Mouse and Me Plus 2 Teachers Book

 

2

Tea each cher er’’s Bo Book ok Written by

Mary Charrington and Charlotte Covill

© Copyright Oxford University Press

 

Contents Letter to parents

2

About Mouse and Me! Plus  Plus 

3

Components

4

Introduction

6

Syllabus

9

 Tour  T our of a unit

13

Routines

20

Stories

22

Make the most of Mouse and Me! Plus  Plus 

31

Classroom language

32

Ideas bank

33

Hello! Unit

34

Unit 1: I want to be a robot

43

Unit 2: I want to be a monster

58

Unit 3: I want to be an artist

72

Unit 4: I want to be a bird

86

Unit 5: I want to be a superhero

100

Unit 6: I want to be an explorer

114

Unit 7: I want to be an astronaut

128

Unit 8: I want to be a prince

141

Holidays

154

 Teachers’  T eachers’ Day

155

Christmas Book Day

157 159

Assessment photocopiabl photocopiables es

160

© Copyright Oxford University Press  

Dear Parents,  This year your child will learn English using Mouse and Me! Plus. They will learn lots of English words and some useful phrases, as well as sing si ng many songs and talk in English to Mouse, the course puppet. They will listen to stories about Daisy and Robin’s adventures as the characters dress up in different costumes and are swept up into exciting worlds, fueled by their imaginations. They will have the opportunity to dress up themselves and share in these adventures. As you know, young children learn in many different ways, sometimes listening to stories or working quietly at their tables, and sometimes being more physically active. The extensive resources supporting this course will help your child fulfill their potential as they respond to and gain from a variety of different activities: interacting with the Mouse puppet, the flashcards, and the digital resources, listening to Daisy and Robin’s Robin’s adventures in the Big Story Books, playing games (both indoors and outdoors) to practice the new language, watching the rich footage on the DVD, and completing the pages in the Student Book. Learning a language isn’t just about learning words, it’s also about understanding and respecting other people and relating to them in a positive way. The stories in Mouse and Me! Plus help the children to think about life from the perspective of different people in our world, and they all contain simple moral messages and values (e.g., sharing, being friendly, being polite) which will develop your child’s emotional understanding. Language learning is an organic process and it goes beyond what happens in the classroom. Even if you don’t speak much English, your support and encouragement are hugely valuable, and Mouse and Me! Plus  provides many opportunities for you to be involved in your child’s learning. Play the songs and watch the stories, which you can find online at www.oup.com/elt/mouseandme, www.oup.com/elt/mouseandme, with your child when you get the chance, and talk to them about what they’re learning in their English lessons. You You can further support suppor t your child’s learning by using the Lingokids™ Mouse and Me!  app  app which contains Mouse and Me!  story  story animations, live-action songs, cross-curricular animated clips, and interactive vocabulary practice. Please do not hesitate to ask me anything about your child’s progress this year, and thank you very much in advance for contributing to your child’s learning experience. Yours sincerely,

English teacher, Kindergarten

Photocopiable © Oxford University Press © Copyright Oxford University Press  

About Mouse and Me! Plus Mouse and Me!  Plus is a three-level three -level course for children

between the ages of 3 and 5 at kindergarten. It is multiflexible and can easily be adapted to fit your specific teaching needs and timetable. Its child-centered approach draws on the imagination to lead children, via stories of dressing up, into different areas of experience, all of which they can easily relate to, and which extend their knowledge of English and enhance their cognitive development.

Each unit contains lessons on literacy and numeracy, but for those teachers who want to practice early literacy skills sk ills even further, a separate phonics syllabus with detailed teaching notes, resources, and audio support is provided. This syllabus uses language familiar to the children from the Mouse and Me! Plus course for a well-rounded learning experience. Mouse and Me! Plus is designed to develop the whole child. c hild.

Much emphasis is placed on children’s children’s social development through a strong focus on values, which are explored through the stories and the cross-curricular cross-curr icular content. The course encourages children’ chi ldren’s imagination and creativity through different activities, performances, projects, and role plays, which in turn builds their confidence and supports real communication in English.  The course also reflects the importance importance to children of the natural outdoor world. Many of the stories are set in outside environments, and there are optional outdoor activities to take advantage of the beneficial effects of fresh air and exercise on children’s learning. It recognizes that children learn best when they are active participants and comes with a range of materials to engage the children, employing many different styles of learning. A rich component package enhances the key themes of the course and supports the children’s children’s learning. The fabulous

Daisy

Mouse

Robin

 The two main characters in the the course, Daisy and Robin, are brother and sister. They have a dress-up box and love to dress up in costumes from the box; a new costume every unit. They take turns choosing a different costume and leading each other – and their favorite toy, Mouse – into a world relevant to that costume. The adventures that follow create the perfect opportunity to reflect the Kindergarten curriculum, so that the children are learning English in harmony with their general educational development and their increased awareness of the world around them. Both new and familiar language and learning points are encountered in the imaginative context of the stories. And of course, there is always the chance for the children to dress up themselves – in simple ways – so that they too become part of the

Mouse puppet, along with beautifully illustrated Big Story Books, functional, interactive posters, and fun songs allow for significant language exploitation. Digital resources for DVD are fully integrated i ntegrated within the methodology to create a blended, multisensory learning experience. The story animations, live-action songs, and cross-curricular animated clips can also be found on the Lingokids™ app, which contains Mouse and Me! -specific -specific content

Mouse and Me! Plus Who do you want to be? 

experience. Every unit features a cross-curricular topic. This arises naturally out of the story context and enables the children to learn key facts through the medium of English, in turn making their language learning more natural and purposeful.  The cross-curricular topics are also linked linked strongly to multiple multiple intelligences, supporting the different learning strengths of the whole class. Each unit also extends into the real world, focusing on daily routines and experiences in a real-life kindergarten. These topics generate further language connected to the main unit theme, and give children the opportunity to observe obser ve and draw parallels between their own experiences at school.

About Mouse and Me! Plus

© Copyright Oxford University Press  

 

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For you In your Teacher’s Resource Pack: Box • Sturdy box to store bulky components Mouse puppet • Plush hand puppet with a moveable mouth • Has Velcro on his hands to hug children and hold onto things 3 Hello! posters

Can hold flashcards in his mouth •Hello! posters • Large, colorful posters for each level to support lesson opening routine • Write-on/wipe-off format for use in every lesson Who do you want to be? posters p osters

• •

Large, photographic costumes poster for each level to support the Who do you want to be?  guessing  guessing game and routine Poster can be cut up into eight separate flashcards, should this be preferable

Kindergarten posters • Large posters with photographs and full-color illustrations for each level • Posters present and exploit the concept and language for

3 Who do you want to be? posters

each Kindergarten topic Flashcards • Full-color flashcards for all the main vocabulary • Plus Characters, Weather, Weather, Numbers, and Colors flashcards for use in lesson routines • Daisy and Robin helper medals Smart topic flashcards • Photographic flashcards for all cross-curricular Smart topics Big Story Books • A large format, full-color Big Story Book for each level, each containing the eight unit stories 24 Kindergarten posters

Mouse puppet  TRP box

178 flashcards

89 Smart topic flashcards

3 Big Story Books

4

Components © Copyright Oxford University Press

 

Other resources:

•

Personalized reports on student’s progress in the Parent’s Parent’s

dashboard Teacher’s Book  • Introduction section that explains the methodology and concept of Mouse and Me! Plus • Complete description of the syllabus for the course •  T  Tour our of a unit explaining the principle points of each lesson • Easy-to-foll Easy-to-follow ow lesson plans for each unit, including unit overviews to provide at-a-glance information about the contents of the lessons that follow • Comments and useful teacher tips • Creative ideas for revision and language extension • Photocopiable Assessment worksheets Audio CDs • All songs, stories, and vocabulary presentations • Routine songs and chants • Holidays songs • Karaoke versions for some songs

Teacher website: www.oup.com/elt/teacher/m www.oup.com/elt/teacher/mouseandme ouseandme Teacher resource material  •  Three levels of resource resource materials including crafts, crafts, props, mini flashcards, and wordcards Downloadable material Phonics • Clearly structured phonics program offering an introduction to the main sounds and letters of English, to build the foundations for early literacy • Session notes that develop phonemic awareness and support early reading through decoding and blending whole words • Printable resources and ideas for how to use them • Audio and songs for all sounds

DVD • Animated versions of all the stories • Animated versions of key routines songs and some holidays songs • Live-action versions of all Song 1s • Animated clips for cross-curricular Smart topics • Live-action kindergarten footage Classroom presentation tool Resource for use with IWB or computer and projector  Student Book with audio and video

•Lingokids™ home learning app • Extra interactive Mouse and Me!  vocabulary  vocabulary practice games • All Mouse and Me!  story  story animations, live-action songs, and • •

cross-curricular animated clips Additional song videos and games to extend vocabulary learning Works across mobile and tablet devices

For your students Student Book  • 8 units plus a Hello! unit and Holidays • Colorful, easy-to-peel stickers for every unit • 8 pop-outs to support cross-curricular Smart topics Activity Book  • 8 units to extend and consolidate learning Student website: www.oup.com/elt/mo www.oup.com/elt/mouseandme useandme • Lesson 1 songs • Story animations • Crafts

 Teacher’s Book with Audio CDs and Assessment worksheets

DVD

Lingokids™ home learning app

Components © Copyright Oxford University Press

 

Introduction

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Learning with Mouse and Me! Plus Mouse and Me! Plus is Plus is a three-level three -level English course for children between the ages of 3 and 5 at kindergarten. It is a childcentered course, rooted in a familiar children’s children’s world, yet also appealing to their imagination and curiosity. It encourages children to listen, speak, and enjoy taking part in activities in English. It is full of ideas and advice on how to extend or review material to suit your students’ needs and your teaching hours. Mouse and Me! Plus is Plus is especially effective at teaching English to young children for the following reasons:

• It has been developed with close attention to the needs, abilities, and enthusiasm of children at this early stage in their education.

Physical development

• Young children learn better when they have regular opportunities to move around. Gross motor skills are …, practiced in each unit in activities such as Mouse says …, when the children are required to respond physically to instructions in English. Acting out the story gives children the opportunity to associate new words with a physical action, helping to consolidate learning. In addition, all the songs and words have suggested actions to make them more memorable and fun to join in with, supporting a “scaffolded” learning approach.

• Fine motor skills are developed in the worksheet and craft

• It is based in a real and familiar world with characters the children can relate to. children’s imaginations, allowing for much • It appeals to the children’s

activities, and also in the manipulation and tactile work involved in making the pop-outs.

Social and emotional intelligence

creative expression.

• It uses the cuddly Mouse puppet to engage the children and help them develop the confidence to interact in English.

• It is full of simple, catchy songs and chants, which present new language and encourage increasing participation.

Concept  The concept of the course course is built around the love love young children have of dressing up. The main characters, Daisy and Robin, and their beloved toy, Mouse, take turns choosing a different costume from their dress-up box. The costume they select defines the theme for the whole unit, and provides opportunities to explore different emotions, attitudes, and values. Dressing up offers a child-centered route into different worlds and creates the opportunity for the children to try tr y out a variety of roles and so have a more direct, first-hand experience of the new language they come across. The concept therefore provides a great framework for engaging the children’s interest and stimulating their imagination.

A holistic approach

promoted in the stories and cross-curricular •  The values promoted topics, and the Mouse merits awarded to the children who display those values, demonstrate that the development of emotional intelligence is at the heart of the course.

Multisensory pop-outs, and optional craft activities •  The songs, games, pop-outs, contribute to the multisensory approach of the course, so that new language is consolidated by layers of different types of learning.

Personalization

• Regular personalization activities ensure that new language is always relevant to the children.

Songs Songs and chants offer an ideal route into learning a language. The rhythmic repetition of words present in all the songs improves pronunciation and intonation, and the opportunity to join in with words and actions makes the experience fun and the language memorable.  There are 3 songs in each unit, unit, many of which have have traditional or familiar tunes:

 Teaching English to young  Teaching young children requires an approach approach that considers the development of the whole child socially, s ocially, physically,, emotionally, and intellectually, as well as the physically Plus meets varying needs of different children. Mouse and Me! Plus meets these needs in numerous ways.

• Song 1 presents the first set of new vocabulary • Song 2 introduces the cross-curricular Smart topic • Song 3 focuses on the “real world” experience and

Multiple intelligences

 There is also an extensive bank of routines songs and lesson lesson transition chants, as well as fun songs for each holiday.

• Specific aspects of the course cater to the range of strengths and characteristics of children at this age. For example, the wide variety of characters in the stories demonstrates that individuals have very different skills and abilities, all of which are important and valuable.

• Each cross-curricular Smart topic focuses on developing a particular par ticular skill or “intelligence, “intelligence,” for example, Body

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smart (kinesthetic), Self smart (intrapersonal), Picture smart (visual), Music smart (musical), and Nature smart (naturalistic).

language presented via the Kindergarten focus

All the songs are available on the Audio CDs. There is also a live performance of Song 1 on the DVD, which features Daisy and Robin and demonstrates the new actions for your class. Animated presentations of the holiday songs and some routines songs also facilitate learning. Parents enjoy seeing their children perform. You You may wish to organize a performance at the end of the year to include the

Introduction © Copyright Oxford University Press

 

You can find an invitation template children’s favorite songs. You for this performance per formance on the Teacher website (PM98–99).

Stories

• trace individual words • recognize the relationship between written text labels and pictures.

Stories offer a perfect context for language learning; the natural repetition and rhythmical language of storytelling builds up children’s familiarity with the new language and soon gives them the confidence to join in. Children will forget they are learning a new language as they are transported into Daisy and Robin’s adventures. This experience adds a level of authenticity to English language learning, resembling the way in which a first language is absorbed.

Approach to listening and speaking Mouse and Me! Plus puts a strong emphasis on listening and speaking skills. It exposes children to a rich repertoire of vocabulary, which they will quickly be able to recognize and respond to. Mouse and Me! Plus recognizes Plus  recognizes that children of this age learn and develop at different paces and does not put them under pressure to produce new language until they are ready to do so. Instead, children are able to show comprehension in a variety of ways – by doing relevant actions, identifying corresponding items or flashcards, repeating the words, or offering simple replies by word or by gesture. As the unit progresses, many will begin to use the words unprompted.

In Level 3, short phrases are introduced, and by the end of the level, children may be able to: • recognize and write some single words • recognize and read some key words • recognize and read some short phrases, when supported by pictures.

Numeracy Plus, children will be Over the course of Mouse and Me ! Plus, introduced to the numbers 1–100, and will begin to explore simple suchnumeracy as addition. Eachbut unitnumbers in Levels 2 and 3mathematics, has a designated lesson, and counting are regularly encountered on the page and in activities in the Teacher’s Teacher’s Book.

Phonics For those wishing to teach phonics as a means of building the Plus  offers a flexible foundations for literacy, Mouse and Me! Plus offers program designed to sit alongside the core course content.  To help you get the  To the most from the phonics program, program, you will find a wealth of material and teaching support online, which you can access using the code provided with this Teacher’s Teacher’s Book.

Holidays

Opportunities for oral and aural communication in English are present across the whole course: and closing routines and •  The regular opening and interactions with the Mouse puppet provide multiple opportunities for the children to respond in English.

• New language is presented in numerous different ways: in songs, in audio recordings, and via stories. These all provide contexts for children to listen, repeat, and then produce the words.

• Games offer opportunities for confirming comprehension and for controlled production of the new vocabulary.

•  The Student Book pages regularly comprise simple listening tasks and also generate opportunities for speaking activities related to the content of the pages.

language phase of Lesson 4 helps to to develop •  The Extended language the children’s children’s ability to manipulate the language they are learning by encouraging them to complete short phrases with the key words.

Literacy Plus, children are prepared for In Level 1 of Mouse and Me! Plus, reading and writing through prewriting activities such as pattern recognition and pencil practice.

Each level of Mouse and Me! Plus provides material for teaching and celebrating traditional and more modern holidays. This material sits separately from the main units, enabling you to cover it whenever you choose.  The Holidays Holidays lessons allow children to immerse themselves themselves in activities related to the holiday in question, and experience a little of how they are celebrated in English-speaking countries. Each holiday features a song, games, imagination activities linked to the theme, and craft activities.

Review and assessment Young children need continuous review and consolidation of the language they are learning to ensure it is rooted in their memories. New language is repeated through a variety of activities that require different levels of recognition and/or production by the children. chi ldren. Familiar language from previous units is recycled in the songs, stories, and games. In each unit, there is a Review page for the children to complete, and at any point in the year, Mouse merits (found on the Teacher website) can be used to reward good work. Children will love to receive a merit in recognition for their efforts and achievement. Assessment worksheets can be found on the Teacher website or at the back of this book, and can be used to assess each child’s understanding of new vocabulary at the end of a unit.

From Level 2, children are introduced to text on the page, and encouraged to begin first tracing letters, and then words. By the end of Level 2, children may be able to: • recognize some single letters • understand that in English we read from left to right r ight •sounds understand that words are made of individual letters and Introduction © Copyright Oxford University Press  

Digital resources  There are opportunities to incorporate incorporate digital technology technology into every lesson if you choose to do so. At the same time, should you only have occasional access to digital equipment,

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every lesson can be successfully taught without it.

Classroom presentation tool  The classroom classroom presentation presentation tool tool contains contains the Student Book for display on screen, either with an interactive whiteboard or computer and projector. The DVD material is available on this resource, as well as audio.

DVD  The videos provide interest interest and variety within lessons, as well as alternative models for learning. The children will look forward to copying the actions in the live-action songs, and to watching the animated stories. Moreover, the cross-curricular Smart clips and the short films showing the children at a real-life kindergarten serve to present new language in an engaging and memorable way.

 Teacher  T eacher website www.oup.com/elt/teacher/mouseandme

 The Teacher Teacher website contains all the photocopiable material material for the course, including additional worksheets, suggested props for the stories and other cut-outs, templates for the helper badges, crafts, assessment worksheets, and other class resources. These resources are referenced in the main teaching notes using the prefix PM (Photocopy Master).

Student website www.oup.com/elt/mouseandme

 The Student website website contains animations of all of the stories, and audio for each of the Lesson 1 songs. Story props and craft templates are also on the website for students to enjoy at home with their families.

Lingokids™ home learning app As well as the above components, the Lingokids™ home learning app extends the Mouse and Me!  course  course into the home environment. The app provides vocabulary games, animations, and videos. It also shows a student progress report in the parent’s dashboard.

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Introduction

© Copyright Oxford University Press  

Hello!  Hello! Objectives

Language

• • • •

Present and practice basic greetings in English

New

Introduce weather vocabulary

Hello! Goodbye!

•

Introduce colors vocabulary

one, two, three, four, five, six

•

Establish the opening and closing routines for the course

 yellow,, red, blue, green  yellow green

Present and practice numbers vocabulary Present and practice language and a routine for celebrating birthdays

girl, boy, yes, no sunny, windy, rainy, cloudy

Unit 1 I want to be a robot Objectives

Language

•

Consolidate the routines language from Hello! and establish the opening and closing routines for the lessons

Daisy’s new words: Actions

•

Via Daisy’s new words, introduce the children to actions words in English

•

dance, clap, point, sit down, stand up, wave Story structure

routine, establishing Introduce the Who do you want to be? routine, the costume for the unit (robot) and sharing in Daisy and Robin’s adventures

Let’s …

• • •

Via the story, introduce a new communication structure

run, jump, stretch, climb, We’re strong! 

•

Kindergarten: Introduce language for some common Kindergarten: Introduce playground games

• •

Literacy: “Reading” left left to right; narrative sequencing

Explore the value of joining in and doing things Body smart: T smart: Teach each the children about the importance of being active and that exercise makes you strong

Body smart: Move your body

Kindergarten: Playground games  play hopscotch, roll roll a hoop, catch a ball, throw a beanbag

Numeracy: 7, Numeracy:  7, 8; sorting

Unit 2 I want to be a monster Objectives

Language

• •

Practice the routines language

Robin’s new words: Face

Via Robin’s Robin’s new words, introduce the children to face words in English

ears, nose, eyes, mouth, sad, happy 

•

Establish the costume for the unit (monster) and share in Daisy and Robin’s adventures with the story

Story structure

• • •

Via the story, introduce a new communication structure

•

Kindergarten: Introduce language for some body parts in Kindergarten: Introduce a first aid context

• •

Literacy:  Print awareness Literacy:

Explore the value of being friendly Self smart: T smart: Teach each the children about the distinction between dirty and clean and the importance of washing

It has … Self smart: Dirty and clean hands, face, dirty, clean Kindergarten: First aid elbow, finger, knee, toe

Numeracy: 9, Numeracy:  9, 10; counting

Syllabus © Copyright Oxford University Press  

Unit 3  3  I want to be an artist Objectives

Language

•

Daisy’s new words: Colors

Practice the routines language

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Practice the routines language

Daisy s new words: Colors

•

Via Daisy’s new words, introduce the children chi ldren to colors words in English

 pink, gray, gray, orange, brown, brown, black, white

•

Establish the costume for the unit (artist) and share in Daisy and Robin’s Robin’s adventures with the story

Story structure What color is it? It’s …

• • •

Via the story, introduce a new communication structure Picture smart: T smart: Teach each the children to distinguish between big and small

book, big, pencil, small 

•

Kindergarten: Introduce language for shapes in the context Kindergarten: Introduce of some fun classroom activities

circle, square, triangle

• •

Literacy:  Tracing Literacy:  Tracing initial letters letters

Explore the value of cleaning up

Picture smart: Big and small

Kindergarten: Shapes

Numeracy: 11, Numeracy:  11, 12; recognizing shapes

Unit 4 I want to be a bird Objectives

Language

•

Practice the routines language

Robin’s new words: Family

• •

Via Robin’s new words, introduce the children to family words Robin’s in English

mother, father,grandfather  sister, brother, grandmother,

Establish the costume for the unit (bird) and share in Daisy and Robin’s adventures with the story

Story structure

• • • •

Via the story, introduce a new communication structure

Here’s my …

• •

Explore the value of teamwork  Nature smart: T smart: Teach each the children about the bird life cycle Kindergarten: Investigate relationships at school and Kindergarten: Investigate at home Literacy: Tracing Literacy:  Tracing initial letters; word structure

Nature smart: Bird life cycle bird, nest, eggs, baby birds Kindergarten: Relationships friend, teacher, family

Numeracy: 13, Numeracy:  13, 14; addition

Unit 5  5  I want to be a superhero

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Objectives

Language

• •

Practice the routines language

Daisy’s new words: Outdoor toys

Via Daisy’s new words, introduce the children chi ldren to words for outdoor toys in English

slide, swing, jungle gym, bike, scooter, trampoline

•

Establish the costume for the unit (superhero) and share in Daisy and Robin’s adventures with the story

Story structure

• • • • • •

Via the story, introduce a new communication structure

Is it a … ? 

Explore the value of helping someone in need Music smart: Learn smart: Learn about different musical instruments Kindergarten: Learn Kindergarten:  Learn about some indoor toys found at school

Music smart: Instruments trumpet, piano, guitar, drum

Literacy:  Syllable awareness; tracing initial letters Literacy:

Kindergarten: Indoor toys

Numeracy: 15, 16; ordering numbers

blocks, animals, costumes, puzzles

Syllabus © Copyright Oxford University Press

 

Unit 6 I want to be an explorer Objectives

Language

• •

Practice the routines language

Robin’s new words: Animals

Via Robin’s Robin’s new words, introduce the children to animal words

snake, crocodile, monkey, parrot,

in English

lion, elephant 

•

Establish the costume for the unit (explorer) and share in Daisy and Robin’s Robin’s adventures with the story

Story structure

• • • •

Via the story, introduce a new communication structure

I can see a/an …

• •

Explore the value of being patient

Nature smart: Habitats

Nature smart: Learn smart: Learn about some different animal habitats Kindergarten: Draw comparisons between what animals can do and what children can do

trees, grass, river, rocks

Literacy: Word Literacy:  Word recognition; tracing initial letters

eating, walking, sleeping, running

Kindergarten: Animal actions

Numeracy: 17, Numeracy:  17, 18; pattern recognition

Unit 7 I want to be an astronaut Objectives

Language

• •

Practice the routines language

Daisy’s new words: Space

Via Daisy’s new words, introduce the children to space words

astronaut, rocket, earth, sky,

•

in English Establish the costume for the unit (astronaut) and share in Daisy and Robin’s adventures with the story

stars, moon

• • • • • •

Via the story, introduce a new communication structure

Let’s go to the …

Explore the value of being kind to others Self smart: Learn smart: Learn about daytime and nighttime Kindergarten: Discover what seeds need to grow into flowers

Story structure

Self smart: Daytime and nighttime daytime, sun, nighttime

Literacy: Word Literacy:  Word recognition; tracing whole words

Kindergarten: Flowers

Numeracy: 19, Numeracy:  19, 20; addition

seeds, soil, water, light 

Unit 8 I want to be a prince Objectives

Language

• •

Practice the routines language

Robin’s new words: Fruit

Via Robin’s Robin’s new words, introduce the children to fruit words in English

apples, pears, oranges, bananas, cherries, strawberries

•

Establish the costume for the unit (prince/princess) and share in Daisy and Robin’ Robin’ss adventures with the story

Story structure

• • • •

Via the story, introduce a new communication structure

I like …

• •

Explore the value of sharing Body smart: Learn smart: Learn what to do when you’re hungry and thirsty Kindergarten: Introduce language for some drinks commonly consumed at school Literacy: Word recognition; tracing whole words

Body smart: Hungry and thirsty hungry, thirsty, food, drink  Kindergarten: Drinks milk, juice, water 

Numeracy: 1–20; Numeracy:  1–20; ordering numbers

Syllabus © Copyright Oxford University Press  

Teachers’ Day Objectives

Language

• • •

Practice the routines language

New

Celebrate Teachers’ Day in English

Happy Teachers’ Day! Thank you!

Introduce the children to some Teachers’ Day words

11

•

 picture, butterfly, flower, flower, petal 

Learn a Teachers’ Day song

 Christmas Christmas Objectives

Language

• • • •

Practice the routines language

New

Celebrate Christmas in English

Happy Christmas! Christmas tree, present, card, stocking

Introduce the children to some Christmas words Learn a Christmas song

 Book Day Book

12

Objectives

Language

• • • •

Practice the routines language

New

Celebrate Book Day in English

Happy Book Day! book, cover, character, page

Introduce the children to some Book Day words Learn a Book Day song

Syllabus © Copyright Oxford University Press

 

Introduction Plus is organized into an introductory Hello! Mouse and Me! Plus is unit, eight main units, and three holidays (Tea ( Teachers’ chers’ Day, Day, Christmas, and Book Day). The core of each unit consists of seven lessons featuring two vocabulary presentation songs, a story about Daisy, Robin, and Mouse, flashcards, Student Book pages, stickers, and pop-outs. Games and innovative activities ensure language is presented and practiced in

 This overview covers everything everything from the new language language taught to which multiple intelligences are focused on in the cross-curricular Smart topic. It also outlines the main value of the unit and how you can encourage and reward children for recognizing and responding to this. If you have access to a whiteboard or projector, you can

an enjoyable and memorable way. This hugely varied offer is designed to tap into every child’s particular learning strengths in order to develop their potential and enrich their English learning experience. Lessons 8 and 9 provide extra material related to the core of that unit, and are specifically designed for teachers with an extended English timetable. These lessons draw from children’s experiences at kindergarten and feature a film with live-action footage of a real-life kindergarten, a poster showing the key words in context, a song, a Student Book page, and lots of games to consolidate learning.

begin to use your classroom presentation tool from the very first lesson. It is an entirely optional element of the course, but equally one that you can easily integrate into your lessons should you wish.  The following following is a tour of a typical typical unit from Mouse and Me! Plus. Plus. It describes the principle learning objectives and structure of each lesson, as well as how and when resources are used. Within this there is a great deal of flexibility, allowing you the opportunity to construct your lessons to suit your teaching preferences and the needs of your class, and utilize the resources in a way that best suits your teaching situation.

Lesson 10 in each unit focuses on literacy, using language from the unit, and Lesson 11 focuses on numeracy, reviewing known numbers and introducing new ones. At the start of every unit in the Teacher’s Book, you will find a unit overview, which provides details of what the children will be learning in the lessons and includes ideas for things you can do to enhance your class’ overall learning experience.

Tour of a unit

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Lesson 1 Daisy’s / Robin’s new words

1 2

Objectives • Practice the routines language • Introduce the topic of the unit

• •

Learn a new song Learn some new words

Hello Start the lesson with your chosen Hello routine Routines p.20). (see Routines  p.20).

Song Play Song 1 on CD or DVD DV D and teach the actions for the new words.

You can play the song on DVD or Audio CD

 

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3 4 5 6

Daisy’s new words

Flashcards are perfect for Picture smart

Present the new words using flashcards, repeating the actions to reinforce learning.

(visual) learners, and actions are great for Body smart (k inesthetic) learners

Daisy’s game Practice the new words with a game. Student Book  Complete the sticker page in the Student Book to reinforce understanding of the new words.

Who do you want to be?

2 3 4 5 6 14

activities provide opportunities for more speaking and listening practice

Goodbye routine. Follow your chosen Goodbye routine.

Lesson 2

1

Once complete, Student Book

Objectives • Practice the routines language • Practice and consolidate new words

•

Listen to the unit story

Hello routine. Start the lesson with your chosen Hello routine. Daisy’s new words and song Sing Song 1 and review the new words using actions and the flashcards. Who do you want to be?

Use your Mouse puppet here, and

Establish unit’s game costume and playing a the guessing with thetopic Whoby do you want to be? poster.

encourage the children to get actively involved in the guessing game

Story  Telll the story using the Big Story  Tel Story Book and Audio CD.

Target language in the story is highlighted in color for ease of reference

Student Book  Complete the Student Book page and discuss the value of the story.

Every story has a different value to explore, supporting children’s development in this area

Goodbye routine. Follow your chosen Goodbye routine.

Tour of a unit

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Lesson 3 Story DVD and comprehension

Objectives • Practice the routines language • Practice and consolidate new words

1

Hello routine. Start the lesson with your chosen Hello routine.

2

Game with song Play a game with Song 1.

3

Who do you want to be?

•

Watch the unit story on DVD

Encourage children to identify the

Reintroduce the story using the  the  Who do you want to be? poster.

4 5 6

Student Book  Complete the Student Book page to check c heck children’s understanding of the story.

children to “Find Mouse” 

Objectives • Practice the routines language • Practice and consolidate new words

1

Hello routine. Start the lesson with your chosen Hello routine.

2

Class game Play a class game.

3

Extended language

• •

Review new language within a suitable structure Act out the story

You can use the mini flashcards from the

Extend consolidate learningstructure. by reviewing the newand words within a suitable

6

On every story Student Book  page, there’s a fun task requiring

Goodbye routine. Follow your chosen Goodbye routine.

Story performance

5

 phrase “I want to to be a ...”  ” 

Story DVD Play the animated version of the story on DVD.

Lesson 4

4

correct costume and complete the

Story performance Act out the story with your class, encouraging everyone to join in with the target words. words.

Teacher website to support this ac tivity 

Story props for each child (and Mouse!) are  provided on the Teacher Teacher website to add to the overall performance experience

Student Book  Complete the Student Book page to check the children’s understanding of the new structure.

Goodbye routine. Follow your chosen Goodbye routine. Tour of a unit

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Lesson 5 Smart topic new words

Objectives • Practice the routines language • Introduce a new cross-curricular Smart topic

• •

Learn a new song Learn some new words

These topics are called Smart topics because each

1 2 3

one links to a different multiple intelligence

Hello routine. Start the lesson with your chosen Hello routine. Song Play Song 2 and teach the actions for the new words. Smart topic new words

 

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4

Present the new words using flashcards,

The flashcards are photographic to reflect

repeating the actions to reinforce learning.

the cross-curricular nature of the topic 

Pop-outs Prepare the pop-outs and use them to practice the new language.

Encourage children to use the pop-outs when responding to questions and

5

Game with pop-outs Play a game using the pop-outs.

6

Goodbye routine. Follow your chosen Goodbye routine.

Lesson 6

Smart topic DVD

1 2 3

instructions, and when singing the song

Objectives • Practice the routines language • Practice and consolidate new words

•

Watch and understand a DVD about the topic

Hello routine. Start the lesson with your chosen Hello routine. Pop-outs and song Sing Song 2 and review the new words using the pop-outs. Smart topic DVD Play the DVD sequence about the topic.

