Wow! Let's make a shop/store (AmE).
OK. Wonderful.
Look at the toy shop/store (AmE). It's for you .
Carpet Time
2. Play Old or new?
• Say Close your eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
children have copied you.
• Once all the children have covered their eyes, put
either the old toys or new toys flashcard on the
board or in the centre of the circle.
• Say Open your eyes. and encourage the children
to open their eyes.
• Say Old or new? and point to the flashcard on the
board or in the centre of the circle. Encourage the
children to say if the flashcard shows old or new
toys.
• Repeat this a few times changing the flashcard until
the children seem confident telling you if the toys
are old or new.

Classroom Language 3. Introduce The toy shop/store (AmE) story.

Point to the (teddy/teddy bear (Am E)). ~G,I.':i
Stick in the (plane). • If you want to use a transition marker to tell the
Colour the shop stall. children that the next activity is a story, then sing or
play the Story song (CD 6):
Value Story song
Appreciating what you have. It's time for a story
Listen and look.
Activities (Repeat)
Play Old or new?
Introduce The toy shop/store (AmE) story. • Either read the story from the back of the Story
Pretend to have a toy shop/store (Am E). cards, or play the CD 18 and show the Story cards.
Stick in the teddy/teddy bear (AmE) and plane. • If there is time, listen to the story more than once.

Materials Checklist
The toy shop/store (AmE)
o Peter hand puppet
o CD 2-6, 8 (routine songs), CD 18 Boy: Bye-bye, dol/.
o flashcards 14-15 (old toys, new toys) Bye-bye, teddy/teddy bear (AmE)
o Story cards 7-12 (The toy shop/store (AmE)) Bye-bye, plane.
o Student's Book, p. 15 Bye-bye, train.
o stickers from the appendix of the Student's
Rosie Look. A dol/.
Book (teddy/teddy bear (AmE), plane)
Peter: Look. A teddy/teddy bear (AmE)
o coloured pencils or crayons
Rosie: Look. A plane.
o The toy shop/store (AmE) mini storybook
Peter: Look. A train.
(Worksheet 1Oa+b) (optional)
o toy dolls, teddies/teddy bears (Am E), etc.

e Hooray! STARTER © Helbling Languages

 osie : Ah! I've got an idea. / I have an idea (AmE)
Let's wash the dol/.
Peter OK and let's wash the teddy/teddy bear (Am£)
Rosie: Let's paint the plane.
Peter OK and let's paint the train.
ng
Peter Wow! Let's make a shop/store (AmE).
Rosie: OK. Wonderful.
nd Peter & Rosie (singing)
Look at the toy shop/store (AmE), hey, hey, hey
It's for you, it's for you.
Look at the toy shop/store (AmE), hey, hey, hey
It's for you, it's for you
4. Pretend to have a toy shop/store (Am E).
19 • Put some teddies/teddy bears (Am E), dolls, planes
le and trains on a table and invite the children to look
at them.
• Say Look, a toy shop/store (AmE). We 've got a
teddy/teddy bear (AmE), a doll, .. . and show the
children some of the toys as you name them.
~n • Invite some of the children to stand in front of the
table and pretend they are shopping . They should
:he ask for one or two of the toys, for example Teddy/
le Teddy bear (AmE), please.
• After you have sold all the toys on the table, ask
t he children to return the toys and play again until
Intil all the children have had a turn to 'shop'.
's • If there is time, you might also want to let more
confident children stand behind the table and 'sell'
the toys.
y.
Pencil and Paper
• Then do the same to get the children to stick the
plane sticker on the page.
• After the children have finished putting the stickers
on the page, say Colour the shop stall. Point to
where the children should colour and then let them
colour it accordingly.
Preparation Tip!
You can also print a copy of the mini
storybook (Worksheet 1Oa+b) for each of the children to
take home at the end of the lesson. If there is time, the
children could colour one of the pages in the lesson, or
they can colour it at home with their parents.
You will need to cut and fold the mini storybooks for the
children before the lesson (See Introduction, p. 11).
7. Sing the Tidy up song / Clean up song
(AmE). ~ G,II
• If you would like the children to tidy away their
crayons and materials, say It's time to tidy up /
clean up (AmE).
• Start to collect the materials and encourage the
children to help you .
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ 'i,I:'
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.

lor
5. Sing the Table song. ~
•
G,,'
Say It 's time to sit at the table. and indicate to
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
the children that you would like them to go and sit song (See Introduction, p. 17).
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17). If there is time ...
6. Stick in the teddy/teddy bear (AmE) and Sing the songs you remember.
ds. plane. §:~J • Ask the children which English songs they remember
from the lessons so far and allow them to choose
:e. • Give the children their Student's Books open to the
which songs they would like to sing.
correct page .
• Say Point to the train. and check the children
are pointing to the train. Say Point to the teddy/
teddy bear (AmE). and check the children are
pointing to the place for the teddy/teddy bear
(AmE) sticker. Repeat encouraging the children to
point to the doll and the place for the plane sticker.
• Then say Stick in the teddy/teddy bear (AmE).,
monitor the children and help them to stick the
teddy/teddy bear (Am E) sticker in the correct place.

Hoorayl STARTER © Helbling Languages CD

 Unit 2

Warm-up
LESSON 6 • THINKING SKILLS
1. Welcome the children. ~ A""
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Main Objective
To find the odd one out from a group of items.
Key Words
teddy/teddy bear (Am E), doll, plane, train
old, new
Receptive Language
Look at the toy shop/store (AmE).
Girls and boys, come and play.
I've got a (teddy) and a (doll). / I have a (teddy
bear) and a (doll) (AmE).
Carpet Time
2. Play What's missing?
• Choose some of the toy flashcards, including the
old toys and new toys flashcards, and elicit the
vocabulary from the children.
• Put the cards on the floor face down so the picture
can't be seen.
• Turn the cards over one at a time and elicit the
name of the picture on the card until only one card
remains face down .
• Encourage the children to name the card which is
missing (and is face down), then turn the card over
to check if the children were correct.
• If the children are interested, play the game again
and leave a different card face down.

Classroom Language 3. Sing the Look at the toy shop/store (AmE)

What's missing? song. ~ Xi'iQ
Find the odd one out. • Play the song from the story using some actions for
Circle the odd one out. the children to copy, for example pretend to look
What is it? at the toy shop/store (Am E), use your hands to say
Come and play., and show the actions for the toys
Thinking Skills as you sing the song.
Focusing on details to find the odd one out. Look at the toy shop/store (AmE)
Look at the toy shop/store (AmE), hey, hey, hey
Activities
Girls and boys, come and play
Play What's missing? Look at the toy shop/store (AmE), hey, hey, hey
Sing the Look at the toy shop/store (AmE) song . Girls and boys, come and play
Find and circle the odd one out.
I've got a teddy and doll. / I have a teddy bear
Materials Checklist and a doll (AmE) . ...
o Peter hand puppet
Look at the toy shop/store (Am E), hey, hey, hey
o CD 2-5, 8 (routine songs), CD 19 Girls and boys, come and play
o flashcards 9-12, 14-15 (teddy/teddy bear
(A mE), doll, plane, train, old toys, new toys)
o several small toy trains, planes, dolls and I've got a train and a plane. / I have a train and a
teddies/teddy bears (AmE) plane (Am E) . ...
o Student's Book, p. 17 Look at the toy shop/store (AmE), hey, hey, hey
o coloured pencils or crayons
Girls and boys, come and play
o If there is time: toy mini flashcards
(Worksheet 8)
• Play the song again and encourage the children to
join in with you.

e Hooray! STARTER © Helbling Languages

 4. Find the odd one out.
• Put three toy planes and one toy doll on the floor in
the centre of the circle.
• Point to each toy and elicit the name of the toy
from the children.
g • Then say Find the odd one out. Train, train,
train and doll. Put the trains together and the doll
separate so the children can see the doll is different.
d • Again say Find the odd one out. Point to the doll
and elicit the word Doll. from the children. You
might also want to give the children a translation
for Find the odd one out if they seem confused.
• Put four new toys in the circle (three the same and
one different) and ask the children to tell you the
odd one out.
• Continue to put groups of toys in the circle for the
children to name the odd one out.
Pencil and Paper
5. Sing the Table song. ~ G,,'
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Circle the odd one out. [~~i?J
• Give the children their Student's Books open to the
correct page.
• Hold your book up so all the children can see
clearly.
• Point to each of the pictures on the first line, name
the toys and encourage the children to point at the
same pictures in their book.
's • Say An old plane, a new plane, an old plane
and an old plane. Find the odd one out. and
encourage the children to tell you which one is the
odd one out.
• For the second and third line, name and point to
each of the pictures and then ask the children to
name the odd one out.
• Then say Circle the odd one out. and circle the
odd one out in the first line to show the children
what to do.
• Monitor the children while they are circling the
pictures and ask What is it?
Rounding Off
8. Sing the Bye-bye song. @liiiI
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Touch the flash ca rd. ~*j:1
Preparation Tip!
if you have extra time available, the
children can colour and make the toy mini flashcards
during a lesson , or you can colour and make them
yourself before the lesson.
• Attach some toy mini flashcards to the board or put
them in the centre of the circle. it is best to use two
or three sets of mini flashcards so that there is more
than one of each card.
• Choose between two and four children to stand in
front of the board or in the centre of the circle.
• Select one of the normal flashcards and name the toy
for the children as you show them the picture, or you
can elicit the name of the toy from the children.
• The children in front of the board or in the centre of
the circle should touch all the mini flashcards with the
same toy.
• Repeat the game with a different group of children
each time.
• As the children become confident with the game, you
can name the toy without showing them the picture
on the flashcard.

7. Si ng the Tidy up song / Clean up song

(AmE). ~ G,il
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (Am EJ (See
Introduction, p. 17).

Hoorayl STARTER © Helbling Languages e

 Warm-up
EXTRA LESSON 1 (OPTIONAL)
(Can be used after the action story has been
1. Welcome the children. @A.'..
• When the children are all in the classroom,
introduced in Lesson 4)
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
Main Objective
(See Introduction, p. 17).
To practise a song and an action story about toys. • Make Peter greet the children. Make the puppet
Ke Words say Hello! and encourage the children to wave and
say Hello! back to Peter.
teddy/teddy bear (AmE), doll, plane, train
• Sing or play the Hello song and make Peter look
old, new
like he is singing too (See Introduction, p. 17).
Rece tive Language
Look at the (teddy/teddy bear (AmE)). Carpet Time
It's (red) and blue. 2. Sing the Look at the teddy/teddy bear
Dear (Rosie), it's for you.
Pick up your teddy/teddy bear (AmE).
(AmE) song. @ A,IEld
Put it on the plane. • Play the song and encourage the children to do the
Teddy/Teddy bear (AmE) flies off/away (AmE). action for each toy as they hear it in the song (See
Woooo! Lesson 2 for the song lyrics and suggested actions)
• Alternatively, use the karaoke version of the song
Classroom Language and instead of giving the toys to Peter and the
What's in the bag? Rosie flashcard, you could give the toys or toy
What is it? flashcards to different children in the class (C D 16).
Cut out the toys. Look at the teddy/teddy bear (AmE)
Stick the toys together. Look at the teddy/teddy bear (AmE).
It's red and blue.
Activities Look at the teddy/teddy bear (Am E).
Sing the Look at the teddy/teddy bear (AmE) song . Dear (Laura), it's for you . ...
Mix up the My toys action story.
Play What's in the bag? 3. Mix up the My toys action story.
Match halves of toys to make a complete picture. • Tell the children the three actions from the action
Materials Checklist story and do the actions as you name each one.
• Encourage the children to join in with the actions as
o Peter hand puppet
you name them.
o CD 2-5, 8 (routine songs), CD 15-16
• Then say the actions, but in a different order from
o flashcards 9-12, 14-15 (teddy/teddy bear
the action story. Encourage the children to try and
(AmE), doll, plane, train) (optional)
do the correct action when they hear it.
o a (magic) bag
• Continue asking the children to do different
o small toy planes, trains, dolls and teddies/teddy
actions, while they are interested.
bears (AmE)
• If they are confident with the actions, you can say
o toy halves (Worksheet 11 a+b)
them quicker or encourage some of the children to
o coloured pencils or crayons
join in saying some of the actions with you.
o A4 paper (optional)
o scissors and glue
4. Play What's in the bag?
o If there is time: toy mini flashcards
(Worksheet 8) • Put one of the small toys you brought to class in
the bag without the children seeing the toy.
Notes • Show the children the bag and say What's in the
bag?
• Allow each child to put their hand(s) in the bag to
feel the toy and try to guess which toy is hidden in
the bag.
• Once all the children have felt the toy and have
tried to guess what is in the bag, take the toy out
of the bag and show the children if they w ere
correct.
• While the children are interested, continue to
put different toys in the bag and encourage the
children to guess which toys are hidden in the bag.

e Hoorayl STARTER © Helbling Languages

 Pencil and Paper
5. Sing th e Table song. @ Ii'"
Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• W hile the children are moving to the table, sing or
play the Table song (See Introduction, p. 17)
nd
6. Match halves of toys to make a complete
picture. ~~'jIlM'
Teaching Tip!
If you don't have much time or the children
are not able to use scissors yet, you can cut out the toy
halves for the children before the lesson.
• Hold up a copy of the worksheets so all the children
can see them.
• Point to one of the toy halves on one of the pages
,). and ask the children What is it ?
• Continue to point to different toy halves until the
children have named all the toy halves .
• Say Cut out the toys. and demonstrate by cutting
). out one or two of the toy halves.
• Give the children their copies of the worksheet and
allow them to cut out the toy halves.
• When the children have finished cutting out all
t he toy halves, say Make a tra in. and monitor the
class to check they use the correct halves to make
a train.
• Ask the children to make a few different toys, and
then say Stick the toys together. Demonstrate
by taking two halves that make a toy and sticking
as them on a piece of clean paper.
• The children should stick all the toys on the same
piece of paper.
• If there is time, the children can also colour the
toys.
• Let the children take their worksheet home at the
end of the lesson to show to their parents .
) 7. Sing the Tidy up song / Clean up song
(AmE) . ~
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (Am E).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (Am EJ (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. @1i,1:1
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Musical chairs. ~*i:1
Preparation Tip!
Before the lesson, copy and cut up a
set of the toy mini flashcards. You need enough sets
to have one min i flashcard per child . If you have extra
time available, the children can colour and make the
mini flashcards during a lesson, or you can colour
and make them yourself before the lesson .
Stick the mini flashcards on the children 's chairs so
that the children can easily see them. If there aren't
enough chairs available in the classroom, then you
could use cushions or laminated copies of the mini
flashcards instead.
• Put the chairs (cushions or laminated flashcards) in a
place where the children can easily walk around them
and sit on them.
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt so far in Hooray! Starter.
• Then stop the music and say Sit dow n. and
encourage the children to sit down on the nearest
seat that is available .
• Randomly select one of the toy flashcards and show
the children the toy. All the children sitting on a chair
with a mini flashcard of the same toy are 'out'. Ask
these children to stand near you for the next round
and then allow them to join back in the game the
round after.
• Play the music again and allow the remaining children
to move around the chairs and repeat the activity.
Hooray! STARTER © Helbling Languages e
 Unit 2

Warm-up
EXTRA LESSON 2 (OPTIONAL)
(Can be used after the story has been
1. Welcome the children. @: G" ••
• When the children are all in the classroom,
introduced in Lesson 5)
encourage them to sit in a circle. You can sing or
play the Circle song (See Introduction , p. 17).
Main Ob·ective
• Make the puppet say Hello! and encourage the
To sing a song from the story. children to wave and say Hello! back to Peter.
Ke Words • Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).
teddy/teddy bear (AmE), doll, plane, train
old, new
Carpet Time
Rece tive Language
2. Tell The toy shop/store (AmE) story again.
Look at the toy shop/store (Am E).
Girls and boys, come and play.
@:G·I.,:i
I've got a (teddy) and a (doll). / I have a (teddy • If you want to use a transition marker to tell the
bear) and a (doll) (Am E). children that the next activity is a story, then sing or
Bye-bye, (doll). / Look. A (doll). play the Story song (C D 6):
Ah! I've got an idea. / I have an idea (AmE). Story song
Let's wash the (doll). It's time for a story
Let's paint the (plane). Listen and look.
Wow! Let's make a shop/store (AmE). (Repeat)
OK. Wonderful.
• Either read the story from the back of the Story
Classroom Language cards, or play the CD 18 and show the Story cards.
What is it? • Encourage the children to join in with some parts
of the story, for example, they can wave bye-
Look, a magic bag .
bye to the toys and can copy some of your facial
What's in the magic bag?
Let's colour the sign. expressions or movements.
• You can also point to the characters or the toys and
Activities elicit the correct words from the children.
Tell The toy shop/store (AmE) story again . • If there is time, allow the children to listen to the
Sing the Look at the toy shop/store (AmE) song. story more than once.
Play What's in the magic bag?
3. Sing the Look at the toy shop/store (AmE)
Make a shop/store (AmE) sign.

Materials Checklist
o Peter hand puppet
o CD 2-6, 8 (routine songs), CD 18-20
o Story cards 7-12 (The toy shop/store (AmE))
o a (magic) bag
o shop/store (AmE) sign (Worksheet 12)
o coloured pencils or crayons
o paints (optional)
o small pieces of coloured paper or other matenal
(optional)
o If there is time: flashcards 9-12, 14-15 (teddy/
teddy bear (AmE), doll, plane, train, old toys,
new toys)
•
song. @: G,'"j,.
Play the song from the story using some actions for
the children to copy, for example pretend to look
at the toy shop/store (Am E), use your hands to say
Come and play., and show the actions for the toys
as you sing the song.
Look at the toy shop/store (AmE)
Look at the toy shop/store (Am E), hey, hey, hey
.
Girls and boys, come and play
Look at the toy shop/store (Am E), hey, hey, hey
Girls and boys, come and play
I've got a teddy and doll. / I have a teddy bear
and a doll (Am E).

Notes Look at the toy shop/store (AmE), hey, hey, hey

Girls and boys, come and play

I've got a train and a plane. / I have a train and a

plane (AmE) . ...
Look at the toy shop/store (Am E), hey, hey, hey
Girls and boys, come and play

e Hooray! STARTER © Helbling Languages

 Play the song again and encourage the children to
join in with you.
Once the children are confident singing the song,
you can also use the karaoke version (CD 20).
. Play Wha t's in the magic bag ?
• Show the children the magic bag and say Look, a
magic bag. What 's in the magic bag ?
• Look inside the magic bag and pretend to be very
excited about what is in the bag.
• Pretend to take a train out of the magic bag and
then pretend to play with the train.
• Ask the children again What's in the magic bag?
n.
and encourage the children to guess what toy you
are playing with.
• Once the children guess the toy, you can pretend to
J or give all the children a train from the magic bag and
everyone can pretend to play with their train.
• Continue taking toys from the magic bag and
encouraging the children to guess which toy you
have taken, while the children are interested.
• Once the children are familiar with the magic bag,
you could invite confident children to take a toy
from the magic bag and play with it while the other
ds.
children guess which toy the child has .
:s
Pencil and Paper
5. Sing the Table song. ~ Ii."
and
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
lE)
for 6. Make a shop/store (AmE) sign. 11*.11
k Teaching Tip!
,ay If you have a large class, you might want to
toys make more than one sign so that all the children can take
part colouring and decorating.
If you have time and the materials, you could also let the
y. children paint the sign or decorate it by sticking on small
pieces of different materials or paper as well as colouring.
y.
• Hold up a copy of the worksheet so all the children
can see it and say Look, a shop/store (AmE).
• Point to some of the toys on the shop/store (AmE)
sign and elicit the vocabulary from the children.
'Y • Say Let's colour the sign. and arrange the children
so that they can all help to colour and decorate the
shop/store (AmE) sign.
• If you have a larger class, you might want to make
da
more than one sign so that all the children can take
part in colouring and decorating.
'Y
• While the children are colouring or decorating,
praise them for neat work and talk to them about
the colours and toys which they know in English.
• Once the sign is finished, attach it to a table and
ask the children to choose a few toys from the
classroom to put in their shop/store (Am E) .
• If there is time, you could let the children play in
the shop/store (AmE) for a while. They can ask for
toys by saying to the shop/store (AmE) keepers, for
example, Teddy/Teddy bear (AmE), please. The
shop/store (AmE) keepers can say Here you are. /
Here you go (A mE). and the customer can be
encouraged to reply Thank you.
7. Sing the Tidy up song / Clean up song
(AmE). @Xi.11
• If you would like the children to tidy away their
crayons and other materials, say It 's time to tidy
up / clean up (Am E).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmEJ (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ U••:.
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is t ime ...
Play Pass the flashcards.
• Ask the children to sit in a circle.
• Select some of the toy flashcards and give each card
to a different child in the circle.
• Play some music. You could use some of the songs
the children have learnt so far in Hooray! Starter or
other English songs which the children know.
• While the music is playing, encourage the children to
pass the flashcards around the circle.
• After a short time stop the music. Encourage the
children who are holding flashcards when the music
stops to name the picture on their card.
• Play the music again and try to stop it so different
children are holding the flashcards each time.
Hooray! STARTER © Helbling Languages e
~ Animals -
~-
~ -

LANGUAGE OVERVIEW • UNIT 3

Key Words What's my favourite animal?
dog It isn't the (dog).
cat What is it?
cow Which animal, Peter?
spider A (dog), please.
green Thank you.
four Yes. / No, sorry.
big Whose tail is it?
small Stick in the (dog's) tail.
Is it a (dog)?
Receptive Language Is it big/small?
Look at the toy shop/store (AmE). Join the big (cow) and the small (cow).
Girls and boys, come and play. What's missing?
I've got a (teddy) and a (doll). / I have a (teddy bear) Colour / Cut out the animals.
and a (doll) (Am E). Stick the animals.
One dog, two dogs, three dogs, four.
Objectives
Woof, meow, moo, climb.
Oh, yeah! Children learn:
Run like a dog . • to recognise and name the colour green in English
Scratch like a cat. • to recognise and name some animals in English
Climb like a spider. • actions to mime different animals in the action
Look. A doglcow/three small cats. How sweet! story and the songs
Wow. It's big. • the noises that animals make in English and use
Lovely/Sweet (AmE) baby cats. these in songs
Listen! Competences
Help!
Children can:
It's the big cat.
Let's help! • recognise big and small versions of the same
animals
Look, they are happy!
Come and see the happy (cats). • use English to say if an animal is big or small
• understand that animal noises may differ in
Classroom Language English from their first language
Look, a (dog). • act out a three part action story, and join in with
Close/Open your eyes. the songs and games during the lesson
Red, blue, yellow or green? • show an interest in a story read by the teacher or
Point to the (dogs). played on a CD
Count the (cows). • show their understanding using gestures and
Circle the (cats) with (red). mimes, as well as through participation in the
Look, I'm (big). games and activities
Make yourself (big). Values
Look, it's a (dog).
• to develop appreciation for the value of caring for
Freeze!
animals
Look, a magic bag .
What's in the (magic) bag? Thinking Skills
Stand up, everyone.
• matching objects that are the same but different
Listen carefully.
sizes

Hoorayl STARTER © Helbl ing Languages Cl»

 • Make Peter greet the children. Make the puppet
LESSON 1 • ANIMAL say Hello! and encourage the children to wave and
VOCABULARY say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
Main Objective like he is singing too (See Introduction, p. 17).
To introduce the animal vocabulary for this unit.
2. Sing the Look at the toy shop/store (AmE)
Key Words song. @ ti,'PI
dog, cat, cow, spider • Play the song from The toy shoplstore (A mE) story
red, blue, yellow, green and encourage the children to join in with the
actions.
Receptive Language
Look at the toy shop/store (AmE)
Look at the toy shop/store (AmE). Look at the toy shop/store (AmE), hey, hey, hey
Girls and boys, come and play. Girls and boys, come and play
I've got a (teddy) and a (doll). II have a (teddy Look at the toy shop/store (AmE), hey, hey, hey
bear) and a (doll) (AmE). Girls and boys, come and play
Classroom Language I've got a teddy and a doll. / I have a teddy bear
Look, a (dog). and a doll (AmE) . ...
OpenlClose your eyes.
Look at the toy shop/store (AmE), hey, hey, hey
Red, blue, yellow or green?
Girls and boys, come and play
Activities
Sing the Look at the toy shop/store (AmE) song. I've got a train and a plane. / I have a train and a
Introduce the animal vocabulary. plane (AmE) . ...
Play Red, blue, yellow or green? and Say it louder!
Look at the toy shop/store (Am E), hey, hey, hey
Mime the animals.
Girls and boys, come and play
Materials Checklist
Q Peter hand puppet
Q CD 2-3, 8 (routine songs), CD 19 Carpet Time
Q flashcards 3-4, 13, 16-20 (red, blue, yellow,
3. Introduce the animal vocabulary.
dog, cat, cow, spider, green)
• Show the children the flashcard for dog and say
Notes Look, a dog. Mime being a dog or calling a dog.
• Say A dog. again and encourage the children to
join in with the action for dog.
• Then show the children the flashcard for cat and
say Look, a cat.
• Say A cat. again and encourage the children to join
in with the action for cat.
• Continue to name the animals on the flashcards
and encourage the children to copy the actions
which you show them.
Suggested actions:
dog - stick your tongue out and pant like a dog,
you can also woof a little too
cat - pretend to lick your hand and then wipe your
Warm-up
hand over your head or ear like a cat cleaning itself
1. Welcome the children. @G,'#' cow - put your hands with fists and the little finger
• When the children are all in the classroom, sticking up at either side of your head to look like
encourage them to sit in a circle. While you are cow horns and make a mooing sound
making a circle, you can sing or play the Circle song spider - link your hands using your thumbs and
(See Introduction, p. 17). wiggle your fingers like eight spider legs

e Hooray! STARTER © Helbling Languages

 Unit 3

• Make Peter greet the children. Make the puppet

LESSON 1 • ANIMAL say Hello! and encourage the children to wave and
VOCABULARY say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
Main Objective like he is singing too (See Introduction, p. 17).

To introduce the animal vocabulary for this unit.

2. Sing the Look at the toy shop/store (AmE)
Key Words song. @: G,ID
dog, cat, cow, spider • Play the song from The toy shop/store (AmE) story
red, blue, yellow, green and encourage the children to join in with the
actions.
Receptive Language
Look at the toy shop/store (AmE)
Look at the toy shop/store (Am E). Look at the toy shop/store (AmE), hey, hey, hey
Girls and boys, come and play. Girls and boys, come and play
I've got a (teddy) and a (doll). / I have a (teddy Look at the toy shop/store (AmE), hey, hey, hey
bear) and a (doll) (AmE). Girls and boys, come and play
Classroom Langua e I've got a teddy and a doll. / I have a teddy bear
Look, a (dog). and a doll (AmE) . ...
Open/Close your eyes. Look at the toy shop/store (AmE), hey, hey, hey
Red, blue, yellow or green? Girls and boys, come and play
Activities
Sing the Look at the toy shop/store (AmE) song . I've got a train and a plane. / I have a train and a
Introduce the animal vocabulary. plane (Am E) . ...
Play Red, blue, yellow or green? and Say it louder!
Look at the toy shop/store (AmE), hey, hey, hey
Mime the animals.
Girls and boys, come and play
Materials Checklist
o Peter hand puppet
o CD 2-3, 8 (routine songs), CD 19 Carpet Time
o flashcards 3-4, 13, 16-20 (red, blue, yellow,
3. Introduce the animal vocabulary.
dog, cat, cow, spider, green)
• Show the children the flashcard for dog and say
Notes Look, a dog. Mime being a dog or calling a dog.
• Say A dog. again and encourage the children to
join in with the action for dog.
• Then show the children the flashcard for cat and
say Look, a cat.
• Say A cat. again and encourage the children to join
in with the action for cat.
• Continue to name the animals on the flashcards
and encourage the children to copy the actions
which you show them.
Suggested actions:
dog - stick your tongue out and pant like a dog,
you can also woof a little too
cat - pretend to lick your hand and then wipe your
Warm-up hand over your head or ear like a cat cleaning itself
1. Welcome the children. @: G,••' cow - put your hands with fists and the little finger
• When the children are all in the classroom, sticking up at either side of your head to look like
encourage them to sit in a circle. While you are cow horns and make a mooing sound
making a circle, you can sing or play the Circle song spider - link your hands using your thumbs and
(See Introduction, p. 17). wiggle your fingers like eight spider legs

e Hooray! STARTER © Helbling Languages

 • Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
~@~ like he is singing too (See Introduction, p. 17).

~~.
Carpet Time
2. Revise the animal vocabulary.
• Show the children the flashcard for dog and say
Look, a dog. Mime being a dog or calling a dog
and put the flashcard on the floor.
• Say A dog. again and encourage the children to
join in with the action for dog .
• Then show the children the flashcard for cat and
say Look, a cat.
• Say A cat. again and encourage the children to join
in with the action for cat.
Main Objective • Continue to name the animals on the flashcards
To sing a song about animals. and encourage the children to copy the actions
which you show them.
Key Words Suggested actions:
dog, cat, cow, spider dog - stick your tongue out and pant like a dog,
one, two, three, four you can also woof a little too
cat - pretend to lick your hand and then wipe your
Receptive language hand over your head or ear like a cat cleaning itself
One dog, two dogs, three dogs, four. cow - put your hands with fists and the little finger
Woof, meow, moo, climb. sticking up at either side of your head to look like
Oh, yeah! cow horns and make a 'moo'ing sound
spider - link your hands using your thumbs and
Classroom language
wiggle your fingers like eight spider legs
Look, a (dog).
Point to the (dogs).
3. Introduce number four and revise numbers
Count the (dogs).
one to three.
Circle the (cats) with (red).
• Hold up one finger, wiggle the finger in the air and
Activities elicit the number One. from the children.
Revise the animal vocabulary. • Hold up two fingers so the children can see them,
Introduce number four and revise numbers one to wiggle both fingers in the air and elicit the number
three. Two.
Listen to the One dog, two dogs song. • Hold up three fingers so the children can see them,
Circle the groups of animals. wiggle all three fingers and elicit the number
Three.
Materials Checklist • Hold up four fingers so the children can see them,
o Peter hand puppet wiggle all four fingers and say Four.
o CD 2-5, 8 (routine songs), CD 21 • Count to four, holding up the fingers in order, and
o flashcards 16-19 (dog, cat, cow, spider) encourage the children to join in and hold up the
o Student's Book, p. 19 same number of fingers as you are and wiggle
o coloured pencils or crayons them.
o If there is time: animal mini flashcards • Count a little quicker each time you do it.
(Worksheet 13)
4. Listen to the One dog, two dogs song.
~G"JI
• Attach the animal flashcards to the board or put
Warm-up them in the centre of the circle where all the
1. Welcome the children. ~ G"" children can see them in the order of the song .
• Play the song and point to each animal as you hear
• When the children are all in the classroom,
it in the song .
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).

e Hooray I STARTER © Helbling Languages

 4. Play Red, blue, yellow or green?
nd
• Show the children the red, blue and yellow
flashcards and elicit the colours.
• Show the children the green flashcard and say
Green.
• Say Close your eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
children have copied you.
• Once all the children have covered their eyes, put
one of the colour flashcards on the board or in the
centre of the circle.
• Say Open your eyes. and encourage the children
to open their eyes.
• Say Red, blue, yellow or green? and point to the
flashcard on the board or in the centre of the circle .
Encourage the children to name the card you are
pointing to.
• Repeat this a few times changing the flashcard
until the children seem confident with naming the
colours .
5. Play Say it louder!
• Show the children the cat flashcard and say the
word Cat. to the children.
• Make Peter say Shh! and whisper Cat. Encourage
the children to whisper it with you.
• Say Cat. repeatedly, each time a little louder, and
have the children repeat until the last time you
shout it and then say Shh! and whisper Cat. again.
• Repeat this with some of the other animals in this
unit.
• After some time you can try different voices, for
example, try singing the word, or saying it with a
high squeaky voice and then a deep low voice. Or
try saying the animal while you are holding your
nose or wobbling your lips using your finger.
Rounding Off
7. Sing the Bye-bye song. ~ R,':'
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17)
If there is time ...
Play Musical flashcards.
• Place all the animal flashcards around the classroom
in a place where they can easily be seen by the
children and the children can safely move between
the cards (attached to a wall or something that can't
move is best) .
• Point to each of the cards around the room and elicit
the names from the children.
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt so far.
• Stop the music and encourage the children to choose
and stand near a flashcard .
• Once all the children are by a flashcard, say a name.
All the children standing by that flashcard are 'out'.
Ask these children to stand near you for the next
round and then allow them to join back in the game
the round after.
• Play the music again and allow the remaining children
to move around the room and repeat the activity.

6. Mime the animals.

• Encourage all the children to stand up in an area
that is safe for them to move around in.
• Say Look, a cat. Show the action for cat and
encourage the children to join in with you .
• Once most of the children are doing the action,
change the animal and say Look, a spider. and
change to the action for a spider.
• Continue to say the names while the children join
in with the actions. Change the names a little faster
each time.
• As the children become more comfortable with the
activity, say the names and let the children do the
action before you join in with them .

Hooray! STARTER © Helbling Languages e

 One dog, two dogs
One dog, two dogs, three dogs, four
Woof, woof, woof, woof, woof, oh, yeah'
One dog, two dogs, three dogs, four
Woof, woof, woof, woof, woof, oh, yeah'
Woof, woof, woof, woof, woof, oh, yeah!
One cat, two cats, three cats, four
Meow, meow, meow, meow, meow, oh, yeah'
One cat, two cats, three cats, four
Meow, meow, meow, meow, meow, oh, yeah'
Meow, meow, meow, meow, meow, oh, yeah!
One cow, two cows, three cows, four
Moo, moo, moo, moo, moo, oh, yeah'
One cow, two cows, three cows, four
Moo, moo, moo, moo, moo, oh, yeah!
n Moo, moo, moo, moo, moo, oh, yeah'
One spider, two spiders, three spiders, four
Climb, climb, climb, climb, climb, oh, yeah'
One spider, two spiders, three spiders, four
Climb, climb, climb, climb, climb, oh, yeah!
Climb, climb, climb, climb, climb, oh, yeah!
• Pl ay the song again and encourage the children to
do the action for each animal as they hear it in the
song.
Pencil and Paper
5. Sing the Table song. ~ G'"
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
5 down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Circle the groups of animals.
[~~ ~J ~ fi"l'
• Hold up your copy of the Student's Book so all the
children can see it clearly.
• Play or sing the One dog, two dogs song again and
point to each group of animals on the page as you
hear it in the song.
• Give the children their Student's Book open to the
correct page.
• Say Point to the dogs. and check the children are
pointing to the correct group of animals.
• Say Count the dogs. and count the dogs with the
children.
• Continue to ask the children to point and count the
cats, the spiders and the cows .
• Then say Point to the cats. and check the children
are pointing to the correct group of animals.
• Say Circle the cats with red. and demonstrate by
circling the cats in your book using a red pencil.
• Monitor the children while they circle the groups of
animals using the colour on the page for each circle
(green for the dogs, red for the cats, blue for the
cows and yellow for the spiders).
• While the children are working, you can ask them
about the animals they are circling, they can count
the animals and tell you the colour they are using .
7. Sing the Tidy up song / Clean up song
(AmE) . ~ fi'ii
• If you would like the children to tidy away their
crayons and Student's Books, say It's time to tidy
up / clean up (AmE).
• Start to collect the books and crayons and
encourage the children to help you .
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmEJ (See
Introduct ion, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ ti,I:'
• While the chi ldren are still at the table, look at Peter
and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Treasure hunt. '!I~$I"
Preparation Tip!
Before the lesson, prepare several
copies of the animal mini flashcards and hide
them around the classroom. If you have extra time
available, the children can colour and make the mini
flashcards during a lesson, or you can colour and
make them yourself.
Make sure it is possible for the children to find and
reach the cards. If it is nice weather and you have a
safe area to use outside, you might want to hide the
mini flashcards outside for the children to find.
• Tell the children which animal they are looking for, for
example say Can you find the cat? and show the
children the flashcard for cat.
• Encourage the children to search the classroom or
the outside area and bring you any pictures of the
cat which they can find. When they have found all
the copies of the cat, they can bring them to Peter to
show him. Then ask them to look for another animal.
• Encourage them to close their eyes and hide the
pictures for the children to find again.
Hooray! STARTER © Helbling Languages e
 LESSON 3 • BIG AND SMALL
1. Welcome the children.
Main Obiective , When the d7(ldren are all/(7 the classroom,
To introduce the concept of big and small. encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
KeyWords (See Introduction, p. 17).
dog, cat, cow, spider • Make Peter greet the children . Make the puppet
one, two, three, four say Hello! and encourage the children to wave ana'
big, small say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
Receptive language like he is singing too (See Introduction, p. 17).
One dog, two dogs, three dogs, four.
Woof, meow, moo, climb. 2. Sing the One dog, two dogs song.
Oh, yeah .
@h'.l'iJ
Classroom language • Play the song and encourage the children to do the
action for each animal as they hear it in the song
Look, I'm (big).
(See Lesson 2 for the song lyrics and suggested
Make yourself (big).
actions).
Look, it's a (dog).
• Alternatively, use the karaoke version of the song -
Look, a magic bag.
the children can choose the order, or you can sing
What's in the magic bag?
about other animals that the children know in
Freeze!
English.
Activities
Sing the One dog, two dogs song. Carpet Time
Introduce big and small.
3. Introduce big and small.
Move like an animal and make animal noises.
Play What's in the magic bag? • Stand in front of the children and make yourself as
big as possible, for example stretch your arms up in
Materials Checklist the air.
o Peter hand puppet • Say Look, I'm big. Big. then encourage the
o CD 2-3,8 (routine songs), CD 21-22 children to stand up and make themselves as big as
o flashcards 16-19 (dog, cat, cow, spider) they can.
o a magic bag • Then make yourself as small as possible, for
example kneel down on the floor and curl yourself
Notes into a ball, and say Look, I'm small. Small. Then
encourage the children to make themselves as small
as possible.
• Say Make yourself big. and encourage the
children to make themselves look as big as they
can.
• Then say Make yourself small. and encourage
the children to make themselves look as small as
possible.
• Continue to say Big. and Small., encouraging the
children to make themselves the correct size as
quickly as possible.
• Once the children seem confident, you can also try
to catch them out by saying Small. or Big. twice
and checking that the children stay in the correct
position.

4. Move like an animal.

• Show the children the dog flashcard and say Look,
it's a dog.
• Pretend to move like a dog (walk around on hands
and knees and pretend to wag your tail) and
encourage the children to join in and copy your
movements.

_ Hooray! STARTER © Helbling Languages

 • When you want the children to stop moving, say • Continue taking animals from the magic bag and
Freeze! and encourage the children to freeze with encouraging the children to guess which animal
you . you have taken.
• Hold up the cat flashcard so all the children can see • Once the children are familiar with the magic bag,
and say Look, it's a cat. invite confident children to take an animal from
• Pretend to move like a cat (walk on hands and the magic bag, make the animal noise and pat the
ng
knees like a cat, stretch and use your hand to animal. The other children can guess which animal
pretend to wash yourself). the child has.
• Move like a cow and a spider as well.
nd
Suggested actions: Rounding Off
cow - put hands and feet on the floor and stand
still and pretend to chew grass 7. Sing the Bye-bye song. @:R,):I
spider - move your arms and legs quickly as if you • Look at Peter and say It's time to go, Peter.
have lots of arms and legs and pretend to climb • Make Peter wave and say Bye-bye! and encourage
• If you have time, you can also ask the children to the children to wave and say Bye-bye! back to
move like big and small animals. Peter.
[he • Signal to the children that it is the end of the
J 5. Make animal noises. English lesson by singing or playing the Bye-bye
• Show the children the dog flashcard and say Look, song (See Introduction, p. 17).
it's a dog.
g- • Say A dog. Meow meow. Yes? and encourage
19 the children to say No. and tell you what sound a If there is time ...
dog makes .
• Continue to discuss the sounds the different Play Musical statues.
animals make: • Play some music for the children to move to and
dog - woof name one of the animals. Encourage the children to
cat - meow dance or move using the action for the animal which
cow- moo you have named.
f as • Allow the children to try making the different • After some time, stop the music and encourage the
p in animal noises. children to freeze in position.
• If the children seem confident with the animal • When you start the music again, name a different
noises, name one of the animals and encourage the animal for the children to use for their movements.
g as children to make the appropriate animal sound. • Alternatively, if you don't want to stop and start
music, you can sing Look, a (dog), a (dog), a (dog).
: Note: repeatedly while the children are moving. Then say
self : A spider doesn't make a noise so you can leave the spider Freeze! when you want the children to stop moving.
en : out of this activity, or if you want to use the spider you
small : can say Climb. as in the animal song in the previous
: lesson.

y
6. Play What's in the magic bag?
• Show the children the magic bag and say Look, a
e
magic bag. What's in the magic bag?
as
• Look inside the magic bag and pretend to be very
excited about what is in the bag.
the
• Pretend to take a cat out of the magic bag and
then pretend to pat and stroke the cat You can
also make cat noises.
o try
• Ask the children again What's in the magic bag?
ice
and encourage the children to guess what animal
ect
you are holding .
• Once the children guess the animal, you can
pretend to give all the children a cat from the magic
bag. They can pretend to pat their cat and make
~ook,
cat noises.

lands

ur

Hooray! STARTER ©
 Unit 3

Warm-up
LESSON 4 • ACTION STORY
1. Welcome the children. @: G,'A'
• When the children are all in the classroom,
----lD D D--- encourage them to sit in a circle. While you are

n •
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
J.
~ kOII say Hello! back to Peter.
.t'#,j 1'-.
I- • • Sing or play the Hello song and make Peter look
l: ~'" like he is singing too (See Introduction, p. 17).
r' Pj.,
\. -
~

.,. Carpet Time

'"'"
2. Introduce the Animal action story.
• Say Listen. and then stand where all the children
can clearly see you.
Main Objective • Say the lines from the action story and show the
To listen to and join in with a simple action story. correct action as you say the line.
Animal action story
KeyWords
Run like a dog.
dog, cat, cow, spider Scratch like a cat.
big, small Climb like a spider
Receptive language • Repeat the story so the children watch you do it
Run like a dog. twice.
Scratch like a cat.
Climb like a spider. 3. Mime the action story.
Classroom language • Ask the children to stand up . Say Stand up,
everyone. and encourage the children to stand up
Stand up, everyone. in the circle.
Listen carefully.
• Repeat the action story and encourage the children
What's my favourite animal? to join in and copy your actions as you say each
It isn't the (dog). line.
What is it? • Do this a couple of times, telling the action story in
Activities the correct order.
• If the children seem confident with the action story,
Introduce and mime the Animal action story.
you can mix up the order of the lines and check
Play What's my favourite animal?
they still do the correct actions.
Order the action story.

Materials Checklist 4. Play What's my favourite animal?

o Peter hand puppet
o CD 2-5, 8 (routine songs), CD 23
o flashcards 16-19 (dog, cat, cow, spider)
o Student's Book, p. 21
o coloured pencils or crayons
o action story cut-outs (Worksheet 14) (optional)
o scissors, glue and spare paper (optional)
o If there is time: animal mini flashcards
(Worksheet 13)
• Put the animal flashcards in the centre of the circle
where all the children can see clearly and say the
names of each of the animals .
• Choose one of the cards for the children to guess
and say, for example, Listen carefully. What's my
favourite animal? It isn't the cat. It isn't the
cow. It isn't the spider. What is it?
• Then encourage the children to name the animal
they think is your favourite .
• If the children are finding it hard, you can point to
each flashcard as you say the word and show that
this is wrong (for example, shake your head). Then
point to the last flashcard, show that this is correct
(for example, nod your head) and encourage the
children to name the animal on that flashcard.

e Hooray! STARTER © Helbling Languages

 Pencil and Paper • While you are picking things up, sing or play

5. Sing the Table song. ~ G.,.

• Say It's time to sit at the table. and indicate to
the Tidy up song / Clean up song (Am E) (See
Introduction, p. 17).

the children that you would like them to go and sit
ng down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
nd
6. Order the action story.
[~:~ ~ li.,D ~~i"W""'·t·,J"i
Teaching Tip!
If you think the children will find it difficult
to order the pictures in the Student's Book, you can use
the action story cut-outs (Worksheet 14) instead. You can
cut out the pictures on the worksheet before the lesson
or help the children with cutting if they are not able to
use scissors yet.
• Hold up your copy of the Student's Book open to
the correct page and show the children the pictures
from the action story.
• Point to each of the pictures and say the actions.
You can also encourage the children to do the
actions at the table.
• Give the children their Student's Books open to the
correct page. Say the actions from the action story
again and encourage the children to point to the
correct picture.
• Say Listen. and play the action story on the CD.
up Encourage the children to point to the correct
picture of each action again.
en • Help the children to draw one spot in the square
for the first picture in the story, two spots for the
second picture and three for the third.
in • If you are using the action story cut-outs
(Worksheet 14), give each child a copy of the
xy, worksheet.
• The children can then move the pictures around
and put them in the correct order on the table in
front of them. You can also repeat the actions from
the action story and ask the children to hold up the
:Ie correct picture for each action.
• Once the children have ordered the cut up pictures,
they can use these to help them number the
oS pictures in the Student's Book.
7ly • If there is time, the children could stick the cut up
pictures in the correct order on a clean sheet of
paper. This paper could be taken home to show the
parents.
Rounding Off
8. Sing the Bye-bye song. ~ G.':i
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17)
If there is time ...
Play Snap! 9m~$'€'
Preparation Tip!
You will need enough animal mini
flashcards for each child to have one set of the
vocabulary items which you would like to practise. If
you have extra time available, the children can colour
and make the mini flashcards during a lesson, or you
can colour and make them yourself.
• Encourage the children to move so that they have a
space in front of them.
• Help the children to put the animal mini flashcards on
the floor in front of them. Make sure all the children
have the same cards in front of them.
• Hold up the teacher's flashcards in a fan and make
Peter select one of the cards and hold it so the
children can't see which card has been chosen.
• Encourage the children to choose one of their mini
flashcards and hold it up in the air so you can see
which card they have selected.
• Make Peter show his card and name the animal for
the children. Then Peter can hug, kiss or high-five the
children who are holding up the same card and say
Snap!
• Put all the cards back to the starting position and
repeat the activity with Peter and the children
selecting a different animal flashcard .

to
at
en
•
G.,.
7. Sing the Tidy up song / Clean up song
(AmE). ~
If you would like the children to tidy away their
:ct
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and crayons and
encourage the children to help you.

Hooray! STARTER © Helbling Languages Cl

 Unit 3

Warm-up
LESSON 5 • STORY AND SONG
1. Welcome the children.
•
~ G".'
When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children . Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Play Where's the dog?
• Show the children each of the animal flashcards.
Say Look, a (dog). as you show each card, then
Main Objective place the card face down on the floor.
To listen to a story and a song about animals. • Mix up the cards by sliding them around the floor.
Then look at Peter and say Which animal, Peter?
Key Words Make Peter say A dog, please. and show the
dog, cat, cow, spider children the action for dog.
• Invite one of the children to turn over a card and
Receptive Language
try to find the dog flashcard. If the child turns over
Look. A dog/cow/three small cats. the card with the dog, say Yes. and allow the child
Wow. It's big. to give the card to Peter. Peter should say Thank
Lovely/Sweet (AmE) baby cats. you. and can reward the child by giving a kiss, hug
Listen! It's the big cat or high five. If the card is not the dog, then say No,
Help! Let's help! sorry. and choose a new child to turn over a card.
Look, they are happy! • Continue playing the game until each child has had
Come and see the happy (cats). at least one turn to look for an animal for Peter.
Meow, woof, moo.

Classroom Language 3. Introduce The baby cats story. @A,litJI

• If you want to use a transition marker to tell the
Which animal, Peter?
children that the next activity is a story, then sing or
Whose tail is it?
play the Story song (CD 6).
Stick in the dog'sicat'sicow's tail.
Story song
Value It's time for a story
To develop appreciation for the value of caring for Listen and look.
animals. (Repeat)

Activities • Either read the story from the back of the Story
cards, or play the CD 24 and show the Story cards .
Play Where's the dog?
Introduce The baby cats story. • If there is time, allow the children to listen to the
Play Uncover the flashcard. story more than once.
Stick in the animal tails.

Materials Checklist
Cl Peter hand puppet Peter: Look. A dog.
Cl CD 2-6, 8 (routine songs), CD 24 Rosie: It's big.
Cl flashcards 16-19 (dog, cat, cow, spider) Peter: Look. A cow
Cl stickers from the appendix of the Student's Rosie: Wow. It's b/~J.
Book (animal tails) Rosie: Look. Three small cats. How sweet!
Cl Students Book, p. 23 Peter: Lovely/Sweet (AmE) baby cats.
Cl coloured pencils or crayons Cat: Meow l Meow!

Cl Story cards 13-18 (The baby cats) Rosie: Listen!

Cl The baby cats mini storybook Cat: Meow! Meow! Help! Meow!
(Worksheet 15a+b) (optional) Peter: It's the big cat.

e Hooray! STARTER © Helbling Languages

 Peter: Look, Rosie. The small cat. • Then say Stick in the dog 's ta il., monitor the
Rosie: Let's help! children and help them to stick the dog tail sticker
Hooray!
in the correct place.
Peter: Look, they are happy! • Continue to help the children stick on the tails for
Peter (singing): the other animals on the page.
ong Come and see the happy cats, • When they have finished, ask the children to find
Meow, meow, meow
the four baby cats in the picture and circle them.
Come and see the happy cats,
• Monitor the class and praise the children.
and
Meow, meow, meow, meow •. " . . ... rr, JII
You can also print a copy of the mini
storybook (Worksheet 15a+b) for each of the children to
4. Play Uncover the flash ca rd. take home at the end of the lesson . If there is time, the
• Show the children the animal flashcards. Ask Wha t children could colour one of the pages in the lesson , or
is it? and elicit the name for each of the animals . they can colour it at home with their parents.
• Hold the cards so the pictures are all face down and You w ill need to cut and fold the mini storybooks for the
show the children that you are mixing the cards. children before the lesson (See Introduction, p. 11 ).
• Take a piece of paper or card and cover the animal
picture of one of the cards. Hold the card so the
children can see it. 7. Sing the Tidy up song / Clean up song
lr.
• Gradually move the paper or card up or down the (AmE). ~ G",
r?
flashcard to reveal the picture of the animal. • If you would like the children to tidy away their
• Encourage the children to guess which animal is crayons and Student's Books, say It's time to tidy
hidden as the picture is being revealed . up / clean up (AmE).
• Repeat the activity, covering a different flashcard • Start to collect the materials and encourage the
er
with the piece of paper or card. children to help you .
ild
• While you are picking things up, sing or play
Pencil and Paper the Tidy up song / Clean up song (AmE) (See
ug
Introduction, p. 17).
10,
J.
5. Sing the Table song. ~ G'"
• Say It 's time to sit at the table. and indicate to Rounding Off
lad the children that you would like them to go and sit
down at the tables. 8. Sing the Bye-bye song. ~ ij,l:i
• While the children are moving to the table, sing or • While at the table, look at Peter and say It's time
!I play the Table song (See Introduction, p. 17). to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
or 6. Stick in the animal tails. ~ the children to wave and say Bye-bye! back to
• Hold up your Student's Book so all the children Peter.
can see. Point to the animals on the page and say • Signal to the children that it is the end of the
Look, a (dog). English lesson by singing or playing the Bye-bye
• Give the children their Student's Book open to the song (See Introduction, p. 17).
correct page.
• Say Point to the dog. and check the children are
pointing to the dog. Then say Point to the big
s. If there is time ...
cat. and check the children are pointing to the cat.
Repeat for the cow and encourage the children to Sing the songs you remember.
point to the cow. • Ask the children which Engl ish songs they remember
• Hold up the stickers for this page so the children from the lessons so far and allow them to choose
can see them clearly. Point to one of the tails and which songs they would like to sing.
say Whose tail is it? and encourage the children
to tell you the animal the tail belongs to.

Hooray! STARTER © Helbling Languages <iD

 Unit 3

Warm-up
LESSON 6 • THINKING SKILLS
1. Welcome the children. @G,'A.
• When the children are all in the classroom,
@~ encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song

~ •
(See Introduction, p. 17).
Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and

~
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17)

~ G
•
Carpet Time
2. Play Big and small.
Stand in front of the children and make yourself as
big as possible.
Main Ob'ective • Say Look, I'm big. Big. Encourage the children to
To match animals that are the same but different stand up and make themselves as big as they can.
sizes. • Then make yourself as small as possible, for
example kneel down on the floor and curl yourself
KeyWords into a ball, and say Look, I'm small. Small. Then
dog, cat, cow, spider encourage the children to make themselves small.
one, two, three, four • Say Make yourself big. and encourage the
big, small children to make themselves look as big as they
can.
Receptive language
• Then say Small. and encourage the children to
Come and see the happy (cats). make themselves look as small as possible.
Meow, woof, moo. • Continue to say Big. and Small. , encouraging the
Classroom language children to make themselves the correct size as
quickly as possible.
Look, I'm (big).
• Once the children seem confident, you can also try
Make yourself big.
to catch them out by saying Small. or Big. twice
Point to an animal, please. and checking that the children stay in the correct
Is it a (dog)?
position.
Is it (big)?
Join the big (cow) and the small (cow).
3. Sing The happy animals song. @g,.l'
Thinking Skills • Play the song from the story and encourage the
Matching objects that are the same but different children to join in with the song and the actions for
sizes. the animals .
Come and see the happy cats,
Activities Meow, meow, meow
Play Big and small. Come and see the happy cats,
Sing The happy animals song. Meow, meow, meow
Play What are you pointing at? Come and see the happy cats,
Match the big and small animals. Meow, meow, meow
Come and see the happy cats,
Materials Checklist Meow, meow, meow, meow
o Peter hand puppet
Come and see the happy dog,
o CD 2-5, 8 (routine songs), CD 25
o flashcards 16-19 (dog, cat, cow, spider) Woof, woof, woof.
o Student's Book, p. 25 Come and see the happy dog,
o coloured pencils or crayons Woof, woof, woof.
o If there is time: animal mini flashcards Come and see the happy dog,
(Worksheet 13) Woof, woof, woof.
Come and see the happy dog,
Woof, woof, woof, woof.

Cl Hooray! STARTER © Helbling Languages

 Come and see the happy cow,
Moo, moo, moo.
Come and see the happy cow,
Moo, moo, moo.
Come and see the happy cow,
:ong Moo, moo, moo.
Come and see the happy cow,
Moo, moo, moo, moo.
and
4. Play What are you pointing at?
• Attach some of the animal flashcards to the board
or put them in the centre of the circle .
• Choose one child to stand near the flashcards.
• Stand with your back to the flashcards on the board
or in the circle.
• Ask one of the children to point to one of the
as flashcards and say Point to an animal, please.
• Then try to guess which animal the child is pointing
to at. Ask Is it a (dog)? and encourage all the
n. children to join in answering your question.
• Continue to guess the animal until the children tell
elf you that you are correct.
1 • Repeat the game asking a different child to choose
Ill. one of the flashcards to point to.
• Alternatively, you could invite confident children to
take your place and guess which animal another
child is pointing at.
Pencil and Paper
5. Sing the Table song. ~ ti",
• Say It's time to sit at the table. and indicate to
try the children that you would like them to go and sit
down at the tables.
t • While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Match the big and small animals. [~~~J
• Hold up your copy of the Student's Book 50 all the
for children can see it clearly.
• Point to each of the animals on the page and ask
the children questions about the animals and their
size. Ask Is it a (cow)? and Is it (big)?
• Give each of the children their Student's Book open
to the correct page.
• Say Point to the big cow. and then check the
children are pointing to the correct animal .
• Continue to ask the children to point to some of
the animals on the page.
• Then say Draw a line between the big cow and
the small cow. and demonstrate by drawing a line
from the big cow to the small cow.
• Monitor the children and check they are drawing
the line between the correct animals and then
encourage the children to join the other big and
small animals.
7. Sing the Tidy up song / Clean up song
(AmE). ~ G'II
• If you would like the children to tidy away their
crayons and Student's Books, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye -bye song . ~ G,i:'
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye ! and encourage
the children to wave and say Bye-bye ! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Touch the flash card. ~Wlg
Preparation Tip!
If you have extra time available,
the children can colour and make the animal mini
flashcards during a lesson, or you can colour and
make them yourself before the lesson.
If you don't want to use the animal mini flashcards
(Worksheet 13), you could draw some extra pictures
of dogs, cats, etc. on the board around the normal
flashca rds instead.
• Attach some animal mini flashcards to the board or
put them in the centre of the circle. It is best to use
two or three sets of mini flashcards so that there is
more than one of each card.
• Choose between two and four children to stand in
front of the board or in the centre of the circle.
• Select one of the normal flashcards and name the
animal for the children as you show them the picture,
or you can elicit the name of the animal from the
children.
• The children in front of the board or in the centre
of the circle should touch all the mini flashcards (or
drawings) with the same animal.
• Repeat the game with a different group of children
each time.
• As the children become confident with the game,
you can name the animal without showing them the
picture on the flashcard.
Hooray! STARTER © Helbling Languages G
 Unit 3

Warm-up
EXTRA LESSON 1 (OPTIONAL)
1. Welcome the children. ~ 'i" ..
(Can be used after the action story has been
• When the children are all in the classroom,
introduced in Lesson 4)
encourage them to sit in a circle . While you are
making a circle, you can sing or play the Circle song
Main Objective
(See Introduction, p. 17).
To listen to a song and an action story about • Make Peter greet the children. Make the puppet
animals. say Hello! and encourage the children to wave and
Ke Words say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
dog, cat, cow, spider like he is singing too (See Introduction, p. 17).
one, two, three, four
big, small
Carpet Time
Receptive Language
2. Sing the One dog, two dogs song.
One dog, two dogs, three dogs, four.
Woof, meow, moo, climb. ~G"l';j
Oh, yeah! • Play the song and encourage the children to do the
Run like a dog. action for each animal as they hear it in the song
Scratch like a cat. (See Lesson 2 for the song lyrics and suggested
Climb like a spider. actions).
• Alternatively, use the karaoke version of the song,
Classroom Language let the children choose the order of the animals, or
What is it? you can sing about other animals that they know in
Look, a spider. English.