The DVD sequence helps to consolidate the information and language the children are learning in relation to the topic 

4 5 6 16

DVD with flashcards Use the flashcards and/or pop-outs with the DVD sequence, to check children’s understanding of the topic. Student Book  Complete the Smart topic page from the Student Book to reinforce understanding of the new words and the topic. Goodbye routine. Follow your chosen Goodbye routine.

Tour of a unit

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Lesson 7 Review

1 2 3

Objectives

• •

Practice the routines language Practice and consolidate the language of the unit

Hello routine. Start the lesson with your chosen Hello routine.

Songs Play both songs from the unit, then ask the class to choose their favorite to sing again. Show what you can do Review the language of the unit with a game.

•

Develop linguistic awareness and motor skills through whole-class and individual craft activities (optional)

4 5 6

Student Book  Complete the review page from the Student Book, then complete the My Book page.

3 4 5 6

Phonics

Goodbye routine. Follow your chosen Goodbye routine.

If you are following the Mouse and Me!  Phonics  Phonics program, use this lesson to review the sounds and letters learned in the unit

Objectives • Practice the routines language • Learn some new words

Kindergarten new words

2

language they have learned in the unit 

Assessment (optional) Record children’s children’s learning with the Assessment worksheet.

Lesson 8

1

This page enables the children to personalize the

• •

Introduce a new topic using the DVD Review familiar vocabulary and structures

Hello Start the lesson with your chosen Hello routine. Kindergarten DVD Play the Kindergarten DVD to present the topic. Kindergarten new words Present the new words using the Kindergarten poster.

The DVD clips feature children at a real-life kindergarten doing activities the class will identify with

The Kindergarten posters often also contain review words, for further practice and consolidation of target language

Class game Practice the new words with a game. Student Book  Complete the Student Book page to reinforce understanding of the new words. Goodbye routine. Follow your chosen Goodbye routine. Tour of a unit

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Lesson 9

Objectives

Kindergarten song

••

1 2 3

Practice the routines language Learn a new song

••

Practice and consolidate new words Review familiar vocabulary and structures

Hello Start the lesson with your chosen Hello routine. Kindergarten poster Use the Kindergarten poster to review the new words, remember the DVD, and make cultural comparisons. Kindergarten DVD Play the Kindergarten DVD again to consolidate understanding understanding..

 Ask comprehension questions questions here, to check understanding

 

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4 5 6

Song Play Song 3 and teach the actions. Student Book  Complete the Student Book page to reinforce learning.

Literacy

2

things depicted on the page and the children’s own experiences

Goodbye routine. Follow your chosen Goodbye routine.

Lesson 10

1

Try to create parallels between the

Objectives • Practice the routines language • Review the unit vocabulary

•

Practice reading and writing skills

Hello routine. Start the lesson with your chosen Hello routine. Literacy words Review the vocabulary and structures from the unit. Reading and writing

3 4 5 6 18

Practice the new words with a game using wordcards. Class game Play a class game. Student Book  Complete the Student Book page to practice writing skills. Goodbye routine. Follow your chosen Goodbye routine.

Tour of a unit

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Lesson 11 Numeracy

1 2 3

Objectives Practice the routines language • Review known numbers and learn some new numbers

Hello routine. Start the lesson with your chosen Hello routine.

Presentation Review known numbers with a game, then present new numbers.

Chant Playchildren the numbers the to joinchant, in. then play it again for

Do a numbers chant

•

4

Student Book  Complete the Student Book page to reinforce learning.

5

Class game Play a class game.

6

Goodbye routine. Follow your chosen Goodbye routine.

Tour of a unit

 

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Routines Routines A well-conducted routine is an important factor in a successful kindergarten lesson. Once routines are established they help children understand what is happening or about to happen, and facilitate smooth transitions from one activity to the next. If children are familiar with a process, they are also far more likely to engage with it. For this reason, solid routines encourage active participation from the whole class. Mouse and Me! Plus contains a number of routines to help your students get the most out of their English lessons, and of the course. These feature at the beginning and end of each lesson, when presenting new language, and when establishing the theme for the unit. Though set within a familiar structure each time, they are designed to be flexible so that you can add an element of variety and adapt to suit your particular teaching requirements, and those of your class.

is called. Your Your helper can then check the correct weather on the poster. song (CD1  (CD1 track 8) • Sing the karaoke version of the Weather  song with the class, adding in the correct weather at the end.

Practice colors blue  song (CD1 track 12 or • Sing the Red, yellow, green, and blue  on the DVD). Hold up the Colors flashcards or point to each color on the Hello! poster and ask What color is it? 

• Ask children to bring you items in a particular color. Say, blue.   e.g., [Name], bring me something blue. 

• From Unit 3, you can use the Red, yellow, green, and blue song karaoke (CD1 karaoke (CD1 track 13) to practice the other colors the children learn.

Practice numbers

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Hello routine

• Display the Numbers flashcards or point to them on the

routine. The language for this Every lesson starts with a Hello routine. routine and the routine itself is built up over the course of the introductory Hello! unit so that by the time you begin Unit 1, it is already familiar to your class.

groups game game.. Call out a number and • Play the Number groups 

routine utilizes the large-format interactive Hello!  The Hello routine utilizes poster (which you and your class can write on using nonpermanent marker pens) and the Mouse puppet. If you have made the Daisy and Robin big cut-outs (see PM4–5) you can include them in your routine, too. You You are also encouraged to engage your Daisy or Robin helper (see p.31) in this routine. routine are detailed below, but  The fundamentals of the Hello routine are you can choose how and what to cover in each lesson. You can choose to build up your routine over the course of the year, to reflect your class’ growing growing abilities in English. It is also a good opportunity to reuse vocabulary from previous units by playing a game from the Ideas the Ideas bank  (p.33).  (p.33).  Hello! to the children and encourage them to reply. Use Say Hello! • Say Mouse to say Hello!  and  and ask individuals, e.g., Would you like a hug / kiss / high five? Use Mouse to respond.

• Choose a helper to be Daisy/Robin for the lesson (Daisy helper for Units 1, 3, 5, and 7 and Robin for Units 2, 4, 6, and 8). Give them the helper medal and write their name in the space on the Hello! poster (or ask them to write it it themselves).

• Establish an opening routine for the lesson incorporating

encourage the children to organize themselves into groups of that number. To To help the children remember the number, circle the chosen number on the Hello! poster or hold up the appropriate flashcard.

Celebrate a birthday children’s birthdays, ask Do we have a • If it is one of the children’s birthday today?  Encourage the child to answer yes answer  yes,, and ask the child How old are you?  They  They answer and the rest of the class clap the appropriate number of times (count as they do so).

• Invite the birthday boy or girl to draw the appropriate number of candles on the Hello! poster cake and karaoke  encourage everyone to sing the Birthday song karaoke  (CD1 track 19 or on the DVD), calling out the name of their classmate.

Goodbye routine routine. If the activity Every lesson closes with the Goodbye routine. If immediately before the routine is a Student Book or craft activity, this routine can also include a clean up element, up song song   during which it is recommended you play the Clean up  Hello  routine routine,, you can adapt the (CD1 track 11). As with the Hello ideas here to suit the time you have, or the needs of your class.

your choice of the following elements:

Practice greetings

goodbye. Give your helper the • Say It’s time to say goodbye.

Hello  song song (CD1  (CD1 track 3 or on the DVD). Use • Play and sing the Hello the Mouse puppet to ask individual children What’s your name?  (Shy  (Shy children, particularly early on in the year, may wish to whisper to you or Mouse rather rathe r than speak out loud.)

 Talk  T alk about the weather weather

song (CD1 track 6) and Mouse puppet. Play the Goodbye song (CD1 encourage the children to join in waving goodbye, and with any singing they can manage. Have your helper make Mouse wave goodbye to the class as the song plays.

Goodbye song $ 1•6 1•6  

• Go to the window, point to the sky, and ask How’s the weather? Hold up the Weather flashcards one at a time or point to each picture on the Hello! poster and ask, e.g., Rainy? Encourage the children to respond when the correct weather 20

song (CD1 track 15 or poster and play the Numbers 1–6 song (CD1 on the DVD). Sing and do the actions and encourage the children to join in.

Goodbye, goodbye, goodbye to you, I’ll see you soon. It’s time to go. Goodbye, goodbye, goodbye to you, I’ll see you soon. It’s time to go. I’ll see you soon. It’s time to go.

Routines

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• As the children leave the classroom, stand at the door and encourage them to say goodbye to you and Mouse as they walk out.

• If you have time, play a quick closing game. Distribute

 TEACHIN G TIP:

In later units, when the children are

more familiar this game, you may wish to invite individuals outwith to control Mouse.

some flashcards among the class, one per table. Choose a flashcard and say, e.g., Goodbye, Red!  The  The table with the red   Goodbye and flashcard says Goodbye  and brings you the flashcard. (Other  The Who do you want to be? routine introduces routine  introduces both the theme ideas for games can be found on p.33.) of the unit and its story stor y by establishing what costume Daisy and Robin are going to choose from their dress-up box.

Who do you want to be? routine

 Transition  Tr ansition songs

It can be difficult for young children to follow instructions in English. To To help you to manage the class and get the children chi ldren Plus has a couple of to understand what to do, Mouse and Me! Plus has simple transition songs to support when there is a change of activity. down song (CD1 track 10) can be used when the •  The Sit down  children are going to listen to the story, watch the DVD, or complete a Student Book page. It can also be used to calm the class when required. song (CD1 track 11) should be used after a •  The Clean up song (CD1 Student Book or craft activity.

 The Who do do you want to to be? poster is the main component component supporting this routine and forms an important part of it.  To ensure you are able able to use the poster in any any teaching situation, it can be cut up along the marked cut lines to make eight separate flashcards if this is preferable. routine follows  The Who do you want to be?  routine  follows the same pattern in each unit, as follows:

• Display the Who do you want to be? poster where

time and explain This is a everyone can see it. Say It’s story time and story about Daisy and Robin. Daisy and Robin have a dressup box. They like to dress up. Do up. Do actions to demonstrate.

 The children will quickly learn learn the meaning of the different different songs and understand what to do. Additionally, they will learn the words themselves over the course of the year.

Daisy’’s/Robin’ Daisy s/Robin’ss new words

Use the same narrative in each unit. In later units, once the children are familiar with it, some may wish to join in with you.  TEACHING TIP:

• For Units 1, 3, 5, and 7 say It’s Daisy’s adventure today.

 The main main vocabulary vocabulary for each unit unit is presented by either Daisy (in Units 1, 3, 5, and 7) or Robin (in Units 2, 4, 6, and 8).  This presentatio presentation n is supported by flashcards flashcards and an audio audio word list, and you can also ask your class helper he lper to assist you in presenting the words. You may also wish to set the scene with your Daisy or Robin big cut-out (PM4–5), if you have made it. Daisy’s words and Robin’s words follow follow the same pattern in each unit, as follows:

• Collect the unit flashcards and call your helper to the front of the classroom. Robin’ss new words audio, • Play the Daisy’s new words / Robin’ passing the correct flashcard to your helper each time to hold up for the rest of the class. c lass. Display these flashcards where everyone can see them.

• Play the audio again, encouraging the children to point to the flashcards as they hear each new word. Some children may also be able to join in with the words. However, there is no expectation for them to be able to do so at this stage.

 TEACHIN G TIP:

What does she want to be?  

• For Units 2, 4, 6, and 8 say It’s Robin’s adventure today. What does he want to be?    and use the Mouse • Play the Who do you want to be?  chant  and puppet to scurry from costume picture pic ture to costume picture on the poster while the children wriggle their fingers in the air. Take Take Mouse to two or three incorrect pictures first, then No.. hesitate briefly before saying No

• As Mouse approaches the correct costume, squeak like a mouse and encourage the children to do likewise. Increase the excitement in your voice as you ask Does Daisy/Robin want to be a [costume]?  and Yess.  and help them answer Ye As the year progresses, and fewer unchosen costumes are left on the poster, the class will become more actively involved in guessing, and may be able to preempt the correct costume. Do encourage this, in order to make the routine as fun and engaging engagi ng as possible.  TEACHING TIP:

Mouse game game.. Put on • If you have time, play the Yes/No Mouse  Mouse. Play the audio once more, pausing between each word and moving Mouse to the appropriate flashcard each time. Encourage the children to wriggle their fingers in the air (like a mouse) as Mouse scurries along. They squeak and Yess when Mouse arrives at the correct flashcard. Repeat say Ye the procedure several times, sometimes hovering Mouse near the wrong picture. If Mouse gets it right, they should Yes.. If Mouse gets it No and squeak and say Yes i t wrong, they say No  and do not squeak.

Routines

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Key features photographic background background shows shows Daisy and Robin in 1  The photographic a real world setting, at home. This is where every story begins and where every story concludes. 2  Practice weather language and even seasons vocabulary vocabulary by looking out the window. real world, Mouse is simply Daisy and Robin’s Robin’s 3  In the real

illustrated background background indicates indicates that Daisy and Robin 5  The illustrated have started their imaginary adventure. world, Mouse comes to life 6  In Daisy and Robin’s imaginary world, and joins in their adventure. 7  Core language language in the story is highlighted highlighted in color. Once children become familiar with the story, stor y, encourage them

 

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favorite toy. 4  Every story starts in in a similar way. These repeated repeated phrases help children become familiar with the language and associate it with story time.

props on the Teacher and •  There are optional Story props on

About the stories  The stories are an integral integral part of the course, providing providing a lively and fun context for learning new language. Each story follows Daisy, Daisy, Robin, and Mouse on a new adventure inspired by the costume they have chosen that unit. The children will intuitively understand the meaning of what is happening by looking at the beautiful illustrations and listening to the tone of voice in the story audio, in the same way that they learn in their own language. They will also learn to think about the different characters and their feelings, and to develop an understanding of story structure.

Presentation Presen tation and exploitation  The teaching notes contain contain lots of different different ideas for presenting and exploiting the story. The variety of ways in which the children can experience the story will maintain their interest and enhance their learning and understanding.  Who do you want to be? routine comprises routine  comprises an exciting  The Who •  The game in which the whole class can get involved with guessing what the costume for the story is going to be.

•  The children’s first experience of each story is via the Big Story Book  and  and Story audio. Colorful audio. Colorful pictures and engaging sound effects help children to understand what’s happening from the very first telling. Value relevant  relevant to the children’s social • Every story explores a Value development, such as sharing or being kind. k ind. You You can recap the story to help the children understand this value and its relevance to them.

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to join in with these words. They will really enjoy helping helping you to tell the story. 8  Some words words appear in bold to give the story dramatic effect. Often these are dynamic phrases that help move the story on, which is particularly helpful for story performances.

Student websites that children can make to enhance their experience of the story. There are even some props for the Mouse puppet on the Teacher Teacher website!  provides an opportunity for the •  The Student Book  provides children to demonstrate their understanding of the story via a comprehension activity and an activity focusing on the key communication structure.  provides opportunities to reinforce and •  The Activity Book  provides consolidate the language and structures from the story. animations present  present the stories in an engaging and •  The animations different way. way. As they become more familiar with the plot, children can begin to join in with actions and some of the language. complete their experience with a story •  The children complete performance. By this point they will be very familiar with performance. the story and can begin to act it out themselves. More confident children will love acting out the main characters’ roles, while others will be happy to participate particip ate by using their props and joining in with the actions learned from the song. following pages provide an overview overview of each story, •  The following including information about the plot, the value attached to the story, the characters in the story (for acting out and role-play activities), and the props available online to enhance the story experience.

Stories

© Copyright Oxford University Press  

Unit 1  1 

I want to be a robot

Characters for acting out the story: Daisy, story:  Daisy, Robin, Mouse,

Value: It’s Value:  It’s important to join in and do things, even if you feel shy

robot leader, other robots Plot: Daisy Plot:  Daisy and Robin dress up as robots and imagine themselves at a robot exercise class. Robin and Mouse get g et involved with learning the new actions straight away, but Daisy is reluctant to  join in at first. However, However, with some some help from her new new robot friends, she overcomes her shyness and has a great time!

Story prop: Robot prop: Robot wristband (PM64) Mouse prop: Robot prop: Robot wristband (PM6)

Stories

© Copyright Oxford University Press  

Unit 2 2  

I want to be a monster

Characters for acting out the story: Robin, story:  Robin, Daisy, Mouse, the monster, other monsters

Value: Being Value:  Being friendly

Plot: Robin and Daisy dress up as monsters and go on a monster Plot: Robin hunt. When faced with an actual monster they are initially afraid, but soon realize the monster just wants to be friends and go on to have a good time.

Story prop: Monster prop: Monster ears and eyes (PM65) Mouse prop: Monster prop: Monster hands (PM7)

 

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Stories

© Copyright Oxford University Press  

3  Unit 3 

I want to be an artist

Characters for acting out the story: Daisy, story:  Daisy, Robin, Mouse, the ladybug, the caterpillar, other painters

Value: Being Value:  Being clean

Plot: Daisy and Robin dress up as artists and find themselves in a Plot: Daisy colorless garden. With the help of a ladybug and a caterpillar they bring the garden to life by painting it in lots of different colors.

Mouse prop: Paintbrush prop: Paintbrush (PM8)

Story prop: Paintbrush prop: Paintbrush (PM66)

Stories

 

© Copyright Oxford University Press  

Unit 4 4  

I want to be a bird

Characters for acting out the story: Robin, story:  Robin, Daisy, Mouse, Grandmother, Grandfather, Mother, Father, Brother, Sister, and Baby

freeing him from the tree and reuniting him with his mother, father, father, grandmother, grandfather, brother, and sister.

Bird, other birds Plot: Robin Plot:  Robin and Daisy dress up as birds and shrink down in size.  They come across across a baby bird who has gotten stuck in a tree tree trunk.  Together  Toge ther with members of Baby Bird’ Bird’ss family, they succeed in

Value: Working as a team Value: Working Story prop: Bird prop: Bird mask (PM67) Mouse prop: Wings prop: Wings (PM9–10)

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Stories

© Copyright Oxford University Press  

5  Unit 5 

I want to be a superhero

Characters for acting out the story: Daisy, story:  Daisy, Robin, Mouse, little girl, other people in the playground

superhero powers to retrieve the balloon for the little girl.

Plot: Daisy and Robin dress up as superheroes and imagine Plot: Daisy themselves in an amazing playground with lots of exciting outdoor toys. They meet meet a little girl who is sad because her balloon has flown away and become caught in a tree. However, However, Daisy uses her

Story prop: Superhero prop: Superhero mask (PM68) Mouse prop: Superhero prop: Superhero mask (PM11)

Value: Helping Value:  Helping someone in need

Stories

© Copyright Oxford University Press  

6   Unit 6

I want to be an explorer

Characters for acting out the story: Robin, story:  Robin, Daisy, Mouse, the snake, the crocodile, the lion, the monkey, the parrot, the elephant, other animals

they sit down on a big, gray rock …

Plot: Robin and Daisy dress up as explorers and imagine themselves Plot: Robin themselves in the jungle. Daisy is eager to see an elephant but, though they meet lots of other animals, they don’t see one. At least, not until

Story prop: Camera prop: Camera (PM69) Mouse prop: Explorer prop: Explorer hat (PM12)

Value: Being Value:  Being patient

 

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Stories

© Copyright Oxford University Press  

Unit 7  7 

I want to be an astronaut

Characters for acting out the story: Daisy, story:  Daisy, Robin, Mouse, Little Star, Little Star’s family, other stars

Value: Being Value:  Being kind to others

Plot: Daisy and Robin dress up as astronauts and fly into space in Plot: Daisy a rocket. On landing on the moon they meet Little Star, who is sad because she’s she’s lost and wants to go home. Daisy and Robin help reunite Little Star with her family.

Mouse prop: Astronaut prop: Astronaut badge (PM13)

Story prop: Astronaut prop: Astronaut badge and Little Stars (PM70)

Stories

© Copyright Oxford University Press  

8   Unit 8

I want to be a prince

Characters for acting out the story: Prince story:  Prince Robin, Princess Daisy, Mouse, the dragon, fruit trees

offers to share her fruit so the banquet can go ahead.

Plot: Robin Plot:  Robin dresses up as a prince and Daisy dresses up as a

Story prop: Crown prop: Crown (PM71)

princess. They imagine themselves themselves at an amazing castle and meet a friendly dragon who helps them to pick fruit for a banquet. However,, disaster strikes when the dragon’s hunger gets the better However of him and he eats all the fruit Robin has picked. Fortunately, Fortunately, Daisy

Mouse prop: Crown prop: Crown (PM14)

Value: Sharing Value:  Sharing

 

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Stories

© Copyright Oxford University Press  

Make the most of Mouse and Me! Plus  The Mouse puppet puppet Mouse is Daisy and Robin’s cuddly toy, which they take on all their adventures. Mouse features heavily in the course and represents a fundamental part of each lesson. As a puppet, Mouse is a key teaching tool:

• Young children can be shy and often find it easier to communicate with a toy rather than a real person. Encourage the children to build up a rapport with Mouse from the start.

• In the first lessons of the year, hide the puppet before the children enter the classroom. Let the children guess where it is.

• Use the puppet to present and practice the language, routine. especially in the Hello routine.

• Award Mouse merits to those who have simply tried hard in the lesson.

Getting started resourc resources es  There are a number of resources resources on the Teacher websit website e that can be used to enhance the course concept and your students’ experience of their English lessons.  They include: include:

• Daisy and Robin big cut-outs (PM4–5) which are useful routine to establish that it is time for English, during the Hello routine to or to indicate which character – Daisy or Robin – is leading the lesson. (Daisy leads the stories for Units 1, 3, 5, and 7; Robin for Units 2, 4, 6, and 8.)

• Daisy and Robin pictures (PM3) which can be used to decorate your English area.

• Demonstrate games and other activities using the puppet.

• A Mouse mask (PM2) to help get the class excited about their

the he children to speak to Mouse in English, the • Encourage only language understands.  and look for the puppet on the story • Play Where’s Mouse?  and

Mouse props and Story props

pages in the Student Book and in the Kindergarten DVD clips. Mouse can be sent home with a different member of the class, either at the end of each lesson or at the end of the week. Encourage your students – with the help of their parents – to document what Mouse does during his time with them and spend some time in class discussing this. If you have a teaching blog, you may wish to put this information there. Alternatively, you could create a class scrap book of Mouse’s adventures. Be sure to record who has had the opportunity to take Mouse home so that nobody is left out.

English lessons at the beginning of the year.

 To help  To help you make the the most of the dressing up theme theme of the course, costume props for both Mouse and for your students are supplied on the Teacher website (PM6–14 and PM64–71). Use these to enthuse children about each story and really appeal to their imaginations and creativity. Of course, these props are entirely optional to the course and if children are reluctant to wear them, or if you don’t have time to prepare them, you will still be able to teach the lessons effectively.

Costume stickers In addition to the stickers for use in the Student Book, a page of additional costume stickers is i s supplied. You can use these

Daisy and Robin helpers For each you canhelper choose a Daisy or Robin helper to assist you.lesson Your chosen will take on the role of Daisy or Robin and assist you through the lesson with tasks of your choosing. Daisy and Robin helper medals are available in the flashcards set. Cut each medal out and attach a piece of string or ribbon to it to tie around your helper’s neck like a medal. (Replacement medals are available on the Teacher website (PM1)). You (or they!) can also write their name on the Hello! routine at the beginning of each poster during the Hello routine at lesson.  There are plenty plenty of of opportunities opportunities to invite invite differen differentt children children to act as a class helper. This is an excellent way of boosting individuals’ confidence and giving them a sense of pride. Be sure to keep a record of who has been class helper so nobody is left out.

as you wish; for example, at the beginning of the unit once the costume has been established, as a “prop” when acting out the story, or as a reward at the end of the unit.

Outdoor activities Studies have shown that a change of environment, physical activity, and fresh air enhances learning for children of this age. Consequently, Consequently, in many lessons, there is i s an option to do an activity outdoors.

Karaoke songs A number of songs have karaoke versions. This is generally when the songs have some element, or potential, for personalization person alization,, e.g. e. g. replacing repl acing “Daisy, “Dais y,” “Robin “Robin,,” and “Mouse” song with names of class members. When a song in the Hello song with s ong has a karaoke version, it can be found immediately after the main version on the Audio CD.

Mouse merits

End ofanyear per formance Ideas for end of performance year performance per formance to showcase what the

• Award Mouse merits to those who have demonstrated an

children have learned over the course of the year are outlined in the Holidays section (p.154). Get the children actively involved in planning this performance, per formance, encouraging them to choose their favorite songs and stories from the course.

Use the Mouse merits (found on the Teacher website (PM1)) to acknowledge the children’s efforts, for example: understanding of the value attached to the story or the Smart topic in each unit.

• Award Mouse merits to those who have completed a Student Book or other pencil task well.

Make the most of Mouse and Me! Plus © Copyright Oxford University Press  

Hello routine Hello, I’m … What’s your name? Who’s in the …? Where’s Mouse?  This is … He’s a boy. She’s a girl. How’s the weather? What color is it? Point to something … Find something … It’s … Is it / he / she …? Yes. No. Let’s count. How old are you? It’s …’s birthday. Happy Birthday.

Lesson instructions Are you ready? Look at … Listen to … Show me … Point to … Let’s … Come here, please. What’s this? Who’s this? Where’s …? What can you see?

It’s Robin’s/Daisy’s adventure today. Who do you want to be? Does … want to be a …? I want to be a … Who can you see? Let’s act out the story.

DVD It’s time to watch the DVD. DV D. We’re going to watch … Let’s watch the DVD again. Do you remember what happens?

Student Book, pop-outs, and craft projects Go to your tables. Give out the …, please. Open your book. Close your book  Find the …, please. Find and stick / circle / match. We’re going to make … Draw …

Games Let’s play a game. Open your eyes. Close your eyes.

Mouse says instructions Let’s play Mouse says …

 

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Can you see …? Can you guess? Can you remember? Can I have the …, please? Thank you. What’s your favorite …? How many? Good job!

Sit down Stand up Wave Clap Point Dance Run Jump Stretch Climb Wash your hands Wash your face Stop

Presenting Presen ting vocabulary We’re going to learn some new words. Look at the flashcard. Find the … flashcard. I can see … Can you guess?

End of lesson Songs

It’s time to clean up. It’s time to say goodbye. Goodbye!

We’re going to learn a new song. Let’s sing the … song. What’s your favorite song?

Stories It’s story time. Let’s listen to the story. Help me tell the story. Can you remember …?  

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Classroom language © Copyright Oxford University Press

 

short time, say Stop!  and  and turn around. If you see any child moving, they should return to the back and start again.

 This Ideas bank contains extra games games you can play again and again in class. Adapt them according to the unit language being taught or practiced.

• Continue to call out words, repeating them in a random order. The The first child to reach you is the winner.

Mouse hole game

• Put flashcards on the ground to represent mouse holes.  These should be in a random order, but but fairly close together.

Clap the words

• Arrange the children so they’re sitting in a circle. Lay your flashcards face up in the center of the circle, point to each, and name it. Encourage the children to repeat.

• Choose a child to be Mouse and give them the Mouse puppet. Call out a word from the flashcards and the child must move to that picture. Call out a new word and the child must leap to that flashcard without touching the ground. If they touch the ground at any time, they are out. Let children take turns being Mouse.

• Explain to children that they are going to clap. Say Let’s clap!  and  and demonstrate two slow claps. Get children to copy you, and practice this a few times. Then explain that after the claps they need to say one of the words from the flashcards. Demonstrate how to do this, clapping slowly and methodically, then saying one of the vocabulary items slowly and clearly, e.g., [clap, e.g., [clap, clap], Red! [clap, clap], Blue!   Do this several times until you feel the children chi ldren have gotten

with one child or, or, if you have lots lots of •  This can be played with mouse holes (different flashcard sets), many children at the same time.

Where’ss Mouse? Where’ Mo use?

• Invite a child to the front of the class. Ask them to close their eyes while you give the Mouse puppet to another child to hide behind their back. The first child guesses: they point to the child who they think has the mouse and say Hello, Mouse!  If Yess. If they are  If they are right, the class says Ye No,, and they continue guessing. wrong the class says No

Yes/No Mouse

• Display the flashcards you want to use at the front of the class. Put on Mouse. Play the Audio CD (e.g., Daisy’s/ Daisy ’s/ Robin’s new words), pausing between each word and moving Mouse to the appropriate flashcard each time. Encourage the children to wriggle their fingers in the air (like a mouse) as Mouse scurries s curries along. They squeak and

•

the idea and the rhythm. Now play the game. Start off yourself, and then tell the child sitting next to you that she/he is going to say the next word from the flashcards in the circle. Go around the circle, c ircle, with individuals clapping and saying a word, until everyone has had a chance.

Pairs Pairs with  with the mini flashcards from the Teacher website • Play Pairs (PM15–23). Cut out the pictures and place them facedown where everyone can see and play.

• Choose two cards and turn them over, naming the pictures on the cards as you do. If the cards match, you have formed a pair. Encourage the class to repeat the word and do the appropriate action for that word. If they don’t match,

Yess when Mouse arrives at the correct flashcard. Repeat say Ye the procedure several times, sometimes hovering Mouse near the wrong picture. If Mouse gets it right, they should Yess. If Mouse gets it wrong, they say No No and squeak and say Ye  and do not squeak.

• In later units, when the children are more familiar with this game, you may wish to invite them to control Mouse.

turn them back over and try again. Continue until all the pictures have been matched.

• If the child you have selected as your class helper is confident, you can invite them to turn over the cards in your place. Alternatively, if you would like to play this as a team game, divide the class into two groups and let them take turns in choosing the cards.

Mouse says …

Stop!

• Place flashcards on the walls around the room, well spaced out, and ask the children to move around the room or walk in a circle around the edges of the room. Say Walk , walk , walk  as  as the children move, then say Stop!    The children must try to stand stand as still as they can.

• Choose and say a word from one of the flashcards around the room. The children must point to the correct flashcard.

Footsteps played outside or in the school hall. hall. •  This game is best played • Give each child a picture of one of your chosen vocabulary items (see PM15–23) or realia of the items. The children stand at the far side of the playground or hall while you stand with your back to them, some distance away.

• Call out a word from those being practiced. The children

…  • Play a version of the traditional game of Simon says …  using Mouse to give the instructions. This game is best bes t to review action words or phrases, or classroom instructions.

• Arrange the children in an area where there is lots of room to move, and there is ample space between them. This game can be played outdoors or in the school hall to allow enough space.

• Explain that Mouse is going to tell the children to do various things, and that they should do what he says. s ays. However,, they need to listen very carefully However carefully,, as they should … If he gives an instruction only move if he says Mouse says … If without saying this, the children should stand still with arms at their sides.

• Play several rounds until most of the children are getting the actions right.

with that picture or item should walk towards you. After a Ideas bank

© Copyright Oxford University Press  

Hello! overview Objectives Present and practice basic greetings in English Introduce weather vocabulary Present and practice numbers vocabulary Present and practice language and a routine for celebrating birthdays Introduce colors vocabulary Establish the opening and closing routines for the course Kindergarten: Create a cover page for the children’s My Book 

Key language Routines language:  language: Hello! Goodbye! girl, boy, yes, no Routines structures:  structures: What’s your name? I’m (a) …, How’s How ’s the weather? What color is it? Happy Birthday! How old are  you? Daisy’s new words:  words: sunny, windy, rainy, cloudy Robin’s new words (1):  (1):  red, yellow, green, blue Robin’s new words (2):  (2):  one, two, three, four, five, six  

About Hello! In Hello! the children will meet or become reacquainted with Daisy, Robin, and Mouse. If your class has not studied Mouse and Me Plus! 1, 1 , this is an opportunity for them to get to know the characters. Even if your class has studied Mouse and Me! Plus 1, 1, you may have new children in the class who are not familiar with the characters.  The wibasic will ll learn processes an d language thatfor will go on tochildren form the opening andand closing routines every

Making the most of this unit

Before the children start work on this unit, u nit, you may wish to send a letter to the parents, explaining what they will be doing in their English lessons over the year. A template for this letter can be found on p.2. You You could even send a letter before the start of every unit, going into more detail about the topic and reminding them about the importance of using the Student website and Activity Book B ook for practicing at home. In this unit you will become familiar f amiliar with the Hello! poster.  This interactive interactive write-on/wipe-off poster features all the key elements you can choose to include in the opening routines of your lesson. You can update it every lesson, and even encourage individuals (such as your Daisy and Robin helpers) to assist you. If you have access to a whiteboard or projector, you can begin to use your classroom presentation tool from the very first lesson. It is an entirely optional element of the course, but equally one that you can easily integrate into your lessons should you wish to do so.