Activities 3. Mix up the Animal action story.

Sing the One dog, two dogs song.
Mix up the Animal action story.
Play Uncover the flashcard.
Place the spider on the web.
Materials Checklist
o Peter hand puppet
o CD 2-5, 8 (routine songs), CD 21-22
o flash cards 16-19 (dog, cat, cow, spider)
o coloured pencils or crayons
o cobweb (Worksheet 16)
o finger paints
Notes
• Say the three actions from the action story and do
the actions .
• Encourage the children to join in with the actions as
you name them.
• Then say the actions, but in a different order from
the action story. Encourage the children to try and
do the correct action when they hear it.
• As they become more confident with the actions,
say them quicker or encourage some of the
children to join in saying the actions with you.
4. Play Uncover the flashcard.
• Show the children the animal flashcards and elicit
the name for each of the animals .
• Hold the cards so the pictures are all face down and
show the children that you are mixing the cards.
• Take a piece of paper or card and cover the animal
picture of one of the cards and hold the card so the
children can see it.
• Gradually move the paper or card up or down the
flashcard to reveal the picture of the animal.
• Encourage the children to guess which animal is
hidden as the animal is being revealed. Peter can
reward the children who guess correctly first by
giving them a kiss, hug or high five.
• Repeat the activity, covering a different flashcard
with the piece of paper or card .

(I Hooray! STARTER © Helbling Languages

 ncil and Paper Rounding Off
- Sing the Table song. @ G'" 8. Sing the Bye-bye song. @G,I:'
Say It's time to sit at the table. and indicate to • Look at Peter and say It's time to go, Peter.
-he children that you would like them to go and sit • Make Peter wave and say Bye-bye! and encourage
iong down at the tables. the children to wave and say Bye-bye! back to
While the children are moving to the table, sing or Peter.
t play the Table song (See Introduction, p. 17). • Signal to the children that it is the end of the
and Eng lish lesson by singing or playing the Bye-bye
Place the spider on the web. ~~"tJ song (See Introduction, p. 17).

IjJi§MNU.UiffiD
..: you have time, do some finger
intings of a spider before the lesson by painting If there is time ...
ur thumb and pressing it down in the middle of the
Play Pass the flashcards .
.'Orksheet and using your little finger to make the spider's
• Ask the children to sit in a circle.
ead. Also draw the legs with crayons so children can see
• Select some of the animal flashcards and give each
the • hat they have to do.
card to a different child in the circle.
"J ~e children will need to use finger paints so make sure • Play some music. You could use some of the songs
these are provided. If no finger paints are avai lable, have the child ren have learnt so far in Hooray! Starter or
children draw their own spider and decorate it. other English songs which the children know.
g, • While the music is playing, encourage the children to
• Hol d up a copy of the worksheet with the finger-
or pass the flashcards around the circle.
printed spider you have made before the class and
v in • After a short time stop the music. Encourage the
ask the children What is it? If the children can see
children who are holding flashcards when the music
it is a spider, then praise them, otherwise say Look,
stops to name the picture on their card.
a spider. and show the children the action for the
• Play the music again and try to stop it so different
spider.
10 • Hand out the worksheets to each child and have
children are holding the flashcards each time.
them trace the dotted lines on the web. Then
divide the class into groups and give each group
a set of finger paints. Children should paint their
n th umb one colour and press it down in the middle
d of the worksheet, then use one of their finger tips
to do the head. Have the children draw the legs on
the side . They can also draw a face on the head if
they like .
• If you want bigger spiders, have children press
down with their whole fist then with their thumb at
the end.
• If no finger paints are available, have children draw
their own spider, then decorate it and stick it in the
nd middle of the worksheet web.

31 7. Sing the Tidy up song / Clean up song

he (Am E). @li!I1I
• If you would like the children to tidy away their
worksheets and other materials, say It's time to
tidy up / clean up (AmE).
• Start to collect the materials and encourage the
ch ildren to help you.
• While you are picking things up, sing or play
t he Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).

Hooray! STARTER © Helbling Languages e

 Unit 3

Carpet Time
EXTRA LESSON 2 (OPTIONAL)
(Can be used after the story has been
2. Tell The baby cats story again. ~ ij'''}'
• If you want to use a transition marker to tell the
introduced in lesson 5)
children that the next activity is a story, then sing or
play the Story song (CD 6).
Main Objective
Story song
To sing a song from the story.
It's time for a story
Key Words Listen and look.
dog, cat, cow, spider (Repeat)
big, small • Either read the story from the back of the Story
Receptive language cards, or play the CD 24 and show the Story cards.
• Encourage the children to join in with some parts of
Look. A dog/cow/three small cats .
the story, for example, they can wave to say hello
Wow, it's big.
to the animals in the story, and they can copy some
Lovely/Sweet (AmE) baby cats.
of your facial expressions or movements.
Listen!
• You can also point to the characters or animals and
It's the big cat.
elicit the correct words from the children.
How sweet. Let's help!
• If there is time, allow the children to listen to the
Look, they are happy!
story more than once.
Come and see the happy (cats).
Meow, woof, moo.
3. Sing The happy animals song. ~ ij,,;,Jij
Classroom language • Play the song from the story using some of the
What's in the bag? animal actions for the children to copy.
What's missing? The happy animals
Come and see the happy cats,
Activities Meow, meow, meow.
Tell The baby cats story again. Come and see the happy cats,
Sing The happy animals song. Meow, meow, meow.
Play What's missing? Come and see the happy cats,
Make an animal mobile. Meow, meow, meow.
Come and see the happy cats,
Materials Checklist
Meow, meow, meow, meow.
o Peter hand puppet
o CD 2-6, 8 (routine songs), CD 24-26 Come and see the happy dog,
o flashcards 16-19 (dog, cat, cow, spider) Woof, woof, woof.
o Story cards 13-18 (The baby cats) Come and see the happy dog,
o animal mobile (Worksheet 17) Woof, woof, woof.
o coloured pencils or crayons Come and see the happy dog,
o scissors and glue Woof, woof, woof.
o string Come and see the happy dog,
o If there is time: animal mini flashcards Woof, woof, woof, woof.
(Worksheet 13) Come and see the happy cow,
Moo, moo, moo.
Come and see the happy cow,
Moo, moo, moo.
Warm-up
1. Welcome the children. ~
•
U,'.,
When the children are all in the classroom,
Come and see the happy cow,
Moo, moo, moo.
Come and see the happy cow,
Moo, moo, moo, moo.
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song • Play the song again and encourage the children to
(See Introduction, p. 17). join in with you.
• Make Peter greet the children. Make the puppet • Once the children are confident singing the song,
say Hello! and encourage the children to wave and you can also use the karaoke version (CD 26).
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

• Hooray' STARTER © Helbling Languages

 Play What's missing ?
Choose some of the animal flashcards f rom this
I u nit and elicit the vocabulary from the children .
Put th e cards on the floo r face down so the picture
or ca n't be seen .
• Turn the cards over one at a time and elicit the
name of the animal on the card until only one card
remains face down.
En cou rage the children to name the card which is
missing (and is face down). Ask What's missing?,
th en turn the card over to check if the children
w ere correct.
5.
If the children are interested, play the game again
of and leave a different card face down.
Pencil and Paper
5. Sing the Table song. (2t;".
• Say It's time to sit at the table. and indicate to
t he children that you would like t hem to go and sit
down at the tables.
• Whi le the children are moving to the table, sing or
p lay t he Table song (See Introduction, p. 17).
6. Make an animal mobile. [I b$'"
Teaching Tipf
If the children are not used to using scissors,
you might want to cut out the animals for the children so
that they can just colour and stick them .
If you only have a short amount of time, you could
ask the children to colour and cut out only one or tw o
animals. The an imals could then be collected and after
class you could use all the animals to make a few class
mobiles.
• Hold up the page so all the children can see it
cl early. Point to each of the anima ls (the front of
th e animals and the back) and ask the chi ldren
What is it? and elicit th e correct animal from the
chi ldren .
• Give the children a copy of the worksheet and say
Colour the animals. De monstrat e by starting to
colour one of the animals.
• Monitor the children whi le they are colouring and
ask them which animal they are colouring or the
colour they are using if t hey can name it in English .
• When the children have finished, say Cut out the
animals. and demonstrate. Praise the children for
neat and careful cutting.
• Say Stick the animals. and demonstrate by folding
and sticking one of th e animals with a piece of
) string in the middle.
• Monitor the class and help the children to fold and
stick their an imals onto their own piece of string.
• The strings of animals can then be displayed in the
classroom, or the children can take them home .
7. Si ng the Tidy up song / Clean up song
(AmE). (2 ti",
• If you would like the children to tidy away their
crayons and ot her materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you .
• While you are picking things up, sing or play
the Tidy up song / Clean up song (Am E) (See
Introduction, p . 17).
Rounding Off
8. Sing the Bye-bye song. (2 R,I:'
• Look at Peter and say It's time to go, Peter.
• Make Peter w ave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the chi ldren that it is the end of the
Eng lish lesson by singing or playi ng the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Musical chairs. '1b$'"
Preparation Tip!
Before the lesson, copy and cut up at
least one set of the animal mini flashcards. You need
enough sets to have one mini flashcard per child . If
you have ext ra time available, the children can colour
and make the min i flashcards during a lesson, or you
can colour and make them yourself.
Stick the mini flashcards on the children's chairs so
that the child ren can easily see them. If there aren't
enough chairs available in the classroom, then you
could use cushions or laminated copies of the animal
mini flashcards instead .
• Put the chairs (cushions or laminated flashcards) in a
place where the children can easily walk around them
and sit on them.
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt so far in Hooray! Starter.
• Then stop the music and say Sit down. and
encourage the children to sit down on the nearest
seat that is available.
• Randomly select one of the norma l animal flashcards
and show the children the animal. All the children
sitting on a chair with a mini flashcard of the same
animal are 'out'. Ask these children to stand near you
for the next round and then allow them to join back
in the game the round after.
• Play the music again and allow the remaining children
to move around the chairs and repeat the activity.
Hooray! STARTER © Helbling Languages _
 LANGUAGE OVERVIEW • UNIT 4
Key Words Simon says ...
hands Point to a body part, please.
teeth Is it (teeth)?
Stand up, everyone.

,
eyes
nose Listen .
mouth Stick in the robot's (eyes).
robot Trace the lines.
Are the robot's eyes here?
Receptive langua e Where are the robot's eyes?
Come and see the happy (cats). Draw a line from the (eyes) to the robot.
Meow, woof, moo. Cut out Peter.
Which body part, Peter? Where does it go?
The (nose), please. Stick on the (nose).
Wash your hands. Colour / Cut out the robot.
Splish, splash.
Objectives
Brush your teeth.
Round and round. Children learn:
Touch your eyes. • to recognise and name some body parts in English
Blink. • a game called Simon says to practise following
Touch your nose. instructions in English
Tap. • to name some actions in English that involve body
Peter's washing his hands. parts, for example 'wash your hands' and 'brush
Rosie's brushing her teeth. your teeth'
Touch your teeth. • to work together with the other children in the
There's a spider on your nose. Eek! class to play games such as Memory
Let's make a robot. Competences
Great idea. / Good idea .
Children can:
Let's make the (hands).
• recognise and point to body parts on different
Let's draw the (eyes).
animals, teddies/teddy bears (Am E), dolls and
Yes, a big mouth.
robots
And now the nose.
• follow simple instructions in English and carry out
Lovely. / Great (AmE).
various actions
Oh, no! Let's start again.
Let's have some fun. • act out a three part action story, and join in with
the songs and games during the lesson
Classroom language • show an interest in a story read by the teacher or
Look, (hands). played on the CD
Close/Open your eyes. • show their understanding using gestures and
Yes. / No, sorry. mimes, as well as through participation in the
Thank you. games and activities
Point to (Peter)'s (nose). Values
Red, blue, yellow or green?
Touch your (nose). • to develop appreciation for the value of being
creative
Look, it's Peter and Rosie.
Colour the towels. Thinking Skills
What is it?
• matching parts of a picture to the same part
Wash your hands.
within the picture

Hooray! STARTER © Helbling Languages I»

 Unit 4

Warm-up
LESSON 1 • BODY
VOCABULARY 1. Welcome the children. ~
•
G".'
When the children are all in the classroom,
Main Objective encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
To introduce the vocabulary for some body parts.
(See Introduction, p. 17)
Key Words • Make Peter greet the children. Make the puppet
hands, teeth, eyes, nose say Hello! and encourage the children to wave and
say Hello! back to Peter.
Receptive Language • Sing or play the Hello song and make Peter look
Come and see the happy (cats). like he is singing too (See Introduction, p. 17).
Meow, woof, moo.
Which body part, Peter? 2. Sing The happy animals song. ~ tR"l'
The (nose), please. • Play the song from The baby cats story in Unit 3
and encourage the children to join in with the
Classroom Language song and the actions for the animals (See Unit 3,
Look, (hands). Lesson 6 for the song lyrics).
Close/Open your eyes.
Yes. / No, sorry. Carpet Time
Thank you.
Point to (Peter),s (nose). 3. Introduce the body vocabulary.
Red, blue, yellow or green? • Show the children the flashcard for hands, show
them your own hands and say Look, hands.
Activities
• Say Hands. again and mime washing your hands.
Sing The happy animals song. • Then show the children the flashcard for teeth,
Introduce the body vocabulary. point at your own teeth and say Look, teeth.
Play Where's the nose?, Point to Peter's nose and • Say Teeth. again and mime brushing your teeth.
Red, blue, yellow or green? Encourage the children to mime brushing their
teeth with you.
Materials Checklist
• Continue to name the body parts on the flashcards,
o Peter hand puppet point to the body part on your body and encourage
o CD 2-3, 8 (routine songs), CD 25 the children to copy the actions which you show
o flashcards 3-4, 13, 20, 22-25 (red, blue, them.
yellow, green, hands, teeth, eyes, nose) Suggested actions:
o dolls and/or teddies/teddy bears (AmE) hands - wash your hands
(optional) teeth - brush your teeth
Notes eyes - blink your eyes
nose - touch or rub your nose

4. Play Where's the nose?

• Show the children each of the body part flashcards.
Say Look, (a nose)., then place the card face down
on the floor.
• Mix up the cards by sliding them around the floor.
Then look at Peter and say Which body part,
Peter? Make Peter say The nose, please. and
point to your own or Peter's nose.
• Invite one of the children to turn over a card and try
to find the nose flashcard. If the child turns over the
correct card, say Yes. and allow the child to give
the card to Peter. Peter should say Thank you. and
can reward the child by giving a kiss, hug or high
five. If the card is not the nose, then say No, sorry.
and choose a new child to turn over a card.
• Continue playing the game until each child has had
at least one turn to look for a body part for Peter.

fa Hooray! STARTER © Helbling Languages

 . Play Point to Peter's nose.
Teaching Tip!
: you have a large class, you could use
-eddies/teddy bears (Am E) and dolls that are in the
dassroom as well as the Peter hand puppet Try to let all
;ong - e children have a turn at pointing to one of Peter's body
parts or they can point to the body part you name on
t eir teddy/teddy bear (AmE) or doll.
and
• Put the body part flashcards on the floor in front of
th e children.
• Hold up the Peter hand puppet and invite individual
children to come and point to Peter's eyes, hands
I •
and nose.
Say (Marie), point to Peter's nose. and
encourage the child to come and point to Peter's
l, nose.
• If the children are unsure which body part you have
named, you can point to the flashcard as well as
giving the instruction to the children again.
• Continue asking children to point to Peter's body
parts until all the children have had a turn.
v • Alternatively, you can play Point to ... using just the
flashcards (See Introduction, p. 8 for information
]s. about how to play).
6. Play Red, blue, yellow or green?
I. • Show the children the red, blue, yellow and green
flashcards and elicit the colours.
• Say Close your eyes. and demonstrate by holding
lrds, your hands over your eyes, then peek to check the
rage children have copied you.
v • Once all the children have covered their eyes, put
one of the colour flashcards on the board or in the
centre of the circle.
• Say Open your eyes. and encourage the children
to open their eyes.
• Say Red, blue, yellow or green? and point to the
flashcard on the board or in the centre of the circle.
Encourage the children to name the card you are
pointing to.
Irds. • Repeat this a few times changing the flashcard
own each time.
Rounding Off
7. Sing the Bye-bye song. @liii
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Pass the flashcards.
• Ask the children to sit in a circle.
• Select some of the body part flash cards and give each
card to a different child in the circle.
• Play some music. You could use some of the songs
the children have learnt so far in Hooray! Starter or
other English songs which the children know.
• While the music is playing, encourage the children to
pass the flashcards around the circle.
• After a short time stop the music. Encourage the
children who are holding flashcards when the music
stops to name the picture on their card.
• Play the music again and try to stop it so different
children are holding the flashcards each time.
• You could also revise some of the vocabulary
from previous units by giving children some other
flashcards that the children can name in English.

or.

d try
r the

and
Ih
rry.

had
2r.

Hooray! STARTER © Helbling Languages fa

 Unit 4

Warm-up
LESSON 2 • SONG
1. Welcome the children.
•
@ G,'.'
When the children are all in the classroom,
wmtJ My body encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet say
Hello! and encourage the children to wave and say
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Revise the body vocabulary.
• Show the children the flashcard for hands, point at
one of your own hands and say Look, hands.
Main Ob·ective • Say Hands. again and mime washing your hands.
To sing a song about different body parts. • Then show the children the flashcard for teeth,
point at your own teeth and say Look, teeth.
Ke Words • Say Teeth. again and mime brushing your teeth.
hands, teeth, eyes, nose Encourage the children to mime brushing their
teeth with you.
Receptive language
• Continue to name the body parts on the flashcards,
Wash your hands. point to the body part on your body and encourage
Splish, splash. the children to copy the actions which you show
Brush your teeth. them.
Round and round. Suggested actions:
Touch your eyes. hands - wash your hands
Blink . teeth - brush your teeth
Touch your nose. eyes - blink your eyes
Tap . nose - touch or rub your nose
Peter's washing his hands.
Rosie's brushing her teeth. 3. Play Touch your nose.
Classroom language • Put the body part flashcards on the floor in front of
Look, (hands). the children.
Touch your (nose). • Say Touch your nose. and encourage the children
Look, it's Peter and Rosie. to point to their own nose.
Point to (Peter)'s (nose). • If the children are unsure which body part you have
Colour the towels. named, you can point to the flashcard as well as
giving the instruction to the children.
Activities • Continue asking the children to point to different
Revise the body vocabulary. body parts.
Play Touch your nose.
Listen to the Wash your hands song. 4. listen to the Wash your hands song.
Colour the picture. @G"a
• Attach the body part flashcards to the board or
Materials Checklist
put them in the centre of the circle where all the
o Peter hand puppet children can see them in the order of the song.
o CD 2-5, 8 (routine songs), CD 27 • Play the song and point to each body part as you
o flashcards 22-25 (hands, teeth, eyes, nose) hear it in the song. You can also mime the actions
o Student's Book, p. 27 that are described in the song.
o coloured pencils or crayons
Wash your hands
o If there is time: body part mini flashcards
Wash your hands, wash your hands.
(Worksheet 18)
Splish, splash, splish, splash.
Wash your hands, wash your hands.
Splish, splish, splash.

e Hoorayl STARTER © Helbling Languages

 Brush your teeth, brush your teeth .
Round and round, round and round.
Brush your teeth, brush your teeth.
Round and round and round.
Touch your eyes, touch your eyes.
mg Blink, blink, blink, blink.
Touch your eyes, touch your eyes.
say Blink, blink, blink.
say
Touch your nose, touch your nose.
Tap, tap, tap, tap.
Touch your nose, touch your nose.
Tap, tap, tap.
Rounding Off
8. Sing the Bye-bye song. ~
.. While the children are still at the table, look at Peter
and say It's time to go, Peter.
.. Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
.. Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).

.. Play the song again and encourage the children to If there is time ...

at
join in with the actions for each body part as they
hear it in the song. Play Memory. 1D*" :'
Preparation Tip!
Pencil and Paper You will need enough body part mini
).

5. Sing the Table song. ~ G,,'

• Say It's time to sit at the table. and indicate to
flashcards (Worksheet 18) for each child to have one
set. If you have extra time available, the children can
colour and make the mini flashcards during a lesson,
the children that you would like them to go and sit or you can colour and make them yourself before the
down at the tables. lesson.
.. While the children are moving to the table, sing or
ds, • Put the children in pairs and help them move so that
play the Table song (See Introduction, p. 17).
1ge they have a space in front of them to put both their
6. Colour the picture. §~~J ~ G'ID sets of mini flashcards on the floor.
• Encourage each pair of children to mix their sets of
.. Give the children their Student's Books open to the
mini flashcards and spread the cards on the floor in
correct page and say Look, it's Peter and Rosie.
front of them with the picture facing down.
• Ask the children to point to Peter. Say Point to
• The children should take it in turns to turn over two
Peter. and check the children are pointing to the
cards and name the pictures on the cards they turn
correct part of the picture.
over.
.. Then ask the children to point to Rosie.
• If the cards match, the children can keep the cards,
.. Say Look, Peter's washing his hands. and mime
otherwise they should put the cards back face down
washing your hands. Then point to Rosie and say
of and the other child takes a turn.
Rosie's brushing her teeth. and mime brushing
• The children should continue the game until all their
your teeth.
cards are in pairs.
.. Ask the children to point to different body parts in
the picture, for example say Point to Peter's nose.
Ive
.. Continue to ask the children to point to body parts
until they have pointed to most of those that can
be seen in the picture.
.. Then say Colour the towels. and point to the
parts in the picture which need colouring.
.. Allow the children to choose which colours they
would like to use. Play the Wash your hands song
while they are colouring.

7. Sing the Tidy up song / Clean up song

(AmE). @]&I
.. If you would like the children to tidy away their
s crayons and other materials, say It's time to tidy
up / clean up (AmE).
.. Start to collect the materials and encourage the
children to help you.
.. While you are picking things up, sing or play
the Tidy up song / Clean up song (AmEJ (See
Introduction, p. 17).

Hooray! STARTER © Helbling Languages fa

 Unit 4

Warm-up
LESSON 3 • A NEW GAME
1. Welcome the children. @G,,#.
Main Objective • When the children are all in the classroom,
To play a game called Simon says to practise encourage them to sit in a circle . While you are
actions with different body parts. making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
Key Words • Make Peter greet the children. Make the puppet
hands, teeth, eyes, nose say Hello! and encourage the children to wave and
say Hello! back to Peter.
Receptive language • Sing or play the Hello song and make Peter look
Wash your hands. like he is singing too (See Introduction , p. 17).
Splish, splash.
Brush your teeth. 2. Sing the Wash your hands song.
Round and round .
Touch your eyes.
@G"ik1:i
• Play the song and encourage the children to do the
Blink.
action for each body part as they hear it in the song
Touch your nose.
(See Lesson 2 for the song lyrics and suggested
Tap.
actions).
Classroom language • Alternatively, use the karaoke version of the song
and have the ch ildren join in .
What is it?
Touch your (nose).
Wash your hands. Carpet Time
Simon says ... 3. Play Whispered words.
Point to a body part, please.
• Put the body part flashcards on the floor in the
Is it (teeth)?
centre of the circle. Point to each of the cards and
Activities elicit the word from the children .
Sing the Wash your hands song. • Say Shh! and then w hisper or silently mouth one
Play Whispered words, Simon says, What are you of the body words from the flashcards, for example
pointing at? and What's missing?
say Nose. and point to your mouth as you say it
to indicate that the children should read from your
Materials Checklist lips .
o Peter hand puppet • In a normal voice say What is it? and again
o CD 2-3, 8 (routine songs), CD 27-28 whisper or silently say Nose.
o flashcards 22-25 (hands, teeth, eyes, nose) • Encourage the children to try and guess which
o If there is time: body part mini flashcards flashcard you were naming. Peter can praise the
(Worksheet 18) children who guess correctly by giving them a kiss,
hug or high five .
Notes • Repeat the activity by whispering or silently saying
different body words for the children to guess.

4. Play Simon says.

• Say Touch your nose. and encourage the children
to point to their own nose.
• If the children are unsure which body part you have
named, you can point to the flashcard as well as
giving the instruction to the children .
• Also ask the children to do some of the actions
from the Wash your hands song, for example, say
Wash your hands. and encourage the children to
mime washing their hands.
• Once the children seem confident and are doing
the correct actions when asked, you can introduce
Simon says.
• Explain the game to the children by demonstration
(and using their first language if necessary) .

_ Hooray! STARTER © Helbling La nguages

 ..; an instruction is given after saying Simon says ... ,
- en the children should do the action. If you do If there is time ...
-.ot say Simon says ... , then the children should
~ot do the action. Play Musical chairs. ~~;il:'
'e Continue to play the game sometimes saying Preparation Tip!
? song 5imon says ... and sometimes just giving an Before the lesson, copy and cut up
struction. at least one set of the body part mini flashcards. You
pet raise the children who are listening carefully and need enough sets to have one mini flashcard per
ve and only do the action when you say Simon says ... child. If you have extra time available, the children
can colour and make the mini flashcards during the
)ok - Play What are you pointing at? lesson, or you can colour and make them yourself.
). Attach some of the body part flashcards to the Stick the mini flashcards on the children's chairs so
Doard or put them in the centre of the circle. that the children can easily see them. If there aren't
Choose one child to stand near the flashcards. enough chairs available in the classroom, then you
Stand with your back to the flashcards on the board could use cushions or laminated copies of the mini
or in the circle. flash cards instead.
do the
Ask the child to point to one of the flashcards and
le song When the worksheet is used for the first time,
say Point to a body part, please.
:ed only use the mini flashcards for the body parts the
Then try to guess which body part the child is
children have learnt so far.
pointing at. Ask Is it (teeth)? and encourage all
song
the children to join in answering your questions. • Put the chairs (cushions or laminated flashcards) in a
• Continue to guess the body part until the children place where the children can easily walk around them
tell you that you are correct. and sit on them.
• Repeat the game asking a different child to choose • Play some music for the children to move around to.
one of the flashcards to point to. You could use some of the songs that the children
• Alternatively, you could invite confident children to have learnt so far in Hooray! Starter
the
take your place and guess which body part another • Then stop the music and say Sit down. and
ds and
child is pointing at. encourage the children to sit down on the nearest
hone • Or, if the children seem confident with the body seat that is available.
vocabulary, you could add a few flashcards from • Randomly select one of the normal body part
example
previous units in Hooray! Starter. flashcards and show and name the body part. All the
say it
lm your children sitting on a chair with a mini flashcard of the
6. Play What's missing? same body part are 'out'. Ask these children to stand
1 • Show the children the body part flashcards from near you for the next round and then allow them to
this unit and elicit the vocabulary from the children. join back in the game the round after.
lich • Put the cards on the floor face down so the picture • Play the music again and allow the remaining children
ie the can't be seen. to move around the chairs and repeat the activity.
n a kiss, • Turn the cards over one at a time and elicit the
name of the picture on the card until only one card
V saying remains face down.
less. • Encourage the children to name the card which is
missing (and is face down). Ask What's missing?,
then turn the card over to check if the children are
correct.
~ children
• If the children are interested, play the game again
and leave a different card face down.
you have
well as
Rounding Off
::tions
lple, say
7. Sing the Bye-bye song. @:R,I:'
• Look at Peter and say It's time to go, Peter.
lildren to
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
~ doing
Peter.
introduce
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
)nstration
song (See Introduction, p. 17).
y).

Hoorayl STARTER © Helbling Languages _

 Unit 4

Warm-up
LESSON 4 • ACTION STORY
1. Welcome the children.
•
@ A,'.'
When the children are all in the classroom,
ODD encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Introduce the My body action story.
• Say Listen. and then stand where all the children
can clearly see you.
Main Objective • Say the lines from the action story and show the
To listen to and join in with a simple action story. correct action as you say the line .
My body action story
Key Words
Touch your eyes.
hands, teeth, eyes, nose Touch your teeth.
spider There's a spider on your nose. Eek!
Receptive Language • Repeat the story so the children watch you do it
Touch your eyes. twice.
Touch your teeth .
There's a spider on your nose. Eek! 3. Mime the action story.
Classroom Language • Ask the children to stand up. Say Stand up,
everyone. and encourage the children to stand up
Listen.
in the circle.
Stand up, everyone.
• Repeat the action story and encourage the children
Activities to join in and copy your actions as you say each
line.
Introduce and mime the My body action story.
Play Touch the flashcard. • Do this a couple of times, telling the story in the
correct order.
Order the action story.
• If the children seem confident with the action story,
Materials Checklist you can mix up the order of the lines and check
o Peter hand puppet they still do the correct actions.
o CD 2-5, 8 (routine songs), CD 29
o Student's Book, p. 29 4. Play Touch the flash card. '!.I~$II:'
o coloured pencils or crayons
PreparatiOrlTij:)!
o action story cut-outs (Worksheet 19) (optional) If you have extra time available, the
o scissors, glue and spare paper (optional) children can colour and make the body part mini
o body part mini flashcards (Worksheet 18) flashcards (Worksheet 18) during a lesson, or you can
o If there is time: number or colour mini colour and make them yourself before the lesson .
flashcards (Worksheets 2, 4) (optional)
If you don 't want to use the mini flashcards, you could
Notes draw some extra pictures of hands, eyes, etc. on the
board around the normal flashcards instead .

• Attach the body part mini flashcards to the board

or put them in the centre of the circle. It is best
to use two or three sets of mini flashcards so that
there is more than one of each card.
• Choose between two and four children to stand in
front of the board or in the centre of the circle.

__ Hooray! STARTER © Helbling Languages

 -~ ect one of the normal flashcards and name the
:-ody part for the children as you show them the
: cture, or you can elicit the name of the body part
-rom the children.
e child ren in front of the board or in the centre
;ong of the circle should touch all the mini flashcards (or
Grawi ngs) with the same body part.
epeat the game with a different group of children
t
and each t ime .
the children become confident with the game,
ou can name the body part without showing them
:'le picture on the flashcard .
encil and Paper
.. Sing the Table song. ~ G'"
• Say It's time to sit at the table. and indicate to
he chi ldren that you would like them to go and sit
down at the tab les.
Whi le the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
- . Order the action story.
[~~~J ~ (i'.I. ~"b~~'I!'!I!ll!P.pJ"i
Teaching Tip!
S you think the children will find it difficult
:0 order the pictures in the Student's Book, you can use
the action story cut-outs (Worksheet 19) instead. You can
cut out the pictures on the worksheet before the lesson
or help the children w ith cutting if they are not able to
I up
Iren •
use scissors yet.
Hold up your copy of the Student's Book open to
th e correct page and show the children the pictures
f rom the action story.
• Point to each of the pictures and say the actions.
You can also encourage the children to do the
tory, actions at the table .
• Give the children their Student's Books open to the
correct page. Say the actions from the action story
again and encourage the children to point to the
correct picture .
• Say Listen. and play the action story on the CD .
Encourage the children to point to the correct
picture of each action again .
• Help the children to draw one spot in the square
for the first picture in the story, two spots for the
second picture and three for the third.
• If you are using the action story cut-outs
(Worksheet 19), give each child a copy of the
worksheet.
rd • The children can then move the pictures around
and put them in the correct order on the table in
at front of them . You can also repeat the actions from
the action story and ask the children to hold up the
correct picture for each action.
• Once the children have ordered the cut up pictures,
they can use these to help them number the
pictures in the Student's Book.
• If there is time, the children could stick the cut up
pictures in the correct order on a clean sheet of
paper. This paper could be taken home to show the
parents.
7. Sing the Tidy up song / Clean up song
(AmE) . ~ G'"
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you .
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduct ion, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ G,i:'
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal t o the children that it is the end of the
English lesson by singing or playing t he Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Bingo! 'D*,,:.
Preparation Tip!
You will need enough body part mini
flashcards (Worksheet 18) for each child to have one
set. If you have extra time available, the chi ldren can
colour and make the mini flashcards during a lesson,
or you can colour and make them yourself before the
lesson.
• Put the body pa rt flashcards face down on the floor
in front of Peter.
• Help the children to move so that they have a space
in front of them and help them to choose three of
their mini flashcards to put on the floor with the
picture showing.
• Make Peter turn over one of the body part flashcards
from his set, and show and say the body part to the
children. Then encourage the children to turn over
the mini flashcard w ith the same body part so the
picture can 't be seen .
• Repeat this until some of the children have turned
over all of the ir mini flashcards and encourage them
to shout Bingo! Peter can then kiss, hug or high-five
w ith the children w ho have 'Bingo'.
• Turn all the cards back over and repeat the activity,
or you could use other sets of cards, for example the
number or the colour cards .
Hooray! STARTER © Helbling Languages CD
 Unit 4

Warm-up
LESSON 5 • STORY AND SONG
1. Welcome the children.
• When the children are all in the classroom,
@ G".'
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Introduce mouth and robot.
• Show the children the flashcard for mouth, and say
Look, a mouth. Then point to your own mouth.
Main Objective • Say Mouth. again and move your mouth while you
To listen to a story about making a robot. are pointing at it. Encourage the children to move
their mouths with you.
Key Words • Then show the children the flashcard for robot
hands, teeth, eyes, nose, mouth, robot and say Look, a robot. You can also pretend to
be a robot an walk around in a circle using robotic
Receptive Language
movements.
Let's make a robot. • Say Robot. again and pretend to be a robot again.
Great idea. / Good idea.
Let's make the (hands). Let's draw the (eyes). 3. Introduce The robot story. @1i,IMt"
Yes, a big mouth . And now the nose.
• If you want to use a transition marker to tell the
Lovely. / Great (AmE).
children that the next activity is a story, then sing or
Oh, no! Let's start again.
play:
Let's have some fun.
Story song
Classroom Language It's time for a story
Look, a mouth/robot. Listen and look.
Point to (Rosie) / the robot's (eyes). (Repeat)
Stick in the robot's (eyes).
• Either read the story from the back of the Story
Trace the lines.
cards, or play the CD 30 and show the Story cards.
Value
The robot
To appreciate the value of being creative.
Peter: Let's make a robot.
Activities Rosie: Great idea.
Introduce mouth and robot. Let's make the hands.
Introduce The robot story. Peter: Yes.
Play What is it? Let's draw the eyes.
Draw the lines on the robot. Rosie: Good idea.
Peter: Let's draw the mouth.
Materials Checklist
Rosie: Yes, a big mouth.
o Peter hand puppet Peter: And now the nose.
o CD 2-6,8 (routine songs), CD 30 Rosie: Lovely / Great (Am E).
o flash cards 22-27 (hands, teeth, eyes, nose, Peter: Oh, nol
mouth, robot) Rosie: Let's start again!
o Story cards 19-24 (The robot) Rosie & Peter (singing):
o Student's Book, p. 31 Let's have some fun.
o coloured pencils or crayons Let's have some fun.
o stickers from the appendix of the Student's Let's make a robot.
Book (robot's eyes and mouth) Let's have some fun.
o The robot mini storybook (Worksheet 20a+b)
o
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -------_.

(optional) • If there is time and the children are interested, allow

them to listen to the story more than once.

e Hooray! STARTER © Helbling Languages

 Play What is it?
Show the children the body part flashcards. Elicit
the body part on each f lashcard and show the
children the appropriate actions.
Encourage the children to join in doing the actions
50ng "'or each of the body parts.
Shuffle the cards and put them in a pile on the
:t "'Ioor in t he middle of the circle with the pictures
~and Laci ng down.
• nvite one confident child to take the top card
wit hout showing it to the others and encourage the
child to mime the action for the body part on the
flashcard.
Ask What is it? and encourage the ot her children
to te ll you what body part the child is miming.
• Continue the game, allowing diff erent children
d say o come to the centre of the circle and take a
th. fl ashcard.
e you
lOve Pencil and Paper
It 5. Sing the Table song. ~ G,i'
to • Say It's time to sit at the table. and indicate to
botic th e childre n that you would like them to go and sit
down at the tables.
19ai n. • Wh ile the chi ldren are moving to t he table, sing or
pl ay the Table song (See Introduction, p. 17).
I 6. Draw the lines on the robot. [~~~J
the
5ing or • Hold up your copy of the Student's Book so all the
children can see it clearly.
• Poi nt to the robot in the picture. Ask the children
What is it? and elicit the word from them.
• Give the children their Student's Books open to the
correct page.
• Say Point to PeterIRosie., t hen ask the children
Dry to point to the body parts on the robot and check
cards . t hey are pointing to the correct area of the picture.
- - - - - - - - ,, • For the robot's eyes and mouth, say Point to the
robot's (eyes). and check the children are pointing
to the place for the eyes and mouth stickers. Say
Stick in the robot's (eyes). , monitor the children
and help them to st ick the stickers in the correct
place.
• After the children have finished putting the stickers
on the page, say Trace the lines. Encourage the
children to trace t he lines with their fingers first.
Then demonstrate tracing the lines on the robot
with a pencil.
• Monitor the class while the children trace the lines
and praise them for accurate tracing.
Preparation Tip!
You can also print a copy of the mini
storybook (Worksheet 20a+b) for each of the children to
take home at the end of the lesson. If there is time, the
children could colour one of the pages in the lesson, or
they can colour it at home with their parents.
You will need to cut and fold the mini storybooks for the
ted, allow children before the lesson (See Introduction, p. 11 ).
7. Sing the Tidy up song / Clean up song
(AmE). @liiii
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up I clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (Am E) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ ij,I:.
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Pass the flash cards.
• Ask the children to sit in a circle .
• Select some of the body part flashcards and give each
card to a different child in the circle.
• Play some music. You could use some of the songs
the children have learnt so far in Hooray! Starter or
other English songs which the children know.
• While the music is playing encourage the children to
pass the flashcards around the circle.
• After a short time stop the music. Encourage the
children who are holding flashcards when the music
stops to name the picture on their card.
• Play the music again and try to stop it so different
children are holding the flashcards each time.
• You could also revise some of the vocabulary
from previous units by giving children some other
flashcards that the children can name in English .
Hoorayl STARTER © Helbling Languages e
 Unit 4

Warm-up
LESSON 6 • THINKING SKILLS
1. Welcome the children.
•
@. D.'.
When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
• (!J say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
.~ like he is singing too (See Introduction, p. 17) .

• @ (jl
Carpet Time
2. Play Simon says.
• Say Touch your nose. and encourage the children
to point to their own nose .
Main Objective • If the children are unsure which body part you have
To match pictures of body parts to the correct named, you can point to the flashcard as well as
place in a picture. giving the instruction to the children.
• Also ask the children to do some of the actions
Key Words from the Wash your hands song, for example, say
hands, teeth, eyes, nose, mouth, robot Wash your hands. and encourage the children to
mime washing their hands .
Receptive Language
• Once the children seem confident and are doing
Let's make a robot. the correct actions when asked, you can start
Let's have some fun. playing Simon says.
Let's make the (hands). • Explain the game to the children by demonstration
(and using their first language if necessary).
Classroom Language
• If an instruction is given after saying Simon says ... ,
Simon says ... then the children should do the action. If you do
Touch your (nose). not say Simon says ... , then the children should
Wash your hands. not do the action.
Are the robot's eyes here? • Continue to play the game sometimes saying
Where are the robot's eyes? Simon says ... and sometimes just giving an
Draw a line from the (eyes) to the robot. instruction .
Thinkin Skills • Praise the children who are listening carefully and
only do the action when you say Simon says ...
Matching parts of a picture to the same part
within the picture.
3. Sing the Let's make a robot song.
Activities @.G'SI
Play Simon says. • Play the song from the story and encourage the
Sing the Lets make a robot song. children to join in .
Play Touch the flashcards. Let's make a robot
Match the body part to the correct part of the
Chorus:
robot. Let's have some fun, let's have some fun.
Materials Checklist Let's make a robot, let's have some fun.
o Peter hand puppet Let's make the hands for a robot.
o CD 2-5, 8 (routine songs), CD 31 Let's make the hands for a robot.
o Student's Book, p. 33
Chorus
o body part mini flashcards (Worksheet 18)
o coloured pencils or crayons Let's make the eyes for a robot.
Let's make the eyes for a robot.

CD Hoorayl STARTER © Helbling Languages

 Chorus
Let's make the mouth for a robot.
Let's make the mouth for a robot.
Chorus
Let's make the nose for a robot.
Let's make the nose for a robot.
Chorus
.a Play the song again and encourage the children to
join in with you.
Play Touch the flash ca rd. 9!)W" :'
Teaching Tip!
you have extra time available, the children
can colour and make the mini flashcards during a lesson,
or you can colour and make them yourself before the
ve
'5son.
you don't want to use the body part mini flashcards
Worksheet 18), you could draw some extra pictures
of hands, eyes, etc. on the board around the normal
o f1ashcards instead.
• Attach the body part mini flashcards to the board
or put them in the centre of the circle. It is best
to use two or three sets of mini flashcards so that
there is more than one of each card.
n • Choose between two and four children to stand in
front of the board or in the centre of the circle.
• Select one of the normal flashcards and name the
body part for the children as you show them the
picture, or you can elicit the name of the body part
from the children.
• The children in front of the board or in the centre
of the circle should touch all the mini flashcards (or
drawings) with the same body part.
• Repeat the game with a different group of children
each time.
• As the children become confident with the game,
you can name the body part without showing them
the picture on the flashcard.
Pencil and Paper
5. Sing the Table song. ~ Ii'"
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Match the ~~~~tart to the correct part of
the robot. S8 33
• Hold up your Student's Book open to the correct
page so all the children can see it clearly.
• Point to each of the body parts on the right side of
the page in turn and ask the children What is it?
• Point to the robot's tummy and say Are the
robot's eyes here? When the children say No!
invite one of the children to point to the eyes on
the robot. Say Where are the robot's eyes?
• Give the children their Student's Book open to the
correct page.
• Say Draw a line from the (eyes) to the robot.
and demonstrate by drawing a line from the eyes
on the right side of the page to the correct place on
the robot picture
• Monitor the children while they are working and
encourage them to join all the body parts on the
right side of the page to the picture of the robot.
Praise the children for good work.
7. Sing the Tidy up song / Clean up song
(A mE). ~ G'II
• If you would like the children to tidy away their
crayons and Student's Books, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ G,i:'
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Sing the songs you remember.
• Ask the children which English songs they remember
from the lessons so far and allow them to choose
which songs they would like to sing .
Hoorayl STARTER © Helbling Languages e
 Unit 4

Warm-up
EXTRA LESSON 1 (OPTIONAL)
1. Welcome the children. @: G".I1
(Can be used after the action story has been
• When the children are all in the classroom,
introduced in Lesson 4)
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
Main Ob' ective
(See Int roduction, p. 17).
To sing a song about body parts and join in with ,. • Make Peter greet t he children. Make the puppet
an action story. say Hello! and encourage the children to wave and
say Hello! back to Peter.
Key Words
• Sing or play the Hello song and make Peter look
hands, teeth, eyes, nose like he is singing too (See Introduction, p. 17)
Receptive Language
Wash you r hands. Carpet Time
Splish, splash. 2. Sing the Wash your hands song.
Brush your teeth .
Round and round .
@:G.'U'j:i
Touch your eyes. • Play the song and encoura ge the children to do the
Blink. action for each body part as they hear it in the song
Touch you r nose. (See Lesson 2 for the song lyrics and suggested
Tap. actions).
• Alternatively, use t he karaoke version of the song
Classroom Language (CD 28).
Who is it ?
What is it? 3. Mix up the My body action story.
Cut out Peter. • Tell the children the three actions from the action
Where does it go? story and do the actions as you name each one .
Stick on t he (nose). • Encourage the children to join in with the actions as
you name them.
Activities • Then say the actions, but in a different order from
Sing the Wash your hands song . the action story. Encourage the children to try and
M ix up the My body action story. do the correct action when they hear it.
Play What is it? • Continue asking the children to do different actions
Cut and stick Peter's fa ce . while they are interested .
• If they become confident with the actions, you
Materials Checklist
can say them quicker or encourage some of the
o Peter hand puppet children to join in saying some of the actions with
o CD 2-5, 8 (routine songs), CD 27-28 you.
o flashca rds 22-26 (hands, teeth, eyes, nose,
mouth) 4. Play What is it?
o Peter face outl ine and body parts
• Show the children the body part flashcards. Elicit
(Worksheet 21 )
the body part on each flashcard and show th e
o scissors and glue
children the appropriate actions.
Notes • Encourage the children to join in doing the acti ons
for each of the body parts.
• Shuffle the cards and put them in a pile on the
floor in the middle of the circle with the pictures
facing down.
• Invite one confident child to take the top card
without showing it to the others and encourage th e
child to mime the action for the body part on the
flashcard.
• Ask What is it? and encourage the other children
to tell you what body part the child is miming .
• Continue the game, allowing different children
to come to the centre of the circle and take a
flashcard.

_ Hooray! STARTE R © Helbling Languages

 Pencil and Paper
5. Sing the Table song . ~ R"I
Say It's time to sit at the table. and indicate to
th e chi ldren that you would like them to go and sit
down at the tables.
W hile the ch ildren are moving to the table, sing or
play the Table song (See Introduction, p. 17).
d English lesson by singing or playing the Bye-bye
6. Cut and stick Peter's face. 19W*ll
PreparatiOf. TIp!
.- the children are not able to use scissors
j et, you might need to cut out the face outline and the
oody parts before the lesson.
• Hold up the worksheet so all the children can see it
cl early. Point to the outline of Peter's face and ask
le the children Who is it?
19 • Then point to the nose, mouth and eyes and ask
What is it ? and elicit the correct body words from
t he children.
• Give each of the children a copy of the worksheet
and say Cut out Peter. Demonstrate by cutting
around Peter's face outline. Then ask the children to
cut out the body parts.
• Monitor the children and praise them for neat and
careful cutting.
as • When the children have cut out all of the pieces,
hold up the outline of Peter's face and one of the
cut out body parts (for example the nose).
• Say Where does it go? and encourage the
children to show you where you should stick each
ns of the body parts.
• Th en say Stick on the (nose). and monitor the
children while they stick the body parts on the face.
• When the children have finished, you can collect
and display the faces in the classroom, or the
children can take them home to show to their
parents.
7. Sing the Tidy up song / Clean up song
(AmE). ~ R'ii
• If you would like the children to tidy away their
s materials, say It's time to tidy up / clean up
(AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (Am EJ (See
he Introduction, p. 17)
Rounding Off
5. Sing the Bye-bye song. ~ R,':I
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to th e children that it is the end of the
song (See Introduction, p. 17).
If there is time ...
Play Musical flashcards.
• Place all the body part flashcards around the
classroom in a place where they can easily be seen
by the children and the children can safely move
between the cards (attached to a wall or something
that can't move is best).
• Point to each of the cards around the room and elicit
the body part from the children.
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt so far.
• Stop the music and encourage the children to choose
a body part and stand near the flashcard.
• Once all the children are by a flashcard say a body
part. All the children standing by that flashcard are
'out'. Ask these children to stand near you for the
next round and then allow them to join back in the
game the round after.
• Play the music again and allow the remaining children
to move around the room and repeat the activity.
Hooray! STARTER © Helbling Languages e
 Unit 4

Warm-up
EXTRA LESSON 2 (OPTIONAL)
1. Welcome the children. @G.,.I1
(Can be used after the story has been
• When the children are all in the classroom,
introduced in Lesson 5)
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
Main Objective (See Introduction, p. 17).
To sing a song about making a robot. • Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
Key Words
say Hello! back to Peter.
hands, teeth, eyes, nose, mouth, robot • Sing or play the Hello song and make Peter look
Receptive language like he is singing too (See Introduction, p. 17).
Let's have some fun.
Let's make a robot. Carpet Time
Let's make the (hands). 2. Tell The robot story again. @G.gt"
Classroom language • If you want to use a transition marker to tell the
children that the next activity is a story, then sing or
What is it?
play:
Colour / Cut out the robot.
Story song
Activities It's time for a story
Tell The robot story again . Listen and look.
Sing the Lets make a robot song. (Repeat)
Play Flash the flashcard.
• Either read the story from the back of the Story
Make a robot.
cards, or play the CD 30 and show the Story cards.
Materials Checklist • Encourage the children to join in with some parts of
the story, for example, they can copy some of your
U Peter hand puppet
U CD 2-6, 8 (routine songs), CD 30-32 facial expressions or movements.
U flashcards 22-26 (hands, teeth, eyes, nose, • You can also point to the characters or the robot
and elicit the correct words from the children.
mouth)
• If there is time and the children are interested,
U Story cards 19-24 (The robot)
allow them to listen to the story more than once.
U robot outline (Worksheet 22)
U coloured pencils or crayons
U scissors and glue 3. Sing the Let's make a robot song.
U If there is time: body part mini flashcards @i,,"'fJ
(Worksheet 18) • Play the song from the story and mime doing the
actions that are described in the song.
Notes
Let's make a robot
Chorus:
Let's have some fun, let's have some fun.
Let's make a robot, let's have some fun.
Let's make the hands for a robot.
Let's make the hands for a robot.
Chorus
Let's make the eyes for a robot.
Let's make the eyes for a robot.
Chorus
Let's make the mouth for a robot.
Let's make the mouth for a robot.
Chorus
Let's make the nose for a robot.
Let's make the nose for a robot.
Chorus

_ Hooray! STARTER © Helbling Languages

 • Play the song again and encourage the children to
join in with you.
• Once the children are confident singing the song,
you can also use the karaoke version (CD 32).
g . Play Flash the flashcard.
Show the children the body part flashcards and
elicit the body parts.
• Mix the cards in your hands so neither you nor the
children know the order of the cards.
• Make Peter hold the flashcards so you can see the
first card but the children can't. Quickly rotate or
fan the cards so the children get a quick glimpse of
which flashcard is on top and say What is it?
• Encourage the children to name the body part they
think they can see. Gradually slow down the speed
with which you rotate or fan the card until the
or children can correctly name the body part.
• Repeat this with different body parts or to make
it harder, add some flashcards from other units as
well .
Pencil and Paper
s.
5. Sing the Table song. ~ R,,'
• Say It's time to sit at the table. and indicate to
of the children that you would like them to go and sit
Jr down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Make a robot. tD~'f;j
• Hold up the worksheet so all the children can see it
clearly. Point to the outline of the robot and ask the
children What is it?
• Then point to the nose, mouth, eyes and hands and
elicit the words from the children .
• Say Colour the robot and demonstrate by starting
to colour your copy of the robot worksheet.
• Give each of the children a copy of the worksheet
and allow them to colour the robot.
• If the children can use scissors, say Cut out the
robot. and demonstrate by cutting out the robot
on your worksheet. The children will need to cut
out the arms and then glue them to the robot.
• Help the children to fold along the dotted lines,
glue the robot's body and stick the arms to the
sides .
• At the end of the Pencil and Paper activity, collect
the robots from the children and display them in
the classroom, or let the children take the robots
home to show to their parents.
7. Sing the Tidy up song / Clean up song
(A mE). ~
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
5. Sing the Bye-bye song. ~ t.,':1
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Treasure hunt. tD~'jl:1
Preparation Tip!
Before the lesson, prepare several
copies of the body part flashcards or body part mini
flashcards and hide them around the classroom. If
you have extra time available, the children can colour
and make the mini flashcards during a lesson, or you
can colour and make them yourself.
Make sure it is possible for the children to find and
reach the cards. If it is nice w eather and you have a
safe area to use outside, you might want to hide the
mini flashcards outside for the children to find.
• Tell the children which body part they are looking for,
for example say Can you find the nose? and show
the children the flashcard for nose.
• Encourage the children to search the classroom or the
outside area and bring you any nose flashcards that
they find .
• When the children have found all the copies, then
ask them to look for other body parts and bring you
these.
• If there is time, you can encourage the children to
close their eyes and hide the cards for them to find
again .
Hooray! STARTER © Helbling Languages Cl)
 NGUAGE OVERVIEW • UNIT 5
Key Words What lovely/nice (AmE) (shoes), (Victor).
Stick in the (shoes).
Colour the (T-shirt).
Is it (red)?
What colour is it / are they?
Colour it (green).
Receptive Language What's my favourite picture?
_et's have some fun . It isn't the (T-shirt).
_et's make a robot. What clothes?
_et's make the (hands) for a robot. What colour is the (T-shirt)?
~:)ok at my (T-shirt). What colour are the (shoes)?
s (green) and blue. Cut out the dominoes.
- ey're (red) and (blue).
Objectives
Put on your (T-shirt).
Oh, no! Children learn:
_ook, a (T-sh irt). • to recognise and name some clothes in English
And (shoes). • to follow instructions about putting on some
Put on / Take off the (T-shirt). clothes
Look, (Rosie). • to compliment some of their classmates' clothes
Ha ha ha ha ha! You look funny, Peter. and how they look
You look great, (Rosie). • to work together with other children in the class
Thank you! to play games and create a collage (optional
What a lovely/nice (AmE) (T-shirt). activity)
Oh, what lovely/nice (AmE) (shoes).
Competences
Classroom Language Children can:
Look, (a T-shirt). • recognise and point to clothes which they and
Point to (the skirt). their classmates are wearing
Close/Open your eyes. • follow simple instructions in English, including
One, two, three or four? instructions about miming putting on clothes
What is it? • describe the colours of some of the clothes they
Look, it's Peter and Rosie. are wearing, or Peter and Rosie are wearing
Point to (Peter) . • act out a three part action story, and join in with
Colour (Peter's) (T-shirt). the songs and games during the lesson
Is it a (skirt)? • show an interest in a story read by the teacher or
Put on your (T-shirt). played on the CD
What's in the magic bag? • show their understanding using gestures and
Simon says ... mimes, as well as through participation in the
Touch your (nose). games and activities
Listen (carefully). Values
Stand up / Sit down, everyone.
Which one, Peter? • complimenting someone on their looks
A (skirt), please. Thinking Skills
Yes. / No, sorry.
• focusing on details to be able to complete a
Thank you.
puzzle picture

Hoorayl STARTER © Helbling Languages e

 Unit 5

Warm-up
LESSON 1 • CLOTHES
VOCABULARY 1. Welcome the children.
•
~ *i.'.'
When the children are all in the classroom,
Main Objective encourage them to sit in a circle. While you are
To introduce the vocabulary for some clothes. making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
Key Words • Make Peter greet the children. Make the puppet
T-shirt say Hello! and encourage the children to wave and
trousers/pants (AmE) say Hello! back to Peter.
shoes • Sing or play the Hello song and make Peter look
skirt like he is singing too (See Introduction, p. 17).

Receptive Language 2. Sing the Let's make a robot song.

Let's have some fun . ~G"II
Let's make a robot. • Play the song from The robot story and encourage
Let's make the (hands). the children to join in (See Unit 4, Lesson 6 for the
Classroom Language lyrics).

Look, (a T-shirt).
Point to (the skirt). Carpet Time
Close/Open your eyes. 3. Introduce the clothes vocabulary.
One, two, three or four?
• Show the children the flashcard for T-shirt, point to
Activities your T-shirt if you are wearing one or point to some
of the children's T-shirts and say Look, a T-shirt.
Sing the Let's make a robot song.
• Say T-shirt. again and mime putting on a T-shirt.
Introduce the clothes vocabulary.
• Then show the children the fla shcard for trousers/
Play Point to ... , Say it louder and One, two, three
pants (AmE), point to your own trousers/pants
or four?
(AmE) and say Look, trousers/pants (AmE).
Materials Checklist • Say Trousers/Pants (AmE). again and pretend to
o Peter hand puppet put on your trousers/pants (AmE) and fasten them.
o CD 2-3,8 (routine songs), CD 31 Encourage the children to pretend to put on and
o flashcards 5-7, 21, 28-31 (one, two, three, fasten their trousers/pants (AmE) as well.
four, T-shirt, trousers/pants (Am E), shoes, skirt) • Continue to name the clothes on the flashcards and
o If there is time: clothes mini flashcards point to the clothes if you or any of the children are
(Worksheet 23) wearing them.
Suggested actions:
Notes T-shirt - pretend to put on a T-shirt
trousers/pants (AmE) - pretend to put on your
trousers/pants (Am E) and fasten them
shoes - pretend to put on shoes and fasten them
skirt - pretend to put on a skirt, then pretend to
hold the bottom of the skirt and sway as if you are
showing off your pretty skirt

4. Play Point to ...

• Put the clothes flashcards on the floor in front of
the children with the picture facing up. Say Point
to the skirt. Pretend to put on and then hold
out the edges of your skirt, then point to the skirt
flashcard (or make Peter point to the flashcard) .
• Encourage the children to do the action and point
to the flashcard with you.
• Continue to name the clothes, do the actions and
point to the correct flashcard while the children are
interested .

e Hooray! STARTER © Helbling Languages

 _ Play Say it louder.
Show the children the flashcard for trousers/pants If there is time ...
(AmE) and elicit or tell the word to the children.
Make Peter say Shh! and whisper Trousers/Pants Play Hold up the flash ca rd. ~Wf.li'
(AmE). Encourage the children to whisper it with Preparation Tip!
Peter. You will need enough clothes mini
Say Trousers/Pants (AmE). repeatedly, each time flashcards (Worksheet 23) to give each child one
a little louder, and have the children repeat until flashcard .
the last time you shout it and then say Shh! and
If you have extra time available, the children can
whisper Trousers/Pants (AmE). again.
colour and make the mini flash cards during a lesson,
• Repeat this with some of the other clothes
or you can colour and make them yourself before the
flashcards.
lesson .
• After some time you can try different voices, for
example, try singing the word, or saying it with a • Show the children the clothes flashcards and elicit the
high squeaky voice and then a deep low voice. Or words from the children.
try saying the word while you are holding your nose • Give the clothes mini flashcards out so that each child
or wobbling your lips using your finger. is holding one card.
• Say Hold up the shoes. and encourage any children
6. Play One, two, three or four? holding a mini flashcard for shoes to hold their
• Show the children the number flashcards and elicit flashcard up in the air so you can see it.
the number on each card. • Repeat a couple of times asking for different items of
• Say Close your eyes. and demonstrate by holding clothing and then ask the children to swap their cards
your hands over your eyes, then peek to check the so the children have to think about a different clothes
)
children have copied you. word.
e
• Once all the children have covered their eyes, put • Repeat the activity as many times as you can while
one of the number flashcards on the board or in the children are interested .
the centre of the circle.
• Say Open your eyes. and encourage the children
to open their eyes.
• Say One, two, three or four? and point to the
flashcard on the board or in the centre of the circle.
Encourage the children to name the card you are
pointing to.
d • If the children are finding it hard to name the
e number, then encourage them to count the spots
on the dice with you to find the correct number.
• Repeat this a few times, changing the flashcard
until the children seem confident with naming the
numbers .