Unit song actions In this unit, children will start to learn the routine songs that will become a popular part of every lesson. For those songs that have accompanying actions, you can involve the children right away by teaching them the actions. ac tions. Actions for songs are outlined in each unit overview. song  Lesson 1 Hello song  Hello – wave hello; How are you today? – gesture outwards with right hand, palm facing up song  Lesson 2 Weather song 

 

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sunny – draw a sun in the air; windy – wave your hands side to side; rainy – move your hands downwards with your fingers moving, as though they are raindrops; cloudy – hold your hands in the air and move them from left to right in a whirly fashion

lesson, such as greetings, weather, numbers, and colors. (More information about these routines can be found in the Routines Routines section  section on pp.20–21.) As the year progresses, you can adapt and expand on this routine, encouraging the children to become more actively involved as their confidence grows. In this unit, the children will also help Robin to celebrate his fifth birthday. The birthday context represents an engaging way to introduce the children to numbers and counting.  The Birthday routine established routine established can be used whenever a member of the class has a birthday.  The children will will also start their My Book. The The My Book is a personal record of the children’s own experiences, helping them to make connections between the language they

song  Lesson 4 Numbers 1–6 song  one – hold up your forefinger; two – hold up two fingers; three – hold up three fingers; four – hold up four fingers; five – hold up five f ive fingers; six – hold up five fingers and the thumb of your other hand

learn in the Kindergarten lessons and the things they themselves do at school. This offers a great way to enhance the children’s cultural awareness and understanding.

Hello!

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© Copyright Oxford University Press  

Hello! Lesson 1 New language Routines language:  language: Mouse, Daisy, Robin, girl, boy 

Materials Audio CD1 Flashcards: Daisy, Robin, Mouse, girl, boy Mouse puppet

Hello song $ 1• 1•3 3 or [Hello song DVD] Hello, hello, hello, hello, hello Daisy! Hello, hello, hello, hello, hello Mouse! Hello, hello, hello, hello, hello Robin! Hello, hello, hello, how are you today? Hello, hello, hello, hi there! Hello, hello, how are you today? (Repeat)  The actions that accompany accompany the songs are extremely important, as they provide support and scaffolding for the new language the children are learning. Even shy children will join in with the actions, even if they are not comfortable with singing.

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1 Hello

• Begin the lesson with the children sitting on the floor •

•

around you. Wave and say Hello!  to  to the children. Repeat the action several times and encourage them to join in. Pretend you can hear a noise coming from the Teacher’s Resource Pack box. Put your ear to the box and pretend to listen. Say Who’s in the box?  Open  Open the box slowly, take the puppet out, and say Look! It’s Mouse. Put on the puppet Mouse several and repeat the word Mouse  several times. Say Hello, Mouse!  and  and encourage the children to say Hello!   and wave, too. Manipulate the puppet to wave back to the children.

2 Introducing / Reintroducing Reintroducing Daisy and Robin

• Play the Hello song again. Do the actions and encourage the children to join in. You You can repeat this a few more times, encouraging more participation each time. Once children are familiar with the Hello song,, you can play the karaoke version (CD1 track 4), song which allows you to insert individual children’s names.

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4 New words

• Using the girl  and  and boy  flashcards,  flashcards, play the Audio CD (CD1 track 5), holding up the correct flashcard each time. Display these flashcards, well-spaced, where everyone can see them.

• Display the Daisy  and  and Robin Robin flashcards  flashcards at the front of the classroom. Using the Mouse puppet, point to the pictures one by one and say the names a few times. Play the Audio CD (CD1 track 2). If you have made the big Daisy and Robin cut-outs (PM4–5) you can use them here in place of the flashcards.

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What’s your name? $ 1• 1•2 2 Narrator Hello! What’s your name? Daisy I’m Daisy. Narrator What’s your name? Robin I’m Robin.

New words: girl, boy $ 1• 1•5 5 Daisy I’m a girl. Narrator Girl. Girl. Robin I’m a boy. Narrator Boy. Boy.

• Play the audio again, encouraging the children to point to •

the flashcards as they hear each word. Walk around the classroom and touch a girl gently on the head and say girl . Continue around the classroom, then repeat for the boys.

• Famil Familiarize iarize the children with the names. Call out the

•

names one by one and have the class point to the correct flashcard. Vary Vary the order and speed with which you say the names to make the activity fun and ensure the children listen carefully. Using the Mouse puppet, ask every child their name. Say Hello, I’m Mouse. What’s your name?  Encourage  Encourage the children to say their names, but don’t worry if some of the children feel shy about doing so at this stage.

3 Song: Hello song song.  Play the Hello song  • Say We’re going to learn a new song. Play song  on the Audio CD (CD1 track 3 or DVD) demonstrating the actions for the children (see p.34).

5 Class game: Girl or boy? 

• Call out girl  or  or boy  in  in a varied order. When you say girl , the •

girls stand up and the boys sit down, and vice versa when you say boy . Mouse into When the children can do this confidently, add Mouse  into the instructions and all the children sit down and squeak. When playing games such as this and learning gender vocabulary, remember to be sensitive to the feelings of any children with friends or family members who are gender non-binary.

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6 Goodbye It’s  (see time Routines to say goodbye. Follow goodbye. • Say routine (see routine Routines p.20).  p.20).  Follow your chosen Goodbye

Hello! © Copyright Oxford University Press  

Children enjoy the role of being a special helper for the lesson. See p.20 for more guidance on the Daisy and Robin classroom helpers. Keep a record of which children have had a turn at being Daisy or Robin, to ensure that no one is forgotten.

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2 Song: Weather Weather song song.  Play the Weather song • Say We’re going to learn a new song. Play on the Audio CD (CD1 track 7) demonstrating the actions for the children. Then play the karaoke version of the song, inserting the correct weather for the day, doing the action, and pointing outside the classroom window.

Weather song $ 1• 1•7 7 

Hello! Lesson 2  2  Daisy’s new words New language Routines structures:  structures: What’s your name? How’s the

Sunny, sunny, sunny, Windy, windy, windy, Rainy, rainy, rainy, Cloudy, cloudy, cloudy! Look outside! How’s the weather?

weather?  Daisy’s new words: sunny, words: sunny, windy, rainy, cloudy 

 Today it’s sunny,  Today sunny,  Today  T oday it’s sunny, sunny,  Today  T oday it’s sunny! sunny!

Materials

Weather song karaoke $ 1•8

Audio CD1 Flashcards: Daisy, Robin Hello! poster Student Books page 1 Weather flashcards: sunny, windy, rainy, cloudy

1 Hello

• Say Hello!  to  to the children. They reply Hello!  Put  Put on the Mouse puppet and say Hello!  Encourage  Encourage the children to reply Hello!  Repeat  Repeat the greeting several times and encourage them to join in. If the children are starting to feel relaxed with Mouse, they can do a high five with him.

Sunny, sunny, sunny, Windy, windy, windy, Rainy, rainy, rainy, Cloudy, cloudy, cloudy! Look outside! How’s the weather?  Today it’s …  Today  Today  T oday it’s …  Today  T it’s … •oday Play the song two or three times more, encouraging more participation in the actions.

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When the children can say Hello!   confidently, vary the greeting by saying it in different ways, e.g. whispering, saying it loudly, saying it happily or sadly. This will encourage children to use the different inflections in English from the beginning.

 TEACHIN G TIP:

• Play and sing the Hello song (CD1 track 3), encouraging

•

•

the children to join in where they can. Use the Daisy  and  and Robin flashcards Robin  flashcards or giant cut-outs along with the Mouse puppet. With the Mouse puppet, ask individual children What’s  your name?  During  During the early stages, encourage them to respond in atoway makes ifthem comfortable, e.g., whispering youthat or Mouse they feel would prefer. Choose a helper to be Daisy for the lesson. Invite the child to the front of the classroom, give her the Daisy medal, and write her name on the Hello! poster. Explain Explain that when you call Daisy, she should come to the front of the classroom to help.

3 Daisy s new words

• Collect the Weather flashcards and call your helper (Daisy) •

to the front of the class. Say Daisy, come and help me,  please. Play Daisy’s new words (CD1 words (CD1 track 9), passing the correct flashcard to Daisy each time to hold up for the rest of the class. Display these flashcards, well spaced, at the front of the class and encourage Daisy to sit down d own again.

Daisy’s new words: Weather $ 1• 1•9 9 How’s the weather? Sunny. Sunny. How’s the weather? Windy. Windy. How’s the weather? Rainy. Rainy. How’s the weather? Cloudy. Cloudy. • Play the audio again, encouraging the children to point to the flashcards as they hear each weather type.

Hello!

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© Copyright Oxford University Press  

• Go to the classroom window again, point to the sky and

•

say How’s the weather?  Gesture  Gesture to the Weather flashcards in turn and say, e.g., e.g., Rainy?  Encourage the children to join in by pointing to the appropriate flashcard. Invite your Daisy helper to mark the correct weather on the Hello! poster.

4 Daisy’s game: Weather game

• Play the Weather game. game. Invite your Daisy helper and two • •

•

other children to the front of the class and give them the Daisy  and  and Robin Robin flashcards  flashcards and the Mouse puppet. Put three Weather flashcards on the board, well apart apar t from each other. The three children stand next to a Weather flashcard. Call out, e.g., Sunny. It’s sunny. Daisy, Robin, or Mouse?  The class calls out the the name of the character next to the sunny  flashcard.  flashcard. Swap the sunny  flashcard  flashcard for the fourth flashcard. Continue in the same way, letting other children stand at the front.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10), 10 ), motioning for the children to go back to their tables.  There is no need to formally formally teach the Sit down song. song. The children will soon become familiar with it as you play the Audio CD or sing it every time the children sit down.

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Sit down song $ 1•10 One, two, three, One, two, three, One, two, three, Now sit down, please! (Repeat song x4) • Give out the Student Books open at page 1. Hold up your It’s sunny. book and point the to the pictures one by and encourage children to point toone. the Say correct picture (prompt them with the sunny  flashcard,  flashcard, if necessary). Tell Tell the children to color the sun.  TEACHIN G TIP:

You might like to play the songs while the children are working at their desks. This provides a pleasant atmosphere, atmosphere, and gives them further fur ther opportunity to learn the words and music.

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6 Goodbye

• Encourage the children to clean up by singing or playing the Clean up song (CD1 song (CD1 track 11) while they put away their books.

Clean up song $ 1•11 1•11   Clean up, clean up, clean up the tables, Clean up, clean up, put your things away! Clean up, clean up, clean up the tables, Clean up, clean up, put your things away! (Repeat song x2) • Say It’s time to say goodbye. Follow goodbye. Follow your chosen Goodbye routine (see routine  (see Routines Routines p.20).  p.20).

You may like to display the Student Book page for each lesson on your IWB using the classroom presentation tool, tool, so that everyone can see it.

• Say It’s windy. and encourage the children to point to the • •

correct picture (again, prompt them with the flashcard, if necessary). Tell Tell the children to trace the wind. rainy. repeating the procedure above, but Next, say It’s rainy. repeating telling the children to draw the rain this time. Finally,, the children draw Finally d raw themselves in the bottom-right picture. Before they begin drawing, point to the picture and ask How’s the weather?  (cloudy). (cloudy).  

• If possible, go around and talk to the children as they •

work. Say, e.g., Show me Robin. How’s the weather?  Praise  Praise the children for their work. Say, e.g., Good job [name]! . Play the Weather song (CD1 song (CD1 track 7), encouraging the children to join in and point to the correct picture in their Student Books. Books.

Hello! © Copyright Oxford University Press  

Hello! Lesson 3 Robin’s new words

• Play the Red, yellow, green, and blue song a song  a few more times, encouraging children to start pointing at colors in the classroom.

New language

3 Robin’s new words

Routines structure:  structure: What color is it? 

• Collect the Colors flashcards and call your helper (Robin)

Robin’s new words:  words: red, yellow, green, blue

Materials

•

Audio CD1 Colors flashcards: red, yellow, green, blue DVD Hello routine materials routine materials

Robin’s new words: Colors $ 1•14

1 Hello

• Say Hello!  to  to the children. They reply Hello!  reply Hello!  Hold  Hold up Mouse

• •

to the front of the classroom. Say Robin, come and help me, please. Play the audio (CD1 track 14), passing the correct flashcard to Robin each time to hold up u p for the rest of the class. Display these flashcards, well-spaced, where everyone can see them and encourage Robin to sit down.

and encourage the children to say Hello!  to  to Mouse, too. Ask individuals, e.g., Would you like a hug / kiss / high five?   and have Mouse respond. Now play and sing the Hello song (CD1 song  (CD1 track 3). Choose a helper to be Robin for the lesson, give him the Robin helper medal, and write his name on the Hello! poster. Go to the window, point to the sky, and ask How’s the weather?  Either  Either hold up the Weather flashcards flashcards or point to the icons on the Hello! poster, saying the weather types one by one. Help the children to respond with the correct weather and invite your Robin helper to indicate this on the Hello! poster. Sing the appropriate verse from the Weather song (CD1 song (CD1 track 7) with the class as your helper does this.

2 Song: Red, Song: Red, yellow, green, and blue song

• Gather the children where everyone can see the DVD. • Say We’re going to learn a song. Play song.  Play the Red, yellow, green, and blue  blue song song.. The children simply watch at this stage.

What color is it? Red. Red. What color is it? Yellow. Yellow. What color is it? Green. Green. What color is it? Blue. Blue. the audio as again, theword. children to point to • Play the flashcards theyencouraging hear each color

4 Robin’s game: Find the flashcard 

• Position the four Colors flashcards around the room. • Say one of the colors, e.g., red  and  and ask your Robin helper

•

to find and bring you the flashcard for red . Encourage the rest of the class to say Yes Yes or  or No No as  as Robin gets the flashcard. Continue the game, involving as many children as possible. After a child has brought you the flashcard, say a new color for the next child to find.

5 Class game Yes/No Mouse game

• Play the Yes/No Mouse game (see game (see p.33) using the Colors  TEACHIN G TIP:

DVD material is available on the classroom presentation tool, should this be more convenient for you to use. Alternatively, if you don’t have access to the DVD or computer for this lesson, you can use the Audio CD (CD1 track 12) instead.

flashcards.

6 Goodbye goodbye. Follow your chosen Goodbye • Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

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Red, yellow, green, and blue song $ 1•12 1•12 or  or [Red, yellow, green, and blue song DVD] Red, red, red, red, and yellow, Green, green, green, green, and blue, Red, red, red, red, and yellow, Green, green, green, green, and blue. Point to something red, Point to something blue, Point to something yellow! Point to something red, Point to something blue, Point to something green!  There are no prescribed prescribed actions for this song; instead, you can encourage the children to point to something in each color, in time with the song lyrics.

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Hello!

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© Copyright Oxford University Press  

Numbers 1–6 song $ 1•15 1•15 [Numbers  [Numbers 1–6 song DVD] One, two, three, four, five, six, Come on, count, Count with me. (x4) Come on, count, Count with me. • Play the Numbers 1–6 song a song a few more times, encouraging children to start joining in with the actions. ac tions.

3 Robin’s new words

• Complete the routine for Robin’s new words (see words (see Routines Routines   p.20).

Robin’s new words: Numbers $ 1•16

Hello! Lesson 4  4  Robin’s new words

Let’s count. One. Two. Three. Four. Five. Six. One. Two. Three. Four. Five. Six.  The Robin’s/Daisy’s s/Daisy’s new words routine is routine is made up of activities introduced in the preceding lessons in this unit. The routine is repeated in every Lesson 1 of the main units, whenever Daisy or Robin present the new

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New language Robin’s new words and routines language:  language: one, two, three, four, five, six, Happy Birthday! How old are you? 

Materials Audio CD1 Colors flashcards DVD Hello routine materials routine materials Numbers flashcards: 1, 2, 3, 4, 5, 6 Student Books page 2

1 Hello

• Say Hello! to the children. They reply Hello! Hold up Mouse

• •

and encourage the children to say Hello!  to  to Mouse, too. Ask individuals, e.g., Would you like a hug / kiss / high five? and have Mouse respond. Now play and sing the Hello song (CD1 song  (CD1 track 3). Choose a helper to be Robin for the lesson, give him the Robin helper medal, and write his name on the Hello! poster. Go to the window, point to the sky, and ask How’s the

words.

4 Happy Birthday, Robin!

• Display the Hello! poster where everyone can see it and •

attach the Robin Robin flashcard  flashcard next to it. Play the Audio CD (CD1 track 17).

Happy Birthday, Robin $ 1•17 Narrator It’s Robin’s birthday. Daisy Happy Birthday, Robin. How old are you? Robin I’m five.

• Play the audio again, gesturing to both the Robin flashcard and the cake on the poster as they hear each phrase. Repeat the key phrases (How (How old are you? I’m five.)  five.)  a few times. five. five candles on the cake and say Five. He’s five. •• Draw song.  Play the Birthday Now say We’re going to learn a new song. Play song (CD1 song  (CD1 track 18).

Birthday song $ 1•18 Happy, happy birthday, how old are you? Happy, happy birthday, how old are you?

•

weather?  Either  Either hold up the Weather flashcards flashcards or point to the icons on the Hello! poster, saying the weather types one by one. Help the children to respond with the correct weather and invite your Robin helper to indicate this on the Hello! poster. Sing the appropriate verse from the Weather song (CD1 song (CD1 track 7) with the class as your helper does this. Sing the Red, yellow, green, and blue song (CD1 song  (CD1 track 12). Either hold up the red ,  yellow , green, green, and  and blue blue flashcards  flashcards or point to the colors on the Hello! poster, asking What color is it?  each  each time.

2 Song: Numbers 1–6 song

• Say We’re going to learn a song. Play song.  Play the Numbers Numbers  song on the Audio CD (CD1 track 15) demonstrating the actions for the children as they listen.

So happy birthday, Robin!  Tell  T ell me; how old are you? you? Happy, happy birthday, Happy, happy birthday, Happy, happy birthday to you! (Repeat chorus) • Play the Birthday song again. You can use the karaoke version of this song on the Audio CD (CD1 track 19) or DVD to celebrate whenever a class member has a birthday (singing the child’s name instead of Robin).

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5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 2. Hold up your book and point to the numbers, counting 1–6 and encouraging the class to call out the numbers with you. Hello!

© Copyright Oxford University Press  

• Using the Mouse puppet and the Numbers flashcards,

• •

•

•

ask each child their age. Say How old are you?  Encourage  Encourage the children to choose the correct Numbers flashcard for their age. Ask the children to trace the numbers. Invite a volunteer to the front of the classroom and ask How oldtheir are response you?  Demonstrate again  Demonstrate representing and then circling drawingthe thenumber appropriate number of candles on the cake. Repeat R epeat with a few other children. candles. and encourage the Say Circle your age and draw candles. and children to work independently to complete their Student Books. If possible, go around the classroom asking questions and praising the children for their work. Finally, play the Birthday song (CD1 song (CD1 track 18), encouraging the children to join in and point to the candles and numbers in their Student Books. Books .

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

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Hello!

40

© Copyright Oxford University Press  

4 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 3. Hold up

•

• •

Hello! Lesson 5 Materials Audio CD1 Colors flashcards DVD Hello routine materials routine materials Student Books page 3 Weather flashcards

1 Hello All elements of the Hello routine have routine have now been introduced. From this point onwards you can choose which elements you want to do, dependent on the particular needs of your class and the time you have available. For more information, see Routines Routines p.20.  p.20.

•

•

class (see Routines Routines p.20).  p.20). Don’t forget to choose a new class helper for the lesson.

2 Class game: Weather game

• Hold up each of the Weather flashcards flashcards one by one and • •

(sunny). Encourage the class to join in. say, e.g., It’s (sunny). Point to the flashcards one by one again, this time doing the action for each weather type as you say the words. Encourage the class to join in. Now choose weather types at random and say them to

pages. If possible, go around the class asking ask ing questions and praising the children for their work. Finally, sing the Red, yellow, green, and blue song (CD1 song  (CD1 track 12), encouraging the children to point at the colors in their books as they are mentioned.

5 Goodbye

• Encourage the children to clean up by playing the Clean

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• Follow the Hello routine you routine you have chosen to do with your

your book and point first to Robin. Ask Robin or Daisy?   Encourage the class to respond. Now ask Boy or Girl?   Again, encourage the class to respond. Repeat for Daisy. Now point to the weather. Ask How’s the weather?   Cloudy?  (No!) Sunny?  (No!) Windy?  (No!) Rainy?  (Yes!) If you have time, play the Weather song karaoke (CD1 track 8), encouraging the class to complete the last verse with rainy .  Point to the color key. Call out the colors one by one and encourage the children to say the corresponding numbers. Point to the number 1 on the umbrella, then point to the number 1 on the key. Ask What color is it?  Demonstrate  Demonstrate coloring the section in yellow as per the key. Explain that the children should then complete the rest of the picture themselves, using the color key to select the correct color each time. Once they have finished, encourage the class to say the colors with you, pointing to the sections on their book

•

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

the class without pointing to the flashcards. The children should do the action for that weather.

3 Review game: Colors, numbers, and names

• Divide the class into four groups, and give each group a different Colors flashcard. Each child in the group is allocated a random number 1–6. Make sure the children understand what they are, e.g., Red. Four. You may wish to give each child a numbered piece of paper so they don’t forget their number. nu mber.

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• Say, e.g., Blue. Five. What’s your name?  Repeat  Repeat the •

description and help until the child sitting at the blue table with the number 5 answers with his or her name. Continue in this way until u ntil all the children have answered. Hello! © Copyright Oxford University Press

 

Hello! Lesson 6

4 Class game: Where’ Where’ss Mouse?  Mous e? 

• Invite a child to the front of the classroom. Ask the child

Materials

to close their eyes while you give the Mouse puppet to another child to hide behind their back. The first child guesses: they point to the child who they think has Mouse and say Hello, Mouse!  If  If they are right, the class says Yes Yes.. If they are wrong the class says No No,, and they continue

Audio CD1 DVD Hello routine materials routine materials My Book cover Sticky shapes, glitter, tissue paper, sequins, glue (optional)

guessing.

5 Goodbye 1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines Routines p.20).  p.20).

2 Class game: Counting circle

• Sit the children in a circle. Invite your class helper to start

•

the game by walking around the outside of the class and gently touching six children one by one as the class counts to six. When the helper reaches the sixth child, they swap places and the next child takes over the role of touching the children as the counting starts again. Continue until all the children have had a chance to be the counter. Until the children become familiar with the concept of the game, go around the circle with the child, encouraging as necessary.

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3 My Book   The My Book is a personalization personalization resource resource which the class will complete over the course of the year in their Kindergarten lessons. In this lesson, the children will create the cover for their My Book. Prior to the lesson, it would be helpful for you to complete your own My Book (or at least the cover and a few pages of the book) to help demonstrate to the children what they will be doing and what the cover is for. The My Book photocopiables can be found on the Teacher website.

 TEACHIN G TIP:

• Play the Sit down song (CD1 song (CD1 track 10), 10 ), motioning for the • • •

children to go back to their tables. Show the children a completed My Book and talk about the book with the class. Tell Tell the class that they are going g oing to make their own My Book.  Book.  Give each child a copy of the My Book cover. Tell Tell the children to draw themselves and then let them choose a color for the frame: yellow  frame:  yellow , red , blue, blue, or  or green green.. Ask each child What’s your name?  The  The children answer

• Encourage the children to clean up by playing the Clean • •

up song (CD1 song (CD1 track 11). Collect the My Book covers. You will keep these and add to My Book for each unit in the Kindergarten lessons. goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

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•

and then write their name in the space provided (do this for those who aren’t able to do so). Then ask How old are  you? The  you?  The children answer answer and circle the correct correct number. Also ask about the color they have chosen for the frame. Ask, e.g., What color is it? Red?   Encourage the children to color and decorate other elements of the cover as they wish. If you like, you can give them sticky shapes, glitter, bits of tissue paper, or sequins to use in their decoration.

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Hello! © Copyright Oxford University Press

 

Objectives Consolidate the routines language from  from  Hello!  and  and establish the opening and closing routines for the lessons Via Daisy’s new words, introduce the children to actions words in English Introduce the Who do you want to be? routine Establish the costume for the unit (robot) and share in Daisy and Robin’s adventures Introduce a new communication structure via the story Explore the value of joining in and doing d oing things Body smart: Tea smart: Teach ch the children about the importance of being active and that exercise makes you strong Kindergarten: Introduce Kindergarten:  Introduce language for some common playground games Literacy: Understand Literacy:  Understand reading left to right; narrative sequencing Numeracy: Introduce Numeracy:  Introduce numbers 7 and 8; sorting

Key language Daisy’s new words:  words: dance, clap, point, sit down, stand up, wave Daisy’ss story structure: Daisy’ struc ture:  Let’s … Body smart new words:  words: run, jump, stretch, climb, We’re strong!  Kindergarten new words:  words: Can you …?, play hopscotch, roll a hoop, catch a ball, throw a beanbag Review:  Look!, routine language; greetings; weather; Review: colors; numbers; birthdays; Hello! language  language 

About Unit 1

Body smart topic  The Body smart cross-curricular topic focuses focuses on the benefits of being active and how moving your body will make you strong. The The new actions taught in this topic are ones that most children will have the opportunity to do on a daily basis, ensuring that the message is both accessible to and understandable for everyone in class.

Kindergarten topic  The Kindergarten topic for for this unit is about playground playground games. When watching watching the DVD of children playing in the playground,, encourage the class to make connections playground between the types of games presented and their own experiences. For any games that are unfamiliar to the children, you could take the opportunity to teach them.

Making the most of this unit As this is the first time your class will encounter the Lesson 1 sticker page and the Lesson 5 pop-outs, you may need to spend some time on these activities and provide the children withextra additional support.  The actions words words taught in the unit successfully lend lend themselves brilliantly to spending time being active ac tive outdoors. This This unit is therefore particularly well-suited to the optional outdoor extra activities you’ll find at the end of several lessons.

Activity Book  Lessons 1, 3, 4, 5, 6, 7, 8, 10, and 11 are accompanied by an Activity Book page to practice and consolidate the language and structures learned in the unit. The Activity Book pages can be completed in class, after the main lesson, or sent home with the children to complete with their parents.

Unit song actions

Costume Daisy and Robin’s costume of choice for this unit is a robot. In the story, Daisy and Robin join a robot exercise club, clu b, which represents a fitting context for the new actions vocabulary and a good foundation for the cross-curricular Body smart topic: Exercise makes you strong. Enhance your class’ experience of the story by preparing the robot wristbands and ankle bands props for Mouse from the  Teacher  T eacher website website (PM6). (PM6). There are are also robot wristband wristband props props for each child to make (PM64) and the opportunity for the class to make their very own full-sized robot in Lesson 7, Extra

Lesson 1 Actions 1 Actions song robot – do robot actions; Dance with me – dance like a robot; Clap your hands – clap your hands three times, to the beat; And point to me – gesture to yourself with both hands; Sit down, stand up – sit down and then stand up again; Stretch up high – stretch your hands high above your head; And wave goodbye – wave Lesson 5 Move your body song Move your body – move to the rhythm of the song;

activities, Indoor option!

run – run in place; Exercise will make you strong! / We’re strong! – do a strongman pose; jump – jump in place; stretch – stretch your hands high above your head; climb – pretend to climb in place

Value  The main value for for this unit, as presented presented in the story, is the the importance of joining in. This is a very relevant value so early on in the year when children are often shy and reluctant to get involved. Link Daisy’s experience in the story to the children’s own development by introducing the class to the concept of the Mouse merits (see p.31), which can be awarded whenever an individual overcomes shyness and does things.

Kindergarten Playground games song Clap your hands – clap your hands; Clap with a friend – clap hands with someone opposite you; play hopscotch – mime playing hopscotch; roll a hoop – mime rolling a hoop; catch a ball – mime catching a ball; throw a beanbag – mime throwing a beanbag Unit 1

© Copyright Oxford University Press  

• Play the song two or three times, encouraging more participation in the actions.

3 Daisy’s new words routine

• Complete the Daisy’s new words routine (see routine (see p.21). Daisy’s new words: Actions $ 1•21 Dance. Dance. Clap. Clap. Point. Point. Sit down. Sit down. Stand up. Stand up. Wave. Wave.

4 Daisy’s game

• Ask your Daisy helper and five other children to come to •

Unit 1 Lesson 1  1  Daisy’s new words New language Daisy’s new words:  words: dance, clap, point, sit down, stand up, wave

•

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 4. Make sure

Materials Audio CD1 DVD Hello routine materials routine materials Student Books page 4 Unit 1 Actions flashcards: dance, clap, point, sit down, stand up, wave Unit 1 stickers  stickers 

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

the front. Give each of them an Actions flashcard, but ask them to keep it secret. Ask Daisy to look at her flashcard (without showing it to the class). She can either whisper the instruction to you and you give it to the class e.g., dance dance,, or (if she feels sufficiently confident) she can give the instruction to the class herself.  The class class does does the action while Daisy Daisy holds holds up the flashcard flashcard to confirm that everyone is doing the correct action. Continue the game with the five other flashcards so that all the actions are practiced.

•

•

everyone knows where the stickers are. Say Find and stick the actions stickers. Find and stick “dance.” Call out each action one by one; the children put the stickers in place.  Is Now point to the robot and say Look! Is it “dance”? (No), (No), Is it “wave”? (No),  Is it “clap”? (Yes). Say  Find and match “clap”.  “clap”.  (No), Is Say Find Demonstrate that children must draw a line to connect the robot to the picture of the child doing the same action (clapping). Play the Actions the Actions song song (CD1  (CD1 track 20), encouraging the children to point to the appropriate actions in their books.

6 Goodbye

• Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11).

2 Song: Actions Song: Actions song

• Say We’re going to learn a new song. Play song.  Play the Actions the  Actions song

It’s  (see time Routines to say goodbye. Follow goodbye. • Say routine (see routine Routines p.20).  p.20).  Follow your chosen Goodbye

on the DVD. The children simply watch at this stage. If you don’t have access to a DVD player for this stage of the lesson, skip sk ip straight to the presentation of the song on the Audio CD, below. You should play the song once, encouraging the children to just listen, before repeating and demonstrating the actions.

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• Play the Actions the  Actions song again, this time on the Audio CD (CD1 track 20). Do the actions from the DVD and encourage the children to join in.

Extra activities Indoor option: Circle game   Unit 1 Actions flashcards

•  The children stand in in a circle, passing passing the Actions flashcards around facedown. When you say Look!  each  each child with a flashcard secretly looks at the picture. They do the relevant action and the class calls out the word.

Outdoor option: Robots

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Actions song $ 1•20 1•20 or  or [Unit 1 Song DVD]

• Standing in a circle, say the actions one by one. The children respond by doing the actions as if they were robots. Establish that whenever you say Stop!  they  they must stand quite still, stay quiet, and look at you.

Robot, robot, Dance with me. Clap your hands And point to me. Sit down, stand up, Stretch up high. Clap your hands And wave goodbye. (Repeat) 44

Unit 1 © Copyright Oxford University Press

 

Daisy’ss story structure: Actions $ 1•22 Daisy’ 1•22   Let’s wave. Wave. Let’s clap. Clap. Let’s point. Point. Let’s sit down. Sit down. Let’s stand up. Stand up. Let’s dance. Dance.  TEACHING TI P:

audioso sets thethe new new wordsare from Lesson Lesson 1 into a simple This structure that children given a meaningful context in relation to the new vocabulary. The children will hear this structure repeated in the story. song. Play the song (CD1 track • Say Let’s sing the Actions song. Play 20) and encourage everyone to join in with the actions (and any words they are able to).

3 Who do you want to be? routine

Unit 1 Lesson 2  2  Who do you want to be? 

• Display the Who do you want to be? poster and complete the Who do you want to be? routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be? chant  (CD1  (CD1 track 23).

New language

Who do you want to be? (Unit 1) $ 1•23

Daisy’s story structure: Daisy’s struc ture:  Let’s …  … (dance / clap / point / sit down / stand up / wave)

1, 2, 3, Come with me.

Materials

Who do you Want to be? Daisy I want to be a robot!

Audio CD1 Big Story Book Unit 1 DVD Hello routine materials routine materials Mouse prop: robot wristbands and ankle bands (PM6) (optional) Mouse merits Story prop: robot wristbands (PM64) (optional) Student Books page 5 Unit 1 Actions flashcards Who do you want to be? poster

 This is the first time time the children encounter encounter the Who do you want to be? routine, routine , but this routine will become a familiar part of their lessons. Use your Mouse puppet and encourage the class to get g et actively involved in the guessing game.

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• If you are using the robot wristbands and ankle bands Mouse prop (PM6), make Mouse say I want to be a robot, too!  Secretly  Secretly put on his costume and repeat the chant, with Mouse answering. Then bring Mouse out dressed up and say Look! Mouse is a robot! 