Rounding Off
7. Sing the Bye-bye song. ~ ti,I:.
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).

Hoorayl STARTER © Helbling Languages _

 Unit 5

Warm-up
LESSON 2 • SONG
1. Welcome the children.
•
~ R,'.'
When the children are all in the classroom,
My clothes encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Revise the clothes vocabulary.
• Show the children the flashcard for T-shirt, point to
your T-shirt if you are wearing one or point to some
Main Objective of the children's T-shirts and say Look, a T-shirt.
To sing a song about clothes. • Say T-shirt. again and mime putting on a T-shirt.
• Then show the children the flashcard for trousers/
Key Words pants (Am E), point to your own trousers/pants
T-shirt, trousers/pants (Am E), shoes, skirt (AmE) and say Look, trousers/pants (AmE).
• Say Trousers/Pants (AmE). again and pretend to
Receptive Language
put on your trousers/pants (AmE) and fasten them.
Look at my (T-shirt). Encourage the children to pretend to put on and
It's (green) and blue. fasten their trousers/pants (AmE) as well .
They're (red) and (blue). • Continue to name the clothes on the flashcards and
Classroom Language point to the clothes if you or any of the children are
wearing them.
Look, (a T-shirt).
Suggested actions:
What is it?
T-shirt - pretend to put on a T-shirt
Look, it's Peter and Rosie.
trousers/pants (AmE) - pretend to put on your
Point to (Peter).
trousers/pants (AmE) and fasten them
Colour (Peter's) (T-shirt).
shoes - pretend to put on shoes and fasten them
Activities skirt - pretend to put on a skirt, then pretend to
hold the bottom of the skirt and sway as if you are
Revise the clothes vocabulary.
showing off your pretty skirt
Play Flash the flash card.
Sing the Look at my T-shirt song.
Colour the clothes. 3. Play Flash the flashcard.
• Show the children the colour flashcards and elicit
Materials Checklist the colours . Mix the cards in your hands so neither
o Peter hand puppet you nor the children know the order of the cards.
o CD 2-5, 8 (routine songs), CD 33 • Make Peter hold the flashcards so you can see the
o flashcards 3-4, 13,20,28-31 (red, blue, first card but the children can't. Quickly rotate or
yellow, green, T-shirt, trousers/pants (AmE), fan the cards so the children get a quick glimpse of
shoes, skirt) which flashcard is on top and say What is it?
o Student's Book, p. 35 • Encourage the children to name the colour they
o coloured pencils or crayons think they can see . Gradually slow down the speed
o If there is time: clothes mini flashcards with which you rotate or fan the card until the
(Worksheet 23) children can correctly name the colour.
• Peter can reward the children who say the colour
quickest.
• Repeat this with different colours or, to make it
harder, add some of the other flashcards for items
the children know.

e Hooray! STARTER © Helbling Languages

 . Sing the Look at my T-shirt song. ~ G""
Attach the clothes flashcards to the board or put
hem in the centre of the circle in the order of the
song.
Play the song and point to each item of clothing as
you hear it in the song. You can also pretend to put
on the items of clothing.
Look at my T-shirt
Ind Look at my T-shirt, it's green and blue,
It's green and blue.
Look at my T-shirt, it's green and blue,
It's green and blue.
Look at my trousers/pants (AmE), they're red
and blue, they're red and blue.
Look at my trousers/pants (AmE), they're red
to and blue, they're red and blue.
me
Look at my shoes, they're yellow and red,
They're yellow and red.
Look at my shoes, they're yellow and red,
i/ They're yellow and red.
Look at my skirt, it's yellow and blue,
J It's yellow and blue.
11. Look at my skirt, it's yellow and blue,
It's yellow and blue.
• Play the song again and encourage the children to
3nd
join in and pretend to put on the clothes they hear
are
in the song.
Pencil and Paper
5. Sing the Table song. ~ G'"
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
Ire
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Colour the clothes. [~~~J ~
•
G,','
Hold up the page so the children can see. Play the
Look at my T-shirt song again, and point to the
) .
items of clothing on the page as you sing about
each of them.
• Give the children their Student's Books open to the
of correct page and say Look, it's Peter and Rosie.
• Ask the children to point to Peter. Say Point to
Peter. and check the children are pointing to the
~ed
correct part of the picture.
• Then ask the children to Point to Rosie.
• Hold up your copy of the page so all the children
can see clearly and say Colour Peter's T-shirt
green and blue. Then demonstrate by starting to
colour Peter's T-shirt green and blue.
flS
• Encourage the children to finish colouring Peter's
trousers/pants (AmE) and Rosie's skirt as well.
• Monitor the children while they are colouring and
talk to the children about the colours of Peter's and
Rosie's clothes.
• If some of the children finish quickly, you can ask
them to point to an item of clothing in the picture
while they are waiting for the other children to
finish colouring.
7. Sing the Tidy up song / Clean up song
(AmE). @liPD
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ R,I:'
• While the children are still at the table, look at Peter
and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Treasure hunt. m**J'
Preparation Tip!
Before the lesson, prepare several
copies of the clothes flashcards or clothes mini
flashcards (Worksheet 23) and hide them around
the classroom. If you have extra time available, the
children can colour and make the mini flashcards
during a lesson, or you can colour and make them
yourself.
Make sure it is possible for the children to find and
reach the cards. If it is nice weather and you have a
safe area to use outside, you might want to hide the
flashcards outside for the children to find.
• Tell the children which item of clothing they are
looking for, for example say Can you find the
shoes? and show the children the shoes flashcard .
• Encourage the children to search the classroom or the
outside area and bring you any cards with shoes that
they find.
• When the children have found all the copies of the
shoes, ask them to look for the T-shirt flashcards and
bring you these cards.
• Then the children can look for the cards with trousers/
pants (AmE) and skirt and bring these to you.
• If there is time you can encourage the children to
close their eyes and hide the cards for them to find
again.
Hooray! STARTER © Helbling Languages __
 Unit 5

Warm-up
LESSON 3 • PUT ON YOUR ...
1. Welcome the children . ~ A.'A'
Main Objective • When the children are all in the classroom,
To introd uce t he children to the structure 'Put on encourage them to sit in a circle . While you are
your (T-shirt).' making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
Key Words • Make Peter greet the children . Make the puppet
T-shirt, t rousers/pants (Am E), shoes, skirt say Hello ! and encourage the children to wave and
say Hello ! back to Peter.
Receptive language • Sing or play the Hello song and make Peter look
Look at my (T-shirt). like he is singing too (See Introduction, p. 17).
It's (green) and bl ue.
They're (red) and (blue) . 2. Sing the Look at my T-shirt song .
Classroom language ~ R·iOOi
Is it (a skirt)? • Play the song and encourage the children to
pretend to put on the clothes from the song (See
Put on your (T-shirt).
Lesson 2 for the song lyrics).
Look, a magic bag .
What's in the magic bag? • Alternatively, use the karaoke version of the song
and the children can choose the order of the
Simon says ...
clothes or colours . If children know any other
Touch your (nose).
clothes or colours in English, you can also help
Activities them make new verses for these.
Sing t he Look at my !-shirt song .
Play the Yes or no game. Carpet Time
Introduce the phrase 'Put on your. . .'
3. Play the Yes or no game.
Play What's in the magic bag? and Simon says.
• Show the children the clothes flashcards and elicit
Materials Checklist the words . Then show the children that you are
o Peter hand puppet mixing the cards in your hands so neither you nor
o CD 2-3, 8 (routine songs), CD 33- 34 the children know the order of the cards.
o f lashcards 28-31 (!-shirt, trousers/pants (AmE), • Take one of the flashcards and hold it above your
shoes, skirt) head so that the children can see which item of
o fl ashcards 22-26 (hands, teeth, eyes, nose, clothing you are holding but you can't.
mouth) (optional) • With your other hand point to the flashcard and
o a magic bag say Is it (a skirt)? and encourage the children to
o a T-shirt and a pair of shoes say Yes. if you are holding up the skirt flashcard
and No, sorry. if not. If the answer w as No, sorry. ,
Notes keep guessing until the children say Yes.
• Repeat this with some of the other flashcards .

4. Introduce the phrase 'Put on your .. :

• Show the children the real T-shirt and shoes you
brought to class and elicit the words from the
children.
• Say Put on your T-shirt. and then put on the
T-shirt. Encourage the ch ildren to pretend to put on
a T-shirt with you .
• Then say Put on your shoes. and put on the
shoes. Encourage the children to pretend to put on
shoes with you. If children are wearing shoes, you
could encourage them to take their shoes off and
then put them back on .
• Continue to ask children to put on different items
of clothing and encourage them to mime doing the
action .

e Hooray! STARTER © Helbling Languages

 • If you have time, you could also let some of the
children put on the T-shirt and shoes which you
brought to class.
• If children seem confident putting on clothes, you
coul d also ask them to mime taking off clothing as
g w ell.
5. Play What's in the magic bag?
j • Show the children the magic bag and say Look, a
magic bag. What's in the magic bag?
• Look inside the magic bag and pretend to be very
excited about what is in the bag .
a Pretend to take a T-shirt out of the magic bag and
then pretend to put the T-shirt on.
• Ask the children again What's in the magic bag?
and encourage the chi ldren to guess what item of
cloth ing you have taken out of the magic bag.
• On ce the children guess the item of clothing, you
can pretend to give all the children a T-shirt from
the magic bag and everyone can pretend to put
their T-shirt on .
a Continue taking clothes from the magic bag and
encouraging the children to guess wh ich it em of
clothing you have taken, while the children are
interested.
a On ce the chi ldren are familiar with the magic bag ,
you could invite confid ent children to take an item
of clothing from the magic bag and pretend to put
it on while the other children guess which item of
cl othing the child has.
Rounding Off
7. Sing the Bye-bye song. @: U,I:i
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the chi ldren t o wave and say Bye-bye! back to
Peter.
• Signal to the children that it is t he end of the
English lesson by singing or playing the Bye-bye
song (see Introduction, p. 17).
I f there is time ...
Play Pass the flash ca rds.
• Ask the children to sit in a circle .
• Select some of the clothes flashcards and give each
card to a different child in the circle.
• Play some music. You could use some of the songs
the ch ildren have learnt so far in Hooray! Starter or
other English songs which the children know.
• While the music is playing , encourage the children to
pass the flashcards around the circle .
• After a short time stop the music. Encourage the
ch ildren who are holding flashcards when the music
stops to name the picture on their card.
• Play the music again and try to stop it so different
children are holding the flashcards each time .

6. Play Simon says.

• Say Touch your (nose). and encourage the
children to point to their own nose.
a If the children are unsure which body part you have
named, you can point to the flashcard as we ll as
giving the instruction to the chi ldren.
• Once the children seem confident and are doing
t he correct actions when asked, you can start
playing Simon says.
• If an instruction is given after saying Simon says ... ,
then the children shou ld do the act ion. If you do
not say Simon says ... , then the children shou ld
not do the action .
• Continue to play the game sometimes saying
Simon says ... and sometimes just giving an
instruction .
• Praise the children who are listening carefully and
only do the action when you say Simon says ...
• If the children seem confident with touching their
body parts, you can add Put on your T-shirt!
trousers/pants (AmE)/skirt!shoes. to the game .

Hooray ! STARTER © Helbling Languages e

 Unit 5

Warm-up
LESSON 4 • ACTION STORY
1. Welcome the children.
•
@ G".'
When the children are all in the classroom,
ODD encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Introduce the My clothes action story.
• Say Listen. and then stand where all the children
can clearly see you.
Main Objective • Say the lines from the action story and show the
To listen to and join in w ith a simple action story. correct action as you say the line.
My clothes action story
Key Words
Put on your T-shirt.
T-shirt, trousers/pants (Am E), shoes, skirt Put on your trousers/pants (Am E).
Receptive Language Put on your shoes. Oh, no!

Put on your (T-shirt). • Repeat the story so the children watch you do it
Oh, no! twice.

Classroom Language
3. Mime the action story.
Listen.
• Ask the children to stand up. Say Stand up,
Stand up, everyone.
everyone. and encourage the children to stand up
Look, a (T-shirt).
in the circle.
Which one, Peter?
• Repeat the action story and encourage the children
A (skirt), please.
to join in and copy your actions as you say each
Yes. / No, sorry.
line.
Thank you.
• If the children are interested, do this a couple of
Activities times, telling the action story in the correct order.
• If the children seem confident with the action story,
Introduce and mime the My clothes action story.
you can mix up the order of the lines and check
Play Where's the skirt?
they still do the correct actions.
Order the action story.

Materials Checklist 4. Play Where's the skirt?

o Peter hand puppet
o CD 2-5, 8 (routine songs), CD 35
o flashcards 28-31 (T-shirt, trousers/pants (AmE),
shoes, skirt)
o Student's Book, p. 37
o coloured pencils or crayons
o action story cut-outs (Worksheet 24) (optional)
o scissors, glue and spare paper (optional)
o If there is time: pairs of flashcards from earlier
units
Notes
• Show the children each of the clothes flashcards.
Say Look, (a T-shirt). as you show each card, then
place the card face down on the floor.
• Mix up the cards by sliding them around the floor.
Then look at Peter and say Which one, Peter?
Make Peter say A skirt, please. and show the
children the action for skirt.
• Invite one of the children to turn over a card and
try to find the skirt flashcard. If the child turns over
the card with the skirt, say Yes. and allow the child
to give the card to Peter. Peter should say Thank
you. and can reward the child by giving a kiss, hug
or high five. If the card is not the skirt, then say No,
sorry. and choose a new child to turn over a card.
• Continue playing the game until each child has had
at least one turn to look for an item of clothing for
Peter.

fa) Hoorayl STARTER © Helbling Languages

 Pencil and Paper 7. Sing the Tidy up song / Clean up song

5. Sing the Table song. @ G.,.

• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
song down at t he tables.
• W hile the children are moving to the table, sing or
~t play the Table song (See Introduction, p. 17).
'and
6. Order the action story.
k §:~J @G·.IO' ~.ij~*i9!'!I!'.l:.i)"J
Teaching Tip!
If you think the children will find it difficult
to order the pictures in the Student's Book, you can use
he action story cut-outs (Worksheet 24) instead. You can
cut out the pictures on the worksheet before the lesson
~n
or help the children with cutting if they are not able to
use scissors yet.
e Peter.
• Hol d up your copy of the Student's Book open to
t he correct page and show the children the pictures
f rom the action story.
• Point to each of the pictures and say the actions.
You can also encourage the children to do the
actions at the table.
• Give the childre n their St udent's Books open to the
co rrect page. Say the actions from the action story
again and encourage the children to point to the
correct picture.
• Say Listen. and play the action story on the CD.
Encourage the children to point to the correct
picture of each action again.
• Help the children to draw one spot in the square
f or the first picture in the story, two spots for the
second picture and three for the third.
• If you are using the action story cut-outs
~r.
(Worksheet 24), give each child a copy of the
to ry, worksheet.
• The children can then move the pictures around
and put them in the correct order on the table in
front of them. You can also repeat the actions from
the action story and ask the children to hold up the
s. correct picture for each action.
hen • Once the children have ordered the cut up pictures,
they can use these to help them number the
or. pictures in the Student's Book.
• If there is time, the children could stick the cut up
pictures in the correct order on a clean sheet of
paper. This paper could be taken home to show the
d parents .
Iver
hild
k
lUg
No,
rd.
had
fo r
•
(AmE). @G.ii
If you would like the children to tidy away their
crayons and ot her materials, say It's time to tidy
up / clean up (AmE).
• Start t o collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (Am EJ (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. @G.I:.
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Pairs.
• Place the pairs of flashcards face down on the floor.
You could use a selection of two toys, two items of
clothing, two colours, two numbers, two body parts,
two animals and Peter and Rosie .
• Allow the children to take it in turns to turn over two
cards and try and find pairs (flashcards from the same
category).
• If a child finds a pair, the child can keep the cards and
then the next child takes his or her turn.
• Once all the pairs have been found, praise the
children who have found pairs and collect all the
cards.
• Repeat the game until all the children have had at
least one turn to turn over some cards.
• Alternatively, if there are a lot of children in the class,
allow the children to play in smaller groups using mini
flashcards.

Hooray! STARTER © Helbling Languages _

 Unit 5

Warm-up
LESSON 5 • STORY AND SONG
1. Welcome the children. @G,'A'
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children . Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Play Stand up and sit down.
• Look at the clothes which the children are wearing
and encourage the children to point to their own
Main Objective shoes, trousers/pants (Am E), skirts and T-shirts.
To listen to a story about trying on different clothes. • Hold the flashcard for shoes so that the children
can see which flashcard you are holding and say
Key Words Shoes, stand up. Then indicate to any children
T-shirt, trousers/pants (Am E), shoes, skirt who are wearing shoes to stand up.
• Encourage all the children to look at each other's
Receptive language
shoes and you can also compliment the children by
Look, a (T-shirt). saying What lovely/nice (AmE) shoes, (Victor).
And (shoes). • Then say Sit down, everyone. and encourage all
Put on / Take off the (T-shirt). the children to sit down.
Ha ha ha ha ha! You look funny, Peter. • Continue saying a different item of clothing each
You look great, (Rosie). time and ensuring that only children wearing that
What a lovely/nice (Am E) T-shirt. item of clothing stand up.
Classroom language • As the children become more confident, you can
say the clothes faster, or you can encourage the
Stand up / Sit down, everyone.
children to tell you some of the colours of the
What lovely/nice (AmE) (shoes), (Luca). clothes .
Stick in the (shoes).
• If the children are already excited before the activity,
Colour the (T-shirt).
you may want to just ask them to put their hands in
Value the air rather than stand up and sit down.
Complimenting someone on their looks.
3. Introduce the You look great story.
Activities @N'l#ti
Play Stand up and sit down. • If you want to use a transition marker to tell the
Introduce the You look great story. children that the next activity is a story, then sing or
Play Guess the picture. play:
Stick in the shoes and skirt and colour the other Story song
clothes. It's time for a story
Materials Checklist Listen and look.
(Repeat)
o Peter hand puppet
o CD 2-6, 8 (routine songs), CD 36 • Either read the story from the back of the Story
o flashcards 28-31 (T-shirt, trousers/pants (AmE), cards, or play the CD and show the Story cards.
shoes, skirt) • If there is time, listen to the story more than once.
o Story cards 25-30 (You look great)
o Student's Book, p. 39
o stickers from the appendix of the Student's You look great
Book (shoes, skirt) Peter: Look, a T-shirt.
o coloured pencils and crayons Rosie: And trousers/pants (AmE).
o You look great mini storybook
Peter: Look, a skirt.
(Worksheet 25a+b) (optional)
Rosie : And shoes.

CD Hooray! STARTER © Helbling Languages

 =asie: Put on the T-shirt.
Put on the trousers/pants (AmE).
Put on the shoes.
'c er: Look, Rosie.
-osie: Ha ha ha ha ha! You look funny, Peter.
=osie: Take off the T-shirt.
Take off the trousers/pants (AmE).
Take off the shoes.
=osie: Look, Peter!
=eter: You look great, Rosie.
=<osie: Thank you!
:>eter (singing):
What a lovely/nice (AmE) T-shirt.
You look great.
What a lovely/nice (AmE) T-shirt.
You look great.
. Play Guess the picture.
• Start to draw the first bit of one of the items of
clothing on the board. Ask the children to put
their hand up when they think they know what it
is. If their answer is correct, let them come to the
board to draw another item of clothing for the class
to guess. Continue like this until all the items of
clothing have been drawn.
Pencil and Paper
5. Sing the Table song. @R"I
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
y. play the Table song (See Introduction, p. 17).
n •
6. Stick in the shoes and skirt and colour the
other clothes. [S8 ~
• Give the children their Student's Books open to the
correct page and say Look, it's Peter and Rosie.
• Ask the children to point to Peter. Say Point to
Peter. and check the children are pointing to the
correct part of the picture.
• Then ask the children to Point to Rosie.
• Encourage the children to point to some of the
clothes in the picture, for example say Point to the
skirt. and again check the children are pointing to
the correct part of the picture.
• Say Stick in the shoes and skirt. and show the
children the shoes and skirt stickers.
• Monitor the children while they are sticking in the
stickers and help them if they need help peeling the
stickers from the sticker sheet.
• You can also ask the children the colour of the
clothes as they are sticking them in.
• Once the children have stuck the stickers in, say
Colour the (T-shirt). and point to the clothes
which need colouring .
• You can also demonstrate by starting to colour the
clothes on your copy of the page .
• Monitor the children while they are colouring and
praise them for neat work.
Preparation Tip!
You can also print a copy of the mini
storybook (Worksheet 25a+b) for each of the children to
take home at the end of the lesson. If there is time, the
children could colour one of the pages in the lesson, or
they can colour it at home with their parents.
You will need to cut and fold the mini storybooks for the
children before the lesson (See Introduction, p. 11).
7. Sing the Tidy up song / Clean up song
(A mE). @li'll
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. @ti'):'
• While at the table, look at Peter and say It's time
to go, Peter.
Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Sing the songs you remember.
• Ask the children w hich English songs they remember
from the lessons so far and allow them to choose
which songs they w ould like to sing.
Hooray! STARTER © Helbling Languages e
 Unit 5

Warm-up
LESSON 6 • THINKING SKILLS
1. Welcome the children.
•
@: R,'.
When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Play What's in the magic bag?
• Show the children the magic bag and say Look, a
magic bag. What's in the magic bag?
Main Objective • Look inside the magic bag and pretend to be very
To complete a colour coded picture puzzle. excited about what is in the bag.
• Pretend to take a T-shirt out of the magic bag and
Key Words then pretend to put the T-shirt on.
T-shirt, trousers/pants (AmE), shoes, skirt • Ask the children again What's in the magic
bag? and encourage them to guess what item of
Receptive language
clothing you have taken out of the magic bag.
What a lovely/nice (AmE) (T-shirt). • Once the children guess the item of clothing, you
Oh, what lovely/nice (AmE) (shoes). can pretend to give all the children a T-shirt from
You look great. the magic bag and everyone can pretend to put
their T-shirt on.
Classroom language
• Continue taking clothes from the magic bag and
Look, a magic bag. encouraging the children to guess which item of
What's in the magic bag? clothing you have taken, while the children are
Point to a card, please. interested.
Is it (a T-shirt)? Is it red?
• Once the children are familiar with the magic bag,
What colour is it / are they? you could invite confident children to take an item
Colour it (green). of clothing from the magic bag and pretend to put
Point to the shoes. it on while the other children guess which item of
Thinking Skills clothing the child has.
Focusing on details to be able to complete a
puzzle picture.
3. Sing the What a lovely/nice (AmE) T-shirt
song. @: ij,ifj¥1
Activities • Play the song from the story and pretend to admire
Play What's in the magic bag? yourself in the mirror wearing the clothes as you
Sing the What a lovely/nice (AmE) T-shirt song. hear them in the song.
Play What are you pointing at? What a lovely/nice (AmE) T-shirt
Colour the puzzle picture to find the hidden What a lovely/nice (Am E) T-shirt. You look great.
clothes. What a lovely/nice (Am E) T-shirt. You look great.
You look great. You look great.
Materials Checklist
Doo-bee doo-bee doo-bee doo. You look great.
o Peter hand puppet Doo-bee doo-bee doo-bee doo. You look great.
o CD 2-5, 8 (routine songs), CD 37-38
o flashcards 28-31 (T-shirt, trousers/pants (AmE), Oh, what lovely trousers / nice pants (AmE).
shoes, skirt) You look great.
o Student's Book, p. 41 Oh, what lovely trousers / nice pants (Am E).
o coloured crayons or pencils You look great.
o a magic bag You look great. You look great.
o If there is time: clothes mini flashcards Doo-bee doo-bee doo-bee doo. You look great.
(Worksheet 23) Doo-bee doo-bee doo-bee doo. You look great.

e Hooray! STARTER © Helbling Languages

 What a lovely/nice (AmE) skirt. You look great.
Wha t a lovely/nice (Am E) skirt. You look great.
You look great. You look great.
Doo-bee doo-bee doo-bee doo. You look great.
Doo-bee doo-bee doo-bee doo. You look great.
= Oh, what lovely/nice (AmE) shoes. You look great.
Oh, what lovely/nice (AmE) shoes. You look great.
You look great. You look great.
Doo-bee doo-bee doo-bee doo . You look great.
Doo-bee doo-bee doo-bee doo. You look great.
• Pl ay t he song again and encourage the children to
join in with you.
. Play What are you pointing at?
• Atta ch the clothes flashcards to the board or put
th em in the centre of the circle.
• Choose one child to stand near the flashcards.
• Sta nd with your back to the flashcards on the board
(or to the flashcards in the ci rcle) .
• Ask the child to point to one of the flashcards, say
Point to a card, please.
• Then try to guess which item of clothing the child is
pointing at. Ask Is it (a T-shirt)? and encourage all
the ch ildren to join in answering your questions.
• You can also ask the child ren about the colours
of the clothes on the f lashcards, for example Is it
(red)?
• Continue to guess until you are correct.
• Repeat the game, asking a different child to choose
one of the flashcards to point to.
• Alternatively, you could invite confident children to
take your place .
Pencil and Paper
t flashcards for each child to have one set of the
5. Sing the Table song. @G",
• Say It's time to sit at the table. and indicate to
the children to sit down at the table.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
e space in front of them .
6. Colour the PUZZI§':~jUre to find the
hidden clothes. S841
• Hold up your Student's Book open to the correct
page so all the chi ldren can see it.
• Point to one of the puzzle pieces which has a
coloured dot in it and ask the children What
colour is it? Then elicit the colour of the dot.
• Continue to point to more puzzle pieces and elicit
t he colour of the dots from the children.
• Give the children their Student's Books, then
point to one of the puzzle pieces with a coloured
dot. Elicit the colour of the dot and say Colour it
(green). Demonstrate by colouring the puzzle piece
the same colour as the dot.
• Monitor the children and check they are colouring
the puzzle pieces the same colour as the dot inside
each piece .
• The chi ldren should only colour the puzzle pieces
with dots - the other pieces should be left white.
• If some of the children finish quicker, you can ask
them to point to the clothes in the puzzle which
they coloured, for example say Point to the shoes.
7. Sing the Tidy up song / Clean up song
(AmE) . @ti'll
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (Am E).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17)
Rounding Off
8. Sing the Bye-bye song. @R,I:'
• Whil e at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Snap! 19**1'
Preparation Tip!
You will need enough clothes mini
mini flashcards . If you have extra time available, the
children can colour and make the mini flashcards
during a lesson, or you can colour and make them
yourself before the lesson .
• Encourage the children to move so that they have a
• Help the children to put the clothes mini flashcards
on the floor in front of them with the picture facing
up . Make sure all the children have the same cards in
front of them.
• Hold up the teacher's flashcards in a fan and make
Peter select one of the cards and hold it so the
children can 't see which card has been chosen .
• Encourage the children to choose one of their mini
flashcards and hold it up in the air so you can see
which card they have selected .
• Make Peter show his card and name the picture for
the ch ildren . Then Peter can hug, kiss or high-five the
ch ildren who held up the same card and say Snap!
• Put all the cards back to the starting position and
repeat the activity with Peter and the children
selecting a different flashcard .
Hooray! STARTER © Helbling Languages e
 Unit 5

Warm-up
EXTRA LESSON 1 (OPTIONAL)
(Can be used after the action story has been
introduced in lesson 4)
1. Welcome the children. ~
•
G,'.'
When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
Main Objective
(See Introduction, p. 17).
To sing a song about clothes and join in with an" • Make Peter greet the children. Make the puppet
action story. say Hello! and encourage the children to wave and
Key Words say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
T-shirt, trousers/pants (Am E), shoes, skirt
like he is singing too (See Introduction, p. 17).
Receptive Language
Look at my (T-shirt). Carpet Time
It's (green) and blue. 2. Sing the Look at my T-shirt song.
They're (red) and (blue).
Put on your (T-shirt).
Oh, no! •
~ G"",.
Play the song and encourage the children to do the
action for each item of clothing as they hear it in
Classroom Language the song (See Lesson 2 for the song lyrics).
Listen carefully. • Alternatively, use the karaoke version of the song -
What's my favourite picture? the children can choose the order or colour of
It isn't the (T-shirt). the clothes. Or you could sing about some of the
What is it? clothes that the children in the class are wearing.
What clothes? If children know any other clothes or colours in
What colour is the (T-shirt)? English, you can also help the children make new
What colour are the (shoes)? verses for the song .

, Activities 3. Mix up the My clothes action story.

Sing the Look at my T-shirt song.
Mix up the My clothes action story.
Play What's my favourite picture?
Make a textured clothes collage.
Materials Checklist
o Peter hand puppet
o CD 2-5, 8 (routine songs), CD 33-34
o flashcards 28-31 (T-shirt, trousers/pants (AmE),
shoes, skirt)
o a big piece of paper (big enough to draw
around one of the children from the class)
o coloured crayons or pencils
o paints (optional)
o scrap materials and/or paper with different
textures (optional)
o glue (optional)
Notes
• Tell the children the three actions from the action
story and do the actions as you name each one.
• Encourage the children to join in with the actions as
you name them.
• Then say the actions, but in a different order from
the action story. Encourage the children to try and
do the correct action when they hear it.
• Continue asking the children to do different
actions.
• If they become confident with the actions, you
can say them quicker or encourage some of the
children to join in saying some of the actions with
you.
4. Play What's my favourite picture?
• Put the clothes flashcards in the centre of the circle
where all the children can see clearly and say the
names of each of the items of clothing.
• Choose one of the cards for the children to guess
and say for example, Listen carefully. What~ my
favourite picture? It isn't the T-shirt. It isn't the
trousers/pants (AmE). It isn't the skirt. What is it?
• Then encourage the children to name the picture
they think is your favourite.
• If the children are finding it hard, you can point to
each flashcard as you say the word and show that
this is wrong (for example, shake your head). Then
point to the last flashcard, show that this is correct
(for example, nod your head) and encourage the
children to name the clothes on the flashcard.

e Hooray! STARTER © Helbling Languages

 Pencil and Paper
5. Sing th e Ta ble song. @: G,,'
• Say It 's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
j English lesson by singing or playing the Bye-bye
6. Make a textured clothes collage.
• Show the children the big piece of paper and
ask one of the children to lie down on the paper.
Then draw around the child to get the outline of a
person .
• Ask the children Wha t clothes? and encourage
the children to help you choose what clothes the
drawing will wear.
• Draw the outlines of the clothes for the children
and then encourage the children to tell you what
colour each item of clothing should be, for example
say What colour is the T-shirt? or What colour
are the shoes ?
• Allow the children to colour and decorate the
clothes on the drawing. To avoid conflict, it might
be best to tell the children which part they are
colouring.
• If you have paint and scrap materials or paper
available, you could also let the children use
these to give the clothes texture (for example use
coloured sand, sweet wrappers, cotton wool, etc.).
• If there are a lot of children in the class, you might
want to make more than one outline of a child for
the children to decorate .
• Once the children have decorated the drawn
person, display it in the classroom and encourage
the children to feel the different textures (if you
have used them) and talk to the children about the
clothes and colours that they have used.
7. Sing t he Tidy up song / Clean up song
(AmE). @: G'li
• If you would like the children to tidy away their
crayons and worksheets, say It's time to tidy up /
clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song.
•
@: A,':I
Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
song (See Introduction, p. 17).
If there is time ...
Play Musical flashcards.
• Place all the clothes flashcards around the classroom
in a place where they can easily be seen by the
children and the children can safely move between
the cards (attached to a wall or something that can 't
move is best).
• Point to each of the cards around the room and elicit
the clothes from the children .
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt so far.
• Stop the music and encourage the children to choose
a flashcard to stand next to.
• Once all the children are by a flash card, randomly say
an item of clothing . All the children standing by that
flashcard are 'out' . Ask these children to stand near
you for the next round and then allow them to join
back in the game the round after.
• Play the music again and allow the remaining children
to move around the room and repeat the activity.
Hooray! STARTER © Helbling Languages et
 Unit 5

• Sing or play the Hello song and make Peter look

EXTRA LESSON 2 (OPTIONAL) like he is singing too (See Introduction, p. 17).

(Can be used after the story has been

introduced in Lesson 5)
Carpet Time
2. Tell the You look great story again.
Main Objective
@fi,'·'ij
To sing a song about complimenting someone on • If you w ant to use a transition marker to tell the
their clothes and how they look. children that the next activity is a story, then sing or
KeyWords play:

T-shirt, trousers/pants (Am E), shoes, skirt Story song

It's time for a story
Receptive language Listen and look.
Look, a (T-shirt). (Repeat)
And (shoes).
• Either read the story from the back of the Story
Put on / Take off the (T-shirt).
cards, or play the CD and show the Story cards.
Look, (Rosie).
• Encourage the children to join in with some parts of
Ha ha ha ha ha! You look funny, Peter.
the story, for example, they can copy some of your
You look great, (Rosie).
facial expressions or movements.
Thank you!
• If there is time and the children are interested,
What a lovely/nice (AmE) (T-shirt).
allow them to listen to the story more than once.
Oh, what lovely/nice (shoes).

Classroom language 3. Sing the What a lovely/nice (AmE) T-shirt

Stand up / Sit down, everyone.
What lovely/nice (AmE) (shoes), (Ricky).
Colour the (T-shirts) (red).
Cut out the dominoes.
Activities
Tell the You look great story again.
Sing the What a lovely/nice (Am E) T-shirt song.
Play Stand up and sit down.
Make some clothes dominoes.
Materials Checklist
o Peter hand puppet
o CD 2-6, 8 (routine songs), CD 36-38
o flashcards 28-31 (T-shirt, trousers/pants (AmE),
shoes, skirt)
o Story cards 25-30 (You look great)
o clothes dominoes (Worksheet 26)
o coloured crayons or pencils
o scissors
o If there is time: a bean bag or soft ball, clothes
mini flashcards (Worksheet 23)
song. @G'Nt:.
• Play the song from the story and pretend to admire
yourself in the mirror wearing the clothes as you
hear them in the song.
What a lovely/nice (AmE) T-shirt
What a lovely/nice (Am E) T-shirt. You look great.
What a lovely/nice (Am E) T-shirt. You look great.
You look great. You look great.
Doo-bee doo-bee doo-bee doo. You look great.
Doo-bee doo-bee doo -bee doo. You look great.
Oh, what lovely trousers / nice pants (Am E). You
look great.
Oh, what lovely trousers / nice pants (A m E). You
look great . ...
What a lovely/nice (AmE) skirt. You look great.
What a lovely/nice (Am E) skirt. You look great.
Oh, what lovely/nice (AmE) shoes. You look great.
Oh, what lovely/nice (AmE) shoes. You look great.

• Play the song again and encourage the children to

Warm-up
1. Welcome the children. @fi".l1
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
join in with you.
• Once the children seem confident singing the song,
you can also use the karaoke version (CD 38).
4. Play Stand up and sit down.
• Look at the clothes which the children are wearing
and encourage the children to point to their own
shoes, trousers/pants (Am E), skirts and T-shirts.
• Hold the flashcard for shoes so that the children
can see which flashcard you are holding and say
Shoes, stand up. Then indicate to any children
who are wearing shoes to stand up.

CD Hooray! STARTER © Helbling Languages

 • Encourage all the children to look at each other's
shoes and you can also compliment the children
by saying, for example, What lovely/nice (AmE)
shoes, (Ricky).
• Then say Sit down, everyone. and encourage all
the children to sit down.
• Continue saying a different item of clothing each
time and ensuring that only children wearing that
item of clothing stand up.
• As the children become more confident, you can
say the clothes faster, or you can encourage the
children to tel l you some of the colours of the
clothes (if they are colours that the children know
in English).
• If the children are already excited before the activity,
you may want to just ask them to put their hands in
the air rather than stand up and sit down.
f Rounding Off
Pencil and Paper
5. Sing the Table song. @: G'"
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Make some clothes dominoes. 'IU%*JI
Teaching Tip!
If the children are not confident using
scissors, you might want to cut the dominoes out for the
children. It is probably easier to do this after the lesson
and let the children play with the dominoes in the next
lesson. You could also laminate the dominoes if you
would like them to last longer.
• Hold up the dominoes worksheet so all the children
can see it clearly. Point to the different clothes
on the dominoes and elicit the words from the
children.
• Point to some of the clothes on the dominoes and
say Colour the (T-shirts) (red). Then demonstrate
by starting to colour one or two of the items of
clothing on the dominoes.
• Give each of the children a copy of the worksheet
and tell the children what colour to use to colour
the T-shirt, skirt, shoes, and trousers/pants (AmE).
• Monitor the children while they are colouring,
praise the children for neat work and talk to the
children about the clothes or the colours they are
using if they can name them in English.
• When the children have coloured the dominoes, say
Cut out the dominoes. and point to the lines that
the children should cut along, then demonstrate by
cutting out one or two of the dominoes.
• Monitor the children while they are cutting and
praise the children for cutting neatly and following
the lines.
• Let the children play dominoes with a partner using
their own domino cards. You might need to show
the children how to play before they are able to do
this on their own.
7. Si ng the Tidy up song / Clean up song
(AmE). @: G",
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (Am E).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
8. Sing the Bye-bye song. @: ti'I:1
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Bean bag toss. '11'4*11
Preparation Tip!
You will need enough clothes mini
flashcards to be able to give one mini flashcard
to each child. If you have extra time available, the
children can colour and make the mini flashcards
during a lesson, or you can colour and make them
yourself before the lesson.
If you have a large class, you might want only half
the children to play. The other children can stand
behind a friend and swap places after a short time.
You also need a soft bailor a bean bag.
• Ask the children to sit in a circle and put a mini
flashcard on the floor in front of each child, or, if the
children are sat on chairs in the circle, you can put the
mini flashcards under each chair.
• You should stand in the middle of the circle and say
one of the items of clothing, then pass the bean bag
to a child w ith a card show ing that item of clothing.
• Say another item of clothing and encourage the
ch ild to pass the bean bag to a child who has an
appropriate mini flashcard .
• If the children seem confident with the game, a
confident child can stand in the middle of the circle
and name the clothes to pass the bean bag to.
Hooray! STARTER © Helbling Languages G
LANGUAGE OVERVIEW • UNIT 6
Key Words It isn't the (soup).
pizza What is it?
salad What's in the magic bag?
soup Does Rosie eat (pizza)?
milk Circle the (pizza).
spaghetti Close/Open your eyes.
What have I got?
Receptive Language What colour is it?
What a lovely/nice (AmE) (T-shirt). Colour the cup (red).
Oh, what lovely/nice (AmE) (shoes). Let's make a pizza .
You look great. Colour / Cut out the pizza and the toppings.
I'm so hungry/thirsty. Make your pizza.
Have some (pizza). Let's decorate the picture frame.
Yummy, yummy, yummy.
Objectives
Make some soup.
Eat it. Children learn:
It's wonderful. Yummy. • to recognise and name some foods in English
Mmmh/Mmm (AmE). What's for dinner? • to name the foods they like eating using 'I like .. .'
Spaghetti? and 'Yummy'
No, sorry. • to work together with other children in the class
So here we go. to play games
Yummy. I like (milk). Competences
FantastidGreat (AmE)!
Children can:
Oh, Peter! That's wonderful/great (AmE).
• recognise and point to foods which are named or
Pizza, soup and milk.
which they like eating
Thank you.
(Pizza) is great. • follow simple instructions in English
• describe the colours of some foods
Classroom Language • name the foods which have been eaten in a story
Look, (pizza). about having dinner
Point to the (soup). • act out a three part action story, and join in with
Is it (milk)? the songs and games during the lesson
Yes. / No, sorry. • show an interest in a story read by the teacher or
Where's the (salad)? played on the CD
What's missing? • show their understanding using gestures and
Look, it's (Peter and Rosie). mimes, as well as through participation in the
Point to (Rosie). games and activities
Stick in the milk and the salad. Values
Colour the pizza and the soup.
I like (pizza). • to develop appreciation for the value of eating
together
Do you like (pizza)?
Yummy. Thinking Skills
Stand up / Sit down, (everyone).
• focusing on the colour of items in order to
Listen (carefully).
continue a colour sequence
What's my favourite picture?

Hooray! STARTER © Helbling Languages CD

 Unit 6

Warm-up
LESSON 1 • FOOD
VOCABULARY 1. Welcome the children.
•
@ G".'
When the children are all in the classroom,
Main Objective encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
To introduce the vocabulary for some food.
(See Introduction, p. 17).
KeyWords • Make Peter greet the children. Make the puppet
pizza say Hello! and encourage the children to wave and
salad say Hello! back to Peter.
soup • Sing or play the Hello song and make Peter look
milk like he is singing too (See Introduction, p. 17).

Receptive Language 2. Sing the What a lovely/nice (AmE) T-shirt

What a lovely/nice (AmE) (T-shirt). song. ~G,m
Oh, what lovely/nice (AmE) (shoes). • Play the song from the You look great story in
You look great. Unit 5 and encourage the children to join in with
the actions and the song (See Unit 5, Lesson 6 for
Classroom Language
the song lyrics).
Look, (pizza).
Point to the (soup).
Is it (milk)? Carpet Time
Yes. / No, sorry. 3. Introduce the food vocabulary.
Where's the (salad)? • Show the children the flashcard for pizza, pretend
Activities to cut and eat a big slice of pizza and say Look,
pizza.
Sing the What a lovely/nice (AmE) T-shirt song.
• Say Pizza. again and mime eating another slice of
Introduce the food vocabulary.
pizza.
Play Point to ... , the Yes or no game and Find the
• Then show the children the flashcard for salad,
flashcard.
pretend to toss the salad using your hands and say
Materials Checklist Look, salad.
• Say Salad. again and repeat pretending to toss the
o Peter hand puppet
salad.
o CD 2-3, 8 (routine songs), CD 37
• Continue to name the food on the flashcards,
o flashcards 32-35 (pizza, salad, soup, milk)
miming preparing and eating or drinking each item
o If there is time: food mini flashcards
as you introduce it.
(Worksheet 27)
Suggested actions:
Notes pizza - pretend to cut and eat a big slice of pizza
salad - pretend to toss the salad
soup - pretend to hold a bowl and eat soup with a
spoon
milk - pretend to pour a glass of milk and then
pretend to drink it

4. Play Point to ...

• Put the food flashcards on the floor in front of
the children with the picture facing up. Say Point
to the soup. Pretend to hold a bowl of soup and
mime eating the soup with a spoon.
• Encou rage the children to do the action and point
to the flashcard with you.
• Continue to name the food items, do the actions
and point to the correct flashcard.

e Hoorayl STARTER © Helbling Languages

 5. Play the Yes or no game.
• Show the children the food flashcards and elicit the
words. Then show the children that you are mixing
the cards in your hands so neither you nor the
children know the order of the cards.
• Take one of the flashcards and hold it above your
head so that the children can see which card you
are holding but you can't.
• With your other hand point to the flashcard and say
Is it milk? and encourage the children to say Yes.
if you are holding up the milk flashcard and No,
sorry. if not. If the answer was No, sorry., keep
guessing until the children say Yes.
• Repeat this with some of the other flashcards.
6. Play Find the flashcard.
• Choose a confident child from the class and ask
them to choose a food flashcard (e. g. salad). Ask
the child to close his or her eyes and give him or
her Peter to hold.
• Tell the other children to be quiet and show them
that you are hiding the flashcard, for example put
the flashcard under a cushion, in a toy box, on the
bookcase, etc.
• Ask the child who is holding Peter to open his or
her eyes. Say Where's the salad? and make it
clear to the children without Peter that they are not
to say where the flashcard was hidden.
• Encourage the child with Peter to walk around the
classroom to find the hidden flashcard. Keep saying
the word Salad. as the child moves around. As
e the child gets closer to the hidden card, say Salad.
more loudly, and as the child moves away from the
card, say Salad. more quietly.
n • Once the child has found the card, Peter can give
him or her a hug, kiss or high five as a reward.
• Repeat the game. Choose a different child to hold
Peter and encourage the other children to join in
saying the food word loudly or quietly as the child
a holding Peter gets closer or further away.
Rounding Off
7. Sing the Bye-bye song. ~ R,':I
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
t
song (See Introduction, p. 17).
If there is time ...
Play Musical chairs. _Will
Preparation Tip!
Before the lesson, copy and cut up
at least one set of the food mini flashcards. You will
need enough sets to have one mini flashcard per
ch ild. If you have extra time available, the children
can colour and make the mini flashcards during a
lesson, or you can colour and make them yourself.
Stick the mini flashcards on the children's chairs so
that the children can easily see them. If there aren't
enough chairs available in the classroom, then you
could use cushions or laminated copies of the mini
flashcards instead.
When the worksheet is used for the first time, make
sure you only use the mini flashcards for food items
the children have learnt so far.
• Put the chairs, cushions or laminated flashcards in a
place where the children can easily walk around them
and sit on them.
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt so far in Hooray! Starter.
• Then stop the music and say Sit down. and
encourage the children to sit down on the nearest
seat that is available.
• Randomly select one of the normal food flashcards
and show and name the food. All the children sitting
on a chair with a mini flashcard of the same food are
'out'. Ask these children to stand near you for the
next round and then allow them to join back in the
game the round after.
• Play the music again and allow the remaining children
to move around the chairs and repeat the activity.
Hooray! STARTER © Helbling Languages 8
 Unit 6

Warm-up
LESSON 2 • SONG
1. Welcome the children. ~ G,'A'
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Revise the food vocabulary.
• Show the children the flashcard for pizza, pretend
to cut and eat a big slice of pizza and say Look,
Main Objective pizza.
To sing a song about food and being hungry. • Say Pizza. again and mime eating another slice of
pizza .
Key Words
• Then show the children the flashcard for salad,
pizza pretend to toss the salad using your hands and say
salad Look, salad.
soup • Say Salad. again and repeat pretending to toss the
milk salad.
• Continue to name the food on the flashcards,
Receptive Language
miming preparing and eating or drinking each item
I'm so hungry/thirsty. as you revise it.
Have some (pizza). Suggested actions:
Yummy, yummy, yummy. pizza - pretend to cut and eat a big slice of pizza
Classroom Language salad - pretend to toss the salad
soup - pretend to hold a bowl and eat soup with a
Look, (pizza).
spoon
What's missing?
milk - pretend to pour a glass of milk and then
Look, it's Peter and Rosie.
pretend to drink it
Point to (Peter).
Point to the (salad).
3. Play What's missing?
Stick in the milk and the salad.
Colour the pizza and the soup. • Show the children the food flashcards from this unit
and elicit the vocabulary from the children.
Activities • Put the cards on the floor face down.
Revise the food vocabulary. • Turn the cards over one at a time and elicit the
Play What's missing? name of the picture on the card until only one card
Sing the I'm so hungry song. remains face down.
Colour the pizza and the soup and stick in the milk • Ask What's missing? Encourage the children to
and the salad. name the card which is missing (and is face down),
then turn the card over to check if the children
Materials Checklist were correct.
o Peter hand puppet • If the children are interested, play the game again
o CD 2-5, 8 (routine songs), CD 39 and leave a different card face down.
o flashcards 32-35 (pizza, salad, soup, milk)
o Student's Book, p. 43 4. Sing the I'm so hungry song. @G"PI
o stickers from the appendix of the Student's • Attach the food flashcards to the board or put
Book (milk, salad) them in the centre of the circle where all the
o coloured pencils or crayons children can see them in the order of the song .
o If there is time: food mini flashcards • Play the song and point to each item as you hear
(Worksheet 27); mini flashcards from earlier it in the song. You can also pretend to eat or drink
units (optional) each item as you hear it in the song .

e Hooray! STARTER © Helbling Languages

 I'm so hungry
I'm so hungry, I'm so hungry
Have some pizza.
Have some pizza, have some pizza.
Yummy, yummy, yummy
Yummy, yummy, yummy
I'm so hungry, I'm so hungry
Have some salad.
Have some salad, have some salad.
Yummy, yummy, yummy
Yummy, yummy, yummy
I'm so hungry, I'm so hungry
Have some soup.
I'm so thirsty, I'm so thirsty
Have some milk.
• Play the song again and encourage the children to
join in and pretend to eat and drink the items they
hear in the song.
Pencil and Paper
5. Sing the Table song. ~ G,,'
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Colour the pizza and the soup and stick in
the milk and the salad. [@~~J ~ ti"p.
• Hold up the page so the children can see . Play the
I'm so hungry song again, and point to the foods
and drink on the page as you sing about each of
them.
• Give the children their Student's Books open to the
correct page and say Look, it's Peter and Rosie.
• Ask the children to point to Peter. Say Point to
Peter. and check the children are pointing to the
correct part of the picture.
• Then ask the children to Point to Rosie.
• Encourage the children to point to some of the
foods and the drink in the picture, for example say
Point to the salad. and again check the children
are pointing to the correct part of the picture.
• Say Stick in the milk and the salad. and show
the children the milk and salad stickers.
• Monitor the children while they are sticking in the
stickers and help them if they need help peeling the
stickers from the sticker sheet.
• Once the children have stuck the stickers in, say
Colour the pizza and the soup. and point to the
foods which need colouring.
• You can also demonstrate by starting to colour the
food on your copy of the page.
• Monitor the children while they are colouring,
praise them for neat work and ask them about the
food they are colouring and the colours they are
using if they can name them in English.
7. Sing the Tidy up song / Clean up song
(AmE). @1iiii
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmEJ (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ G,i:1
• While the children are still at the table, look at Peter
and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Bingo! ~nlfU
Preparation Tip!
You will need enough mini
flashcards for each child to have one set of the food
mini flashcards. If you have extra time available, the
children can colour and make the mini flashcards
during a lesson, or you can colour and make them
yourself before the lesson.
• Put the food flashcards face down on the floor in
front of Peter.
• Help the children to move so that they have a space
in front of them and help them to choose three of
their mini flashcards to put on the floor with the
picture showing.
• Make Peter turn over one of the food flashcards from
his set, and show and say the food to the children.
Then encourage the children to turn over the mini
flashcard with the same food so the picture can't be
seen .
• Repeat this until some of the children have turned
over all of their mini flashcards and encourage them
to shout Bingo! Peter can then kiss, hug or high-five
with the children who have 'Bingo ' .
• Turn all the cards back over and repeat the activity,
or you could use other sets of cards, for example the
number or the colour cards .
Hoorayl STARTER © Helbling Languages e
 Unit 6

Warm-up
LESSON 3 • I LIKE .. .
1. Welcome the children. ~ G"A.
Main Objective • When the children are all in the classroom,
To introduce the phrase 'I li ke ...' to descri be f ood encourage them to sit in a circle. While you are
w hich t he child ren like. making a circle, you can sing or play the Circle song
(See Introduction , p. 17).
Key Words • Make Peter greet the children . Make the puppet
pizza say Hello! and encourage the children to wave and
salad say Hello! back to Peter.
soup • Sing or play the Hello song and make Peter look
milk like he is singing too (See Introduction, p. 17).

Receptive Language 2. Sing the I'm so hungry song . ~ G,Nt"

I'm so hungry/thirsty. • Play the song and encourage the children to mime
Have some (pizza). eating the food from the song (See Lesson 2 for the
Yu mmy, yummy, yummy. song lyrics).
• Alternatively, use the karaoke version of the song.
Classroom Language
The children can choose the order of the food .
I like (pizza). If the children know any other food or drinks in
Do you like (pizza)? English, you can also help them make new verses
Yu mmy. for these.
Stand up / Sit down, (everyone).
Listen carefu lly.
W hat's my favou rite picture ?
Carpet Time
It isn 't the (soup). 3. Introduce the phrase '1 like .. :
W hat is it? • Show the children each of the food flashcards and
Look, a magic bag . elicit the name of the food/drink from the children.
W hat's in the magic bag? • Show the children the flashcard for pizza and elicit
Activities the correct word.
• Say I like pizza. Mime eating a pizza, then rub
Sing the I'm so hungry song . your tummy and say Yummy. and continue to
Introduce the phrase 'I like .. .'
mime eating the pizza as if you really like it.
Play Stand up and sit down, What's my fa vourite
• Ask the children if t hey like pizza. Say Do you like
picture? and What's in the magic bag? pizza? and encourage the children to join in eating
Materials Checklist the pizza and saying Yummy. if they like pizza. You
might need to prompt individual children, or give
o Peter hand puppet
them the option of making an 'I like' or an 'I don't
o CD 2-3,8 (routine songs), CD 39-40
like' face to show the meaning of '1 like'.
o fl ashcards 32-3 5 (pizza, salad, soup, milk)
• Continue to ask the children if they like the
o a magic bag
other foods and the drink on the flashcards, and
Notes encourage the children who like the food to join in
miming eating or drinking and saying Yummy.

4. Play Stand up and sit down.

• Put up the food flashcards in t he centre of t he
circle, point to each card and elicit the foods and
drink from the children.
• Hold up the flashcard for pizza so that the children
can see which flashcard you are holding and say
I like pizza, stand up. Rub your tummy and say
Yummy, yummy. to show you like pizza and then
stand up .

e Hooray! STARTER © Helbling Languages

 • Encourage all the children who like pizza to stand
Rounding Off
up with you and rub their tummy and say Yummy,
yummy. You could also encourage the more
confident children to try and say I like pizza.
• Then say Sit down, everyone. and encourage all
t he chi ldren to sit down.
• Continue saying a different food item each time Peter.
and encouraging the children who like that food to • Signal to the children that it is the end of the
j stand up. English lesson by singing or playing the Bye-bye
• As the children become more confident you can say song (See Introduction, p. 17).
the words faster.
• If the children are already excited before the activity,
you may want to just ask them to put their hands in
the air rather than stand up and sit down . If there is time ...
Play Musical flashcards.
e 5. Play What's my favourite picture?
• Place all the food flashcards around the classroom in
• Put the food flashcards in the centre of the circle a place where they can easily be seen by the children
where all the children can see clearly and say the and the children can safely move between the cards
names of each of the foods. (attached to a wall or something that can't move is
• Choose one of the cards for the children to guess best).
and say, for example, Listen carefully. What's my • Point to each of the cards around the room and elicit
favourite picture? It isn't the soup. It isn't the the words from the children.
salad. It isn 't the milk. What is it? • Play some music for the children to move around to.
• Then encourage the children to name the picture You could use some of the songs that the children
they think is your favourite. have learnt so far.
• If the children are finding it hard, you can point to • Stop the music and encourage the children to choose
each flashcard as you say the word and show that a flashcard to stand next to.
this is wrong (for example, shake your head) . Then • Once all the children are by a flashcard, say a food or
point to the last flashcard, show that this is correct drink. All the children standing by that flashcard are
(for example, nod your head) and encourage the 'out'. Ask these children to stand near you for the
children to name the foods on the flashcards. next round and then allow them to join back in the
game the round after.
6. Play What's in the magic bag? • Play the music again and allow the remaining children
• Show the children the magic bag and say Look, a to move around the room and repeat the activity.
magic bag. What's in the magic bag?
• Look inside the magic bag and pret end t o be very
excited about what is in the bag.
• Pretend to take a glass of milk out of the magic bag
and then pretend to drink the milk.
• Ask the children again What's in the magic bag?
and encourage the children to guess what food or
drink you have taken out of the magic bag.
• Once the children guess the food, you can pretend
to give all the children a glass of milk from the
magic bag and everyone can pretend to drink their
milk.
• Continue taking food from the magic bag and
encouraging the children to guess which food
or drink you have taken, while the children are
interested.
• Once the children are familiar with the magic bag,
you could invite confident children to take food
from the magic bag and pretend to eat it or drink
it while other children guess which food/drink the
child has.