4 Story: I want to be a robot  If you wish to enrich the storytelling experience by using the Mouse prop (PM6), you will need to prepare this before the lesson.

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1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Daisy’s story structure and song

• Display the six Actions flashcards at the front of the class. Using the Mouse puppet, point to the pictures one by one. Play the Audio CD (CD1 track 22) and encourage the

ever yone can see • Gather the children around you so that everyone

•

Let’ss listen to the story: I want to be a robot. and hear. Say Let’ Play the story on the Audio CD (CD1 track 24) and hold up the Big Story Book for the class to see, turning the pages as you follow the story.

 The words highlighted highlighted in bold (below) (below) and in color (in the Big Story Book) are key words that you can encourage the children to join in with from Lesson 4 onwards,, once they become more familiar with the story. onwards

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I want to be a robot $ 1•24 1•24 or  or [Unit 1 Story DVD] 1 One rainy day, day, Daisy and Robin are playing playing with the dressdress-

class to do the actions. Since the new words are all actions, it makes sense for the children to confirm their understanding by doing the appropriate action. They can repeat the words if they wish, but there is no pressure to do so.

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1  One rainy day, day, Daisy and Robin are playing playing with the dress dress up box. “I want to be a robot robot,”,” says Daisy. “I want to be a robot robot,, too,” says Robin. Ro bin. Daisy puts on her robot costume. Robin puts on his robot costume. And off they go …

Unit 1 © Copyright Oxford University Press  

2  Daisy and Daisy and Robin Robin see  see lots of robots. “Hello,” says the robot leader. “What’s your name?” “I’m Daisy, Dais y,” says Daisy. Dai sy. “And “And this is Robin.” R obin.” “Well, Daisy and Robin,” says the robot. “We’re doing exercises. Join in!” 3  “Let’s wave wave!” !” says the robot. The robots wave. “Let’s clap clap!” !” says the robot. The robots clap. “Join in, Daisy,” says Robin. But Daisy is shy. She doesn’t know what to do. 4  “Let’s point point!” !” says the robot. The robots point. “Let’s sit down!” down!” says the robot. The robots sit down. “Join in, Daisy,” says Robin, but Daisy is shy. She doesn’t know what to do. 5  “Let’s stand up!” up!” says the robot. The robots stand up. “Let’s dance dance!” !” says the robot. The robots dance. “Join in, Daisy,” says Robin. But Daisy is shy. She doesn’t know what to do. 6  “Don’t worry, Daisy. Copy me,” says the robot. “1, 2, 3 … wave wave and  and clap clap and  and point point to  to me! 4, 5, 6 … sit down, down, stand up, up, dance dance like  like this!” 7  Daisy isn’t isn’t shy anymore! “1, 2, 3 … wave wave and  and clap clap and  and point point to  to me! 4, 5, 6 … sit down, down, stand stand  up up,, dance dance like  like this!” says the robot. “That’s great, Daisy! Good job!” “It’s fun to join in,” says Daisy. 8  Daisy and Robin have have lots of fun with the robots, robots, but now it’s time to go home.  They wave goodbye goodbye to the robots. robots. “Goodbye Goodbye,”,” say Daisy and Robin. “Goodbye Goodbye,,” say the robots.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 5. Say What’s

•

•

•

missing? and encourage the children to look at the pictures and tell you what is missing from the pictures of Daisy. Ask the children to trace and draw to complete the pictures. Now point to picture one and ask Is Daisy happy? Is Daisy sad?  Point to picture two and ask Is Daisy happy? Is Daisy sad? Demonstrate that children must draw a circle around the picture of happy Daisy. When you’ve finished, discuss the value of joining in. Using the story to demonstrate, talk ta lk about how Daisy was shy and had not wanted to join in with the robots, but that when she did, she had lots of fun! Use the language of the story to help make your point, e.g. , , Daisy is shy. shy. She doesn’t know what to do. and and “It’s  “It’s fun to join in, in ,” says Daisy. Explain that it’s OK to feel shy, but often you feel better if you do things. Award a Mouse merit to children who have overcome shyness to join in enthusiastically with an activity in English lessons.

6 Goodbye

Extra activities Indoor option: Story prop (robot wristband)  wristband)   PM64, colored pencils, scissors, glue, shiny paper

• Give each child the story prop PM64 (the robot •

wristband). Ask the children to color and cut out the wristband. They can use bright colors and stick on shiny paper to decorate the controls.

• Help the children to fix the bands around their wrists. • Once the robot wristbands are complete, the children pretend to be the robot leader from the story and press the control buttons on their wristbands as they give instructions to each other, e.g., (Let’s) e.g., (Let’s) wave.  This story prop can be be used in subsequent lessons to enhance the children’s experience of the story.

 TEACHING TI P:

Outdoor option: Let’s …   Unit 1 Actions flashcards

Divide the class into six groups and give each group one of the Actions flashcards. f lashcards. • Say Let’s … and one of the action words. The The group with

•

the relevant flashcard holds up the flashcard and does the action. Repeat several times, using all six action words, varying the pace and the order.

45

• Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11). It’s  (see time Routines to say goodbye. Follow goodbye. • Say routine (see routine Routines p.20).  p.20).  Follow your chosen Goodbye

Unit 1

46

© Copyright Oxford University Press  

If the children made the robot wristband story props in the previous lesson, they can put them on for this activity.

 TEACHING TI P:

• Say I want to be a … Encourage …  Encourage the class to complete the •

sentence with robot , supporting them as necessary. Help the children to remember the story, using actions and the Big Story Book to prompt their answers. Say, e.g., The robots do exercises. What do they do? Wave or show the appropriate page in the Big Story Book to elicit wave wave from  from the children. Repeat for clap, point, sit down, stand up, and and dance.  dance.

4 Story DVD

• Gather the children where everyone can see the DVD. Say •

Unit 1 Lesson 3  3  Story DVD and comprehension

•

Materials Audio CD1 Big Story Book Unit 1 DVD Hello routine materials routine materials Story prop: robot wristbands (optional) Student Books page 6 Unit 1 Actions flashcards Who do you want to be? poster

5 Student Books the Sit down song (CD1 song (CD1 track 10). •• Play Give out the Student Books open at page 6. Hold up your

•

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Game with song

• Do a quick review of the action words and story structure using the Actions flashcards. f lashcards. Display the six flashcards. Say, dance. and point to the flashcard. The class does e.g., Let’s dance. 

•

•

•

the action and repeats the word. Do the same for all the flashcards. game . Divide the class into six Say We’re going to play a game. groups and have them stand in lines next to each other. Give each group a flashcard, ensuring they know which action they have been given. Play the Actions the  Actions  song song (CD1  (CD1 track 20) and encourage the person at the front of each group to perform their given action when they hear it in the song. (You can help by gesturing to the relevant child each time.) Once they have performed their action, they must go to the back of their group’s line. Repeat the song until everyone has had a turn to perform their own action.

3 Story: Who do you want to be? (A robot)

Let’s watch the story: I want to be a robot.  Let’s robot.  Play the story on the DVD. Encourage children to join in with the story where they can, e.g., with words, actions, and sound effects. Play the DVD again, but press “pause” just before the robot leader gives an instruction in the story. Encourage the children to do and say the action word. Prompt Prompt them by doing the action yourself before pressing “play”.

•

book and point to the main scene. Say Count the robots and circle the number. number. Demonstrate  Demonstrate circling the correct number underneath the first robot cue picture. story. Point to different Say Circle the robot leader from the story. Point robots one by one and ask Is it the robot leader?  If  If the children need more support, show a relevant story scene (e.g., scene 2) from the Big Story Book and give some yellow. Once the robot descriptions in English, e.g., She’s yellow. Once leader has been located, repeat the instruction Circle the robot leader. point.  Ask Where’s Mouse? Say Find and point. 

6 Goodbye

• Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11).

• Say It’s time to say goodbye. Follow goodbye. Follow your chosen Goodbye routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Story prop or Yes/No Mouse Mous e

• If you have not yet created the robot wristband story •

props with your class, take the opportunity to do so here. Alternatively,, play Yes/No Mouse (see Alternatively Mouse (see p.33) using the Actions flashcards.

• Display the Who do you want to be? poster and complete the Who do you want to be? routine (see Routines Routines p.20).  p.20). Play the Who do you want to be? chant (CD1 track 23).

Unit 1 © Copyright Oxford University Press  

Pretend to be the robot leader and say I’m the robot leader. Let’s clap. Other clap. Other children with the clap clap pictures  pictures come and join you and you all start clapping. Continue for other actions, encouraging children to take on the role of the robot leader.

•

4 Story performance

• Play the story I want to be a robot  on  on the DVD or tell the story with the Big Story Book so that it is fresh in the children’s children ’s minds before they do their own performance.

• Choose four children to take the roles of Daisy, Robin,

Mouse, and the robot leader. Everyone else can be the robots doing their exercises. Everyone can wear their robot wristbands, if they have made them. Play the story on the Audio CD (CD1 track 24), encouraging the main characters to act out their parts with actions and any words they can manage. Pause the Audio CD, as needed, to allow them the time to do this. Encourage the rest of the class to participate with the  join-in words words and any actions they know. know. Repeat the procedure, giving other children the chance to take the lead roles.

•

Unit 1 Lesson 4  4  Story performance New language

• •

Extended language:  language: Let’s …  TEACHING TI P:

Materials Audio CD1 Big Story Book Unit 1 DVD Hello routine materials routine materials Mini flashcards (PM15) Numbers flashcards: 1, 2, 3, 4, 5, 6 (optional) Story prop: robot wristbands (optional) Student Books page 7 Unit 1 Actions flashcards Make copies of PM32–35 and cut out the pictures before this lesson. You need enough copies for each child to have one of the small pictures.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 7. Hold up your •

 TEACHIN G TIP:

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Class game

• Explain to the class that you are going to play a memory game. • Show an Actions flashcard and then take tak e it away. Prompt the •

… The class must remember the action class by saying Let’s … The on the flashcard by saying the word and doing d oing the action. Continue with the remaining Actions flashcards. You can increase the difficulty of this game by showing a few flashcards at a time, and encouraging children to remember them all in the correct order.

 TEACHIN G TIP:

 The story can also be performed outdoors. outdoors.

book and point to the robots one by one and ask the children to imitate the action that is being done by each robot. Explain that you are going to play the Audio CD C D and the children must listen and circle the robot doing the action that is mentioned. Play CD1 track 25, pausing after the first statement. Say to the children Circle the robot who is clapping while tracing the model answer answer.. Play the rest of the track, pausing after each statement and encouraging the children to circle.

Listen and circle. $ 1•25 1•25   1 

Let’s clap.

2  Let’s stand up. 3  Let’s wave. 4  Let’s point.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Point to the numbers   Numbers flashcards

• Say to the children Close your eyes. and eyes. and demonstrate what this means. Hide the flashcards for numbers 1–6 around

47

3 Extended language: Let’s …  … 

•  The children can all all wear their robot robot wristbands for this •

48

activity, if they have made them. Give each child a picture from PM15 and keep one (e.g., clap)) for yourself. Demonstrate looking at your picture. clap

•

3. Everyone looks around to the room. Say, e.g., Point to 3. locate and point to the flashcard for number 3. Ask a child to get it and give it to you. 3.  The class Hold up the flashcard and say Let’s count to 3. The counts together. Repeat with the other numbers.

Unit 1 © Copyright Oxford University Press

 

Climb, climb, Exercise will make you strong! Climb, climb, climb, Jump, jump, jump, Stretch, stretch, stretch, We’re strong! • Play the song two or three times, encouraging the class to begin participating in the actions themselves.

3 Body smart new words words

• Present the new words using the Audio CD and the Unit

•

Unit 1 Lesson 5  5  Smart topic new words New language Body smart new words:  words: run, jump, stretch, climb, We’re strong! 

Body smart new words: Move your body $ 1•27 Let’s run. Run. Let’s jump. Jump. Let’s stretch. Stretch. Let’s climb. Climb. We’re strong! • Play the audio once more and this time encourage the

Materials Audio CD1 DVD Hello routine materials routine materials Student Books Unit 1 Body smart pop-outs pop- outs Unit 1 Body smart flashcards: run, jump, stretch, climb

children to join in with the actions themselves.

4 Pop-outs

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books B ooks and show the class where to •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

As this is the first time the children have encountered the pop-outs, they may require a little additional support to begin with. Alternatively, Alternatively, you can prepare the pop-outs for each child in advance of the lesson, allowing you more time to concentrate on language learning. Preparing the pop-outs for the whole class should only take around 15 minutes.

• Say We’re going to learn a new song. song. • Play the Move your body song (CD1 track 26), demonstrating the actions for the children.

Move your body song $ 1•26

Run, run, run, Jump, jump, jump, Stretch, stretch, stretch, We’re strong! Move your body, Climb, climb,

find the Unit 1 Body smart pop-outs. pop- outs. Show the class how to press out the pop-outs and thread the longer strip through the slits in the viewer. Demonstrate how the strip can move freely through this viewer to create different scenes.  TEACHING TI P:

2 Body smart song: Move your body song

Move your body, Run, run, Run, run, Run, run! Move your body, Run, run, Exercise will make you strong!

1 Body smart flashcards. Play the Audio CD (CD1 track 27). Use the Mouse puppet to point to or hold up the appropriate flashcard for everyone to see. Play the audio again, encouraging the children to point to the flashcards as they hear each action.

run. Everyone threads through their strip so • Say, e.g.,  e.g., Let’s run. Everyone

•

that the run run picture  picture is in the center of the frame. jump! The children Now say, e.g., Move your body, jump, jump! The thread through their strip to reveal the correct picture each time.

5 Game with pop-outs

• Ask two volunteers to come to the front of the class and •

play Pop-out snap.  snap.  Without conferring, two children slide their strip though their frame to reveal an action. They then show these to each other. If they are the same, they say, e.g., Jump e.g.,  Jump and  and they both jump. If they are not the same, they try again. When a match is made, encourage the whole class to

Climb, climb, Climb, climb! Move your body,

•

repeat the action and follow up with a collective call of We’re strong! (and associated action)  action) to reflect the message of the topic. Invite different pairs of children to the front f ront to play the game.

Unit 1 © Copyright Oxford University Press  

Some children may be reluctant to speak aloud. Don’t worry if this is the case; they can whisper the word to you or simply show their understanding by doing the action; conversely, more confident children can be encouraged to use the structure, e.g., Let’s e.g.,  Let’s jump!

 TEACHIN G TIP:

6 Goodbye

• Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11).  TEACHIN G TIP:

 The pop-outs will will be used again next lesson. lesson.

• Say It’s time to say goodbye. Follow goodbye. Follow your chosen Goodbye routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Slow motion   Unit 1 Actions flashcards, Body smart flashcards

• Have the children sit in a circle with you standing in the

•

center. Do one of the actions from the unit (dance, clap,  point, sit down, stand up, wave, run, jump, stretch, stretch, climb), climb), but in slow motion. The children call out the word. Ask a child to join you in the center of the circle. Say, e.g., (Maria), come here, please. Whisper one of the actions or secretly show one of the Actions flashcards to a child.  They carry out the action in slow motion. The rest of the class calls out the word. Repeat with other children and actions.

Outdoor option: Mouse says …   Mouse puppet

• Play Mouse says … (see … (see Ideas bank  p.33).  p.33).

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Unit 1

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© Copyright Oxford University Press  

Look at the boys and the girls.1, 2, boys; 1, 2 girls.  They’re moving moving their bodies. They’re strong! Can you move your body? Are you strong?

4 DVD with flashcards flashcards

• Divide the class into four groups and ask your helper to

•

give each group a Unit 1 Body smart flashcard before  joining their own own group. Make sure everyone understands understands which flashcard they have. Play the DVD. Every time an action is mentioned on the DVD, the group with the appropriate flashcard stands up and does their action. Pause the DVD to allow them time to do this.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 8. Hold up your

Unit 1 Lesson 6  6  Smart topic DVD

•

New language Extended language:  language: Let’s …

Materials Audio CD1 DVD Hello routine materials routine materials Student Books page 8 Unit 1 Actions flashcards Unit 1 Body smart flashcards Unit 1 Body smart pop-outs

1 Hello

•

•

6 Goodbye

• Encourage the children to clean up by playing the Clean •

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Pop-outs and and song

• Hold up each of the Unit 1 Body smart flashcards one by one, saying each word and encouraging the class to repeat and do the action.

• Give the class their pop-outs. Play the Move your body

•

song (CD1 track 26). The children thread the strip through song (CD1 to reveal the appropriate picture each time they hear the corresponding action. Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11) while they put away their pop-outs.

3 DVD

• Say It’s time to watch the DVD. Play the sequence through once, encouraging the children to watch closely.

Move your body [Unit 1 Smart topic DVD] Look at the boy. He’s moving his body. “Run!” says the boy. He runs and runs. He’s strong! Look at the girl. She’s moving her body. “Jump!” says the girl. She jumps and jumps. She’s strong! Look at the boy. He’s moving his body. “Stretch!” says the boy. He stretches and stretches. He’s strong!

book and point to and say each of the actions one by one. Now focus on the first frame and elicit the word for the girl’s action in the second photo (run (run).). Say Move your body! Is the girl moving her body?  (Yes  (Yes)) Point to the boy in the first picture and ask Is the boy moving his body?  (No  (No)) “run”. and show where the picture has Say Look and check “run”. and been checked as an example. Finally, say We’re strong!   Continue in this way with the other pictures, checking the pictures of the active children. Go around talking talk ing to the children as they work. Ask them what exercise they do by saying, e.g., Can you run?  Play the Move your body  song song (CD1  (CD1 track 26). The children join in and point to the appropriate actions in their books.

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: DVD Listen DVD Listen and find the mistakes   Unit 1 Lesson 6 DVD

It’sencouraging time to watch the DVD. Play the sequence • Say once, the children to watch closely. through • Say Let’s watch the DVD again. Tell me if I am wrong. Play the DVD with the volume down and read the script but making very obvious mistakes, e.g., swap runs runs with  with claps claps.. Exaggerate the mistakes and encourage the children to say No say  No when  when they recognize that you are wrong. Say Silly me!  in  in response.

Outdoor option: Follow the leader 

• Organize the children into a long line behind you. Ask •

them to follow you around the outside area. Count six steps with the children and then say, e.g., Let’s stretch. Everyone stretches. Continue, making sure that everyone is following you, and covering all ten actions in the unit.

Look at the girl. She’s moving her body. “Climb!’’ says the girl. She climbs and climbs. She’s strong! Unit 1 © Copyright Oxford University Press  

4 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at at page 9. Hold up your

•

• • •

Unit 1 Lesson 7 Review 

5 Assessment

• Complete the Assessment worksheet for this unit. The

Materials Audio CD1 Craft templates (PM15 or PM72) and notes (PM80) DVD Hello routine materials routine materials Mouse and Me! Phonics (optional) Mouse merits Student Books page 9 Unit 1 Actions flashcards Unit 1 Assessment worksheet Unit 1 Body smart flashcards

•

children find and circle the items from the key k ey in the big picture, then point to and say the words they know.  The worksheet features features language from both Daisy’s Daisy’s new words and the Body smart topic. If there is time, the children can color the picture.  TEACHING TI P:

If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters .

6 Goodbye

• Encourage the children to clean up by playing the Clean •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

book and point to each of the children one by one. Elicit the actions from different children. The rest of the children point to the pictures as they hear them. Ask the class to color the children. You You may wish to keep this quite uncontrolled; alternatively, alternatively, you could provide more guidance by saying, e.g., Color “run” blue. Color “jump” green. Ask individuals What’s your favorite action? Listen to some replies, then ask everyone to choose and circle their favorite action in their Student Books. Go around as they work, awarding Mouse merits to children who have completed the activity. ac tivity. action.   Tell  T ell individuals Do your favorite action. 

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

class (see Routines p.20).

Indoor option: Craft  2 Songs

• Remind the children of the songs in Unit 1: Actions 1:  Actions song

• Choose either the individual or whole class craft from the resources on the Teacher website.

(CD1 track 20) and Move your body song (CD1 song (CD1 track 26).

•

Play and sing both songs and encourage the children to  join in. After you have sung both songs, ask the children What’s  your favorite song? song? Sing the preferred song through one more time. Revisit the songs regularly to ensure the children don’t forget them and in order to review the language they have learned.

Outdoor option: Dressing up

  Story prop: robot wristbands (optional), gadgets / costume items (optional)

•  Ta  Take ke the children outdoors. outdoors. They can dress dress up as robots

 TEACHIN G TIP:

3 Show what you can do Let’s …

• Choose a Unit 1 Actions or Body smart flashcard and say stretch. Pass the flashcard around the the action, e.g., Let’s stretch. Pass circle. The The children say and mime the action ac tion as they pass on the flashcard.

• Add more flashcards when the children are ready.

• •

by putting on their robot wristbands and (if you wish) any other gadgets and costume items useful for being a robot. Prompt by saying I want to be a … and encourage them to complete the sentence with robot . Using a robot voice, call out all the actions they know from Unit 1 for them to mime. Encourage them to do the same for each other.

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© Copyright Oxford University Press  

Unit 1 Lesson 8 Kindergarten new words New language Kindergarten new words:  words:  play play hopscotch, roll a hoop, catch a ball, throw a beanbag

Materials Audio CD1 DVD Hello routine materials routine materials Small pieces of paper / sticky notes Student Books page 10 Unit 1 Kindergarten poster

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).  The Kindergarten DVD provides the the perfect opportunity for children to get a glimpse of a different culture. Encourage children to notice any differences or similarities between their own lives and those of the

 TEACHIN G TIP:

children on the DVD.

2 Kindergarten DVD

• Gather the children where everyone can see the DVD. • Say It’s time to watch the DVD. Let’s visit a kindergarten in •

another country. Play the sequence once, encouraging the children to watch closely.

Look at the girls. What are they doing? They’re playing hopscotch. Can you play hopscotch? Emma has a hoop. What color is the hoop? It’s yellow. Lily has a hoop, too. It’s red. Can she roll the hoop? Yes, she can! Can you roll a hoop? Let’s look for Mouse. Where Where is he? Can you see him? Here he is! Hello, Mouse! Eva, Lewis, and Finlay are playing a game with some beanbags. Eva throws the beanbag. Hurray! It’s in the bucket. Lewis throws the beanbag. Whoops! Can you throw a beanbag? Look at the children. Can they catch the ball? Oh no! Can Bella catch the ball? Yes! Good job, Bella! Playtime is fun! • After watching, elicit children’s observations about what they’ve seen. Encourage them to make comparisons between what they do at kindergarten and what the children do on the DVD.

3 Kindergarten new new words

• Present the new words using the Audio CD and the Unit 1 •

Kindergarten new words: Playgrou Playground nd games $ 1•28 Hopscotch. Play hopscotch. Hoop. Roll a hoop. Ball. Catch a ball. Beanbag. Throw a beanbag. • Play the audio again, this time drawing attention to the relevant details in the illustrated playground scene. • Help the children to make connections between the photos in the poster and the main illustration. For example, point to the hopscotch photo and say Hopscotch.. Then point to the illustration and say Where’s Hopscotch hopscotch? Point to the children catching a ball and  Is this hopscotch? (No) Point to the children playing ask  Is  Is this hopscotch? (Yes) hopscotch and ask  Is (Yes) Repeat  Repeat for the other new words.

4 Class game Memory game

• Play a memory game using the Unit 1 Kindergarten

Let’s go to kindergarten! [Unit 1 Kindergarten Let’s DVD] Let’s go to kindergarten! It’s Playtime. The children are in the playground. They’re playing. What can you see? Katie is jumping. Jump, jump, jump!  These aare Climb Climb, , climb,  These children children are are re climbing. running. Run, run, run! climb! Look at Poppy. What’s she doing? She’s playing hopscotch. Hop, jump, hop, jump, hop!

Kindergarten poster. Play the Audio CD (CD1 track 28). Use the Mouse puppet to point to the photos at the side of the poster one by one.

• •

poster. Point to the illustrated part of the poster and say poster. the new words one by one. The class can repeat if they are ready and able, though there is no expectation for them to do so at this stage. Now cover up the illustrations on the poster with individual pieces of paper or sticky notes. Ask an individual to come to the front of the classroom and say, e.g., Find “Catch a ball”. You can point to the ball photo as a prompt if you wish. Encourage the individual to uncover the correct image by removing the piece of paper. Repeat several times to practice all the new language and give other members of the class a turn.

Unit 1 © Copyright Oxford University Press  

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 10. Hold up your •

book and point to each of the playground games one by one, asking the children what they are. Ask the class to trace to complete each of the playground games, then color them. You may wish to keep k eep this quite uncontrolled; alternatively, alternatively, you could provide more guidance by saying, e.g., Color the ball blue. Color the hoop green.

individuals What’s your favorite playground game? • Ask Listen to some replies, then ask everyone to choose and

•

circle their favorite game in their Student Books. Go around as they work, praising children who have completed the activity.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities • Choose a game from the Ideas bank  (p.33)  (p.33) to play with your class. Alternatively, you could take the children outdoors to try any of the playground games seen in the DVD.

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Unit 1

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© Copyright Oxford University Press  

the song again to demonstrate the action for “Clap “Clap with a friend .”

Playground games song $ 1•29 Clap your hands, Clap with a friend. Play hopscotch And start again. Clap your hands, Clap with a friend. Roll a hoop And start again. Clap your hands, Clap with a friend. Catch a ball And start again.

Unit 1 Lesson 9 Kindergarten song

Clap your hands, Clap with a friend.  Throw a beanbag beanbag And start again. • Play the song two or three times, encouraging more participation in the actions.

Materials Audio CD1 DVD Hello routine materials routine materials Student Books page 11

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). open at page 11.one, Holdpointing up your • Give bookout andthe sayStudent each of Books the new words one by

Unit 1 Kindergarten poster Unit 1 My Book worksheet

•

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Kindergarten poster

• Display the Kindergarten poster and review the new •

vocabulary by pointing to the pictures pictu res and saying the words. Now point to, e.g., the children playing hopscotch and say Roll a hoop. Yes or No? Encourage the children to respond with No. Repeat for the other new words, as well as for any review words on the poster, e.g., climb climb or  or jump  jump.. 

•

to them on the page. pictures. What’s this?  Point Say Look and match the pictures.  Point to the picture of the boy playing hopscotch and elicit hopscotch hopscotch   from the class. Point to the corresponding hopscotch image at the bottom of the page and ask again What’s this?  Establish  Establish the two pictures of hopscotch are a match, tracing over the line with your finger. The children match the remaining pictures themselves. When the children have finished matching, say Color the ball, the hopscotch, the beanbag, and the hoop. hoop. You can encourage them to practice colors vocabulary by instructing them to, e.g., Color the ball green.

• When the children have completed the activity, play

3 Kindergarten DVD

the Playground games song (CD1 song (CD1 track 29) once more,

• Gather the children where everyone can see the DVD. Ask

encouraging the children to point to the correct action.

• •

•

children what they can remember about the children at the kindergarten on the DVD.  It’s time to watch the DVD. Let’s watch the children Say It’s Say at the kindergarten. Play the sequence once, and let the children enjoy the film. Play the DVD again. Press the pause button or turn off the volume when the children on screen do the new words. hoop. Encourage your Say, e.g., What’s this? Let’s roll a hoop. class to mime the action. Ask an individual Can you catch a ball?  Use  Use mime and gesture to clarify the meaning. Do the same with can you throw a beanbag/roll a hoop? 

4 Song: Playground games song

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities My Book project 

• Give out the Unit 1 My Book worksheet. Ask the children to circle the things they can do and draw their favorite playground game.  TEACHING TI P:

We’re going learn29) a new song song. . Play the Playground • Say games song song (CD1  (CD1totrack once, demonstrating the actions to the children. Invite a child to the front and play

 The My Book worksheet allows allows children

to personalize the topic. Encourage them to think about how they are the same or different from the children they saw on the DVD.

Unit 1 © Copyright Oxford University Press

55

 

As the children are recognizing the words rather than reading at this stage, leave the flashcards above the words on the board for support.

 TEACHING TI P:

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 12. Hold up

•

•

Unit 1 Lesson 10 Literacy 

your book and point to the pictures of Daisy and Robin, encouraging the children to say the actions as you do so. Ask the children if they can recognize any of the words on the page. Show the children how to match a picture on the left with the picture on the right, using the example to help model the activity. You You might like to invite two children to the front of the class to model the activity in real life. Encourage the children to complete the activity individually.. Go around while they work, asking them to individually say the words as you point to them in their books.

4 Class game

• Say We’re going to play a game. game . Play the Mouse says …  … 

Materials

game (see Ideas bank p.33) using the Actions flashcards and wordcards.

Audio CD1 Hello routine materials routine materials Mouse and Me! Phonics (optional) Student Books page 12

If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

 TEACHING TI P:

Unit 1 Actions flashcards Unit 1 Actions wordcards (PM24) Unit 1 Body smart flashcards: dance, sit down, down, and an additional flashcard for play for  play hopscotch, hopscotch, prepared by the teacher Prepare an additional flashcard with a hopscotch grid on it before the lesson.

5 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

 TEACHIN G TIP:

Wordcards are recommended for use in several of the Literacy lessons, and can be found on the  Teacher  Tea cher website (PM22–29). (PM22–29).  TEACHIN G TIP:

theRoutines Hello routine you routine • Follow class (see p.20). you have chosen to do with your

2 Presentation

• Review the structure Let’s … by saying, e.g., Let’s clap. and clap. and

•

56

Same or different? 

• Review the vocabulary using the Actions flashcards. •

1 Hello

•

Extra activities

clapping your hands. Encourage the children to join you, then repeat with the rest of the actions vocabulary. Display the dance dance flashcard  flashcard and prompt the children to say dance dance.. Do the same with the sit down and and play  play hopscotch flashcards. hopscotch  flashcards. Point to the flashcards in a random order and encourage the children to say the appropriate words. Put the dance dance flashcard  flashcard on the board and write the word dance under dance  under it. Run your finger under the word as you say it and repeat, prompting the children to join in. Do the same with the sit down and and play  play hopscotch flashcards. hopscotch flashcards.

Display the dance dance,, sit down, and down, and play  play hopscotch flashcards hopscotch flashcards on the board. Stick the corresponding dance, sit down, and down, and play  play hopscotch wordcards hopscotch  wordcards on the board underneath the correct pictures.

• Point to each wordcard and encourage the children to say •

•

the words. Remove the wordcards from the board (leaving the flashcards), then stick the dance dance wordcard  wordcard under the Is this right?  sit down flashcard. down flashcard. Ask  Elicit No  Elicit No from  from the children, then invite them to tell you where the wordcard should go. Repeat until all the wordcards are under the correct pictures. Oxford Read and Imagine Graded Readers are Readers are a great way to introduce your class to reading in English for pleasure. Please see your Sales Representative for more information. READING SUGGESTION:

Unit 1 © Copyright Oxford University Press

 

• Play the chant several times, encouraging the children to  join in.

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Display the 7 and 8 flashcards on the board, and write the

•

•

Unit 1 Lesson 11 Numeracy 

•

New language 7, 8,  8, How many …?

•

Materials Audio CD1 Hello routine materials routine materials

•

Numbers flashcards 1–8 Student Books page 13

doing the activity correctly.

4 Class game game . Play the Mouse hole game  • Say We’re going to play a game. game 

1 Hello

using the Numbers flashcards 1–8 (see Ideas bank  p.33)  p.33)

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

• Review the numbers from 1–6. Draw a circle on the board

•

•

• •

5 Goodbye

• Encourage the children to clean up by playing the Clean

2 Presentation

•

numbers next to them, large and clear so that the children can see you forming them. Prompt the children to trace the number 7 in the air with their index finger, then the number 8. Walk around, checking that everyone is tracing correctly. Give out the Student Books open at page 13. Hold up your book and point to the numbers 7 and 8. Encourage the children to find the numbers in their own book and trace over them with their pencils. Check that they are starting in the appropriate place and using the correct strokes. Ask the children what toys they can see on the page (balls ( balls   and beanbags beanbags).). As a class, count the number of balls, then count the number of beanbags. Draw four balls on the board, and encourage the class to balls, and draw a circle count with you. Say Let’s circle three balls, around three of the balls to create a group. Direct the children’s attention back to their books. Say Circle seven beanbags. Walk around, checking that the children are circling a group of seven beanbags, not seven individual ones. balls, and again check that the children are Say Circle eight balls,

and ask What’s this?  Elicit the answer circle circle,, then draw another. Ask How many? , and prompt the children to count with you, 1, 2. Continue adding circles and counting until you have six circles on the board. Hold up the Numbers flashcards f lashcards in numerical order, order, prompting the children to say the numbers. Then hold up the flashcards in a random order, again prompting the children to say the numbers. Add one more circle to the board. Count with the children, emphasizing the number 7 as you point to the last circle. Hold up the flashcard f lashcard for 7, repeating the number and encouraging the children to join in. Add one more circle and repeat the process above to introduce the number 8. Say We’re going to learn a new chant . Play the Unit the Unit 1 Numbers chant (CD1 track 30) once, holding up the 7 and 8 flashcards at the appropriate time.

•

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Connect the numbers

• Write the numbers 1–8 on the board in random order. • •

Point to the numbers and encourage the children to say the words. Invite one child to the front to find the number 1. Prompt the children to draw a line from the number 1 to the number 2. Continue drawing lines between the numbers in numerical order with different children.

Unit 1 Numbers chant $ 1•30 What’s the number? What’s the number? Seven. Seven. What’s the number? What’s the number? Eight. Eight. (Repeat) Unit 1 © Copyright Oxford University Press  

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Kindergarten topic

Objectives Practice the routines language Via Robin’s new words, introduce the children to face words in English Establish the costume for the unit (monster) and share in Daisy and Robin’s adventures with the story Introduce a new communication structure via the story Explore the value of being friendly Self smart new words: T words: Teach each the children about the distinction between dirty and clean and the importance of washing Kindergarten: Introduce Kindergarten:  Introduce language for some body parts in a first aid context Literacy: Print awareness Numeracy: Introduce Numeracy:  Introduce numbers 9 and 10; counting

Key language Robin’s new words:  words: ears, nose, eyes, mouth, sad, happy  Robin’ss story structure: Robin’ structure:  It has …  …  Self smart new words:  words: hands, face, dirty, clean Kindergarten new words:  words: What’s the matter? What hurts?, elbow, finger, knee, toe Review: routine Review:  routine language; greetings; weather; colors; numbers; birthdays; Hello! language; Unit 1 language

About Unit 2 Costume Robin and Daisy’s costume of choice for this unit is a monster.. In the story, Robin and Daisy go in search of monster monsters, which represents an engaging context for the new face vocabulary. Enhance your class’ experience of the story by preparing the monster hands props for Mouse from the Teacher Teacher website (PM7). There are also monster ears and eyes for the children to make their very own monster headband (PM65)!

 The Kindergarten topic for for this unit teaches some some parts of the body in a first aid context. When watching the DVD of the nurse administering first aid to a boy who has fallen, help the class to identify who in your school they would go to if something similar happened to them.

Making the most of this unit

In addition to the costume props outlined above, this unit lends itself well to having some fun with face paints, particularly for the Lesson 4 story performance. Note that it’s important to check with parents before using the face paints to ensure that no child is allergic.

Activity Book  Lessons 1, 3, 4, 5, 6, 7, 8, 10, and 11 are accompanied by an Activity Book page to practice and consolidate the language and structures learned in the unit. The Activity Book pages can be completed in class, after the main lesson, or sent home with the children to complete with their parents.

Unit song actions Lesson 1 Face song ears – point to your ears; nose – point to your nose; eyes – point to your eyes; mouth – point to your mouth; sad – trace a sad mouth; happy – trace a happy mouth Lesson 5 Dirty and clean song wash your hands – pretend to wash your hands; dirty – show your hands in front of you and look at them in mock-disgust; clean – show your hands in front of you and smile; wash your face – pretend to wash your face Kindergarten First aid song What’s the matter? / What hurts? – shrug your shoulders; elbow – point to your elbow; finger – point to your finger; knee – point to your knee; toe – point to your toe; It hurts hur ts – rub the relevant body part

Value  The main value for this unit, as presented presented in the the story, story, is the the importance of being friendly. This is particularly relevant at this point in the year, as there may be some children who have found it more difficult to settle and make friends than others. Link Robin and Daisy’s Daisy ’s experience in the story to the children’s own development by rewarding those who have been friendly to a child who has felt left out with a Mouse merit.

Self smart topic  The Self smart cross-curricular topic continues continues and expands on the body theme of this unit by focusing on the importance of washing your face and hands when they’re dirty. The song and DVD story, in particular, set this lesson in a fun context that will encourage the children to develop a healthy habit for life.

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Unit 2 © Copyright Oxford University Press

 

Robin’s new words: Face $ 1•32 Ears. Ears. Nose. Nose. Eyes. Eyes. Mouth. Mouth. Sad. Sad. Happy. Happy.

4 Robin’s game

• Gather all the children together at the front of the class.

•

 Take out the six Face flashcards  Take flashcards but do not show them to up. Tell the children to listen to the the children. Say Stand up. words you say and sit down when they hear happy . Shuffle the flashcards, give them to Robin to hold (asking him to hide them from the class), and then say the word nose.. on the facing flashcard, e.g., nose

to allow the children time to decide whether to • Pause sit down for each word you say. Continue until you say happy , at which point all the children should sit down.  Then shuffle the cards and play play again. After a while, invite invite another child to hold the flashcards.

5 Student Books

Unit 2 Lesson 1 Robin’s new words

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 14. Hold up your

New language Robin’s new words:  words: ears, nose, eyes, mouth, sad, happy  

Materials

• •

Audio CD1 DVD Hello routine materials Student Books page 14 Unit 2 Face flashcards: ears, nose, eyes, mouth, sad, happy  Unit 2 stickers

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

•

book and point to each of the facial features one by one. Make sure everyone knows k nows where the stickers are. Say Find and stick: nose. nose. Call out each facial feature one by one and have the children put the stickers in place. mouth  When the stickers are in place, say Point to the sad mouth  on the boy. Tell the children to trace over the sad mouth. mouth .  Tell  T ell the children to Point to the happy mouth. Play the Face song (CD1 song (CD1 track 31), encouraging the children to join in and point to the appropriate facial features in their books.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

class (see Routines p.20).

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines Routines p.20).  p.20).

2 Song: Face song

Extra activities

• Say We’re going to learn a new song. Play the Face song on

Indoor option: Happy or sad 

•

the DVD. The children simply watch at this stage. Play the Face song again, this time on the Audio CD (CD1 track 31). Do the actions from the DVD and encourage the children to join in.

$ Face song  1•31 1•31 or  or [Unit 2 Song S ong DVD] Point to your ears,

• Draw a smiley face on the board and say happy . Draw • •

Point to your nose, Point to your eyes, Point to your mouth. Point to a sad mouth, Boo, hoo, hoo! Point to a happy mouth, Happy, happy, you! (Repeat song) • Play the song two or three times, encouraging more participation in the actions.

3 Robin’s new words routine

• Complete the Robin’s new words routine (see routine (see p.21) using the Unit 2 Face flashcards.

another face with a downcast mouth and say sad . Smile and make a happy face and say happy . Move your hand down over your face and change your expression to a sad face as you do so. Say sad . Then do this in reverse.  Tell  T ell the children to make make happy and sad faces too. too. Continue in this way until the children can make happy  sad   and sad faces confidently. Then Then call out happy or or sad  and the children make the right expression. Vary Vary the instructions, e.g., happy, happy, sad, happy, sad, sad.

Outdoor option: Draw a face   chalk, Unit 2 Face flashcards (optional)

•  Ta  Take ke the children outside. Give Give each child a piece of chalk. •

 Tell them to find their own  Tell own space. face.  Point to your face and say We’re going to draw a face. Draw a circle as the outline of a face and tell the children to do the same. Call out the parts of the face one by one, eyes and e.g., eyes  and the children draw the feature on their face. If they need further f urther help, hold up the corresponding Face flashcards as prompts.

Unit 2 © Copyright Oxford University Press  

59

3 Who do you want to be? routine

• Display the Who do you want to be? poster and complete the Who do you want to be? routine routine (see  (see Routines Routines p.  p. 20). Play the Who do you want to be?  chant  (CD1  (CD1 track 34).

Who do you want to be? (Unit 2) $ 1•34 1, 2, 3, Come with me. Who do you Want to be? Robin I want to be a monster! • If you are using the monster hands Mouse prop (PM7), make Mouse say I want to be a monster, too!  Secretly  Secretly put on his costume and repeat the chant, with Mouse answering. Then Then bring Mouse out dressed up and say Look! Mouse is a monster! 

4 Story: I want to be a monster 

Unit 2 Lesson 2 Who do you want to be? 

• Gather the children around you so that everyone ever yone can •

New language Robin’ss story structure: Robin’ structure:  It has …

Materials Audio CD1 Big Story Book Unit 2 DVD Hello routine materials Mouse merits Mouse prop: monster hands (PM7) (optional) Story prop: monster eyes and ears (PM65) (optional) Student Books page 15 Unit 2 Face flashcards Who do you want to be? poster If you wish to enrich the storytelling experience by using the Mouse prop (PM7), you will need to prepare this before the lesson. lesson. You will also need to prepare page 15 in your own Student Book.

 TEACHIN G TIP:

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Robin’s story structure structu re and song

• Display the six Face flashcards at the front of the class. Using the Mouse puppet, point to the pictures one by one. Play the Audio CD (CD1 track 33) and encourage the class to do the actions.

Robin’s story structure: Face $ 1•33 1•33   It has eyes. Eyes. It has ears. Ears. It has a nose. Nose. It has a mouth. Mouth. • Say Let’s sing the Face song. song. Play the song (CD1 track 31) and encourage everyone to join in with the actions (and any words they are able to).

60

listen to the story: I want to be a see and hear. Say Let’s listen monster . Play the story on the Audio CD (CD1 track 35) and hold up the Big Story Book for the class to see, turning the pages as you follow the story.

I want to be a monster $ 1•35 1•35 or  or [Unit 2 Story DVD] 1  One windy day, day, Robin and Daisy Daisy are playing playing with the dress-up box. “I want to be a monster monster,,” says Robin. “I want to be a monster monster,, too,” says Daisy. Robin puts on his monster costume. Daisy puts on her monster costume. And off they go … 2  Robin and Daisy walk through the trees.  They are looking for monsters. monsters. “Look! There’s a monster,” says Robin. “It has yellow eyes eyes..” “And it has blue ears ears,”,” says Daisy. 3  “It has has a red nose nose,,” says Robin. “And it has a green mouth mouth,”,” says Daisy. 4  The monster sees Robin and Daisy.  The monster roars. roars. “Rooaar!” Robin and Daisy are frightened. “Aaaaah! Run Run!” !” shouts Robin. Robin and Daisy run and run, but the monster runs, too. 5  The monster is sad sad.. “Please stop running,” says the monster. “Everyone runs away. No one wants to play with me.” “Don’t be sad,” says Robin. “We’ll play with you.” 6  “Let’s climb a tree,” says Robin. So Robin, Daisy, and the monster climb a tree. Robin and Daisy are happy happy..  The monster is happy, happy, too. too. 7  “Let’s jump up and down,” says Robin. So Robin, Daisy, and the monster jump up and down. And they roar and roar and roar! “ROOOAAAR ROOOAAAR!” !” 8  Robin, Daisy, and the monster play all day, but now it’s time to go home.  They wave goodbye goodbye to the monster monster with the yellow eyes, eyes, the blue ears, the red nose, and the green mouth.

“Goodbye Goodbye,”,” say Robin and Daisy. “Goodbye Goodbye,,” says the monster.

Unit 2 © Copyright Oxford University Press

 

5 Student Books

Outdoor option: Musical monsters

• Play the Sit down song (CD1 song (CD1 track 10).

  Music CD of your choice

• Give out the Student Books open at page 15. Hold up your

• •

•

book and point to each of the facial features one by one, mouth). saying It has (a red nose, yellow eyes, and a green mouth). Encourage the children to trace over the lines of each facial part as you speak to complete the picture. When all of the children are finished tracing, point to each of the colors and ask the children to call out the names. Show the children the line from the color blue to the monster’s ears and explain that they should color the ears blue to look like the monster from the story. Encourage the children to remember the colors and complete the

• Call out an instruction, e.g., Run!  and  and play some music. •  The children pretend pretend to be monsters and and do the action

•

while the music plays. Stop the music (if it isn’t possible to play music outside, then just let them do the action until you say Stop! ).). The children should stop moving immediately and stand completely still. Any child that moves is out. Repeat the steps until there is only one child left. Possible actions include: clap your hands, run, jump, dance, climb, wave, roar.

activity by matching each color to a facial feature (yellow eyes, a red nose, and a green mouth), then coloring in the monster. Go around the class, asking the children to tell you what color each of their monster’s facial features are, using the full structure if they can. Award a Mouse merit to children who try hard. You might like to play the Face song (CD1 song (CD1 track 31) as the children work.

 TEACHIN G TIP:

• When you’ve finished, discuss the value of being friendly. fr iendly.  Talk about how Daisy and  Talk and Robin ran away from from the monster because he looked different, but that when they stopped to talk to him they realized that the monster was very friendly. Use the language of the story to help make your point, e.g., Daisy and Robin run and run. and run.  and “Everyone

•

runs away,” says the monster. “Don’t be sad,” says Robin. “We’ll  play with you.” ”  Explain how we sometimes meet other children who look different from us, but that inside they are just the same. Award a Mouse merit to children who have been friendly to a child who has felt left out.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Story prop (monster ears and eyes)   PM65, pencils, scissors, glue, cardboard • Give each child the story prop PM65 (the monster ears and eyes).

• Ask the children to choose red, green, blue, or yellow to • •

• •

color their ears and eyes.  They stick the photo photocopy copy onto the cardbo cardboard ard and cut out the parts of the face with support as necessary. necessar y. Help the children fold and glue the ears and eyes onto a simple headband (i.e., a strip of cardboard, about 2 centimeters thick, stuck together to fit around the head of each child). Once the monster headband is complete, practice the climb. monster actions in the story. Say, e.g., Let’s climb. Keep the headbands for the subsequent story lessons.

Unit 2 © Copyright Oxford University Press  

• Say I want to be a … Encourage the class to complete the •

sentence with monster , supporting them as necessary. Help the children to remember the story, using actions

61

and the Big Story Stor y Book to prompt their answers. Say e.g., What color are the monster’ monster’ss eyes?  Show  Show the appropriate page in the Big Story Book to elicit yellow  elicit  yellow  from  from the children. Repeat for the other facial features.

4 Story DVD

• Gather the children where everyone can see the DVD. Say Let’ss listen to and watch the story: I want to be a monster Let’ monster.. 

• Play the story on the DVD. Encourage the children to join in with the story where they can, e.g., with words, actions, and sound effects.

• Play the DVD again but press “pause” just before each of

Unit 2 Lesson 3 Story DVD and comprehension

the face words. words. After It has [color] … repeat … repeat the phrase and encourage the children to say the correct feature. Prompt them by pointing to the feature on the DVD and by doing the action yourself.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 16. Hold up your

Materials Audio CD1 Big Story Book Unit 2 DVD Hello routine materials routine materials Story prop: monster eyes and ears (optional) Student Books page 16

•

Unit 2 Face flashcards Who do you want to be? poster

•

1 Hello

• Follow the Hello routine you routine you have chosen to do with your 2 Game with song

• Do a quick review of the face words and story structure using the Face flashcards. Display the six flashcards. Say, nose. Encourage everyone to do the action e.g.,., It has a nose. e.g and repeat the word. Do the same for all the flashcards. Play the Face song on song on the DVD or Audio CD (CD1 track 31) and encourage everyone to do the actions and join in with as much as they can.

game . Divide the class into six • Say We’re going to play a game.

•

•

Book. Once the monster has been located, say Check the monster from the story . The children then draw and color the monster from the story in the space on the right. Ask Where’s Mouse?  Say Find and point . 

6 Goodbye

• Encourage the children to clean up by playing the Clean

class (see Routines p.20).

•

book and point to Monster 1. Say  Say  Look at Monster 1. It has a yellow …  … and elicit mouth mouth.. Continue the description It has green (ears), red (eyes), and a blue (nose). (nose). Describe the other three monsters in the same way. Ask Which is the monster from the story?  If  If the children need more support, show them a scene from the Big Story

groups and have them stand in lines next to each other. Place a flashcard in front of each group and make sure the children know which facial feature they have been given. Play the song again and encourage the person at the front of each group to do the appropriate action when they hear it in the song. You You can help by pointing to the relevant child each time. Once they have performed their action once, they must go to the back of their group’s line. Repeat the song until everyone has had a turn to do the action.

3 Story: Who do you want to be? (A monster)

•

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Story prop or or Yes/No  Yes/No Mouse

• If you have not yet created the monster story props with your class, take the opportunity to do so here. Alternatively, • Alternatively flashcards. , play Yes/No Mouse (see p.33) using the Face

Outdoor option: Go to the (eyes).   Unit 2 Face flashcards: ears, nose, eyes, mouth

• Place the ears ears,, nose nose,, eyes, eyes, and  and mouth mouth flashcards  flashcards around •

the playground. Divide the class into four groups and give each group a number 1–4. eyes.  All the Give instructions, e.g., Team 4. Go to the eyes. All children in group number 4 should run to the eyes eyes   flashcard. Then give a different instruction, e.g.,  e.g., Team 1. Go to the nose. Continue nose. Continue giving instructions until the children can respond confidently confidently..

• Display the Who do you want to be? poster and complete the Who do you want to be?  routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be?  chant  (CD1  (CD1 track 34). Give out the monster story props if they have made them. 62

Unit 2 © Copyright Oxford University Press

 

• Begin the description again, encouraging the children to complete the sentences this time, e.g., It has [color] …  …  If they are confident doing this, encourage the class to repeat the whole sentence.

4 Story performance

• Play the story I want to be a monster on the DVD or tell •

the story with the Big Story Book so that it is fresh in the children’s children ’s minds before they do their own performance. Choose four children to take the roles of Daisy, Robin, Mouse, and the monster monster.. Everyone else can be monsters. All the children can also wear their monster headband props if they have made them.

the story on the Audio CD (CD1 track 35), • Play encouraging the main characters to act out their parts

•

Unit 2 Lesson 4 Story performance

 TEACHIN G TIP:

New language

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 17. Hold up

Materials Audio CD1 Big Story Book Unit 2 (optional) DVD

•

Hello routine materials routine materials Story prop: monster eyes and ears (optional) Student Books page 17 Unit 2 Face flashcards

•

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Class game

• Draw a monster on the board with various numbers of eyes, ears, noses, and mouths. Demonstrate the game by eyes. and then add an extra feature to saying Close your eyes. the monster, e.g., two or three more eyes.  The children open their their eyes and tell you you what has changed by saying the name of the facial feature. If they struggle, prompt them with the Unit 2 Face flashcards. flashcards.

3 Extended language: It has …

• Ask four children to come to the front f ront of the class. Hold

• •

your book and point to the two t wo monsters in the top row eyes, then It has yellow eyes.  eyes.  one by one, saying  saying It has blue eyes, Continue with the rest of the monsters on the page. Explain that the children are going to listen to some audio, and that they should check the box next to the correct monster depending on what color the facial feature is. Play the Audio CD (CD1 track 36) and pause after the first statement to show the children the example check.

Listen and check. $ 1•36

1 Hello

•

 The story can also be performed outdoors. outdoors.

5 Student Books

Extended language:  language: It has …

•

with actions and any words they can manage. Pause the Audio CD, as needed, to allow them the time to do this. Encourage the rest of the class to participate with the  join-in words words and actions.

out the Unit 2 Face flashcards to them in a fan, and allow them to pick a flashcard each. Ask them to show the flashcard to the class and the class says the word.  Then allow each child to pick a different color color wipe-off marker/chalk and draw their feature on the monster outline on the board (from the previous activity). When they have finished, describe the monster. Say, e.g., It has yellow eyes. It has a red nose …  …  Ask another four children to come to the front of the class and pick a flashcard each. Again, ask them to show the flashcard to the class and then draw the feature in a

1  2  3  4 

•

It has yellow eyes. It has has blue ears. It has a red nose. It has a green green mouth. mouth. Play the rest of the track, track , pausing after each statement to allow the children time to check. Repeat as necessary.

6 Goodbye

• Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11). It’s time to say goodbye. goodbye. Follow your chosen Goodbye • Say routine (see Routines Routines p.20).  p.20).

Extra activities Favorite monster    paper, crayons

• Give each child a piece of paper. Invite the children to draw their favorite monster. Walk around the room and help the children describe their monster. Say  Say It has [color] … and they complete the sentence.

different color. Unit 2 © Copyright Oxford University Press  

•

Use the Mouse puppet to point to or hold up the appropriate flashcard for everyone to see. Play the audio again, encouraging the children to point to the flashcards as they hear each word.

Self smart new words: Dirty and clean $ 1•38

63

Hands. Hands. Face. Face. Dirty. Dirty. Clean. Clean. Dirty hands. Clean hands. A dirty face. A clean face.

• Play the audio once more and this time encourage the children to join in with the actions themselves.

4 Pop-outs

Unit 2 Lesson 5 Smart topic new words

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books B ooks and show the children where

New language

•

Self smart new words:  words: hands, face, dirty, clean

Materials Audio CD1 Hello routine materials routine materials Student Books Unit 2 Self smart pop-outs Unit 2 Self smart flashcards: hands, face, dirty, clean

•

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

•

2 Self smart song: Dirty and clean song

• Say We’re going to learn a new song. • Play the Dirty and clean song (CD1 track 37),

to find the Unit 2 Self smart pop-outs. pop- outs. Show the class how to press out the pop-outs. When the children have their pop-outs ready, hold up the dirty hands flashcard hands  flashcard and say Show me your hands. They’re dirty! Wash your hands.  hands. Hold up the soap pop-out then mime washing your hands with it. The children copy you.  Then hold up the clean hands flashcard hands flashcard and say  say Show me  your hands. Now Now they’re clean!  Hold up the dirty face flashcard face flashcard and say Point say Point to your face. It’s dirty! Wash your face.  face. Mime washing your face using the pop-out washcloth. The children copy you. Then hold up the clean face flashcard face flashcard and say Point to your face. Now it’s clean!  Continue giving instructions in this way, and when they are confident, let the children do the actions on their own.

5 Game with pop-outs

• Play Guess the flashcard.  flashcard.  •  T  Tell ell the children to stand stand up. Pick up the dirty face or face or

demonstrating the actions for the children.

Dirty and clean song $ 1•37 Wash your hands when they’re dirty, dir ty, Wash your hands. Wash your hands when they’re dirty, dir ty, Wash your hands. Wash your hands when they’re dirty  To  T o make them nice and clean, Wash your hands, wash your hands, wash your hands. Wash your face when it’s it ’s dirty, Wash your face. Wash your face when it’s it ’s dirty, Wash your face. Wash your face when it’s dirty  To  T o make it nice and clean, Wash your face, wash your face, wash your face. • Play the song two or three times, encouraging the class to begin participating in the actions themselves.

•

dirty hands flashcard, hands flashcard, but don’t show it to the children.  They guess what you have have in your hand and and pick up the appropriate pop-out (the soap or the washcloth) and hold it up high. When all the children have chosen a pop-out, say e.g., Point to your face. It’s dirty! Wash your face. and face.  and show the dirty face flashcard. f lashcard. All the children with the washcloth remain standing and mime washing their face while the others holding the soap sit down. Continue until there are no children left standing.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines p.20).

3 Self smart new words

• Present the new words using the Audio CD and the Unit 2 Self smart flashcards. Play the Audio CD (CD1 track 38).

Unit 2

64

© Copyright Oxford University Press  

Extra activities Indoor option: Hand prints paper, hand paints, Unit 2 Self smart flashcards: dirty, clean (optional)   aprons, paper, clean (optional)

• Say Show me your hands. hands. Tel  Telll the children that they are •

going to make pictures with their hands. Make sure the children are wearing aprons. Give each

•

child a piece of paper and hand paints. Show them how to make hand prints using the paint. When they have finished, point to their hands and ask Dirty? Clean?  and  and the children say Yes Yes or  or No No.. Hold up the dirty hands and hands and clean hands flashcards hands flashcards as prompts, if … and elicit hands necessary. Say Wash your …  hands..

children wash and wash andthe then show you yo their •  The Clean?  Ask Dirty?  and children sayu Yes Yes or  orclean No.. hands. No

Outdoor option: Role-play    bowls of warm water, cloths, plastic toys with hands and a face (e.g., dolls), Unit 2 Self smart flashcards: dirty, clean (optional) clean (optional)

• Put some bowls of warm water outside. Give each child • • •

a cloth and a plastic doll or other plastic toy with hands/  paws and a face, such as a dinosaur. face. The Say Point to the hands. Point to the face.   The children point to the appropriate body parts on their doll each time. hands. and Wash the Alternate the instructions Wash the hands. face.. and the children wash the appropriate part of the face toy’s body with the cloth as you instruct. When the children have washed the toy, ask Dirty? Clean?   and the children answer Yes Yes or  or No No.. Hold up the dirty  and  and clean flashcards clean  flashcards as prompts, if necessary.

Unit 2 © Copyright Oxford University Press  

flashcards 4 DVD with flashcards

• Divide the class into four groups and ask your helper

•

to give each group a Unit 2 Self smart flashcard before  joining their own own group. Make sure everyone understands understands which flashcard they have. Play the DVD. Every time a word from the flashcards is mentioned on the DVD, the group with the appropriate flashcard stands up and repeats it.

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5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 18. Hold up your • •

Unit 2 Lesson 6 Smart topic DVD

•

Materials

•

Audio CD1 DVD Hello routine materials routine materials Student Books page 18 Unit 2 Face flashcards Unit 2 Self smart flashcards Unit 2 Self smart pop-outs

book and point to each of the sections one by one. clean. and  Tell  T ell the children Point to dirty. Point to clean.  encourage the children to point to the relevant two pictures each time in their books. Now say Wash your hands!  Mime  Mime washing your hands using the pop-out pop- out soap. The children copy you. Encourage the children to circle the correct picture in their books. Now say Wash your face! Mime washing your face using the pop-out washcloth. The children copy you. Encourage the children to circle the correct picture in their books. Play the Dirty and clean  clean song song (CD1  (CD1 track 37) and point to the clean/dirty hands and face as they occur in the song.  The children join in and point to the appropriate appropriate actions in their books.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines Routines p.20).  p.20).

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

Indoor option: DVD Listen and find the mistakes

2 Pop-outs and and song

• Hold up each of the Unit 2 Self smart smar t flashcards one by • •

one, saying each word and encouraging the class to repeat it and do the action. Give the class their pop-outs. Play the Dirty and clean song  song  (CD1 track 37). The children find the appropriate pop-out and mime the actions for each verse. Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11) while they put away their pop-outs.

  Unit 2 Lesson 6 DVD • Say It’s DVD. Play the sequence through It’s time to watch the DVD. Play once, encouraging the children to watch closely. • Say Let’s watch the DVD again. Tell me if I am wrong. wrong. Play the DVD with the volume down and read the script, but making very obvious mistakes, e.g., swap clean clean with  with dirty . Exaggerate the mistakes and encourage the children to say No No when  when they recognize that you are wrong. Say Silly me! in response.

Outdoor option: Discovery 

3 DVD DVD. Play the sequence through • Say It’s time to watch the DVD. once, encouraging the children to watch closely.

Dirty and clean [Unit 2 Smart topic DVD] Look at the man. He’s an artist. He paints pictures. Look at all the colors! He has red paint, yellow paint, and green paint. Look at the artist! Oh no! His hands are dirty. He needs to wash his hands. He goes to the bathroom. He turns on the water. He washes his hands. Wash, wash, wash. Are his hands dirty now? No, they’re clean. Oh no! Look! His face is dirty now! He needs to wash his face. He washes his face. Wash, wash, wash. Is his face dirty now? No, it’s clean. What about you? Are your hands clean? Is your face clean? 66

Extra activities

  bowls of warm water and soap, sticky oranges / wet mud or sand •  Ta  Take ke the children outside. Prepare Prepare bowls of of warm water and soap if you don’t have a faucet nearby. •  Ta  Talk lk about why hands get dirty. Tell the children to touch touch different surfaces and see whether their hands get dirty or not – in the experiment, try to include items that will make their hands dirty, such as sticky oranges and some wet mud or sand, and some which will not, such as leaves or grass. Explain that it is fine to get dirty but that they must wash their hands afterwards after wards to stay clean and healthy.

Unit 2 © Copyright Oxford University Press

 

4 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Elicit face words from different children. Draw the different •

facial features on the board as you hear them, repeating the words each time. Give out the Student Student Books open at page 19. Hold up your book and point to the child on page 19 and say Draw  your face. Draw Draw your ears, eyes, eyes, nose, and mouth mouth.. Point to your features to reinforce the instruction. Remind them to

• •

5 Assessment

Unit 2 Lesson 7 Review 

• Complete the Assessment worksheet for this unit. The

Materials Audio CD1 Craft templates (PM16 or PM73) and notes (PM80) Hello routine materials routine materials Mouse merits Mouse and Me! Phonics (optional) Student Books page 19 Unit 2 Assessment worksheet

•

If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

 TEACHING TI P:

6 Goodbye

• Say It’s time to say goodbye. goodbye. Follow your chosen Goodbye routine (see routine  (see Routines Routines p.20).  p.20).

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

Extra activities Indoor option: Craft 

2 Songs

• Remind the children of the songs in Unit 2: Face song (CD1

•

children find and circle the items from the key in the big picture, then point to and say the words they know. The worksheet features language from both Robin’s new words and the Self smart topic. If there is time, the children can color the picture.

the children to clean up by playing the Clean • Encourage up so song ng (CD1 track 11).

Unit 2 Face flashcards Unit 2 Self smart flashcards

•

make the face happy or sad.  Then tell the children children to trace around the hands hands and make them clean or dirty. Go around talking to the children as they work. Say Point to your ears, eyes, nose, mouth. Happy or sad? Clean or dirty?  Go around as they work, awarding Mouse merits to reward children who have completed the tasks.

track 31) and Dirty and clean song (CD1 song (CD1 track 37). Play and sing both songs and encourage the children to  join in. After you have sung both songs, ask a few children What’s  your favorite song?  song?  Sing  Sing the preferred choice through one more time.

• Choose either the individual or whole class craft from the resources on the Teacher website.

Outdoor option: Make a monster    sand, twigs, paper, modeling clay, etc.

•  The children create create monsters outside on on the playground playground using sand, twigs, rolled up u p paper, modeling clay, or any materials you may have available.

• Go around asking, e.g., What’s his name? Point to its

3 Show what you can do

mouth. Happy or sad?   mouth. Happy

Kim’s game

• Play Kim’s game with the Unit 2 Face and Self smart • • • •

flashcards. Hold up the flashcards one by one, eliciting the word and action for each flashcard. Place them on the table. eyes. then remove one of the flashcards. Say Close your eyes. f lashcards. eyes. The children say which flashcard is Say Open your eyes. missing. Put the flashcard back and remove a different flashcard.

Unit 2 © Copyright Oxford University Press  

• After watching, elicit children’s observations about what they’ve seen. Encourage them to make comparisons between what they do at kindergarten and what the children do on the DVD.

3 Kindergarten new new words

• Present the new words using the Audio CD and the Unit 2 •

Kindergarten poster. Play the Audio CD (CD1 track 39). Use the Mouse puppet to point to the photos at the side of the poster one by one.

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Kindergarten new words: First aid $ 1•39 Elbow. Elbow. Finger. Finger. Knee. Knee.

Unit 2 Lesson 8 Kindergarten new words New language Kindergarten new words:  words: elbow, finger, knee, toe

 Toe.  T oe. Toe. Toe. • Play the audio again, this time drawing attention to the relevant details in the illustrated playground scene. • Help the children to make connections between the photos in the poster and the main illustration. For Knee.. Then example, point to the knee photo and say Knee point to the boy’s knee in the illustration and ask Knee?   (Yes) Repeat for the other new words.

4 Class game

Materials

Nurses

Audio CD1 DVD Hello routine materials Student Books page 20  Tissues or bandages Unit 2 Kindergarten poster

• Play Nurses Nurses.. Give each child a bandage or little tissue.

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

•

Explain that this is their bandage. Demonstrate the game with the Mouse puppet. Ask Mouse What’s the matter? What hurts? Mouse replies

•

by naming the body part, e.g., finger , and you put the bandage on the appropriate body part. The children do likewise on their own bodies. Repeat with different body parts, including review words from the rest of the unit, encouraging the children to put their own bandage on before you put it on Mouse.

class (see Routines p.20).

2 Kindergarten DVD

5 Student Books

• Gather the children where everyone can see the DVD. • Say It’s time to watch the DVD. Let’s visit a kindergarten kindergart en in

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 20. Hold up your

another country . Play the sequence once, encouraging the children to watch closely.