Hooray! STARTER © Helbling Languages _

 Unit 6

Warm-up
LESSON 4 • ACTION STORY
1. Welcome the children. ~ li""
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Introduce the Food action story.
• Say Listen. and then stand where all the children
can clearly see you.
Main Objective • Say the lines from the action story and show the
To listen to and join in with a simple action story. correct action as you say the line.
Food action story
Key Words
Make some soup.
pizza Eat it.
salad It's wonderful. Yummy
soup
milk • Repeat the story so the children watch you do it
twice.
Receptive Language
Make some soup. 3. Mime the action story.
Eat it. • Ask the children to stand up. Say Stand up,
It's wonderful. Yummy. everyone. and encourage the children to stand up
Classroom Language in the circle.
• Repeat the action story and encourage the children
Stand up, everyone.
to join in and copy your actions as you say each
I like (pizza).
line.
Do you like (pizza)?
• Do this a couple of times, telling the action story in
Yummy.
the correct order.
Listen.
• If the children seem confident with the action story,
Activities you can mix up the order of the lines and check the
children still do the correct actions.
Introduce and mime the Food action story.
Revise 'I like .. .'
Order the action story. 4. Revise '1 like .. :
• Show the children each of the food flashcards and
Materials Checklist elicit the name of the foods and the drink from the
o Peter hand puppet children.
o CD 2-5, 8 (routine songs), CD 41 • Show the children the flashcard for pizza and elicit
o flashcards 32-35 (pizza, salad, soup, milk) the correct word.
o Student's Book, p. 45 • Say I like pizza. Mime eating a pizza, then rub
o coloured pencils or crayons your tummy and say Yummy. and continue to
o action story cut-outs (Worksheet 28) (optional) mime eating the pizza as if you really like it.
o scissors, glue and spare paper (optional) • Ask the children if they like pizza. Say Do you like
pizza? and encourage the children to join in eating
Notes the pizza and saying Yummy. if they like pizza. You
might need to prompt individual children, or give
them the option of making an 'I like' or an 'I don't
like' face to show the meaning of 'I like'.
• Continue to ask the children if they like the
other foods and the drink on the flashcards, and
encourage the children who like the food to join in
miming eating or drinking and saying Yummy.

o Hooray! STARTER © Helbling Languages

 Pencil and Paper
5. Sing the Table song. @ G.i'
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Order the action story.
~ @N.i" ~1I'l."'WI9!!'I!'.IIP.~I"J
Teaching Tip!
If you think the chi ldren w ill find it difficult
to order the pictures in the Student's Book, you can use
the action story cut-outs (Worksheet 28) instead . You can
cut out the pictures on the w orksheet before t he lesson
or help the children w ith cutting if they are not able to
use scissors yet.
• Hold up your copy of the Student's Book open to
the correct page and show the children the pictures
from the action story.
• Point to each of the pictures and say the actions.
You can also encourage the children to do the
actions at the table.
• Give the children their Student's Books open to the
correct page . Say the actions from the action story
again and encourage the children to point to the
correct picture.
• Say Listen. and play the action story on the CD.
Encourage the children to point to the correct
picture of each action again.
• Help the children to draw one spot in the square
for the first picture in the story, two spots for the
second picture and three for the third.
• If you are using the action story cut-outs
(Worksheet 28), give each child a copy of the
worksheet.
• The children can then move the pictures around
and put them in the correct order on the table in
front of them. You can also repeat the actions from
the action story and ask the children to hold up the
correct picture for each action.
• Once the children have ordered the cut up pictures,
they can use these to help them number the
pictures in the Student's Book .
• If there is time, the children could stick the cut up
pictures in the correct order on a clean sheet of
paper. This paper could be taken home to show the
parents.
7. Sing the Tidy up song / Clean up song
(AmE). ~
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you .
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. @G.I:.
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
I
If there is time ... I
Play Pass the flashcards.
• Ask the children to sit in a circle .
• Select some of the food flashcards and give each card
to a different child in the circle .
• Play some music. You could use some of the songs
the children have learnt so far in Hooray! Starter or
other English songs which the children know.
• While the music is playing , encourage the children to
pass the flashcards around the circle .
• After a short time stop the music. Encourage the
children who are holding flashcards when the music
stops to name the picture on their card .
• Play the music again and try to stop it so different
children are holding the flashcards each time .
Hoorayl STARTER © Helbling Languages _
 Unit 6

Warm-up
LESSON 5 • STORY AND SONG
1. Welcome the children. ~ G.,al
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet say
Hello! and encourage the children to wave and say
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Introduce spaghetti.
• Show the children the flashcard for spaghetti and
say Look, spaghetti. You can also mime turning
Main Objective your fork in the spaghetti and eating some.
To listen to a story and a song about a dinner. • Say Spaghetti. again and repeat the actions.
• Show the children the other food flashcards and
Key Words check the children remember the words for the
pizza, salad, soup, milk, spaghetti other items.
Receptive Language
Mmmh/Mmm (Am E). What's for dinner?
3. Introduce The dinner story. @: G.tlt)
• If you want to use a transition marker to tell the
Spaghetti?
children that the next activity is a story, sing or play:
So, here we go.
Yummy. I like (milk). Story song
Fantastic/Great (AmE)! It's time for a story
Oh, Peter! That's wonderful/great (AmE). Listen and look.
(Pizza) is great. (Repeat)

Classroom Language • Either read the story from the back of the Story
cards, or play the CD 42 and show the Story cards.
Does Rosie eat (pizza)?
• If there is time and the children are interested, allow
Circle / Point to the (pizza).
them to listen to the story more than once.
Do you like (spaghetti)?
Colour the (spaghetti).
~-------------------------------------------- -------

Value , The dinner

To develop appreciation for the value of eating Peter: Hello, Rosie.
together. Rosie: Hello, Peter.

Activities Rosie: Mmmh/Mmm (AmE). What's for dinner?

Spaghetti?
Introduce spaghetti.
Peter: No, sorry
Introduce The dinner story.
Play Uncover the flashcard. Peter So, here we go. Milk.
Circle the food from the story and colour the food Rosie Yummy I like milk.
you like. Peter: Pizza.
Rosie: Yummy, I like pizza.
Materials Checklist
Peter: And soup.
o Peter hand puppet Rosie: Yummy, carrot soup. Fantastic/Great (AmE)!
o CD 2-6, 8 (routine songs), CD 42
Rosie: Oh, Peter! That's wonderful/great (AmE).
o flashcards 32-36 (pizza, salad, soup, milk,
Pizza, soup and milk.
spaghetti)
Yummy, yummy, yummy Thank you.
o Student's Book, p. 47
o coloured crayons or pencils Rosie (singing):
o Story cards 31-36 (The dinner) I like pizza.
o The dinner mini storybook (Worksheet 29a+b) Pizza is great.
(optional) Yummy, yummy, yummy, yummy
Pizza is great.

e Hooray! STARTER © Helbling Languages

4. Play Uncover the flash ca rd.
• Show the children the food flashcards and elicit the You can also print a copy of the mini
names for each of the items. storybook (Worksheet 29a+b) for each of the children to
• Hold the cards so the pictures are all face down and take home at the end of the lesson . If there is time, the
show the children that you are mixing the cards so children could colour one of the pages in the lesson, or
you and the children don't know the order. they can colour it at home with their parents.
• Take a piece of paper or card and cover one of the You will need to cut and fold the mini storybooks for the
flashcards. Hold the card so the children can see it. children before the lesson (See Introduction, p. 11).
• Gradually move the paper or card up or down the
flashcard to reveal the picture of the food.
7. Sing the Tidy up song / Clean up song
• Encourage the children to guess which food is
covered as the picture is being revealed. Peter can (AmE). ~ G.il
reward the children who guess correctly by giving • If you would like the children to tidy away their
them a kiss, hug or high five. crayons and other materials, say It's time to tidy
• Repeat the activity, covering a different flashcard up / clean up (AmE).
with the piece of paper or card for the children to • Start to collect the materials and encourage the
guess. children to help you .
• While you are picking things up, sing or play
Pencil and Paper the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
5. Sing the Table song. ~ G'"
• Say It's time to sit at the table. and indicate to Rounding Off
the children that you would like them to go and sit
down at the tables. 8. Sing the Bye-bye song. ~ G.I:.
• While the children are moving to the table, sing or • While at t he table, look at Peter and say It's time
play the Table song (See Introduction, p. 17). to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
6. Circle the food from the story and colour the children to wave and say Bye-bye! back to
the food you like. ~ Peter.
• Signal to the children that it is the end of the
• Give the children their Student's Books open to the
English lesson by singing or playing the Bye-bye
correct page and say Look, it 's Peter and Rosie.
song (See Introduction, p. 17).
• Ask the children to point to Peter and Rosie and
check they are pointing to the correct part of the
picture each time.
• Then ask the children to point to the foods and If there is time ...
drink in the picture, for example say Point to the
milk. and check the children are pointing to the Sing the songs you remember.
milk. • Ask the children which English songs they remember
• Show the children the Story cards from the story from the lessons so far and allow them to choose
and ask them Does Rosie eat pizza? Look which songs they would like to sing.
through the Story cards with the children to see if
Rosie eats pizza.
• When you find the pizza in the story, say Circle the
pizza. and demonstrate by circling the pizza on
your copy of the page.
• Continue to ask the children if Rosie eats the other
food, show the children the Story cards to check
and circle the foods Rosie eats in the story (pizza,
soup and milk - not spaghetti or salad).
• Then ask the children to colour the food they like.
• Ask some of the children Do you like spaghetti?
and then tell the children who say Yes. to Colour
the spaghetti.
• Allow the children to choose which colours they
want to use for colouring.
• While the children are colouring, monitor the class
and praise them for neat work. Talk to the children
about the food they like and the colours they are
using.

Hooray! STARTER © Helbling Languages _

 Unit 6

Warm-up
LESSON 6 • THINKING SKILLS
1. Welcome the children. @Ii""
• When the children are all in the classroom,
encourage them to sit in a circle . While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Play Whispered words.
• Put the food flashcards on the floor in the centre of
the circle. Point to each of the cards and elicit the
Main Objective words from the children.
To sing the song from the story and complete a • Say Shh! and then whisper or silently mouth one
colour sequence. of the food words from the flashcards, for example
say Spaghetti. and point to your mouth as you
KeyWords say it to indicate that the children should read from
pizza your lips.
salad • In a normal voice say What is it? and again
soup whisper or silently say Spaghetti.
milk • Encourage the children to try and guess which
spaghetti flashcard you were naming. Peter can praise the
children who guess correctly by giving them a kiss,
Receptive language
hug or high five.
I like (pizza). • Repeat the activity by whispering or silently saying
(Milk) is great. different food words for the children to guess.
Yummy.

Classroom language 3. Sing the Yummy song. @G,ld

What is it? • Play the song from the story and pretend to eat!
Close/Open your eyes. drink each of the items as you hear them in the
What have I got? song.
What colour is it? Yummy
Colour the cup (red). I like pizza.
Pizza is great.
Thinking Skills Yummy, yummy, yummy, yummy
Focusing on the colour of items in order to Pizza is great.
continue a colour sequence. Yummy, yummy, yummy, yummy
Pizza is great.
Activities
I like soup.
Play Whispered words.
Soup is great.
Sing the Yummy song.
Yummy, yummy, yummy, yummy
Play What have I got?
Soup is great.
Colour the cups to complete the sequence.
Yummy, yummy, yummy, yummy
Materials Checklist Soup is great.
o Peter hand puppet I like milk.
o CD 2-5, 8 (routine songs), CD 43 Milk is great.
o flashcards 32-36 (pizza, salad, soup, milk, Yummy, yummy, yummy, yummy
spaghettI) Milk is great.
o Student's Book, p. 49 Yummy, yummy, yummy, yummy
o coloured crayons or pencils Milk is great.
o If there is time: food mini flashcards
(Worksheet 27) • Play the song again and encourage the children to
join in with you.

e Hooray I STARTER © Helbling Languages

4. Play Wha t have I got?
• Show the children the food flashcards and elicit the
words from the ch ildren.
• Put all of the flashcards into the middle of the circle
w ith the picture facing up.
• Say Close your eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
children have copied you .
• Once all the children have covered their eyes, take
one of the flashcards and hold it behind your back .
• Say Open your eyes. and encourage the children
to open their eyes .
• Say What have I got? and indicate the flashcard
that you have hidden behind your back .
• Encourage the children to guess which flashcard
you have behind your back and then show the
chi ldren to check if they were correct.
• Repeat this a few times, taking a different flashcard
to hide behind your back each time.
Pencil and Paper
5. Sing the Table song. @: G,,'
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Colour the cups to complete the sequence.
[@~~
• Hold up your Student's Book so all the children can
see the page clearly.
• Point to each cup in the first line and ask the
children What colour is it?
• Then point to the white cup at the end of t he line
and ask the children again What colour is it? and
encourage the children to give you the next colour
in the sequence (red).
• Give the children their Student's Books open to the
correct page. Then say Colour the cup red. and
demonstrate by colouring the cup on your copy of
the page .
• When the children have coloured the cup red, ask
them about the colours in the second and third
sequence and ask the children to colour the cups at
the end of each line.
• Monitor the children while they are colouring,
encourage them to name colours of the cups, and
praise them for neat work .
•
(AmE). @: ti,,'
7. Sing the Tidy up song / Clean up song
If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (Am E) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. @G,) :i
• Whi le at the tab le, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the chi ldren that it is the end of the
English lesson by sing ing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Hold up the flashcard. ~~'fU
Preparation Tip!
You will need enough food mini
flashcards to give each child one flashcard. If you
have extra time available, the children can colour and
make the mini flashcards during a lesson, or you can
colour and make them yourself.
• Show the children the food flashcards and elicit the
words from the children.
• Give the food mini flashcards out so that each child is
hold ing one card.
• Say Hold up the salad. and encourage any children
holding a mini flashcard for salad to hold their
flashcard up in the air.
• Repeat a couple of times asking for different foods
and then ask the children to swap their cards so they
have to think about a different food word .
• Alternatively, you could give each child the complete
set of food mini flashcards and they have to hold up
the correct mini flashcard from their set.
Hooray ! STARTER © Helbling Languages e
 Unit 6

Warm-up
EXTRA LESSON 1 (OPTIONAL)
(Can be used after the action story has been
introduced in lesson 4)
1. Welcome the children . ~
•
G,'.'
When the children are all in the classroom ,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
Main Objective
(See Introduction, p. 17).
To sing a song about food and join in with an • Make Peter greet the children . Make the puppet
action story. say Hello! and encourage the children to wave and
Key Words say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
pizza, sa lad, soup, milk, spaghetti
like he is singing too (See Introduction, p. 17).
Receptive language
I' m so hu ngry. Carpet Time
Yummy, yummy, yummy.
Have some (pizza).
2. Sing the I'm so hungry song. ~ ti.lp,u,
• Play the song and encourage the children to mime
Make some soup.
eating each food as they hear them in the song
Eat it.
(See Lesson 2 for the song lyrics).
It's wonderfu l. Yummy.
• Alternatively, use the karaoke version of the song .
Classroom language The children can choose the order of the food . If
the children know any other food words in English,
Look, it's a pizza .
you can also help them make new verses for the
Let's ma ke a pizza .
song .
Colour / Cut out t he pizza and the toppi ngs.
Make your pizza.
3. Mix up the Food action story.
Activities • Tell the children the three actions from the action
Sing the I'm so hungry son g. story and do the actions as you name each one.
M ix up the Food action story. • Encourage the children to join in with the actions as
Play Uncover the flashcard. you name them.
Make a pizza. • Then say the actions, but in a different order from
the action story. Encourage the children to try and
Materials Checklist do the correct action when they hear it.
o Pet er hand puppet • Continue asking the children to do different
o CD 2-5, 8 (routine songs), CD 39-40 actions, while they are interested.
o flashcards 32-36 (pizza, salad, soup, milk, • If they become confident with the actions, you
spaghetti) can say them quicker or encourage some of the
o a piece of paper or ca rd t o cover the fl ashca rds children to join in saying some of the actions with
o outlines of pizza and topp in gs you .
(Worksheet 30a+b)
o coloured crayons or pencils 4. Play Uncover the flashcard.
o scissors and glue • Show the children the food flashcards and elicit the
o If there is time : a selection of fl ashcards from names for each of the items.
earlier units • Hold the cards so the pictures are all face down and
Notes show the children that you are mixing the cards so
you and the chi ldren don't know the order.
• Take a piece of paper or card and cover one of the
flashcards . Hold the card so the children can see it.
• Gradually move the paper or card up or dow n the
flashcard to reveal the picture of the food.
• Encourage the children to guess w hich food is
covered as the picture is being revealed. Peter can
rew ard the children w ho guess correctly by giving
them a kiss, hug or high five.
• Repeat the activity, covering a different flashcard
with the piece of paper or card fo r the children to
guess.

e Hooray! STARTE R © Helbling Languages

 Pencil and Paper
5. Sing the Table song. @ G,i'
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Make a pizza. 'IUlfI,m,
Preparation Tip!
If the children are not able to use scissors
yet, you might want to cut out some of the pizzas and
toppings before the lesson so that the children can just
colour and stick them.
• Hold up your copy of the worksheet so all the
children can see it and say Look, it's a pizza.
• Point to the ingredients and say Let's make a
pizza., and demonstrate by choosing some pre-cut
and coloured toppings to put on the pizza (tomato,
mushroom, cheese, salami, peppers, pineapple).
• Give the children their copy of the worksheet and
say Colour the pizza and the toppings.
• Monitor the children while they are working and
talk to the children about the colours they are
using.
• Once the children have finished colouring, say Cut
5 out the pizza and the toppings. and monitor the
children while they are cutting the pieces out.
• Then say Make your pizza. and encourage the
children to decide which toppings they want to
stick on their pizza.
• At the end of the Pencil and Paper activity, collect
the pizzas from the children and display them on
the wall or in a window, or let the children take
their pizzas home to show to their parents.
7. Sing the Tidy up song / Clean up song
(AmE). ~
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (Am E).
• Start to collect the materials and encourage the
children to help you .
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmEJ (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. @RII:'
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Pairs.
• Put pairs of flashcards on the floor with the picture
facing down. You could use a selection of two toys,
two food items, two items of clothing, two colours,
two numbers, two body parts, two animals and Peter
and Rosie.
• Allow the children to take it in turns to turn over two
cards and try and find pairs (flashcards from the same
category).
• If a child finds a pair, he or she can keep the cards
and then the next child takes his or her turn .
• Once all the pairs have been found, praise the
children who have found pairs and collect all the
cards.
• Repeat the game until all the children have had at
least one turn to turn over some cards.
• Alternatively, if there are a lot of children in the class,
allow them to play in smaller groups using mini
flash cards.
Hooray! STARTER © Helbling Languages fa
 Unit 6

Warm-up
EXTRA LESSON 2 (OPTIONAL)
(Can be used after the story has been
1. Welcome the children. ~ A...'
• When the children are all in the classroom,
introduced in Lesson 5)
encourage them to sit in a circle . While you are
making a circle, you can sing or play the Circle song
Main Objective
(See Introduction, p. 17).
To sing a song about the food Rosie likes. • Make Peter greet the children. Make the puppet
Key Words say Hello! and encourage the children to wave and
say Hello! back to Peter.
pizza, salad, soup, milk, spaghetti
• Sing or play the Hello song and make Peter look
Receptive language like he is singing too (See Introduction, p. 17).
Mmmh/Mmm (AmE). What's for dinner?
Spaghetti? Carpet Time
No, sorry.
So, here we go.
2. Tell The dinner story again. ~ A,tit)
• If you want to use a transition marker to tel l the
Yummy. I like (milk).
children that the next activity is a story, then sing or
Fantastic/Great (AmE).
play:
Oh, Peter! That's wonderful/great (AmE).
Pizza, soup and milk. Story song
Yummy, yummy, yummy. It's time for a story
Thank you. Listen and look.
(Pizza) is great. (Repeat)

Classroom language
Look, a magic bag .
What's in the magic bag?
Let's decorate the picture frame.
Activities
Tell The dinner story again .
Sing the Yummy song .
Play What~ in the magic bag?
Make a pasta picture frame.
Materials Checklist
o Peter hand puppet
o CD 2-6, 8 (routine songs), CD 42-44
o Story cards 31-36 (The dinner)
o a magic bag
o picture frame (Worksheet 31)
o different types of uncooked pasta
o glue
o photo of each of the children (optional)
o coloured pencils or crayons (optional)
o coloured paint (optional)
o overalls or painting smocks (optional)
o If there is time: food mini flashcards
(Worksheet 27)
Notes
• Either read the story from the back of the Story
cards, or play the CD 42 and show the Story cards .
• Encourage the children to join in with some parts of
the story, for example, they can wave to say hello
with the characters in the story, and can copy some
of your facial expressions or movements .
• If there is time and the children are interested,
allow them to listen to the story more than once .
3. Sing the Yummy song. ~ G'ilid
• Play the song from the story and pretend to eaV
drink each of the items as you hear them.
Yummy
I like pizza.
Pizza is great.
Yummy, yummy, yummy, yummy
Pizza is great.
Yummy, yummy, yummy, yummy
Pizza is great.
I like soup.
Soup is great.
Yummy, yummy, yummy, yummy
Soup is great.
I like milk.
Milk is great.
Yummy, yummy, yummy, yummy
Milk is great.

• Play the song again and have the children join in.
• Once they feel confident singing the song, you can
also use the karaoke version (CD 44).

e Hooray! STARTER © Helbling Languages

4. Play What's in the magic bag?
• Show the children the magic bag and say Look, a
magic bag. What's in the magic bag?
• Look inside the magic bag and pretend to be very
excited about what is in the bag.
• Pretend to take a glass of milk out of the magic bag
and then pretend to drink the milk .
• Ask the children again What's in the magic bag?
and encourage them to guess what food or drink
you have taken out of the magic bag.
• Once the children guess the food or drink, you can
pretend to give all the children a glass of milk from
the magic bag and everyone can pretend to drink
their milk.
• Continue taking food from the magic bag and
encouraging the children to guess which food
or drink you have taken, while the children are
interested .
• Once the children are familiar with the magic bag,
you could invite confident children to take food
from the magic bag and pretend to eat it or drink it
while other children guess which food or drink the
child has.
Pencil and Paper
5. Sing the Table song. ~ G.,I
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
_*,"
6. Make a pasta picture frame.
Preparation Tip!
Bring different types of uncooked pasta
to class (enough for each child to decorate their frame).
You could also make a frame yourself using different
pastas to show the children w hat it w ill look like.
You can ask the children to bring a photo of themselves
to class to stick in the frame .
• Hold up your copy of the worksheet so all the
children can see it and say Look, it's Rosie., then
point to the spaghetti and say Yummy. Spaghetti.
• Point to the picture frame and say Let's decorate
the picture frame. Show the children some pasta
you brought to class and the finished picture frame
you made before class.
• Give the children their copy of the worksheet and
some pasta and say Decorate the picture frame.
• Monitor the children while they are sticking the
pasta on their frames. If there is time, the children
can colour the pasta and the picture of Rosie or put
their own picture in the frame.
• At the end of the Pencil and Paper activity, collect
the picture frames from the children and display
them on the wall or in a window, or let the children
take their frames home to show their parents.
7. Sing the Tidy up song / Clean up song
(AmE). ~ G",
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you .
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. ~ G.I:.
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Treasure hunt. _~'*1J
Preparation Tip!
Before the lesson, prepare several
copies of the food mini flashcards and hide them
around the classroom. If you have extra time
available, the children can colour and make the mini
flashcards during a lesson, or you can colour and
make them yourself.
Make sure it is possible for the children to find and
reach the cards. If it is nice weather and you have a
safe area to use outside, you might want to hide the
mini flashcards outside for the children to find.
• Tell the children w hich food they are looking for, for
example say Can you find the soup? and show the
children the flashcard for soup.
• Encourage the children to search the classroom or the
outside area and bring you any pictures of the soup
which they can find. When they have found all the
copies, they can bring them to Peter to show him.
Then ask them to look for another food.
• If there is time, ask them to close their eyes and hide
the pictures aga in.
Hoorayl STARTER © Helbling Languages G
Extra Unit

LANGUAGE OVERVIEW • CHRISTMAS

Key Words Close/Open your eyes.
Merry Christmas Listen carefully.
Christmas tree What's my favourite picture?
present It isn't the (Christmas tree).
Look, Christmas decorations.
Receptive Language ~ ... : .-c. . . .~ Colour the decorations.
We wish you a Merry Christmas . Cut out your decorations.
And a Happy New Year!
Objectives
Classroom Language Children learn:
Look, a (Christmas tree). • about Christmas traditions in English speaking
Point to the (Christmas tree). countries
Which picture, Peter? • an English Christmas song
A (present), please. • to follow some simple instructions and lesson
Where's the (present)? routines in English
Yes. / No, sorry.
Competences
Thank you.
Hold up the (Christmas tree). Children can:
Christmas tree or present? • recognise and name some Christmas items in
Let's make a Christmas card . English
Point to (Peter) / the (Christmas tree). • join in with a song
Colour the (Christmas tree). • show their understanding using gestures and
Trace the lines. mimes, as well as through participation in the
What's in the bag? games and activities
Is it a (Christmas tree)? Thinking Skills
What colour is it?
Is it the same? • paying attention to details to find and describe
Circle the present which is the same. matching pictures

Hooray! STARTER © Helbling Languages 8

 Extra Unit

Warm-up
LESSON 1 • CHRISTMAS
VOCABULARY 1. Welcome the children. ~ ti,,#.
• When the children are all in the classroom,
Main Objective encourage them to sit in a circle . While you are
making a circle, you can sing or play the Circle song
To introduce the vocabulary for some Christmas
(See Introduction, p. 17).
words.
• Make Peter greet the children. Make the puppet
Key Words say Hello! and encourage the children to wave and
Merry Christmas say Hello! back to Peter.
Christmas tree • Sing or play the Hello song and make Peter look
present like he is singing too (See Introduction, p. 17).

Classroom Language Carpet Time

Look, a (Christmas tree).
Point to the (Christmas tree). 2. Introduce the Christmas vocabulary.
Which picture, Peter? • Show the children the fla shcard for Christmas tree,
A (present), please. draw the shape of a Christmas tree with your hands
Where's the (present)? in the air and say Look, a Christmas tree.
Yes. / No, sorry. • Say Christmas tree. again and draw a Christmas
Thank you. tree in the air again.
Hold up the (Christmas tree). • Then show the children the flashcard for present
and mime unwrapping a Christmas present. Say
Activities Look, a present.
Introduce the Christmas vocabulary. • Say Present. again and pretend to unwrap a
Play Point to ... , Where's the present? and Hold it present again. Encourage the children to pretend to
up. unwrap a present as well.
• Repeat naming the Christmas items on the
Materials Checklist flashcards and showing the children the action for
o Peter hand puppet each card.
o CD 2-3, 8 (routine songs)
Teaching Tip!
o flashcards 9-12, 37-38 (teddy/teddy bear You can use some of the toy flashcards
(AmE), doll, plane, train, Christmas tree, for the following games to make them a little more
present) challenging for the children.
o If there is time: Christmas presents
(Worksheet 32)
3. Play Point to ...
Notes • Put the Christmas and toy flashcards on the floor
in front of the children with the picture facing up .
Say Point to the present. and mime unwrapping
a present.
• Encourage the children to do the action and point
to the flashcard with you.
• Continue to name the pictures on the flashcards,
do the action for each word and point to the
correct flashcard while the children are interested.

o Hooray! STARTER © Helbling Languages

4. Play Where 's the present?
• Show the children the two Christmas flashcards and
some of the toy flashcards , Say Look, a (Christmas
tree). as you show each card, th en place the cards
face down on the floor,
• Mix up the cards by sliding them around the floor,
Then look at Peter and say Which picture, Peter?
Make Peter say A (present), please. and show the
children the action for present.
• Ask Where 's the (present) ? and invite one of
the children to turn over a card and try to find the
present flashcard . If the child turns over the card
with the present, say Yes. and allow the child to
give the card to Peter, Peter shou ld say Thank you.
and can reward the chi ld by giving a kiss, hug or
high five. If the card is not the present, then say
No, sorry.
• Continue playing the game until each child has had
at least one turn to look for a flashcard for Peter,
5. Play Hold it up.
• Give the Christmas and toy flashcards out to some
of the children.
• Say Hold up the (Christmas tree). and encourage
the child holding the Christmas tree to hold it in the
air.
• Repeat a couple of times using different Christmas
and toy words and then change the children
holding the flashcards so different children get a
chance to play.
Rounding Off
6. Sing the Bye-bye song. @: D,I:i
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encou rage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17),
If there is time ...
Play Christmas hunt. 1IWlfl
Preparation Tip!
Before the lesson, prepare several
copies of the Christmas presents (Worksheet 32), You
can either print them on different coloured pieces of
paper or - if there is time in the lesson - the children
could colour in the actual presents before you hide
them ,
Before the lesson, hide the presents in the classroom,
Make sure it is possible for the children to find and
reach the cards , If it is nice weather and you have a
safe area to use outside, you might want to hide the
Christmas presents outside for the children to find .
• Put the children into small groups or pai rs depending
on the number of Christmas presents which you have
prepared ,
• Give the children time to search for the Christmas
presents in their groups , They should look for as many
as they can find,
• Once the children have found all the Christmas
presents, you can ask them to name the wrapped
toys in Engl ish. Ask What is it? and show the
children the wrapped plane, The children say A
(plane).
• Alternatively, you can tell the children which present
they should look for, for example say Can you find
the doll? and show the children the picture of the
w rapped doll.
• Encourage the children to search the classroom or the
outside area and bring you any cards with the doll
that they find,
• When the children have found all t he copies of the
wrapped doll, then ask them to look for t he wrapped
plane.
• The children can then look for the other presents and
bring these to you .
• The group which finds the most Christmas presents
are the winners and you could reward them with a
small sweet or a hug from Peter.
Hooray! STARTER © Helbling Languages 0
 Warm-up
1. Welcome the children. ~ ti,,#.
• When the children are all in the classroom,
ItiU.iijffil Christmas encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Revise the Christmas vocabulary.
• Show the children the flashcard for Christmas tree,
draw the shape of a Christmas tree with your hands
Main Objective in the air and say Look, a Christmas tree.
To sing a song about Christmas. • Say Christmas tree. again and draw a Christmas
tree in the air again.
Key Words
• Then show the children the flashcard for present
Merry Christmas and mime unwrapping a Christmas present. Say
Christmas tree Look, a present.
present • Say Present. again and pretend to unwrap a
present again . Encourage the children to pretend to
Receptive Language
unwrap a present as well.
We wish you a Merry Christmas. • Repeat naming the pictures on the flashcards and
And a Happy New Year! show the children the action for each card.
Classroom Language
3. Play Christmas tree or present?
Look, a (Christmas tree).
Christmas tree or present? • Show the children the flashcard for the Christmas
Let's make a Christmas card. tree and the present.
Point to (Peter) / the (Christmas tree). • Say Close your eyes. and demonstrate by holding
Colour the Christmas tree and decorations. your hands over your eyes, then peek to check the
Trace the lines. children have copied you.
• Once all the children have covered their eyes, put
Activities either the Christmas tree or present flashcard on
Revise the Christmas vocabulary. the board or in the centre of the circle.
Play Christmas tree or present? • Say Open your eyes. and encourage the children
Sing the We wish you a Merry Christmas song. to open their eyes.
Colour and make a Christmas card. • Say Christmas tree or present? and point to the
flashcard on the board or in the centre of the circle.
Materials Checklist Encourage the children to name the card you are
o Peter hand puppet pointing to.
o CD 2-5, 8 (routine songs), CD 45 • Repeat this a few times changing the flashcard until
o flashcards 37-38 (Christmas tree, present) the children seem confident naming the Christmas
o Student's Book, p. 51-52 items.
o coloured pencils or crayons
o If there is time: a soft bailor bean bag, 4. Sing the We wish you a Merry Christmas
flashcards from units you have already covered
in class •
song. ~ h.'"
Play the song and let the children listen to the song.
Notes We wish you a Merry Christmas
We wish you a Merry Christmas,
We wish you a Merry Christmas,
We wish you a Merry Christmas,
And a Happy New Year!