Let’s go to kindergarten! [Unit 2 Kindergarten DVD]

•

Let’s go to kindergarten!  The children are are in the playground. playground. Here’s Oh no! What hurts? Let’s What’sEliot. the matter? Let ’s see. Eliot’ss elbow hurts. Eliot’ Look at Harry. He’s playing. But what’s the matter? His finger hurts. He’s sad. Let’s find a bandage.  The teacher washes washes Harry’s finger and puts a bandage on. on. Let’s look for Mouse. Where Where is he? Can you see him? Here he is!  Tom’  T om’s sad. What’s What’s the matter? matter? His knee hurts. His knee is dirty. What’s the teacher doing? She’ S he’s washing his knee with a cloth. It’s I t’s clean now. Oliver’s knee hurts too. Let’s clean it and put a bandage on. Don’t be sad, Oliver.  The children aren’t aren’t sad anymore. anymore. They’re happy!

book and point to each of the body parts one by one, saying the words and encouraging the children to join in if they are confident. Show the children the line from the small picture of the elbow on the left and model the activity by matching the line to the boy’s elbow on the right.

to athe small image of on thethe finger ask the children • Point to draw line to the finger boy.and Repeat with the

•

other body parts. Encourage the children to draw a bandage on the boy and then say What’s the matter? What hurts?  Ask a couple of children to tell you which part of the boy’s body hurts.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities • Choose a game from the Ideas bank (p.33) to play with your class.

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Unit 2 © Copyright Oxford University Press

 

4 Song: First aid song song.  Play the First aid song  • Say We’re going to learn a new song. Play song  (CD1 track 40) once, demonstrating the actions to the children.

First aid song $ 1•40 What’s the matter? What’s the matter? What hurts? My elbow, my elbow! It hurts. What’s the matter? What’s the matter?

What hurts? My finger, my finger! It hurts. What’s the matter? What hurts? My knee, my knee! It hurts. What’s the matter? What’s the matter? What hurts? My toe, my toe! It hurts. • Play the song two or three times, encouraging more participation in the actions.

Unit 2 Lesson 9 Kindergarten song Materials Audio CD1 DVD Hello routine materials Student Books page 21 Unit 2 Kindergarten poster Unit 2 My Book worksheet

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 21. Hold up your book and point to the boy with a bandage on his

1 Hello routine you have chosen to do with your • Follow the Hello routine you class (see Routines p.20).

•

2 Kindergarten poster

• Point to the boy receiving first aid on the poster and ask

•

questions about the poster. Say What’s the matter? What hurts?  and then point to the various body parts. par ts. Elicit the answers from the class, as well as any review words on the poster, e.g., hands, sad. Now wrap a tissue or bandage around the Mouse puppet’s hand. Cuddle him and say Mouse is sad. What’s the matter? What hurts?  Help the children with the answer (hand  (hand ).). Continue moving the bandage to practice the different parts of the body.

•

elbow. Ask the children What’s the matter? What hurts?   and invite the children to reply with elbow , or point to their own elbows if they would prefer. Show the children the example circle around the bandage on the boy’s elbow and encourage them to circle the bandages on the rest of the children. When the children have completed the activity, play the First aid song (CD1 song (CD1 track 40) once more, encouraging the children to point to the correct body part. par t.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines Routines p.20).  p.20).

3 Kindergarten DVD

• Gather the children where everyone can see the DVD. Ask • •

the children what they can remember about the children at the kindergarten on the DVD. Say  It’s time to watch the DVD. Let’s watch the children Say at the kindergarten.  kindergarten. Play the sequence once, and let the children enjoy the story. Play the DVD again. Press the pause button or turn off the volume when the children on screen point to the new body part words (i.e. elbow, finger, knee, toe). toe). Say, e.g., What’s the matter? What hurts? Encourage your class to mime and point to the relevant body part.

Extra activities My Book project 

• Give out the Unit 2 My Book worksheet. Point to each • •

body part one by one with the class. Ask the children to draw bandages on the boy’s elbow and knee.  Then, ask the children to recall a time when when they got hurt and needed a bandage. Ask the children to draw themselves, adding a bandage on the body part they hurt. Put the completed My Book worksheets with those from previous unit.

Unit 2 © Copyright Oxford University Press  

• Draw a face on the board without a mouth. Say Robin is

• •

sad , and invite a child to the front to draw a mouth on the face. Prompt the children to draw a sad mouth on the face under the first picture in their books. Repeat with the second picture showing a happy Robin. R obin. Direct the children’s attention to the words sad  and  and happy   under the faces. Point to the words in your own book as you say them, encouraging the children to join in, following the words in their books with their fingers.

4 Class game

• Say We’re going to play a game. Play game.  Play the Footsteps game (see Ideas bank  p.33)  p.33) using the Unit U nit 2 Mini flashcards.

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If you are following the Phonics syllabus, now is a good opportunity to review and practice your

 TEACHING TI P:

chosen sounds and letters.

5 Goodbye

Unit 2 Lesson 10 Literacy 

• Encourage the children to clean up by playing the Clean •

Materials Audio CD1 Hello routine materials Mouse and Me! Phonics (optional) Mouse puppet Student Books page 22 Unit 2 Kindergarten poster Unit 2 Mini flashcards

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities • Choose a game from the Ideas bank (p.33) to play with your class. Oxford Read and Imagine Graded Readers are Readers are a great way to introduce your class to reading in English for pleasure. Please see your Sales Representative for more information. READING SUGGESTION:

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Presentation

• Review the Kindergarten new words – elbow, finger, knee,

• •

•

toe – with the Unit 2 Kindergarten poster, pointing to the toe – photographs as you say the words and encouraging the children to join in. face. and prompt Say to the children Show me a happy face. the children to smile broadly. Then say Show me a sad face,, and prompt the children to look sad and miserable. face Bring out the Mouse puppet, with his head down and scrunched up to look uncomfortable. Ask What’s the matter? Stroke Mouse’s ears and say Oh no! Mouse’s ears hurt. Ask the children Is children Is Mouse happy or sad?  Use the Mouse puppet to talk about the other parts of the body, asking What’s the matter?  and  and then inviting the children to guess which part of Mouse hurts.

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 22. Hold up your • •

70

book and ask the children to describe what they think is happening in each scene. Accept all answers. Say Look at Robin. Is he happy? Support the children by looking sad and shaking your head. Say Robin is sad. Direct the children’s attention to the mouthless face under the first picture. Ask Happy or sad?  Shrug  Shrug your shoulders and say I don’t know.

Unit 2 © Copyright Oxford University Press

 

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Display the 9 and 10 flashcards on the board, and write

•

•

the numbers next to them, large and clear so that the children can see you forming them. Prompt the children to trace the number 9 in the air with their index finger, then the number 10. Walk around, checking that everyone is tracing correctly. Give out the Student Books open at page 23. Hold up your book and point to the numbers 9 and 10. Encourage the children to find the numbers in their own book and trace over them with their pencils. Check that they are starting star ting in the appropriate place and using the correct strokes. Ask the children what they can see on the page (three (three monsters).). Point to the first monster and ask How many monsters

Unit 2 Lesson 11 Numeracy 

•

New language

monsters). Point to the first monster and ask monsters). arms? Point to your own arms to help the children understand the meaning. Prompt the children to count the number of arms. Repeat with the other two monsters, then say Circle the monster with ten arms. arms. Walk around, checking that the children are circling the correct monster monster..

4 Class game

New words:  words: 9, 10

• Say We’re going to play a game. Play game.  Play the Yes/No Mouse game using the Numbers flashcards 1–10 (see Ideas bank   p.33).

Materials Audio CD1 Hello routine materials Numbers flashcards 1–10 Student Books page 23

5 Goodbye

• Encourage the children to clean up by playing the Clean •

1 • Hello Follow the Hello routine you routine you have chosen to do with your

up so song ng (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

class (see Routines p.20).

Write the numbers

2 Presentation

• Review the numbers from 1–8 using u sing your fingers. Hold up

•

•

five fingers and ask How many? Prompt the children to count as you point to each finger on your hand. Repeat with other numbers. Review the forms of the numbers using the flashcards for 1–8. Hold up each flashcard in numerical order and prompt the children to say the number. Then show the flashcards in a random order and elicit the number. Present the number 9 holding up eight fingers, counting Nine.. Prompt them, then adding a ninth finger and saying Nine the children to do the same. Hold up the flashcard for

• Explain to the children that you are going to call out

• •

some numbers, and they should write the numbers that they hear in their notebooks. Demonstrate the activity by Nine,, then inviting a child to the board to write calling out Nine the number 9. Review the numbers 1–10, then ask the children to work with their neigbor to check their numbers. Walk around offering support as necessary. Invite children up to the board to write the numbers 1–10.

number 9 to show the form.

• Repeat with the number 10. • Say We’ We’re re going to learn a new chant. chant. Play  Play the Unit 2 Numbers chant  (CD1  (CD1 track 41) once, holding up the 9 and 10 flashcards at the appropriate time.

Unit 2 Numbers chant $ 1•41 What’s the number? What’s the number? Nine. Nine. What’s the number? What’s the number?  Ten.  T en. Ten. Ten. (Repeat) • Play the chant several times, encouraging the children to  join in.

Unit 2 © Copyright Oxford University Press  

Objectives Practice the routines language Via Daisy’s new words, introduce the children to colors words in English Establish the costume for the unit (artist) and share in Daisy and Robin’s adventures with the story Introduce a new communication structure via the story Explore the value of cleaning up Picture smart: Teach smart: Teach the children to distinguish between big and small

a classroom, ensuring the children can fully understand the distinction.

Kindergarten topic  The Kindergarten topic for for this unit continues the focus focus on colors and the distinction between big and small, and adds another dimension: shapes. Once the children have learned the words for the three shapes, encourage them to identify where in their own classroom these shapes can be found.

Making the most of this unit It’s likely that you will start teaching this unit at the

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Kindergarten: Introduce language for shapes in the Kindergarten: Introduce context of some fun classroom activities Literacy: Tracing Literacy:  Tracing initial letters Numeracy: Introduce Numeracy:  Introduce numbers 11 and 12; recognizing shapes

Language Daisy’s new words:  words:  pink, pink, gray, orange, brown, black, white Daisy’ss story structure: Daisy’ struc ture:  What color is it? It’s It ’s … Picture smart new words:  words: book, big, pencil, small  Kindergarten new words:  words: What is it?, circle, square, triangle Review: routine Review:  routine language; greetings; weather; colors; numbers; birthdays; Hello! language; Units 1 and 2 language

beginning of Term Term 2. With the children now more familiar with and settled into their English lessons, you may feel this is a good time to add to or differentiate your opening routine, particularly with the introduction of six new colors in this unit. See Routines Routines (pp.20–21)  (pp.20–21) for some ideas for new activities to introduce.

Activity Book  Lessons 1, 3, 4, 5, 6, 7, 8, 10 and 11 are accompanied by an Activity Book page to practice and consolidate the language and structures learned in the unit. The Activity Book pages can be completed in class, after the main lesson, or sent home with the children to complete with their parents.

Unit song actions Lesson 1 Colors song Let’s paint together – mime painting with a paintbrush; Up and down – do d o big brush strokes vertically, up and down; Side to side – do big brush strokes horizontally, from side to side; pink/gray/orange/brown/black/white pink/gray/orange/brown/black/white – point to an object that color

About Unit 3 Costume Daisy and Robin’s costume of choice for this unit is an artist. In the story, Daisy and Robin imagine they are in a garden, where everything is black and white. Together Together with a ladybug and a caterpillar they paint the garden, bringing it to life and filling it with many colors. Enhance your class’ experience of the story by preparing the paintbrush prop for Mouse from the Teacher website (PM8).  There’s also a paintbrush story story prop for the children to to make themselves (PM66).

Lesson 5 Big and small song book – open your hands, as if opening a book; big – stretch your arms wide; pencil – hold one hand out flat in front of you and use the other hand to pretend to write on the other hand with a pencil; small – hold hands close together as if cupping something small

Value

Kindergarten Shapes song circle – draw a circle in the air; square – draw a square in the air; triangle – draw a triangle in the air

 The main value for for this unit, as presented presented in the story, focuses on cleaning up your belongings when you are finished with them. Link Daisy and Robin’s experience in the story to the children children’s ’s own experiences in the classroom by drawing their attention to the Clean up song (CD1 song (CD1 track 11) and the points at which you play it during the unit. Reward those who are careful to put their belongings away carefully after use with a Mouse merit.

Picture smart topic  The Picture smart cross-curricular cross-curricular topic continues the very very visual theme of this unit by looking at how to distinguish between big and small. This concept is supported by familiar items from the story, as well as things found commonly in

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Unit 3 © Copyright Oxford University Press

 

3 Daisy’s new words routine

• Complete the Daisy’s new words routine (see routine (see p.21). Daisy’s new words: Colors $ 1•43 Pink. Pink. Gray. Gray. Orange. Orange. Brown. Brown. Black. Black. White. White.

4 Daisy’s game

• Ask your helper, Daisy, to position the six Colors flashcards • •

around the room. brown, and Say one of the colors, e.g., brown,  and select a child to find and bring you the flashcard for brown. Encourage the rest of the class to say Yes Yes or  or No No as  as the child gets the flashcard. Continue the game, involving as many children as possible. You can start asking the child who got the flashcard to place it somewhere else and to say a new color for the next child to find.

Unit 3 Lesson 1 Daisy’s new words

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 24. Make sure

New language Daisy’s new words:  words:  pink, pink, gray, orange, brown, black, white

•

Materials Audio CD1 DVD Hello routine materials routine materials Student Books page 24 Unit 3 Colors flashcards: pink, flashcards:  pink, gray, orange, brown, black, white

•

6 Goodbye

• Encourage the children to clean up by playing the Clean up song (CD1 track 11).

Unit 3 stickers

• Say It’s time to say goodbye. Follow goodbye. Follow your chosen Goodbye routine (see routine  (see Routines Routines p.20).  p.20).

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

Extra activities Indoor option: Circle game

2 Song: Colors song

• Say We’re going to learn a new song. Play song.  Play the Colors song •

everyone knows where the stickers are. Say Find and stick:  pink. Call  pink.  Call out each color one by one and have the children put the stickers in place. Ask the children to color the remaining shapes using red, yellow,, green, and blue. yellow Play the Colors song (CD1 song (CD1 track 42), encouraging the children to join in and point to the appropriate colors in their books.

on the DVD. The children simply watch at this stage. Play the Colors song again, this time on the Audio CD (CD1 track 42). Do the actions from the DVD and encourage the children to join in.

  Unit 3 Colors flashcards

•  The children form a circle. Place the Unit 3 Colors Colors •

Colors song $ 1•42 1•42 or  or [Unit 3 Song S ong DVD] Let’s paint together, Up and down, Pink and gray, Orange and brown. Pink and gray, Orange and brown. Let’s paint together, Side to side, Pink and gray, Black and white. Pink and gray, Black and white. • Play the song two or three times, encouraging more participation in the actions.

flashcards well-spaced in the center. Choose a child and say one of the colors. The child picks up the corresponding flashcard and starts passing it around the circle. Say another color. The The child with the first flashcard places it back in the center of the circle and picks up the new flashcard. The The children pass around the second flashcard until you say a new color, and so on.

Outdoor option: Color corners  corners  Unit 3 Colors flashcards

• Position the six Unit 3 Colors flashcards around the area, in •

corners if possible, but well apart from f rom each other.  The children run from from color to color until until you say Stop! , at which point they must stop next to one of the flashcards. Call out one color, e.g., black . Anyone at the black flashcard leaves the game. Repeat with the other colors until all the children are out.

Unit 3 © Copyright Oxford University Press  

It’s gray. What color is it? It’s brown. • Say Let’s sing the Colors song. Play song.  Play the song (CD1 track 42) and encourage everyone to join in with the actions (and any words they are able to).

3 Who do you want to be? routine

• Display the Who do you want to be? poster and complete the Who do you want to be? routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be? chant (CD1 track 45).

Who do you want to be? (Unit 3) $ 1•45 1, 2, 3, Come with me. Who do you Want to be?

Unit 3 Lesson 2

Daisy I want to be an artist! • If you are using the paintbrush Mouse prop (PM8), make

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Mouse say I want to be an artist, too!  Secretly  Secretly put on his costume and repeat the chant, with Mouse answering.  Then bring Mouse out dressed dressed up and say Look! Mouse is an artist! 

Who do you want to be?  New language Daisy’ss story structure: Daisy’ struc ture:  What color is it? It’s It ’s …

4 Story: I want to be an artist 

Materials

• Gather the children around you so that everyone ever yone can see

Audio CD1 Big Story Book Unit 3 DVD Hello routine materials Mouse merits Mouse prop: paintbrush (PM8) (optional)

•

Let’ss listen to the story: I want to be an artist. and hear. Say Let’ Play the story on the audio (CD1 track 46) and hold up the Big Story Book for the class to see, turning the pages as you follow the story.

I want to be an artist $ 1•46 1•46 or  or [Unit 3 Story DVD] 1  One sunny day, day, Daisy and Robin are playing playing with the

Story prop: paintbrush (PM66) (optional) Student Books page 25 Unit 3 Colors flashcards Who do you want to be? poster If you wish to enrich the storytelling experience by using the Mouse prop (PM8), you will need to prepare this before the lesson.

 TEACHIN G TIP:

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Daisy’ Daisy’ss story structure and song

• Display the six Colors flashcards at the front of the classroom. Using the Mouse puppet, point to the pictures one by one. Play the Audio CD (CD1 track 44) and encourage the class to point to the correct flashcard.

Daisy’ss story structure: Colors $ 1•44 Daisy’ What color is it? It’s black. What color is it? It’s white. What color is it? It’s pink. What color is it? It’s orange. What color is it?

dress-up box. “I want to be an artist artist,”,” says Daisy. “I want to be an artist artist,, too,” says Robin. Daisy puts on her artist costume. Robin puts on his artist ar tist costume. And off they go … 2  Daisy and Robin are in a garden. garden. But everything is black  and  and white white.. “Hello,” says a ladybug. “Are you artists? Can you help us paint the garden?” “Yes!” say Daisy and Robin. 3  Daisy opens opens a paint pot. pot. “What color is it?” asks asks the ladybug. “It’s pink ,”,” says Daisy. “Pink! That’s great. Let’s paint!” says the ladybug. 4  Robin opens opens a paint pot. “What color is it?” asks the caterpillar. “It’s orange orange,,” says Robin. “Orange! That’s great. Let’s paint!” says the caterpillar. 5  Robin opens some more more paint. It’s gray gray.. And Daisy opens some more paint. It’s It ’s brown brown.. “Gray and brown! That’s great. Let’s paint!” say the caterpillar and the ladybug. 6  “Look, more paint,” says Daisy. “Green Green,”,” says the caterpillar. “My favorite color!” “Red Red,”,” says the ladybug. “My favorite color!” “I have yellow yellow,,” says Robin. “I have blue blue,”,” says Daisy.

Unit 3

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© Copyright Oxford University Press  

garde n is beautif beautiful ul now,” say the ladybug and the 7  “The garden caterpillar. “Thank you!” you!” “That’s OK,” says Daisy. “Now, let’s clean up!” So Daisy, Robin, the ladybug, and the caterpillar clean up the paints. 8  It’s time time to go home. home. Daisy and Robin wave goodbye to the ladybug and the caterpillar,, and the beautiful pink, orange, gray, brown, caterpillar green, red, yellow, and blue garden. “Goodbye Goodbye,”,” say Daisy and Robin. “Goodbye Goodbye,”,” say the ladybug and the caterpillar.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 25. Hold up your book and point to the paint pots, asking ask ing What color

•

is it?  as  as you point to each pot, eliciting the correct color from the children. Show the children that they should trace along the lines

•

•

from the paint pots to the brushes. When you’ve finished, discuss the value of cleaning up.  Talk  Ta lk about how Daisy and and Robin are careful with the the paints in the story, and clean up after they have finished. Use the language of the story to help make your point, e.g., “Now “Now let’s clean up!” says Daisy. Explain that it’s important to be careful with paints, and to help put away our belongings when we are finished. Award a Mouse merit to children who have shown particular care and responsibility when working with paints, etc.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Story prop (paintbrush)   PM66, pencils, Audio CD1 (optional)

• Give each child the story prop PM66 (the paintbrush) and • •

the craft materials. Ask the children to color and cut out the paintbrush, using their choice of color to complete the paint at the tip of the paintbrush. Go around pointing to the paintbrush and asking What color is it?  They  They reply simply with the color word or It’s [color].

•  The children mime mime painting with their brushes. brushes. If time •

allows, you could play the Colors song (CD1 song (CD1 track 42) again as they do this. Keep the paintbrushes for subsequent story lessons.

Outdoor option: Color hunt   Unit 3 Colors flashcards; green, red, yellow, blue

• Hold up one of the Colors flashcards, and the class calls out the color word. Everyone looks around the outside area to find something that color. They They bring their findings to you or point to them, saying the color word. Repeat with the other colors.

Unit 3 © Copyright Oxford University Press  

• Help the children to remember the story, using actions and the Big Story Stor y Book to prompt their answers. Say, e.g., What colors are in the story?  Show  Show the appropriate page in the Big Story Stor y Book to elicit the colors from the children.

4 Story DVD

• Gather the children where everyone can see the DVD. Say • •

Let’s listen to and watch the story: I want to be an artist.  Let’s artist.  Play the story on the DVD. Encourage the children to join in with the story where they can, e.g., with words, actions, and sound effects. Play the DVD again but press “pause” just before each of the colors words. words. Encourage the children to say the word. Prompt them by pointing to the colors on the DVD.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10).

Unit 3 Lesson 3 Story DVD and comprehension

• Give out the Student Books open at page 26. Hold up

your book and point to Daisy painting. Ask What color is it?  (  ( pink   pink ) Then point to the number (1 ( 1) and draw children’s attention to the color key, k ey, explaining how it works.

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Materials

• You may wish to make this a controlled activity,

Audio CD1 DVD Hello routine materials routine materials Story prop: paintbrush (optional) Student Books page 26 Unit 3 Colors flashcards Who do you want to be? poster

• •

demonstrating one color at a time, or allow children to complete numbers 2–4 independently independently..  The children then color color the rest of the picture using using green, red, yellow, and blue. Ask Where’s Mouse? Say Find and point.

6 Goodbye

• Encourage the children to clean up by playing the Clean

1 Hello

•

up so song ng (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see Routines Routines p.20).  p.20).

theRoutines Hello routine you routine • Follow class (see p.20). you have chosen to do with your

Extra activities

2 Game with song

• Do a quick review of the colors words and story structure

• •

•

using the Colors flashcards. Hold up each flashcard, and each time ask What color is it? Start the answer It’s … and elicit the color word from the class. Play the Colors song on song on the DVD or Audio CD (CD1 track 42) and encourage everyone to do the actions and join in with as much as they can. game.  Divide the class into two Say We’re going to play a game. Divide down. while groups. Turn to one group and say Up and down. while side.  miming the action. Turn to the other, saying Side to side.  miming the action. Play the Colors song again. song again. Explain that they should only  join in with the verse verse that mentions their their action: one group joins in with the first verse and mimes painting up and down; the other joins in with the second verse and mimes painting side to side.

3 Story: Who do you want to be? (An artist)

• Display the Who do you want to be? poster and complete

•

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Indoor option: Story prop or or Yes/No  Yes/No Mouse

• If you have not yet created the paintbrush story props •

with your class, take the opportunity to do so here. Alternatively,, play Yes/No Mouse (see Alternatively Mouse (see p.33) using the Colors flashcards.

Outdoor option: Painting large sheet of paper (optional), paintbrushes, paint

•  Ta  Take ke the children outside. If possible, possible, take the children • • •

the Who do you want to be? routine routine (see  (see Routines Routines p.24).  p.24). Play the Who do you want to be?  chant (CD1 track 45). Give out the paintbrush story props if they have made them. …  Encourage the class to complete Say I want to be an … Encourage the sentence with artist , supporting them as necessary.

to an area where it is possible for them to paint either directly on a wall or on large sheets of paper. Give out paintbrushes and paint. Point to the paint and ask individuals What color is it?  They  They reply simply with the color word or It’s [color].  [color].  down and side to Allow the children to paint. Say up and down and side,, as in the Colors song, side song, and encourage the children to use these movements movements.. Once the children are finished, say Now, let’s clean up!   and encourage the children to put away their paints and paintbrushes.

Unit 3 © Copyright Oxford University Press

 

remove one flashcard each time. The child who does not get to a flashcard when you say Stop!  leaves  leaves the game.

4 Story performance

• Play the story I want to be an artist on the DVD or tell the •

•

•

Unit 3 Lesson 4 Story performance New language

story with the Big Story Book so that it is fresh in the children’s children ’s minds before they do their own performance. Choose five children to take the roles of Daisy, Robin, Mouse, the ladybug, and the caterpillar. Everyone else can join in with the painting action, and can also use their paintbrushes if they have made them. Play the story on the Audio CD (CD1 track 46), encouraging the main characters to act out their parts with actions and any words they can manage. Pause the Audio CD, as needed, to allow them the time to do this. Encourage the rest of the class to participate with the  join-in words words and actions.

• Repeat the procedure, giving other children the chance to take the lead roles.

 TEACHIN G TIP:

 The story can also be performed outdoors. outdoors.

5 Student Books

Extended language:  language: What color is it? It s …

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 27. Hold up your

Materials Audio CD1 Big Story Book Unit 3 (optional) DVD Hello routine materials routine materials Story prop: paintbrush (optional) Student Books page 27 Unit 3 Colors flashcards

•

•

6 Goodbye

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

• Encourage the children to clean up by playing the Clean •

2 Class game

• Ask a child to choose an item in the classroom in secret. •

•

 The rest of the class has to guess what it is by by identifying the color. Ask What color is it?  The  The child answers with the color word. The other children then collect or point to items in the classroom that color. The child who has chosen the item says Yes Yes or  or No No each  each time until the item has been identified. Repeat the procedure with another child choosing the

What’s in the bag? Unit 3 Colors flashcards, Hello unit Colors flashcards, a bag, Music CD of your choice

•  The children sit in in a circle. Place one one of the Colors • •

• Clear an area of the classroom and place the six Unit 3

•

Colors flashcards well-spaced on the floor. Ask six children to move around the room until you say Stop!  They  They each go and stand on a flashcard. Ask each child What color is it?  Encourage them to reply It’s [color]. The [color].  The whole class then repeats and everyone touches or points to an item in the classroom that color. Repeat the process, giving another group of six children a turn. If you would like to turn it into a competitive game,

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

secret item.

3 Extended language: What color is it? It’s …

•

book and point to the pictures. Ask Can you remember the story? What color are the things in the story?  Demonstrate circling the correctly colored picture (i.e., the orange butterfly for number 1) and say the color word orange).). Encourage the children to complete the activity (orange by circling the correct pictures for each pair. Say a number (1–6) and ask What color is it?  The  The children point to the circled picture and reply, e.g., It’s orange. orange.

•

flashcards in a bag. Play some music and the children pass the bag around the circle. Stop the music. The child with the bag looks inside. Ask What color is it?  They  They reply simply with the color word or It’s [color].  [color].   The child pulls the flashcard flashcard out of the bag and everyone repeats the color word. Continue until all children have had a go.

Unit 3 © Copyright Oxford University Press  

•

48). Use the Mouse puppet to point to or hold up the appropriate flashcard for everyone to see. Play the audio again, encouraging the children to point to the flashcards as they hear each word.

Picture smart new words: Big and small $ 1•48

Unit 3 Lesson 5 Smart topic new words New language Picture smart new words:  words: book, big, pencil, small 

Book. Book. Pencil. Pencil. Big. Big. Small. Small. It’s a book. It ’s big. It’s a book. It ’s small. small. It’s a pencil. It’s big. It’s a pencil. It’s small. • Play the audio once more and this time encourage the children to join in with the actions themselves. Some children may also be able to join in with the words; however there is no expectation for them to be able to do so at this stage.

4 Pop-outs

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books B ooks and show the children where to find the Unit 3 Picture smart pop-outs.

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• Show the class how to press out the pop-outs. Say e.g.,

Materials Audio CD1 Hello routine materials routine materials Student Books Unit 3 Picture smart pop-outs Unit 3 Picture smart flashcards: book, pencil, big, small 

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

•

5 Game with pop-outs

• Ask two volunteers to come to the front of the classroom

class (see Routines p.20).

2 Picture smart song: Big and small song

•

• Say We’re going to learn a new song. song. • Play the Big and small song (CD1 track 47), demonstrating the actions for the children.

•

Big and small song $ 1•47 It’s a book, it’s a book, It’s big, big, big, Big, big, big, Big, big, big. It’s a book, it’s a book, It’s big, big, big. Very big.

It’s a pencil. It’s small  , holding up the correct picture and encouraging the class to do the same. Repeat for each pop-out picture, varying the order. Now call out the picture descriptions d escriptions without holding up your pop-out as support. The children continue to hold up theirs in response.

•

and play Pop-out snap.  snap.  Without conferring, two children choose one of their popout pictures. They then show these to each other. If they are the same, they say, e.g., pencil, e.g.,  pencil, big. big. If they are not the same, they try again. When a match is made, encourage the whole class to repeat the picture description. description.  Invite different pairs of children to the front f ront to play the game.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

It’s a pencil, it’s a pencil, It’s small, small, small, Small, small, small, Small, small, small. It’s a pencil, it’s a pencil, It’s small, small, small. Very small. • Play the song two or three times, encouraging the class to begin participating in the actions themselves.

3 Picture smart new new words

Extra activities Indoor option: It’s a … game   a pencil, a book

• Have the children sit in a circle with you standing in the • •

• Present the new words using the Audio CD and the Unit 3 Picture smart flashcards. Play the Audio CD (CD1 track

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

middle. Ask them to shut their eyes.  The children pass around around a pencil. Encourage Encourage each child to say pencil  say  pencil  (if  (if they are happy to do so) as they take the pencil. You can prompt them with It’s a … Intercept the passing around (without the children realizing, if possible) and replace the pencil with a book. …, and Prompt the child who takes the book with It’s a …,

Unit 3

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© Copyright Oxford University Press  

see if they manage to say book . Tell the children to open their eyes if not, and then close them and carry on.

Outdoor option: It’s a … game   10+ books, 10+ pencils

• Before the lesson, hide a good number of books and

•

•

pencils around your outdoor play area. The more you use, the longer and more fun the game will be. Also, more children will have a chance to find an item and practice the new language. Explain to the children that there are some classroom items hidden outside. When they find one, they should hold it up and say loudly,  loudly, It’s a … (or simply say the item itself). Continue the game until all of the books and pencils are found. Review the items the children have found, encouraging them to first identify the object, and then say whether it is big or big  or small .

Unit 3 © Copyright Oxford University Press  

What can you see in your classroom? Can you see big things? Can you see small things?

4 DVD with pop-outs

• Play the DVD. Every time the word big big or  or small  is  is mentioned on the DVD, everyone does the appropriate big or big  or small  actions  actions and holds up the correct pop-out. Pause the DVD to allow them time to do this.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 28. Hold up your •

Unit 3 topic Lesson 6 Smart DVD

small book.

• Continue in this way with the other pictures, encouraging

Materials Audio CD1 DVD Hello routine materials routine materials Student Books page 28

book and point to each of the items one by one. Focus on the first frame and elicit the word (book) (book).. Say Big or small?  (Big  (Big)) Point to the first picture in the center column and repeat the procedure – elicit the word (book) (book).. small. and Say Big or small?  (Small   (Small ) Say Match big and small. and model the example answer line from the big book to the

•

children to draw lines linking the big items to the corresponding small items. Play the Big and small  song song (CD1  (CD1 track 47) and point to the big book and small pencil as they occur in the song. The children join in and point to the appropriate items in their books.

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Unit 3 Picture smart flashcards Unit 3 Picture smart pop-outs

6 Goodbye

• Encourage the children to clean up by playing the Clean •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

Extra activities

2 Pop-outs and and song

• Hold up each of the Unit 3 Picture smart flashcards one •

•

by one, saying each word and encouraging the class to repeat it and do the action. Give the class their pop-outs. Play the Big and small song  song  (CD1 track 47). Encourage the children to hold up the big book and the small pencil pop-outs at the appropriate moments in the song. Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11) while they put away their pop-outs.

3 DVD

• Say It’s time to watch the DVD. Play the sequence through once, encouraging the children to watch closely.

Indoor option: DVD Listen DVD Listen and find the mistakes   Unit 3 Lesson 6 DVD

• Say It’s time to watch the DVD. Play the sequence through •

once, encouraging the children to watch closely. Say Let’s watch the DVD again. Tell me if I am wrong. Play the DVD with the volume down and read the script, but making very obvious mistakes, e.g., swap It’s red  for  for It’s yellow. Exaggerate yellow. Exaggerate the mistakes and encourage the children to say No say No when  when they recognize that you are wrong. Say Silly me!  in  in response.

Outdoor option: Discovery    a big/small pencil, a big/small book

• Ask the class to find big and small versions of the same

Big and small [Unit 3 Smart topic DVD] Look! What’s What’s this? It’s I t’s a pencil. What color is it? It’s red. Look! This is a pencil, too. What color is it? It’s blue.  This pencil is big. big. And this pencil is small. We can draw with pencils. Look at this book. Is it big? No, it isn’t. It’s small. A small book. And a small pencil. Is this book small? No, it isn’t. It’s big. A big book. And a big pencil. Some things are big and some things are small.

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up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

•

item, e.g., big and small leaves/twigs/stones, leaves/twigs/stones, and bring them to you. After you have a good collection, gather the children together in a circle, laying out all their found items in the center. Hold each up, asking Big or small?  and  and placing the item in one pile or another, until you have all the items sorted into either the big or the small pile.

Unit 3 © Copyright Oxford University Press

 

4 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). out the Student Books open at page 29. Open your • Give book and point to each of the pencils one by one. Draw

•

•

Unit 3 Lesson 7 Review 

5 Assessment the Assessment worksheet for this unit. The • Complete children color the paints, then find and circle the items

Materials Audio CD1 Craft template (PM74) and notes (PM81) Hello routine materials Mouse merits Mouse and Me! Phonics (optional)

children’s attention to the colored pencil tips. Elicit the colors and the word pencils word  pencils from  from different children. Elicit the word book  as  as well. Now say Color the pencils. Go around the class, ensuring the children are coloring each pencil in the correct color and asking them to point to and say the colors. Ask individuals What’s your favorite color?  Listen  Listen to some replies, then ask everyone to choose and circle their favorite color on the page. Finally Finally,, tell children to color the mouse their favorite color. Go around as they work, awarding Mouse merits to reward children who have completed the tasks.

•

from the key in the big picture. Then point to and say the words they know. The worksheet features language from both Daisy’s new words and the Picture smart topic. If there is time, the children can color the picture. If you are following the Phonics syllabus, now is a good opportunity to review and practice your

 TEACHING TI P:

chosen sounds and letters.

Student Books page 29 Unit 3 Assessment worksheet Unit 3 Colors flashcards Unit 3 Picture smart flashcards

6 Goodbye

• Encourage the children to clean up by playing the Clean •

1 Hello routine you have chosen to do with your • Follow the Hello routine you class (see Routines p.20).

up song (CD1 track track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

2 Songs

Indoor option: Craft 

• Remind the children of the songs in Unit 3: Colors song

• Choose either the individual or whole class craft from the

• •

(CD1 track 42) and Big and small song (CD1 song (CD1 track 47). Play and sing both songs and encourage the children to  join in. After you have sung both songs, ask a few children What’s  your favorite song? song? Sing the preferred choice through one more time.

resources on the Teacher website.

Outdoor option: Musical colors  colors  Hello unit Colors flashcards, Unit 3 Colors flashcards, Music CD of your choice

•  Ta  Take ke the Colors flashcards outside outside and spread them on •

3 Show what you can do Kim’s game

• Play Kim’s game with the Unit 3 Colors and Picture smart

•

flashcards.

color must leave the game. Continue until you have a winner.

• Hold up the flashcards one by one, eliciting the phrase • • •

the ground. Play some music and the children dance around the area. When you stop the music, everyone goes to a Colors flashcard. Call out one of the colors. Any child or children by that

or word and action for each flashcard. Place them on the table. eyes. then remove one of the flashcards. Say Close your eyes. then eyes. The children do the action for the Say Open your eyes. The missing flashcard and say the word. Put the flashcard back and remove a different flashcard.

Unit 3 © Copyright Oxford University Press  

Here are some more triangles! What color is the big triangle? It’s black! There are lots of shapes in the classroom! • After watching, elicit children’s observations about what they’ve seen. Encourage them to make comparisons between what they do at kindergarten and what the children do on the DVD.

3 Kindergarten new new words

• Present the new words using the Audio CD and the Unit 3 •

Kindergarten poster. Play the Audio CD (CD1 track 49). Use the Mouse puppet to point to the photos on the poster one by one.

Kindergarten new words: Shapes $ 1•49

Unit 3 Lesson 8 Kindergarten new words New language Kindergarten new words:  words: circle, square, triangle

Materials Audio CD1 DVD Hello routine materials

Circle. Circle. Square. Square.  Triangle.. Triangle.  Triangle Triangle. • Play the audio again, this time drawing attention to the relevant details in the illustrated classroom scene.

• Help the children to make connections between the

photos in the poster and the main illustration, e.g., point square, then to the square and say square,  then point to a circle and ask Is it a square?  (No)  (No) Repeat for the other new words.

4 Class game Let’s paint a shape game

• Play the Let’s paint a shape game. Mime dipping a paintbrush in paint (or use u se the children’s children’s paintbrushes, if they made these in the main unit) and then start painting

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Numbers flashcards (optional) Student Books page 30 Unit 3 Kindergarten poster

•

1 Hello the Hello routine you routine you have chosen to do with your • Follow class (see Routines p.20).

the poster for the other group. Tell the group with their eyes closed to now open their eyes and encourage the others to paint the outline in the air for them. Prompt … and elicit the them to guess the shape by saying It’s a … and word from the class. Swap groups and repeat.

2 Kindergarten DVD

• Gather the children where everyone can see the DVD. • Say It’s time to watch the DVD. Let’s visit a kindergarten in another country. Play country. Play the sequence once, encouraging the children to watch closely.

Let’s go to kindergarten! [Unit 3 Kindergarten DVD] Let’s go to kindergarten!  The children are are making pictures. Look at all the shapes! What shapes can you see? Zac has a circle. It’s green. How many circles does Zac have now? 1 … 2 circles! They’re They’re green and blue. What color are these circles? What picture is Poppy making? … It’s I t’s a flower! Look at all the circles. Lily’s building a tower. She’s using blocks. What shape are the blocks? They’re square. What colors can you see? There’s a red square, a blue square, a green square, and a yellow square. Look at the picture. What is it? It’s It ’s a robot! Can you see the squares? Let’s look for Mouse. Can you see him? Here he is! And here’s here’s a picture of Mouse! What shapes can you see? 1, 2, 3, 4, 5 circles … and a big triangle.  The children are are playing a game with the the shapes. 82

the outline of one of the shapes (a circle, square, or … and elicit the shape triangle) in the air. Prompt Prompt It’s a … and word from the class. Repeat for the other two shapes. Now divide the class into two groups. Ask one group to close their eyes while you point to one of the shapes on

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 30. Hold up your

•

book and point to each of the shapes one by one, eliciting the words. Encourage the children to draw the shapes in the air as they say the words. Demonstrate drawing the fifth and sixth shapes in each row. The children do this and say the words as they draw the shapes. The children color the new shapes according according to the sequence.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities • Choose a game from the Ideas bank (p.33) to play with your class.

Unit 3 © Copyright Oxford University Press

 

4 Song: Shapes song song. Play the Shapes song  • Say We’re going to learn a new song. song  (CD1 track 50) once, demonstrating the actions to the children.

Shapes song $ 1•50 It’s a circle, it’s a circle, it’s a square. It’s a circle, it’s a circle, it’s a square. It’s a triangle, a triangle, It’s a circle, it’s a circle, it’s a square.  square.  (Repeat) • Play the song two or three times, encouraging more participation in the actions.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 31. Hold up your book and point to the mouse, then the images of the brown triangle and pink circle to the right. Say, e.g., Find

Unit 3 Lesson 9 Kindergarten song Materials Audio CD1 DVD Hello routine materials Numbers flashcards (optional) Student Books page 31 Unit 3 Kindergarten poster Unit 3 My Book worksheet

•

•

and color the circles and triangles. demonstrating triangles. demonstrating finding these in the mouse picture and coloring the shapes in the picture to match those in the key. k ey. Walk around the classroom helping the children. Use the Student Books to practice the new language. Point to the pictures and ask What is it?  What shape is it?  and  and What color is it?   Once the children have colored the circles, triangles, and squares for all three pictures, indicate the picture of the mouse again and say Let’s count the triangles: 1 and show how the correct number has been written in the box. The

children count the remaining shapes themselves and write the numbers in the relevant boxes.

1 Hello routine

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

You may wish to display the Numbers flashcards on the board for the children to copy.

 TEACHIN G TIP:

• If possible, go around and talk to the children as they work.

2 Kindergarten poster

• First encourage the children to identify and count the •

•

different shapes they can see in the poster poster.. Focus, e.g., on one of the shape pictures being drawn. Now do the same around your own classroom. Start with circles, then move on to squares, then triangles. If there are more than six of a particular par ticular shape, you could divide the shapes up by color, too. Record your findings on the board by drawing d rawing the three shapes and writing the number underneath each. Then count them at the end of the game.

•

Say the shape words and encourage the children to respond by pointing to the correct pictures. When the children have completed the activity, play the Shapes song (CD1 song (CD1 track 50) once more, encouraging the children to point to the correct shapes.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow chosen Goodbye routine (see routine  (see Routines Routines p.20).  p.20).

3 Kindergarten DVD

• Gather the children where everyone can see the DVD. Ask • •

the children what they can remember about the children at the kindergarten on the DVD.  It’s time to watch the DVD. Let’s watch the children Say It’s Say at the kindergarten. Play the sequence once, and let the children enjoy the story. Play the DVD again. Press the pause button or turn off the volume when different shapes are mentioned and when the children create their pictures. Encourage your class to call out the words.

Extra activities My Book project 

• Give out the Unit 3 My Book worksheet. Ask the children • •

to color the squares and triangles green, the big circles pink, and the little circle yellow. Ask the children to draw and color their favorite shape. Put the completed My Book worksheets with those from the previous units.

Unit 3 © Copyright Oxford University Press  

• Ask the children if they can recognize any of the words

• •

• •

Unit 3 Lesson 10 Literacy 

on the page. Praise all attempts, and if the children can recognize any of the words, direct the class to look at that word on the board. Direct the children’s attention to the word pink  word  pink  in  in the Look. Point to the words and book. Say What’s the word? Look. Point flashcards on the board. Encourage the children to use their pencils to trace over the letter p in their books. Walk Walk around, checking that they are starting in the appropriate place and using the correct strokes.  Tell  T ell the children to color color the box pink using a colored colored pencil. Encourage them to stay inside the lines as best they can. Repeat with the other boxes. Direct the children’s attention to the pink circle. Ask What’s this?  ( A  ( A circle) circle) Ask What color is it? (Pink ) Encourage the children to use their finger to trace over the example line from the pink circle to the pink box. Tell Tell the children to continue with the activity, matching the remaining shapes to the correct box.

Materials

4 Class game

Audio CD1 Hello routine materials routine materials Colored pencils Mouse and Me! Phonics (optional) Student Books page 32 Unit 3 Colors flashcards: brown, orange, pink  Unit 3 Mini flashcards (PM17)

• Say We’re going to play a game. Play game.  Play the Pairs game (see game (see   Ideas bank  p.33)  p.33) using the Unit 3 Mini flashcards. If you like, you can extend the game by making mini flashcards for the shapes as well. If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

 TEACHING TI P:

5 Goodbye

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Make copies of PM17 and cut out the pictures before this lesson. You need enough copies for each child to have one of the small pictures.

 TEACHIN G TIP:

• Encourage the children to clean up by playing the Clean •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

• Review the colors brown, orange, and orange, and pink   pink  with  with the Unit 3

• • • •

Extra activities Favorite color 

2 Presentation

•

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Colors flashcards. Hold up each flashcard and prompt the children to say the words. Hold up the flashcard for brown brown.. Ask Is it pink?  (No  (No)) Ask What color is it? (Brown Brown)) Repeat with the other colors. Stick the pink  the  pink  flashcard  flashcard on the board and write the word  pink  under  under it. Say the word as you run your finger under it. Hold your finger under the letter letter p  p in  in the word pink  word  pink . Say the letter sound, and prompt the children to repeat. Repeat with the other color words, leaving the flashcards on the board as support. Review the shapes circle, square, and triangle triangle by  by drawing them on the board and asking What’s this? 

• Review the colors and color words by sticking the

• •

flashcards on the board and writing the words under each. Run your finger under the words as you say them, encouraging the children to join in. Hold your finger under the first letter of each color word and elicit the sound. Ask the children to write the first letter of their favorite color on a piece of paper, then ask them to draw pictures of things that are that color around the letter, e.g., for the color pink  color  pink , the children write p write  p on  on a piece of paper and draw flowers, shapes, clothing, etc. around the letter. Oxford Read and Imagine Graded Readers are Readers are a great way to introduce your class to reading in English for pleasure. Please see your Sales Representative for more information. READING SUGGESTION:

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 32. Hold up your book and point to the shapes, prompting the children to say the words as you do so. Point to the colors and prompt the children to say the words.

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Unit 3 © Copyright Oxford University Press

 

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Display the 11 and 12 flashcards on the board, and write

•

•

Unit 3 Lesson 11 Numeracy 

New language 11, 12

•

• Repeat with the triangles and the number 12. 4 Class game

• Say We’re going to play a game. Play game.  Play the Clap the words game (see Ideas game (see  Ideas bank p.33), using the Numbers flashcards and substituting words for numbers.

Materials Audio CD1 Hello routine materials routine materials Numbers flashcards 1–12 Student Books page 33

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

the numbers nextyou to forming them, large andPrompt clear sothe that the children can see them. children to trace the number 11 in the air with their index finger, then the number 12. Walk around, checking that everyone is tracing correctly. Give out the Student Books open at page 33. Hold up your book and point to the numbers 11 and 12. Encourage the children to find the numbers in their own book and trace over them with their pencils. Check that they are starting star ting in the appropriate place and using the correct strokes. Ask the children what shapes they can see on the page. (Squares and triangles.) triangles.) Draw a square on the board and ask What’s this? (Square. Square.)) Hold up your book and ask How many squares? Prompt the children to count the number of squares on the page, then draw a circle around the square next to the number 11.

5 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

class (see Routines p.20).

Circle the number 

2 Presentation

• Review the numbers from 1–10 using u sing the flashcards. Hold

•

• •

up the flashcard for number 3 and elicit the number. Clap three times and encourage the children to do the same. Repeat with the other numbers, ensuring that the children clap in a steady rhythm. Present the number 11 by clapping eleven times, eleven.. counting out loud as you do so, and emphasizing eleven Repeat, encouraging the children to join in. Repeat again, but this time the children clap and count without you. Write the number 11 on the board. Repeat with the number 12. We’re re going to learn a new chant. chant. Play Say We’  Play the Unit 3 Numbers chant  (CD1  (CD1 track 51) once, holding up the 11 and 12 flashcards at the appropriate time.

• Write three numbers on the board, e.g., 7, 9, 11. Invite a •

eleven.  child to the front and say Circle eleven.  Repeat with other numbers, until everyone has had a turn.

Unit Numbers What’s3 the number?chant What’s $ the 1•51 number? Eleven. Eleven. What’s the number? What’s the number?  Twelve.  Twelv e. Twelve. Twelve. (Repeat) • Play the chant several times, encouraging the children to  join in.

Unit 3 © Copyright Oxford University Press  

Objectives Practice the routines language Via Robin’s new words, introduce the children to family words in English Establish the costume for the unit (bird) and share in Daisy and Robin’s adventures with the story Introduce a new communication structure via the story Explore the value of teamwork  Nature smart: T smart: Teach each the children about the bird life cycle Kindergarten: Investigate Kindergarten:  Investigate relationships at school and at home Literacy: Tracing Literacy:  Tracing initial letters; word structure Numeracy: Introduce Numeracy:  Introduce numbers 13 and 14; addition

Language Robin’s new words:  words: mother, father, sister, brother, grandmother, grandfather  Robin’ss story structure: Robin’ structure:  Here’s my … Nature smart new words:  words: bird, nest, eggs, baby birds Kindergarten new words: Who’s words: Who’s this?, friend, teacher, family  Review: routine Review:  routine language; greetings; weather; colors; numbers; birthdays; Hello! language; Units 1–3 language

About Unit 4 Costume

Kindergarten topic  The Kindergarten topic for for this unit explores common common relationships relationshi ps at home and at school: family, f amily, friends, and teacher. Encourage the children to identify these relationships relationshi ps in their own school experiences: at the beginning and end of the day d ay when their family drops them off and picks them up from school, at break when they play with their friends, and during lessons when you are teaching them.

Making the most of this unit Family can be a sensitive topic for some children depending Family on individual family circumstances. If you are not the children’s main class teacher, it might be worth checking whether there’s anything you should be aware of prior to starting the unit, and being prepared to adapt your lessons as necessary to accommodate any sensitivities. A karaoke version of the Family song is song is available for you to use in such situations (CD1 track 53). You may find it helpful to bring in photographs of your own family to help the children’s understanding of this topic and / or ask parents to supply some of the children’s children’s own family photos. This adds interest as it fur ther personalizes the language and the topic.

Activity Book  Lessons 1, 3, 4, 5, 6, 7, 8, 10, and 11 are accompanied by an Activity Book page to practice and consolidate the language and structures learned in the unit. The Activity Book pages can be completed in class, after the main lesson, or sent

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Robin and Daisy’s costume of choice for this unit is a bird. In

home with the children to complete with their parents.

the story, Robin and Daisy meet a baby bird who has gotten stuck. Together Together with members of the bird’s family (each member representing a target family word) Robin and Daisy help to free the bird. Enhance your class’ experience of the story by preparing the wings prop for Mouse from f rom the Teacher Teacher website (PM9–10).  There’s also a bird mask story story prop for the children to to make and decorate themselves (PM67).

Unit song actions Lesson 1 Family song mother – hold hands together in front of you; father – hands down by side; sister – curtsy; brother – take a bow; grandmother – with fingers spread apart, start with your thumb on your chin and move your hand forward for ward in two arcs; grandfather – with fingers spread apart, start with your thumb on your forehead and move your hand forward in two arcs

Value  The main value for this unit, as as presented in the story, story, is about the importance of teamwork and how something that may not be possible alone becomes possible with the help and cooperation of others. Link Robin and Daisy’s experience in the story to the children’s own experiences in the classroom by rewarding those who work well with others

Lesson 5 Bird life cycle song nest – hold one hand in the shape of a nest; egg – hold your index fingers and thumbs together to make an egg shape; bird – cross two fingers on your left lef t hand over two

and demonstrate good teamwork with a Mouse merit.

fingers on your right hand, then move them down and away,, as though flying; baby – pretend to cradle a baby in away your arms

Nature smart topic  The Nature smart cross-curricular cross-curricular topic takes the bird family theme from the story in a new direction by looking at the life cycle of a bird. In I n addition to the new language, the topic offers good opportunities for practicing family members vocabulary and reviewing numbers and counting.

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Kindergarten Relationships song friend – the children point to the classmate next to them; teacher – the children point to you and you point to yourself; family – draw a circle with your finger in front of you

Unit 4 © Copyright Oxford University Press

 

3 Robin’s new words routine

• Complete the Robin’s new words routine (see routine (see p.21). Robin’s new words: Family $ 1•54 Mother. Mother. Father. Father. Sister. Sister. Brother. Brother. Grandmother.. Grandmother Grandmother Grandmother.. Grandfather. Grandfather.

4 Robin’s game

• Ask the children to stand in a circle. Put the Family •

•

Unit 4 Lesson 1 Robin’s new words New language Robin’s new words:  words: mother, father, sister, brother, grandmother, grandfather 

Materials Audio CD1 DVD Hello routine materials routine materials Student Books page 34 Unit 4 Famil Familyy flashcards: mother, father, sister, brother, grandmother, grandfather  Unit 4 stickers

flashcards face up on the floor in the center of the circle. Play some music. As the children listen they pass around the Mouse puppet. When you stop the music, ask the child holding the puppet to put it on. Then say, e.g., David, bring me grandmother  and  and the child picks up and gives you the correct flashcard using the Mouse puppet. Continue until the children have given you all the flashcards.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 34. Make sure everyone knows where the stickers are.

• Say Find and stick: mother. mother. Call  Call out each family f amily member • •

one by one and the children put the stickers in place. When the stickers are in place, tell the children to Circle the birds. The birds. The children find and circle circle the family of birds. birds. Play the Family song (CD1 song (CD1 track 52), encouraging the children to join in and point to the appropriate family members in their books.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

1 Hello

Extra activities

routine you have chosen to do with your • Follow the Hello routine you

Indoor option: Draw families

class (see Routines p.20).

  Unit 4 Family flashcards, paper, pencils

• Divide the class into groups of six and give each member

2 Song: Family song

• Say We’re going to learn a new song. Play song.  Play the Family song •

on the DVD. The children simply watch at this stage. Play the Family song again, song again, this time on the Audio CD (CD1 track 52). Do the actions from the DVD and encourage the children to join in.

•

Family song $ 1•52 1•52 or  or [Unit 4 Song DVD] Wave to your mother, Wave, wave. Wave to your father And say “Hello”. “Hello”. Hello!

of the group a piece of paper and some pencils. Offer the Unit 4 Family flashcards facedown to each group. Each child in the group picks a flashcard and then draws that member of the family. As they work, go around asking, e.g., Is it Mother?  When  When they have finished, you can display each complete family together on the wall.

Outdoor option: Mice flashcards   Unit 4 Family flashcards

• Position the Unit 4 Famil Familyy flashcards around the playground, well away from each other, in areas where the

Dance with your sister, Dance, dance. Dance with your brother And hug them, too. Kiss your grandmother grandmother,, Kiss, kiss. Kiss your grandfather grandfather,,  They love you. you. • Play the song two or three times, encouraging more participation in the actions.

children can congregate.

•  T  Tell ell the children they are are all mice now. now. Say one of the family member words. The children all run to the appropriate flashcard, squeaking all the way. Repeat with the remaining family members, sometimes repeating the words consecutively to ensure everyone is listening.

Unit 4 © Copyright Oxford University Press  

3 Who do you want to be? routine

• Display the Who do you want to be? poster and complete the Who do you want to be?  routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be? chant  (CD1  (CD1 track 56).

Who do you want to be? (Unit 4) $ 1•56 1, 2, 3, Come with me. Who do you Want to be? Robin I want to be a bird! • If you are using the wings Mouse prop (PM9–10), make Mouse say I want to be a bird, too!  Secretly  Secretly put on his costume and repeat the chant, with Mouse answering.  Then bring Mouse out dressed dressed up and say Look! Mouse is a bird! 

Unit 4 Lesson 2 Who do you want to be?  New language Story structure:  structure: Here’s my …

Materials Audio CD1 Big Story Book Unit 4 DVD Hello routine materials routine materials Mouse merits Mouse prop: wings (PM9–10) (optional) Story prop: bird mask (PM67) (optional) Student Books page 35 Unit 4 Famil Familyy flashcards Who do you want to be? poster

4 Story: I want to be a bird 

• Gather the children around you so that everyone ever yone can see •

Let’ss listen to the story: I want to be a bird. and hear. Say Let’ Play the story on the Audio CD (CD1 track 57) and hold up the Big Story Book for the class to see, turning the pages as you follow the story.

I want to be a bird $ 1•57 1•57 or  or [Unit 4 Story DVD] 1  One cloudy day, day, Robin and Daisy Daisy are playing playing with the dress-up box. “I want to be a bird bird,”,” says Robin. “I want to be a bird bird,, too,” says Daisy. Robin puts on his bird costume. Daisy puts on her bird costume. And off they go … 2  Robin and Daisy find a baby bird. He’s sad sad.. “Hello,” says Daisy. “What’s the matter?” “I’m stuck, stuck ,” says Baby Bird. B ird. “I can’t get ge t out.” “We can help you,” says Robin. 3  Robin and Daisy try to help Baby Bird.

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If you wish to enrich the storytelling experience by using the Mouse prop (PM9–10), you will need to prepare this before the lesson.

 TEACHIN G TIP:

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Robin’s story structure structu re and song

• Display the Family flashcards at the front of the class. Using the Mouse puppet, point to the pictures one by one. Play the Audio CD (CD1 track 55) and encourage the class to do the actions.

Robin’s story structure: Family $ 1•55 1•55  

Here’s my grandmother. Grandmother. Here’s my grandfather. Grandfather. Here’s my mother. Mother. Here’s my father. Father. Here’s my sister. Sister. Here’s my brother. Brother. song. Play the song (CD1 track 52) Say Let’s sing the Family song. Play and encourage everyone to join in with the actions (and any words they are able to).

Robin Daisy Robin Daisy Robin Daisy

•

Pull, pull, p ull, pull. pu ll.  They pull and pull, but Baby Bird Bird still can’t can’t get out! “Here’s my grandmother grandmother and  and my grandfather grandfather,”,” says Baby Bird. “Grandmother and Grandfather Bird, can you help?” asks Robin. “Yes, we can,” say Grandmother and Grandfather Bird. 4  Robin, Daisy, Grandmother, and Grandfather Bird try to help Baby Bird. “Pull, pull, pull.”  They pull and pull, but Baby Bird still can’t get out! “Here’s my mother mother and  and my father father,,” says Baby Bird. “Mother and Father Bird, can you help?” asks Robin. “Yes, we can,” say Mother and a nd Father Bird. 5  Robin, Daisy, Grandmot Grandmother, her, Grandfa Grandfather, ther, Mother, and Father Bird try to help Baby Bird. “Pull, pull, pull.”  They pull and pull but Baby Bird Bird still can’t get out! out! “Here’s my sister sister and  and my brother brother,”,” says Baby Bird. “Sister and Brother Bird, can you help?” asks Robin. “Yes, we can,” say Sister and Brother Bird. 6  Robin, Daisy, Grandmot Grandmother, her, Grandfa Grandfather, ther, Mother, Father, Father, Sister, and Brother Bird try to help Baby Bird. “Pull, pull, pull.”  pull.”   They pull and pull and pull! And they pull and pull and pull!

Unit 4

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© Copyright Oxford University Press  

7  Then suddenly … Whoosh! Baby Bird is free! “Yippee!” says says Baby Bird. “Thank you, Robin. Thank you, Daisy. Thank you, everyone.” Everyone is happy happy.. 8  It’s time time to go home. home. Robin and Daisy wave goodbye to Grandma, Grandpa, Mother, Father, Sister, Brother, and Baby Bird. “Goodbye Goodbye,”,” say Robin and Daisy. “Goodbye Goodbye,”,” say the birds.

• Once the masks are complete, call out different English

•

Outdoor option: Follow the leader    Unit 4 Family flashcards

• Place the Family flashcards around the playground. Tell

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 35. Hold up •

•

•

•

your book and point to Daisy, Robin, and Baby Bird. Ask, e.g., Who’s this? Is it Daisy? Is it Grandfather Bird?  Point to the beginning of the path and say This is the path to Baby Bird. Show the children where to start and draw a line with your finger along the route. The children children draw the path to Baby Bird. Write the numbers 1–6 on the board and review them with the children. Tell the children to number the birds in order along the path. Point out how Brother Bird has been numbered 1 as an example. Demonstrate what to do by numbering Sister Bird 2, and so on. When the children have finished, check the answers by calling out the names of the birds and have the children say the numbers (say them in the correct order first, then make a game of it by saying them in a random order). When you’ve finished, discuss the value of teamwork. Talk about how Daisy and Robin try to help Baby Bird. Point out that they can’t free Baby Bird on their own, but they can with the help of the bird family. They work as a team to free Baby Bird. Use the language of the story to help make your point, e.g., Robin and Daisy try to help Baby Bird. They pull and pull but b ut Baby Bird still can’t get out! Robin, Daisy, Grandmother, Grandfather, Mother, Father, Sister, and Brother Bird try to help Baby Bird. Whoosh! Baby Bird is free! 

words that the children know k now in a random order. The The children listen carefully and when you say bird , the children make a bird noise, e.g., cheep!  Keep the bird masks for subsequent story lessons.

•

each child to choose and stand next to a flashcard. Start walking around and call out the name of a family member.  The children standing standing next to that flashcard should should form a line behind you and follow you around the playground. Say the word with the whole class as you walk, e.g., mother, mother, mother .  Call out another flashcard and the children next to that flashcard should join the line and chant the new family word. Continue until all the children are following you. (If there isn’t space for the whole class, each group should return to their flashcard when you call out a new word.)

• Explain how we can often work better if we cooperate and do activities with other people. Award a Mouse merit to children who have worked well with others in a team.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Story prop (bird mask)   PM67, pencils, scissors, glue, cardboard or paper, feathers (optional)

eachmaterials. child the story prop PM67 (the bird mask) and • Give the craft • Ask the children to color the mask . They then stick the

•

photocopy onto the cardboard and cut out the mask. Help decorate the mask with feathers, if available. Help the children fold and glue the mask on a simple headband (i.e., a strip of cardboard, about 2 centimeters wide, stuck together to fit around the head of each child).

Unit 4 © Copyright Oxford University Press  

4 Story DVD

• Gather the children where everyone can see the DVD. Say • •

Let’s listen to and watch the story: I want to be a bird. Let’s bird.   Play the story on the DVD. Encourage the children to join in with the actions, the sound effects, and as much of the repetition as they can. Play the DVD again but press “pause” just before each of the family words. Encourage the children to say the word. Prompt them by pointing to the characters on the DVD.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 36. Hold up your

•

Unit 4 Lesson 3 Story DVD and comprehension Materials

Audio CD1 Big Story Book Unit 4 DVD Hello routine materials routine materials Story prop: bird mask (optional) Student Books page 36 Unit 4 Famil Familyy flashcards Who do you want to be? poster

book and point to the Bird Famil Familyy along the top. Say Who is it?  Prompt … and let them  Prompt the children by saying It’s … and answer, e.g., Father . Hold up the Big Story Book and show p.30. Compare the story page and the Student Book page. Talk about the order in which Baby Bird’s family arrives in the story. Ask, e.g., Who’s 1?  (Grandmother)

Look and and match Grandmother, Grandfather, Mother, • Say Father, Sister, Brother Bird.  Demonstrate Bird. Demonstrate drawing lines

• •

from the birds to the matching silhouettes below and encourage children to draw their own matching lines after modeling the example answer answer.. Ask Where’s Baby Bird?  Point  Point to different birds one by one, asking Is it Baby Bird?  Once  Once Baby Bird has been located, say Circle Baby Bird. point.  Ask Where’s Mouse? Say Find and point. 

6 Goodbye

• Encourage the children to clean up by playing the Clean 1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

•

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

2 Game with song

• Do a quick review of the family words and story structure using the Family flashcards. Display the six flashcards.

Extra activities Indoor option: Story prop or or Yes/No  Yes/No Mouse

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• •

father. Encourage everyone to do Say, e.g., e.g., Here s (my) father. Encourage the action and repeat the word. Do the same for all the flashcards. Play the Family song on song on the DVD or Audio CD (CD1 track 52) and encourage everyone to do the actions and join in with as much as they can. game.  Divide the class into six Say We’re going to play a game. Divide groups and give each group one of the six flashcards. Play the Family song again. song again. Each group stands up and sits down again when their family member is mentioned.

• If you have not yet created the bird mask story props with •

Outdoor option: Brothers and sisters

• Divide the class into brothers brothers (the  (the boys) and sisters sisters (the  (the •

3 Story: Who do you want to be? (A bird)

• Display the Who do you want to be? poster and complete the Who do you want to be? routine routine (see  (see Routines Routines p.20).  p.20). Play

•

the Who do you want to be? chant  (CD1  (CD1 track 56).

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girls). Instruct the groups to stand apart apar t from each other in the playground playground.. Give instructions to stand up and sit down to the groups, e.g., Brothers, sit down! Sisters, stand up! Sisters, sit down!  When the children are doing this confidently, you can further divide the groups to include mothers mothers,, fathers, grandmothers, grandfathers; grandfathers; alternatively, you can make the instructions more complicated by adding actions from the following: dance, clap, point, wave, run, jump, stretch, climb.