• Play the song aga in and encourage the children to

join in and sing along with you .

e Hooray! STARTER © Helbling Languages

 Pencil and Paper
5. Sing the Table song. @: ti,i'
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Colour and make a Christmas card .
~ [~~~J @: d,i"
Preparation Tip!
If the children are taking the Christmas
card home, you might want to tear the page out of the
Student's Book and fold the card before the lesson for
each child.
s Preparation Tip!
• Give the children the card from the Student's Book
or give them their books open to the correct page .
Say Let's make a Christmas card.
• Encourage the children to look at the picture on the
Christmas card and say Point to RosielPeter.
• Then ask the children to Point to the Christmas
tree. and check the children are pointing at the
right part of the picture.
) behind a friend and swap places after a short time.
• Say Trace the lines. and encourage the children
to trace the lines with their fingers first. Then
demonstrate tracing the lines on the Christmas tree
with a pencil.
• Say Colour the Christmas tree. and demonstrate
by starting to colour the Christmas tree and
decorations on your copy of the page.
• Monitor the children while they are colouring,
praise them for neat work and talk to the children
about the colours they are using, if they know t hem
in English.
• Once the children have finished colouring,
encourage the children who can write their name
to write it on the line inside the card. The other
children can try to write their name or you could
write it for them.
• You can also point to the lyrics for the song, and
sing the song again with the children or tell the
children to get their parents to sing the song with
them.
il
7. Sing the Tidy up song / Clean up song
(AmE) . C21i!D
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up I clean up (AmE).
J. • Start to collect the materials and encourage the
children to help you .
• While you are picking things up, sing or play
the Tidy up song I Clean up song (AmE) (See
Introduction, p. 17)
Rounding Off
8. Sing the Bye-bye song. @: ti,I:.
• While the children are still at the table, look at Peter
and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encoura ge
the chi ldren to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Bean bag toss.
Use flashcards from units which the
children have already covered in class. You can also
put the Christmas flashcards under chairs and ask the
children to swap chairs after they have taken a turn
to throw the bean bag or soft ball.
If you have a large class, you might want only half
the children to play. The other child ren can stand
• Ask the children to sit in a circle and put Christmas
and toy flashcards on the floor in front of some of
the children, or if the children are sat on chairs in the
circle, you can put the flashcard under the children's
chairs .
• You should stand in the middle of the circle and say
one of the Christmas items or toys, then pass the
bean bag to a child with that flashcard.
• Name another picture on a flashcard and encourage
the child to pass the bean bag to a child who has that
flashca rd.
• After all the children with a flashcard have caught the
bean bag or ball, change the place of the flashcards
so other children get a chance to play.
• If the children seem confident with the game, a child
can stand in the middle of the circle and name the
f lash card to pass the bean bag to.
Hooray! STARTER © Helbling Languages e
 Extra Unit

Warm-up
LESSON 3 • THINKING SKILLS
1. Welcome the children. ~ A,'••
• When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children . Make the puppet say
Hello! and encourage the children to wave and say
Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

Carpet Time
2. Sing the We wish you a Merry Christmas
song. ~ ij,I6JWJ
• Play the song and encourage the children to join
Main Objective
in as much as they can (See Lesson 2 for the song
To practise the Christmas song and find and lyrics) .
describe matching Christmas pictures. • Alternatively, if the children seem confident singing
Key Words the song, use the karaoke version instead (CD 46).

Merry Christmas, Christmas tree, present

3. Play What's in the bag?
Receptive language Teaching Tip!
If you don't have a small toy Christmas
We wish you a Merry Christmas.
And a Happy New Year! tree, you can always use a piece of card cut in the shape
of a Christmas tree, or a branch from an evergreen tree
Classroom language instead .
What's in the bag?
Is it a (Christmas tree)? • Put the following items in the bag without the
What colour is it? children seeing: a small Christmas tree or branch
Is it the same? from an evergreen tree, a wrapped present and
Circle the present which is the same. some toys (doll, teddy/teddy bear (Am E), plane,
Circle the same pictures. train).
• Show the children the bag and say What's in the
Thinking Skills bag?
Paying attention to detail to find and describe • Allow each child to put their hand(s) in the bag to
matching pictures. feel the item and try to guess what is hidden in the
bag.
Activities • Once all the children have felt the item and have
Sing the We wish you a Merry Christmas song. tried to guess what is in the bag, take it out of the
Play What's in the bag? and the Yes or no game. bag and show the children if they were correct.
Find the matching picture. • While the children are interested, continue to
put different items in the bag and encourage the
Materials Checklist children to guess what is hidden there.
o Peter hand puppet
o CD 2-5, 8 (routine songs), CD 45 (46) 4. Play the Yes or no game.
o flashcards 9-12, 37-38 (teddy/teddy bear • Show the children the Christmas and toy flashcards
(AmE), doll, plane, train, Christmas tree, and elicit the words. Then show the children that
present) you are mixing the cards in your hands so neither
o a small bag you nor the children know the order of the cards.
o small Christmas tree, wrapped present and toys • Take one of the flashcards and hold it above your
o Student's Book, p. 53 head so that the children can see which card you
o coloured pencils or crayons are holding but you can't.
o a small wrapped present (optional)
o If there is time: mini flashcards of vocabulary
the children already know (Worksheets 1, 2, 8)

e Hooray! STARTER © Helbling Languages

• With your other hand point to the flashcard and say
Is it a Christmas tree? and encourage the children
to say Yes. if you are holding up the Christmas tree
flashcard and No, sorry. if not. If the answer was
No, sorry., keep guessing until the children say
Yes.
• Repeat this with some of the other flashcards.
Pencil and Paper
5. Sing the Table song. @ G'"
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Find the matching picture. §~§]
• Hold up your Student's Book open to the correct
page so all the children can see clearly.
• Point to the present on the left from the first line
and ask the children What colour is it?
• Then point to the three other presents on the first
line and elicit the colour of each present.
• Point to the present on the left and the first present
on the right and say A blue present. A red
present. Is it the same? Have the children say No.
• Continue to ask the colours of the presents and ask
if it is the same as the present on the left, until the
children say Yes.
• Then say Circle the present which is the same.
and demonstrate by circling the blue present in the
group of presents on the right.
• Give the children their Student's Books open to the
correct page and say Circle the same pictures.
• Ask the children to look at the second picture
of the Christmas bauble. Count the number of
baubles in each picture then ask them to circle the
one that matches the first picture on the left. Have
them hold up their books so you can check their
answers.
• Ask the children to identify the wrapped presents
and name the objects in the third line. Then ask
them to circle the one that matches the picture on
the left. Have them hold up their books so you can
check their answers.
7. Sing the Tidy up song / Clean up song
(A mE). @G",
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (Am E) (See
Introduction, p. 17)
Rounding Off
8. Sing the Bye-bye song. @G.I:.
• While at the table, look at Peter and say It's time
to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Pass the parcel. ~~'iUiJi
Preparation Tip!
You will need to prepare a parcel for
this game before the lesson. Wrap a small present in
wrapping or news paper. There should be enough
layers so that every child can have at least one turn to
open the parcel. If you have a large class, you might
want to make two parcels and have the children sit in
two smaller circles for this activity.
Also copy and cut up copies of mini flashcards from
the units so far. You will need enough mini flashcards
to put one card between each wrapping.
• Ask the children to sit in the circle and show them the
wrapped present. Say Look, a present.
• Give the present to one of the children, but make
sure that the children understand that they are not to
open the present yet.
• Play some music and, while the music is playing,
encourage the children to pass the parcel around the
circle.
• After a short time stop the music and ask the child
holding the parcel to take one layer of paper off.
• Encourage the child to name the mini flashcard which
they find.
• Play the music again and continue passing the parcel
around the circle until the music stops.
• If possible, try to make the music stop when a
different child is holding the parcel each time, or
encourage the children to pass the parcel to a child
who has not unwrapped it yet.
Hooray! STARTER © Helbling Languages e
 Extra Unit

Warm-up
EXTRA LESSON 1 (OPTIONAL)
(Can be used after the song has been
1. Welcome the children. @: Xi,,#.
• When the children are all in the classroom,
introduced in Lesson 2)
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
Main Objective
(See Introduction, p. 17).
To practise a Christmas song and to make some • • Make Peter greet the children. Make the puppet
Christmas decorations. say Hello! and encourage the children to wave and
Key Words say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
Merry Christmas
like he is singing too (See Introduction, p. 17).
Christmas tree
present
Carpet Time
Receptive language
2. Play Christmas tree or present?
We wish you a Merry Christmas .
• Show the children the flashcards for the Christmas
And a Happy New Year!
tree and the present.
Classroom language • Say Close your eyes. and demonstrate by holding
your hands over your eyes, then peek to check the
Close/Open your eyes.
children have copied you.
Listen carefully.
What's my favourite picture? • Once all the children have covered their eyes, put
It isn't the (Christmas tree). either the Christmas tree or present flashcard on
the board or in the centre of the circle.
Look, Christmas decorations.
Colour the decorations. • Say Open your eyes. and encourage the children
to open their eyes.
Cut out your decorations.
• Say Christmas tree or present? and point to the
Activities flashcard on the board or in the centre of the circle.
Play Christmas tree or present? and What's my Encourage the children to name the card you are
favourite picture? pointing to.
Sing the We wish you a Merry Christmas song. • Repeat this a few times changing the flashcard until
Make some Christmas decorations. the children seem confident naming the Christmas
items.
Materials Checklist
o Peter hand puppet 3. Play What's my favourite picture?
o CD 2-5, 8 (routine songs), CD 45 (46) • Put the Christmas and some of the toy flashcards
o a magic bag in the centre of the circle where all the children can
o flashcards 9-12, 37-38 (teddy/teddy bear see clearly and name each of the Christmas items
(AmE), doll, plane, train, Christmas tree, and toys.
present) • Choose one of the cards for the children to guess
o Christmas decorations (Worksheet 33) and say, for example, Listen carefully. What's my
o coloured crayons or pencils favourite picture? It isn't the Christmas tree. It
o string isn't the doll. It isn't the plane. What is it?
• Then encourage the children to name the picture
Notes
they think is your favourite.
• If the children are finding it hard, you can point to
each flashcard as you say the words and show that
this is wrong (for example, shake your head).
• Then point to the last flashcard, show that this
is correct (for example, nod your head) and
encourage the children to name the picture on the
flashcard.

4. Sing the We wish you a Merry Christmas

song. @xi,lgB.
• Play the song and encourage the children to join
in as much as they can (See Lesson 2 for the song
lyrics).
• Alternatively, if the children seem confident singing
the song, use the karaoke version instead (CD 46).

e Hoorayl STARTER © Helbling Languages

 Pencil and Paper
5. Sing the Table song. C2liiiI
• Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17).
6. Make some Christmas decorations.
~Wm
Preparation Tip!
If some of the children are not able
to use scissors yet. you might need to cut out the
decorations for the children before the class.
You might also want to attach the string to the
decorations before the class or after the class.
• Show the children the worksheet and say Look,
Christmas decorations.
• Point to one of the decorations and say Colour
the decorations., then demonstrate by starting to
colour one of the decorations .
• Give each child a copy of the worksheet, and
monitor the children while they colour. Praise the
children for neat work and talk to the children
about the colours they are using, if they know them
in English.
• Once the children have coloured their decorations,
say Cut out your decorations. and demonstrate
:il by cutting out one of the decorations on your copy
of the worksheet.
• Collect the completed decorations at the end of the
Pencil and Paper activity.
• Pierce a hole in the top of each decoration and
thread a piece of string through. You can then use
n the decorations to decorate a Christmas tree in the
classroom, decorate the classroom, or the children
can take them home.
Rounding Off
8. Sing the Bye-bye song. @liD
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Musical flashcards.
• Place all the Christmas and toy flashcards around the
classroom in a place where they can easily be seen
by the children and the children can safely move
between the cards (attached to a wal l or something
that can't move is best).
• Point to each of the cards around the room and elicit
the words from the children.
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt so far.
• Stop the music and encourage the children to choose
a flashcard to stand next to.
• Once all the children are by a flashcard, say a toy or
a Christmas word . All the children standing by that
flashcard are 'out'. Ask these children to stand near
you for the next round and then allow them to join
back in the game the round after.
• Play the music again and allow the remaining children
to move around the room and repeat the activity.

y 7. Sing the Tidy up song / Clean up song

t (AmE). @: ti'ii
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (Am E).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
e

19
).

Hooray! STARTER © Helbling Languages e

Extra Unit
LANGUAGE OVERVIEW • EASTER
Key Words
Easter bunny
Easter eggs
Receptive Language
Easter bunny, Easter bunny.
Please bring us some eggs.
Yellow and red.
Green and blue.
We love you!
Classroom Language
Look, (an) Easter (bunny).
Close/Open your eyes.
Red, blue, yellow or green?
Which one, Peter?
The Easter bunny, please.
Where's the Easter bunny?
Yes. / No, sorry.
Thank you.
Let's make an Easter card.
Point to (the Easter eggs).
Colour the grass.
Hold up (the Easter eggs).
Is it (the Easter bunny)?
Colour/Decorate your basket.
Cut out your basket.
Ob"ectives
Children learn:
• about Easter traditions in English speaking
countries
• an English Easter song
• to follow some simple instructions and lesson
routines in English
Competences
Children can:
• recognise and name some Easter items in English
• join in with a song
• show their understanding using gestures and
mimes, as well as through participation in the
games and activities
Hooray! STARTER © Helbling Languages 8
 Extra Unit

Carpet Time
LESSON 1 • EASTER
VOCABULARY 2. Introduce the Easter vocabulary.
• Show the children the flash card for Easter bunny,
Main Objective twitch your nose like a bunny and hop around in a
small circle, saying Look, an Easter bunny.
To introduce the vocabulary for some Easter
• Say Easter bunny. again and twitch your nose
words.
again before hopping around in another small
Key Words circle.
Easter bunny • Then show the children the flashcard for Easter
Easter eggs eggs, pretend to unwrap and eat a (chocolate) egg
and say Look, Easter eggs.
Classroom Language • Say Easter eggs. again and pretend to eat some
Look, (an) Easter (bunny). more of your (chocolate) Easter egg. Encourage the
Close/Open your eyes. children to pretend to eat some Easter eggs as well.
Red, blue, yellow or green? • Repeat naming the Easter items on the flashcards
Which one, Peter? and showing the children the action for each card.
The Easter bunny, please.
Where's the Easter bunny? 3. Play Red, blue, yellow or green?
Yes. / No, sorry. • Show the children the red, blue, yellow and green
Thank you . flashcards and elicit the colours.
• Say Close your eyes. and demonstrate by holding
Activities your hands over your eyes, then peek to check the
Introduce the Easter vocabulary. children have copied you.
Play Red, blue, yellow or green?, Where's the • Once all the children have covered their eyes, put
Easter bunny? and Pass the flash cards. one of the colour flashcards on the board or in the
centre of the circle.
Materials Checklist
• Say Open your eyes. and encourage the children
o Peter hand puppet to open their eyes.
o CD 2-3, 8 (routine songs) • Say Red, blue, yellow or green? and point to the
o flashcards 3-4, 13, 20, 39-40 (red, blue, flashcard on the board or in the centre of the circle.
yellow, green, Easter bunny, Easter eggs) Encourage the children to name the card you are
o If there is time : Easter eggs (Worksheet 34) pointing to.
Notes • Repeat this a few times, changing the flashcard
until the children seem confident with naming the
colours.

Teaching Tip!
You can use the colour flashcards for the
following games to make them a little more challenging
for the children .

4. Play Where's the Easter bunny?

Warm-up • Show the children the Easter and colour flashcards.

1. Welcome the children. ~

•
ti.'.,
When the children are all in the classroom, •
Say Look, (an Easter bunny). as you show the
cards then place them face down on the floor.
Mix up the cards by sliding them around the floor.
encourage them to sit in a circle . While you are Then look at Peter and say Which one, Peter?
making a circle, you can sing or play the Circle song Make Peter say The Easter bunny, please. and
(See Introduction, p. 17). show the children the action for the Easter bunny.
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).

e Hooray! STARTER © Helbling Languages

• Invite one of the children to turn over a card and
try to find the Easter bunny flashcard . Ask Whe re's
the Easter bunny? If the child turns over the card
with the Easter bunny, say Yes. and allow the child
to give the card to Peter. Peter should say Thank
you. and can reward the child by giving a kiss, hug
or high five. If the card is not the Easter bunny, then
say No, sorry. and choose a new child to turn over
a card.
• If the children remain interested , continue playing
the game until each child has had at least one turn
to look for a flashcard for Peter.
5. Play Pass the flash ca rds.
• Ask the children to sit in a circle .
• Give each Easter or colour flashcard to a different
child in the circle .
• Play some music. You could use some of the songs
the ch ildren have learnt so far in Hooray! Starter or
other English songs which the children know.
• While the music is playing, encourage the children
to pass the flashcards around the circle.
• After a short time stop the music. Encourage the
children who are holding flashcards when the music
stops to name the picture or colour on their card.
• Play the music again and try to stop it so different
children are holding the flashcards each time.
Rounding Off
6. Sing t he Bye-bye song. ~ R,I:I
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is t ime ...
Play Treasure hunt. U Wtil
Preparation Tip!
Either print the Easter eggs
(Worksheet 34) on different coloured pieces of paper,
or colour sets of Easter eggs . Alternatively, if there is
time in the lesson, the children could colour some of
the Easter eggs before you hide them.
Hide the Easter eggs around the classroom . Make
sure it is possible for the children to find and reach
the eggs. If it is nice w eather and you have a safe
area to use outside, you might want to hide the
Easter eggs outside for the children to find.
• Put the children into small groups or pairs depending
on the number of Easter eggs which you have
prepared .
• Give the children time to search for the Easter eggs
in their groups. They should look for as many as they
can.
• Once the children have found all the Easter eggs, you
can ask them to say the colours of their eggs, if they
know the names of the colours in English.
• The group which finds the most Easter eggs is the
winner and you could reward them with a small
sweet or a hug from Peter.
Hoorayl STARTER © Helbling Languages e
 Extra Unit
LESSON 2 • SONG
Main Objective
To sing a song about the East er bunny.
Key Words
Easter bunny
Easter eggs
Receptive Language
Easter bunny, Easter bunny.
Please bring us some eggs.
Yellow and red.
Green and blue.
We love you !
Classroom Language
Look, (an) Easter (bunny).
Let's make an Easter card.
Point to (the Easter eggs).
Colour the grass.
Activities
Revise the Easter vocabu lary.
Play Say it louder.
Sing the Easter bunny song .
Colou r and make an Easter card .
Materials Checklist
o Peter hand puppet
o CD 2-5, 8 (routine songs), CD 47
o f lashcards 3-4, 13, 20, 39-40 (red, blue,
yellow, green, Easter bunny, Easter eggs)
o Student's Book, p. 55- 56
o colou red pencils or crayons
o If there is time: Easter eggs and colour mini
fl ashcards (Worksheets 4, 34)
e Hooray ! STARTER © Helbling Languages
Warm-up
1. Welcome the children.
•
@ (i".'
When the children are all in the classroom,
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
(See Introduction, p. 17).
• Make Peter greet the children. Make the puppet
say Hello ! and encourage the children to wave and
say Hello ! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 17).
Carpet Time
2. Revise the Easter vocabulary.
• Show the children the flashcard for Easter bunny,
twitch your nose like a bunny and hop around in a
small circle, saying Look, an Easter bunny.
• Say Easter bunny. again and twitch your nose
again before hopping around in another small
circle.
• Then show the children the flashcard for Easter
eggs, pretend to unwrap and eat a (chocolate) egg
and say Look, Easter eggs.
• Say Easter eggs. again and pretend to eat some
more of your (chocolate) Easter egg. Encourage the
children to pretend to eat some Easter eggs as well.
• Repeat naming the Easter items on the flashcards
and showing the children the action for each card.
3. Play Say it louder.
• Show the children the flashcard for the Easter
bunny and elicit or tell the word to the children.
• Make Peter say Shh! and whisper Easter bunny.
Encourage the children to whisper it with Peter.
• Say Easter bunny. repeatedly, each time a little
louder, and have the children repeat until the last
t ime you shout it and then say Shh! and whisper
Easter bunny. again.
• Repeat this with the other flashcards.
• After some time you can try different voices, for
example try singing the word, or saying it with a
high squeaky voice and then a deep low voice. Or
try saying the word while you are holding your nose
or wobbling your lips using your finger.
4. Sing the Easter bunny song. @G'lt'
• Play the song and let the children listen to the song.
Make the actions for the Easter words or point to
the colour flashcards as you hear them in the song.
Easter bunny
Easter bunny, Easter bunny,
Please bring us some eggs.
Easter bunny, Easter bunny,
Please bring us some eggs!
 Yellow and red,
Green and blue.
Easter bunny, Easter bunny,
We love you!
(Repeat)
• Play the song again and encourage the children to
join in and sing along w ith you.
Pencil and Paper
5. Sing the Table song. ~
•
fi,,'
Say It's time to sit at the table. and indicate to
the children that you would like them to go and sit
down at the tab les.
• While the children are moving to the t able, sing or
play the Table song (See Introduction, p. 17).
6. Colour and make an Easter card.
§~~J [~~@J ~ R""
Preparation Tip!
If the children are taking the Easter
card home, you might want to tear the page out of the
Student's Book and fold the card before the lesson for
each child.
• Give the children the card from the Student's Book
or give them their Student's Books open to the
correct page. Say Let's make an Easter card.
• Encourage the children to look at the picture on the
Easter card and say Point to RosielPeter.
• Then ask the children to Point to the Easter eggs.
and check the children are pointing at the right part
of the picture.
• Say Colour the grass. and demonstrate by starting
to colour the grass on your copy of the page.
• Monitor the children while they are colouring,
praise them for neat work and talk to the children
about the picture.
• Once the children have finished colouring ,
encourage the children who can write their name
to write it on the line inside the card. The other
children can try to write their name or you could
write it for them.
• You can also point to the lyrics for the song, and
sing the song again with the children or tell the
children to get their parents to sing the song with
them.
7. Sing the Tidy up song / Clean up song
(AmE) . ~ ti'"
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up I clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17)
Rounding Off
8. Sing the Bye-bye song. ~ R,':'
• Wh il e the children are still at the table, look at Peter
and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the ch ildren t o wave and say Bye-bye! back to
Peter.
• Signal to the chi ldren that it is t he end of the
English lesson by singing or playing the Bye-bye
song (See Introduction , p. 17).
If there is time ...
Play Musical chairs. 1I~'i'"
Preparation Tip!
Before the lesson, copy, colour and
cut up some of the Easter eggs or mini flashcards
from previous units. You will need enough sets to
have one Easter egg or mini flashcard per child. If
you have extra time available, the children can colour
and make the mini flashcards or Easter eggs during a
lesson, or you can colour and make them yourself.
Stick the mini f lashcards or Easter eggs on the
children's chairs so that the children can easily see
them. If there aren't enough chairs available in the
classroom, then you could use cushions or laminated
copies of the mini flashcards instead .
• Put the chairs, cushions or laminated flashcards in a
place where the children can easily walk around them
and sit on them.
• Play some music for the children to move around to .
You could use some of the songs that the child ren
have learnt so far in Hooray! Starter.
• Then stop the music and say Sit down. and
encourage the children to sit down on the nearest
seat that is available.
• Randomly select one of the normal flashcards or
name a colour on the eggs. All the children sitting
on a chair with a mini flashcard of the same item or
that colour on their egg are 'out'. Ask these children
to stand near you for the next round and then allow
them to join back in the game the round after.
• Play the music again and allow the remaining children
to move around the chairs and repeat the activity.
Hoorayl STARTER © Helbling Languages e
 Extra Unit

Warm-up
EXTRA LESSON 1 (OPTIONAL)
(Can be used after the song has been
1. Welcome the children. @: R.'...
• When the children are all in the classroom,
introduced in Lesson 2)
encourage them to sit in a circle. While you are
making a circle, you can sing or play the Circle song
Main Objective
(See Introduction, p. 17).
To sing a song about the Easter bunny and to • Make Peter greet the children. Make the puppet
make an Easter basket. say Hello! and encourage the children to wave and
say Hello! back to Peter.
KeyWords
• Sing or play the Hello song and make Peter look
Easter bunny like he is singing too (See Introduction, p. 17).
Easter eggs

Receptive Language Carpet Time

Easter bunny, Easter bunny. 2. Play Hold it up.
Please bring us some eggs.
• Give the Easter and colour flashcards out to some
Yellow and red .
of the children.
Green and blue.
• Say Hold up the Easter eggs. and encourage the
We love you!
child holding the flashcard with the picture of the
Classroom Language Easter eggs to hold his or her flashcard in the air.
• Repeat a couple of times using different Easter
Hold up the (Easter eggs).
words and colours and then change the children
Is it (the Easter bunny)?
holding the flashcards so different children get a
Colour/Decorate your basket.
chance to play.
Cut out your basket.

Activities 3. Play the Yes or no game.

Play Hold it up and the Yes or no game.
Sing the Easter bunny song.
Make an Easter basket.
Materials Checklist
CJ Peter hand puppet
CJ CD 2-5, 8 (routine songs), CD 47 (48)
CJ flashcards 3-4, 13, 20, 39-40 (red, blue,
yellow, green, Easter bunny, Easter eggs)
CJ Easter basket (Worksheet 35)
CJ coloured pencils or crayons
CJ ribbon or strips of material for a basket handle
(optional)
o spring stickers (optional)
• Show the children the Easter and colour flashcards
and elicit the words. Then show the children that
you are mixing the cards in your hands so neither
you nor the children know the order of the cards.
• Take one of the flashcards and hold it above your
head so that the children can see which card you
are holding but you can't.
• With your other hand point to the flashcard and
say Is it (the Easter bunny)? and encourage the
children to say Yes. if you are holding up the Easter
bunny flashcard and No, sorry. if not. If the answer
was No, sorry., keep guessing until the children say
Yes.
• Repeat this with some of the other flashcards.

Notes
4. Sing the Easter bunny song.
•
@: R.'um.
Play the song and encourage the children to join
in as much as they can (See Lesson 2 for the song
lyrics).
• Alternatively, if the children seem confident singing
the song, use the karaoke version instead (CD 48).

Pencil and Paper

5. Sing the Table song. @:1i!II
• Say It's time to sit at the table. and indicate to
the children that you wo uld like them to go and sit
down at the tables.
• While the children are moving to the table, sing or
play the Table song (See Introduction, p. 17)

e Hooray! STARTER © Helbling Languages

6. Make an Easter basket. m*WI
If the children are not able to use
Preparation Tip!
scissors, you will need to cut out the baskets and handles
for the children before the lesson.
• Hold up the worksheet so all the children can see it
clearly and say Look, a basket.
• Say Colour/Decorate your basket. and
demonstrate by starting to colour or decorate your
copy of the worksheet.
• Give each of the children a copy of the worksheet
and allow them to use different patterns to
decorate their baskets. If you have stickers
available, they could also use some stickers. The
children might also want to draw some eggs into
their baskets.
• Monitor the children while they are colouring and
talk to the children about the colours they are
using, if they can name them in English.
• Once the children have finished colouring the
basket, say Cut out your basket. and demonstrate
by starting to cut out your copy of the basket.
• Then allow the children to colour, cut and stick
the handle to the basket. Alternatively, if you have
some ribbon or strips of material, you could help
the children to make a handle for their basket using
the ribbon or material instead.
• At the end of the lesson, display the baskets in the
classroom or in a window, or let the children take
their basket home to show their parents.
7. Sing the Tidy up song / Clean up song
(AmE). @G'il
• If you would like the children to tidy away their
crayons and other materials, say It's time to tidy
up / clean up (AmE).
• Start to collect the materials and encourage the
children to help you.
• While you are picking things up, sing or play
the Tidy up song / Clean up song (AmE) (See
Introduction, p. 17).
Rounding Off
8. Sing the Bye-bye song. C2 U,i:'
• Look at Peter and say It's time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
the children to wave and say Bye-bye! back to
Peter.
• Signal to the children that it is the end of the
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 17).
If there is time ...
Play Musical flashcards.
• Place all the Easter and colour flashcards around the
classroom in a place where they can easily be seen
by the children and the children can safely move
between the cards (attached to a wall or something
that can 't move is best) .
• Point to each of the cards around the room and elicit
the Easter items and colours from the children .
• Play some music for the children to move around to.
You could use some of the songs that the children
have learnt 50 far.
• Stop the music and encourage the children to choose
a flashcard to stand next to .
• Once all the children are by a flashcard, say an Easter
item or colour. All the children standing by that
flashcard are 'out'. Ask these children to stand near
you for the next round and then allow them to join
back in the game the round after.
• Play the music again and allow the remaining children
to move around the room and repeat the activity.
Hooray! STARTER © Helbling Languages e