• Say I want to be a … Encourage …  Encourage the class to complete the •

your class, take the opportunity to do so here. Alternatively,, play Yes/No Mouse (see p.33) using the Family Alternatively flashcards.

sentence with bird , supporting them as necessary. Give out the bird mask story props if they have made them. Help the children to remember the story, using actions and flashcards to prompt their answers. Say Daisy and Robin help Baby Bird.  Bird. Elicit or remind the children who else helps: Grandmother, Grandfather, Mother, Father, Sister, and Brother and  Brother Bird. Unit 4

© Copyright Oxford University Press  

• Choose ten children to take the roles of Daisy, Robin, Mouse, Baby Bird, Grandmother Bird, Grandfather Bird, Mother Bird, Father Bird, Sister Bird, and Brother Bird. Everyone else can be other birds. All the children can also wear their bird masks, if they have made them. the storythe on the Audio CD (CD1 track 57), • Play encouraging main characters to act out their parts

•

with actions and any words they can manage. Pause the Audio CD, as needed, to allow them the time to do this. Encourage the rest of the class to participate with the  join-in words words and actions.  TEACHING TI P:

 The story can also be performed outdoors. outdoors.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 37. Hold up

Unit 4 Lesson 4 Story performance

•

New language Extended language:  language: Here’s my … Materials Audio CD1 Big Story Book Unit 4 (optional) DVD Hello routine materials routine materials Story prop: bird mask (optional) Student Books page 37 Unit 4 Famil Familyy flashcards

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

• •

your book and point to the main picture. Say S ay Look at the  picture. Who’s Who’s missing? missing? Let’s Let’s see … Point to each character one by one on the left of the page and say, e.g., Here’s Baby Bird  with the children. Then tell the children to look at the main picture and say Can you see Baby Bird?  The  The children check the small small picture of Baby Bird (on the left) when they have found him in the main picture. Continue in the same way with the other birds. Once the children understand the activity, let them work on their own to find the missing bird.  To  T o check their answers say say Here’s Baby Bird, Grandmother Bird, Grandfather Bird, Mother Bird, Father Bird, Sister Bird. Who’s missing? (Brother Bird.)

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

class (see Routines p.20).

2 Class game

• Display the Unit 4 Famil Familyy flashcards around the room.

Extra activities Mouse hole game   Unit 4 Family flashcards flashcards

• Divide the children into three groups: red , blue, blue, and  and yellow   yellow . Give each group simple instructions that include the new language, e.g., Yellow, wave to Mother! Red, point to the brother! Blue, run to Grandmother!  Any  Any child who performs the action when you have not said their color is out.

• Play the Mouse hole game using game using the Family flashcards (see Ideas bank  p.33).  p.33).

3 Extended language: Here’s …  … 

• Ask six children to come to the front f ront of the class and give

•

one of the Unit 4 Family flashcards flashcards to each of them. They hold the flashcards towards themselves and away from the rest of the class. Ask Where’s Father?  The  The children guess who has the flashcard of father by pointing at the different children. When someone guesses correctly, say Yes! Here’s (my) father. and the child with the father  flashcards  flashcards shows this to the rest of the class. Repeat for the other family members.

4 Story performance

• Play the story I want to be a bird on the DVD or tell the story with the Big Story Book so that it is fresh in the children’s minds before they do their own performance. Unit 4 © Copyright Oxford University Press  

smart new words 3 Nature smart

• Present the new words using the Audio CD and the Unit

•

4 Nature smart flashcards. Play the Audio CD (CD1 track 59). Use the Mouse puppet to point to or hold up the appropriate flashcard for everyone to see. Play the audio again, encouraging the children to point to the flashcards as they hear each word.

Nature smart new words: Bird life cycle $ 1•59

Unit 4 Lesson 5 Smart topic new words New language Nature smart new words: bird, words: bird, nest, eggs, baby birds

Bird. Bird. Here’s a bird. Nest. Nest. Here’s a nest. Eggs. Eggs. Here are the eggs. Baby birds. Baby birds. Here are the baby birds. • Play the audio once more and this time encourage the children to join in with the actions themselves.

4 Pop-outs

• Play the Sit down song (CD1 song (CD1 track 10). B ooks and show the children where • Give out the Student Books

Materials

•

Audio CD1 Hello routine materials routine materials Student Books Unit 4 Nature smart pop-outs Unit 4 Nature smart flashcards: bird, nest, eggs, baby birds

•

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

5 Game with pop-outs

• Hold up the empty nest pop-out and show children the

2 Nature smart song: Bird life cycle song

• Say We’re going to learn a new song. song. the Birdfor lifethe cycle song (CD1 track 58), demonstrating song (CD1 • Play the actions children.

Bird life cycle song $ 1•58 Here is mother bird, cheep, cheep, cheep,

to find the Unit 4 Nature smart pop-outs. Show the class how to press out the pop-outs. Say e.g., Show me the nest.  nest.  Everyone holds up the correct pop-out. Repeat for each pop-out, varying the order.  Then hold up the pop-outs one by one. one. The children children hold up the corresponding pop-out each time. Ask What is it?  Reply bird/nest/eggs/babyy birds birds  as appropriate,  Reply bird/nest/eggs/bab encouraging the children to join in.

•

slit in the nest. Explain that they can use the other three pop-outs to put different things in the nest. Demonstrate with the eggs, showing how to slide the white tab at the bottom of the egg pop-out into the slit on the nest. nest. and demonstrate what you Say Put the eggs in the nest. and want the children to do. Allow time for each child to do eggs.  this, then say Here’s mother bird. She’s sitting on the eggs.   The children slide the the tab for the mother bird bird in the nest.

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Here is mother bird, cheep, cheep, cheep, Here is mother bird, cheep, cheep, cheep, Here is father bird, too.

•

Mother and father bird, cheep, cheep, cheep, Mother and father bird, cheep, cheep, cheep, Mother and father bird, cheep, cheep, cheep, Are making a big nest.

Finally say Here are the baby birds. Each time, the children slide the tab for the right pop-out into the nest. Continue playing, varying what/who is in the nest each time.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

Mother bird’s in the nest, cheep, cheep, cheep, Mother bird’s in the nest, cheep, cheep, cheep, Mother bird’s in the nest, cheep, cheep, cheep, Sitting on the eggs.

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

Indoor option: Draw a nest Here are the baby birds, cheep, cheep, cheep, Here are the baby birds, cheep, cheep, cheep, Here are the baby birds, cheep, cheep, cheep,  Three happy baby baby birds. • Play the song two or three times, encouraging the class to begin participating in the actions themselves.

paper, pencils, potato stamps, paint

•  The children draw a big nest on a piece of paper. paper. They •

then use potato stamps dipped in paint to create the eggs in the nest. They can then draw a bird alongside the nest. When the pictures are complete, gather the children around you. Hold up the different pictures and

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© Copyright Oxford University Press  

compliment the artists on them. Then say, e.g., Let’s count the eggs in the nest: one, two, three, four eggs  eggs to review numbers and counting.

Outdoor option: Nest game   chalk

the children to stand apart from each other on the • Ask playground and draw a large circle on the ground with

•

•

nest. Telll the children to stand outside the chalk. Say It’s a nest. Tel nest. Say You are baby birds. I’m a monster. ROAR!  Explain  Explain that the baby birds can play outside the nest until the monster comes. When the monster comes, they must stand in the nest. Give the children instructions, e.g., Jump, e.g.,  Jump, baby birds! and the children do the action. Change the instructions (dance, clap, point, sit down, stand up, wave, run, stretch, climb).). They continue doing the actions until you say climb Here’s the monster! ROAR!  and  and the children run into the “nest” while you try to catch them. Any child you catch outside of the nest becomes a monster and joins you in catching the children next time. The winner is the last child left in the nest. Ensure that this game is fun, and that the monster is in no way scary!

 TEACHIN G TIP:

Unit 4 © Copyright Oxford University Press  

4 DVD with flashcards flashcards

• Divide the class into four groups and give each group •

a Unit 4 Nature smart flashcard. Make sure everyone understands which flashcard they have. Play the DVD. Every time a word is mentioned on the DVD, the group with the appropriate flashcard stands up, repeats the word, and does the action.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 38. Hold up your • •

Unit 4 Lesson 6 Smart topic DVD

•

Materials Audio CD1 DVD Hello routine materials routine materials Student Books page 38 Unit 4 Nature smart flashcards Unit 4 Nature smart pop-outs

•

book and point to each of the sections one by one. Focus on the first frame. Say Is mother bird in the nest?   (Yes Yes)) Continue in this way with the other pictures, identifying each stage in the bird life cycle. c ycle. Now tell the children to complete the pictures by coloring in the nest and the three eggs. Then tell them to trace the father bird and the baby bird. Go around talking to the children as they work. Say, e.g., Show me the baby birds. When they have completed the pictures, the children number them in the correct order. Ask the class to think about the life cycle of the bird, and explain that the first stage is that father bird builds the nest. Can the children guess the next stage? Continue in this way with the whole class, numbering the stages in order. Play the Bird life cycle song (CD1 song (CD1 track 58) and point to the life cycle stages as they occur in the song. The children join in and point to the appropriate pictures in their books.

6 Goodbye 1 Hello

• Encourage the children to clean up by playing the Clean

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Pop-outs and and song

• Hold up each of the Unit 4 Nature smart flashcards one by one, saying each word and encouraging the class to repeat it, and do the action. song  • Give the class their pop-outs. Play the Bird life cycle song 

•

(CD1 track 58). The children find the appropriate pop-out and hold it up. Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11).

3 DVD

•

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: DVD Listen DVD Listen and find the mistakes   Unit 4 Lesson 6 DVD • Say It’s time to watch the DVD. Play the sequence through once, encouraging the children to watch closely. • Say Let’s watch the DVD again. Tell me if I am wrong. Play the DVD again with the volume down and read the script, but making very ver y obvious mistakes, e.g., swap Father   with Mother . Exaggerate the mistakes and encourage

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the children to say No No when  when they recognize that you are wrong. Say Silly me! in response.

• Say It’s time to watch the DVD. Play the sequence through once, encouraging the children to watch closely.

Outdoor option: Discovery 

Bird Life Cycle [Unit 4 Smart topic DVD] Look at the bird. It’s father bird. He’s making a nest. He’s got branches and twigs. Here’s the nest. Look! Mother bird’s laid some eggs.  They’re in the nest. nest. 1, 2, 3 eggs! Here’s mother bird. She’s sitting on the eggs. Look at the egg! Crack! What’s in the egg? A baby bird! Now there are no eggs. But there are three baby birds! 1, 2, 3 baby birds in the nest!  The baby birds are are big now. now. It’s time to fly away. away. Goodbye, mother bird. Goodbye, father bird.

• Say Listen. Ask the children if they can hear the birds. Then •

•

say Look. and ask the children if they can see any birds.  Then look around around the playground and discuss discuss with the children where suitable places for a nest might be. Point out that nests on the ground are not a good idea because other animals might destroy them, but that there might be nestsnearby. under the eaves of the school or in any trees or bushes Discuss where the birds get the materials for their nests from and look around your outdoor area to see if the children can spot any suitable materials. You You can also tell them how long eggs take to hatch (about two weeks for small song birds) and how long before the babies leave the nest (about two to three weeks).

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4 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 39. Hold up •

your book and point to the main image. Draw a picture of your family on the page to show the Family. and children what to do. Say Family.  and allow them to draw and color as they like. Hold up the Unit 4 Family flashcards. flashcards.

• When they have finished, they can decorate the frame by • •

coloring and can stick on bits of tissue paper, glitter, glitter, etc. Praise the children for their work, saying, e.g., Good job, [name]. Go around as they work, awarding Mouse merits to reward children who have completed the activity.

5 Assessment

• Complete the Assessment worksheet for this unit. The

Unit 4 Lesson 7 Review  Materials Audio CD1 Craft template (PM75) and notes (PM81) Hello routine materials routine materials Mouse merits Mouse and Me! Phonics (optional) Numbers flashcards Student Books page 39 Unit 4 Assessment worksheet Unit 4 Famil Familyy flashcards Unit 4 Nature smart flashcards

•

children find and circle the items from the key k ey in the big picture, then point to and say the words they know.  The worksheet features features language from both Robin’ Robin’s new words and the Nature smart topic. If there is time, the children can color the picture.  TEACHING TI P:

If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

1 Hello

Indoor option: Craft 

• Follow the Hello routine you routine you have chosen to do with your

• Choose either the individual or whole class craft from the resources on the Teacher website.

class (see Routines p.20).

2 Songs

Outdoor option: Make nests and eggs

• Remind the children of the songs in Unit 4: Family song

  sand, twigs, paper, modeling clay, etc.

• •

(CD1 track 52) and Bird life cycle song (CD1 song (CD1 track 58). Play and sing both songs and encourage the children to  join in. After you have sung both songs, ask a few children What’s  your favorite song? song? Sing the preferred song through one

•  The children create create nests and eggs using sand, twigs, twigs, •

rolled up paper, modeling clay, or any materials you have available outside. Go around saying, e.g., Let’s count the eggs.

more time.

3 Show what you can do Kim’s game

• Play Kim’s game with the Unit 4 family and Nature smart • • • •

flashcards. Hold up the flashcards one by one, eliciting the word and action for each flashcard. Place them on the table. eyes. then remove one of the flashcards. Say Close your eyes. then eyes. The children say which flashcard is Say Open your eyes. The missing. Put the flashcard back and remove a different flashcard.

Unit 4 © Copyright Oxford University Press  

are waiting. Who’s here for Emma? Look!  The families are Look! It’s her father. And who’s this? It’s Lily and her mother. They’re happy. • After watching, elicit children’s observations about what they’ve seen. Encourage them to make comparisons between what they do at kindergarten and what the children do on the DVD.

3 Kindergarten new new words

• Present the new words using the Audio CD and the Unit 4 •

Kindergarten poster. Play the Audio CD (CD1 track 60). Use the Mouse puppet to point to the photos on the poster one by one.

Kindergarten new words: Relationships $ 1•60

Unit 4 Lesson 8 Kindergarten new words New language Kindergarten new words:  words: friend, teacher, family 

Materials Audio CD1 DVD Hello routine materials routine materials Student Books page 40 Unit 4 Famil Familyy flashcards Unit 4 Kindergarten poster

Friend. Friend.  Teacher.  T eacher. Tea Teacher. cher. Family. Family. • Play the audio again, this time drawing attention to the relevant details in the illustrated scene. • Help the children to make connections between the photos in the poster and the main illustration, e.g., point Friends.. Then to the photo of the two t wo friends and say Friends point to some of the friends depicted on the poster and ask Friends?  Encourage  Encourage the class to respond with Yes Yes..  Repeat for the other new words.

4 Class game

• Invite three children to the front of the classroom and give • •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Kindergarten DVD the children where everyone can see the DVD. •• Gather Say It’s time to watch the DVD. Let’s visit a kindergarten in another country. Play country. Play the sequence once, encouraging the children to watch closely.

Let’s go to kindergarten! [Unit 4 Kindergarten DVD] Let’s go to kindergarten!  The children are are on their way to school. school. What can you see? Here’s James with his family. Look, here’s

one of the children the Unit 4 Family flashcards to hold. Point to the child and say Family. [Name] has the family.  The second child invites invites a friend to stand next to them. Point to the child and say Friend. [Name] has a friend. Stand next to the third child and say Teacher. [Name] has a teacher. Say, teacher. Say, e.g., friend and the class calls out the name of the child with the friend. Do the same for family  and  and teacher . Continue, varying the order so the children have to listen carefully.

5 Student Books song (CD1 track 10). • Play the Sit down song (CD1 • Give out the Student Books open at page 40. Hold up

•

your book and point to the people on the right. Ask Who’s this? Is it a teacher? A friend? Family?   Then point to the people people on the left one by one. one. Explain that each one belongs with a picture on the right. Prompt children to use clues to guess where they belong, e.g.,  The boy at the top is is going home, the girl girl is playing with

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his mother and his brother. Who’s this? It’s Katy and her father. They’re saying goodbye. Who’s this? It’s the teacher.  The teacher and the children children are in the classroom. classroom. They’re standing up. What are they doing now? They’re sitting down. They’re listening to the teacher. It’s playtime. The children are in the playground. They’re playing with their friends. These children are playing with the ball. What do you play with your friends? Let’s look for Mouse. Can you see him? Here he is! He’s with Poppy and her friend Bella. They like playing with Mouse. Now it’s the end of the day. It’s time to go home.

•

a hoop, the boy at the bottom is listening to a story. Children then draw matching lines. When the children have completed the activity, check the answers (top – match to the family; middle – match to the friend; bottom – match to the teacher).

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities • Choose a game from the Ideas bank (p.33) to play with your class.

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Relationships song $ 1•61  This is my friend, friend, My friend, my friend,  This is my friend, friend, Look at us.  This is my teacher, teacher, My teacher, my teacher,  This is my teacher, teacher, And this is my class.  This is my family, family, My family, my family,  This is my family family And this is me! • Play the song two or three times, encouraging more participation in the actions.

Unit 4 Lesson 9 Kindergarten song

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 41. Hold up your

Materials

book and point to the pictures one by one. Say the words with the children, e.g., This is a family. Family.

Audio CD1 DVD Hello routine materials Student Books page 41 Unit 4 Famil Familyy flashcards Unit 4 Kindergarten poster Unit 4 My Book worksheet

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Kindergarten poster

• Display the Kindergarten poster and review the new •

vocabulary by pointing to the pictures and saying the words. Point to the people one by one and ask Who’s this? Is it a teacher/a family/a friend? and the children answer Yes /   / No. No.

• Review the numbers 1–3, then tell the children to listen

to the Audio CD and write the numbers above the correct picture. Demonstrate what to do. Play the Audio CD track 62 and pause after number 1. Say This is my family. Where’s the family? Here it is. Model the example number 1 in the box above the family.

Listen and number. $ 1•62 1  This is my family. My family. 2  This iiss my friend. My friend. 3  This is my teacher. My teacher.

• Play the rest of the recording and make sure that the •

• When the children have completed the activity, play the

Relationships song (CD1 song (CD1 track 61) once more, encouraging the children to point to the correct pictures when they hear the words.

3 Kindergarten DVD

• Gather the children where everyone can see the DVD. Ask •

the children what they can remember about the children at the kindergarten on the DVD.  It’s time to watch the DVD. Let’s watch the children Say It’s Say at the kindergarten. Play the sequence once, and let the

children are writing the numbers. Ensure that the children have written the correct numbers. Tell Tell them to look at the key at the bottom of the page and to color the frames f rames the correct color.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

•

children enjoy the story. Play the DVD again. Press the pause button or turn off the volume after each clip and ask Who’s this? Is it a teacher/a family/a friend? about the different people in the sequence. Encourage the children to be as specific as they can, naming the family members if they are able.

Extra activities My Book Project 

• Give out the Unit 4 My Book page. Ask the children to complete the people, deciding who is a teacher, who is

4 Song: Relationships song

• Say We’re going to learn a new song. song. Play the Relationships song (CD1 track 61) once, demonstrating the actions to song (CD1 the children.

• • •

a friend, and who is family. Encourage them to point and say who the people are. Ask the children to draw you in the frame on the page. Encourage the children to describe their pictures to others using the English they know. Put the completed My Book worksheets with those from the previous units. Unit 4

© Copyright Oxford University Press  

• Direct the children’s attention to the word mother  in  in the •

Look. (Mother  book. Say What’s the word? Look. ( Mother ) Point to the words and the flashcards on the board. Encourage the children to use their pencils to trace over the letter m in their books. Walk around, checking that they are starting in the appropriate place and using the correct strokes. Repeat with the word father .

the children’s to the words grandmother  • Direct and grandfather  . Askattention the children if they notice anything 

•

Unit 4 Lesson 10 Literacy 

•

Materials

special about these words. The children may say they both begin with the same letter, or they have the words mother   and father in them. Praise and accept all appropriate answers. Underline the grand  in  in grandmother and grandfather on the board. Explain to the children that this part of the word is what makes grandmother  and  and grandfather different from mother and father . Ask the children to draw a line from each word in the book to the correct family member in the picture. If necessary, do the first item with the children as an example.

Audio CD1

4 Class game

Hello routine materials routine materials Mouse and Me! Phonics (optional) Student Books page 42 Unit 4 Famil Familyy flashcards: mother, father, grandmother, grandfather 

We’re going to play a game. Play game.  Play the Mouse hole game  game  • Say, (see Ideas bank  p.33)  p.33) using the Unit U nit 4 Family flashcards. If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

 TEACHING TI P:

1 Hello

5 Goodbye

• Follow the Hello routine you routine you have chosen to do with your

• Encourage the children to clean up by playing the Clean

class (see Routines p.20).

2 Presentation

•

• Review the family words with the Unit 4 Family flashcards. •

• • •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Hold up each flashcard and prompt the children to say the word. Stick the four flashcards on four different walls in the

Extra activities

classroom. Say Point to the grandfather. and prompt the children to point to the appropriate flashcards. Repeat with the other family members. Stick the mother  flashcard  flashcard on the board and write the word mother  under  under it. Say the word as you run your finger under it. Hold your finger under the letter m in the word mother . Say the letter sound, and prompt the children to repeat. Repeat with the other family words, leaving the flashcards on the board as support.

• Review the family words by sticking the flashcards on

My family 

•

the board and writing the words under each. Run your finger under the words as you say them, encouraging the children to join in. Ask the children to draw a picture of their family, then invite children to share their pictures with the class. Ask the children to point to the words for the family members on the board as they describe their pictures.

Oxford Read and Imagine Graded Readers are Readers are a great way to introduce your class READING SUGGESTION:

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3 Student Books

to reading in English for pleasure. Please see your Sales Representative for more information.

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 42. Hold up •

your book and point to the family members, prompting the children to say the words as you do so. Ask the children if they can recognize any of the words on the page. Praise all attempts, and if the children can recognize any of the words, direct the class to look at that word on the board.

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• Play the chant several times, encouraging the children to  join in.

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Display the 13 and 14 flashcards on the board and write the numbers next to them, large and clear so that the children can see you forming them. Prompt the children

•

•

Unit 4 Lesson 11 Numeracy  New language 13, 14

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Materials Audio CD1 Hello routine materials routine materials Numbers flashcards 1–14 Student Books page 43

1 Hello

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• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Presentation

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• Review the numbers from 1–12. Draw a triangle on the

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board and ask What’s this?  Elicit  Elicit the answer triangle triangle,, then draw another. Ask How many?  and  and prompt the children to count with you, 1, 2  2.. Continue adding triangles and counting until you have twelve triangles on the board. Hold up the Numbers flashcards in numerical order, prompting the children to say the numbers. Then hold up the flashcards again in a random order, again prompting the children to say the numbers. Add one more triangle to the board, count with the children, emphasizing the number 13 as you point to the last triangle. Hold up the flashcard f lashcard for 13, repeating the number and encouraging the children to join in. Add one more triangle and repeat the process above to

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to trace the number 13 in the air with their index fingers, then the number 14. Walk around, checking that everyone is tracing correctly. Give out the Student Books open at page 43. Hold up your book and point to the numbers 13 and 14. Encourage the children to find the numbers in their own books and trace over them with their pencils. Ask the children what they can see on the page. Elicit that there are two nests with some birds in them. Ask the children to count the birds in the first f irst nest. Ask How many birds? (Seven. Seven.)) Say Circle the number 7 , and check that the children have circled the correct number. Repeat the process with the second nest, checking check ing that the children have circled the number 6. Draw a group of seven straight lines on the board. Point to each as theon children count. a group six as straight lines the board, andThen, againdraw point to eachofline the children count. Explain to the children that they are going to do some addition. Count the lines on the board until you reach thirteen. Ask How many? (Thirteen. Thirteen.)) Then say Seven lines and six lines makes thirteen lines. lines . nests. Hold up the page and say Add say  Add the birds in the nests. Prompt the children to count the birds in the first nest, and then to continue counting the birds in the second nest. Elicit that there are thirteen birds in the nests. Draw one more line on the board to make the group of six lines into a group of seven. Ask the children to count the lines until they reach fourteen. Ask How many?  (Fourteen.  (Fourteen.)) Hold up your book and point to the bird in the sky. sk y. Ask the children to look at their books and count all of the birds (those in the nests, plus the one in the sky). Elicit that there are fourteen birds on the page.

4 Class game

• Say We’re going to play a game. Play game.  Play the Stop! game (see Ideas bank  p.33)  p.33) using the Numbers flashcards. f lashcards.

5 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

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introduce the number 14. Say We’re going to learn a new chant. Play the Unit 4 Numbers chant  (CD1  (CD1 track 63) once, holding up the 13 and 14 flashcards at the appropriate time.

Extra activities Clap the number  game.  Say Thirteen! , and then • Say We’re going to play a game. Say

Unit 4 Numbers chant $ 1•63 What’s the number? What’s the number?  Thirteen. Thirteen. Thirteen. What’s the number? What’s the number? Fourteen. Fourteen. (Repeat)

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rhythmically clap thirteen times. Prompt the children to count out loud as you clap. Call out different numbers and invite different children to clap the numbers while the rest of the class counts.

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Objectives Practice the routines language Via Daisy’s new words, introduce the children to words for outdoor toys in English Establish the costume for the unit (superhero) and share in Daisy and Robin’s adventures with the story Introduce a new communication structure via the story Explore the value of helping someone in need Music smart: Learn smart: Learn about different musical instruments Kindergarten: T Kindergarten:  Teach each the children about some some indoor toys found at school Literacy: Syllable awareness; tracing initial letters Numeracy: Introduce numbers 15, 16; ordering numbers

Language

Kindergarten topic  The Kindergarten topic for for this unit teaches some vocabulary for indoor toys that are commonly found in the classroom. Encourage children to identify whether any of the toys featured arethe present in their own classroom.  This topic also also provides the opportunity opportunity to revisit the value value of cleaning up from Unit 3.

Making the most of this unit If you have the opportunity to play with the toys and instruments taught in this unit, this will significantly enhance your class’ experience experience and help to consolidate language learning. If your school has any of the outdoor toys featured in the story, you could try tr y to incorporate them into your outdoor activities or story performance. Bring a balloon to further enhance the story experience.

Daisy’s new words:  words: slide, swing, jungle gym, bike, scooter, trampoline

Activity Book 

Daisy’s story structure: Daisy’s struc ture:  Is it a …?  Music smart new words:  words: trumpet, piano, guitar, drum Kindergarten new words: What words: What are these?, blocks, animals, costumes, puzzles Review: routine Review:  routine language; greetings; weather; colors; numbers; birthdays; Hello! language; Units 1–4 language

an Activitylearned Book page tounit. practice and consolidate the can be language in the The Activity Book pages completed in class, after the main lesson, or sent home with the children to complete with their parents.

About Unit 5 Costume Daisy and Robin’s costume of choice for this unit is a superhero. In the story, Daisy and Robin imagine themselves in a fantastic playground filled with lots of amazing outdoor toys (the new words for the unit) where they use their superhero powers to help retrieve a little girl’s balloon. Enhance your class’ experience of the story by preparing the superhero mask prop for Mouse from the Teacher Teacher website (PM11). There’s also a superhero mask story prop for the children to make themselves (PM76).

Lessons 1, 3, 4, 5, 6, 7, 8, 10, and 11 are accompanied by

Unit song actions Lesson 1 Outdoor toys song slide – raise your left arm up then whoosh it down (as if going down a slide); swing – wave both your arms forward and back (as if on a swing); jungle gym – move your legs and arms (as if climbing); bike – hold both hands out in front of you and pretend to cycle your legs (as if riding a bike); scooter – hold both hands out in front of you and pretend to kick one leg backwards (as if riding a scooter); trampoline – jump up and down (as if bouncing on a trampoline); Let’s play! – do any of the above actions

Value

Lesson 5 Instruments song trumpet – pretend to play a trumpet; piano – pretend to play a piano; guitar – pretend to play a guitar; drum – pretend to play a drum

 The main value for for this unit, as presented presented in the story, is about helping others when they are in need. You may wish to make it clear that helping others doesn’t have to be as heroic as what Daisy does in the story; it can be as simple as helping a classmate; for example, by helping a friend cut out a craft, reach a toy, or find their hat. Link Daisy and Robin’s experience in the story stor y to the children children’s ’s own experiences in

Kindergarten Indoor toys song blocks – pretend to be stacking blocks; animals – hold your hand out in front of you and have it move in an upup and-down motion from left to right, as though moving a toy animal; costumes – move your arms across your body,

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the classroom by rewarding those who help others with a Mouse merit.

as though displaying a costume; puzzles –interlink your fingers, as though joining two puzzle pieces

Music smart topic  The Music smart cross-curricular topic topic teaches vocabulary for some popular musical instruments. The children will be able to hear and see these instruments in the song, DVD story, and flashcards for the topic, but if you are able to bring in any of the instruments featured for them to play, this will further enhance their experience. Unit 5

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3 Daisy’s new words routine

• Complete the Daisy’s new words routine (see routine (see p.21). Daisy’s new words: Outdoor toys $ 2• 2•2 2 Slide. Slide. Swing. Swing. Jungle gym. Jungle gym. Bike. Bike. Scooter. Scooter. Trampoline. Trampoline.

4 Daisy’s game

• Ask your helper, Daisy, Daisy, to hold up one of the Outdoor toys

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flashcards. Ask What is it?  and  and encourage the children to put up their hands. The child who answers correctly keeps the flashcard. Continue until all the flashcards have been identified, then ask, e.g., Who has a trampoline?  The  The children hold them up and you collect them. You You can repeat this several times.

5 Student Books

Unit 5 Lesson 1 Daisy’s new words New language

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 44. Make sure •

Daisy’s new words:  words: slide, swing, jungle gym, bike, scooter, trampoline

Materials Audio CD1&2 DVD Hello routine materials routine materials Student Books page 44 Unit 5 Outdoor toys flashcards: slide, swing, jungle gym, bike, scooter, trampoline Unit 5 stickers

everyone knows where the stickers are. Explain that one of the outdoor toys in the picture is unfinished. Help the children call out which (jungle gym). gym).  They then trace to complete. complete.

them to color the slide gray and the trampoline • Ask orange, eliciting the color words by showing the different

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colored pencils. Now make sure everyone has the stickers at hand. Say Find and stick: bike., bike., then Find and stick: scooter. The scooter. The children can stick the boy and girl wherever they wish on their page. Play the Outdoor toys song (CD2 song (CD2 track 1), encouraging the children to join in and point to the appropriate toys in their books.

6 Goodbye 1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

• Encourage the children to clean up by playing the Clean •

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

2 Song: Outdoor toys song •

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Say We’re going to learn a new song. Play the Outdoor toys song on the DVD. The children simply watch at this stage. Play the Outdoor toys song again, this time on the Audio CD (CD2 track 1). Do the actions from the DVD and encourage the children to join in.

Outdoor toys song $ 2• 2•1 1 or [Unit 5 Song DVD] It’s a slide, a slide, a slide, A swing, a swing, A jungle gym, a jungle gym, Let’s play, let’s play! It’s a bike, a bike, a bike, A scooter, a scooter,

Extra activities Indoor option: Circle game  game  Unit 5 Outdoor toys flashcards

•  The children stand in in a circle, passing passing the Outdoor toys flashcards around facedown. When you say Look! , each child with a flashcard secretly looks at the picture. They do the relevant action and the class calls out the word.

Outdoor option: In the playground  

• If you have access to a real jungle gym, etc. and to real bikes and scooters, take your class to this area. Allow everyone to play where they like, but as soon as you blow a whistle or call Stop! , they must stand still.

A trampoline, a trampoline, Let’s play, let’s play! Play the song two or three times, encouraging more participation in the actions.

• Say one of the outdoor toys, e.g., swing swing.. Everyone at that toy must leave the game and come and stand with you. Repeat until everyone is standing with you.

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Yes, it is. It ’s a jungle gym. Yes, Is it a slide? Yes, it is. It’s a slide. • Say Let’s sing the Outdoor toys song. song. Play the song (CD2 track 1) and encourage everyone to join in with the actions (and any words they are able to).

3 Who do you want to be? routine

• Display the Who do you want to be? poster and complete the Who do you want to be? routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be? chant  (CD2  (CD2 track 4).

Who do you want to be? (Unit 5) $ 2•4

Unit 5 Lesson 2 Who do you want to be?  New language Daisy’ss story structure: Daisy’ struc ture:  Is it a …? 

1, 2, 3, Come with me. Who do you Want to be? Daisy I want to be a superhero! • If you are using the superhero mask Mouse prop (PM11), make Mouse say I want to be a superhero, too!  Secretly  Secretly put on his costume and repeat the chant, with Mouse answering. Then Then bring Mouse out dressed up and say Look! Mouse is a superhero! 

4 Story: I want to be a superhero Materials Audio CD1&2 Big Story Book Unit 5 DVD Hello routine materials routine materials Mouse merits Mouse prop: superhero mask (PM11) (optional) Story prop: superhero mask (PM76) (optional) Student Books page 45 Unit 5 Outdoor toys flashcards Who do you want to be? poster If you wish to enrich the storytelling experience by using the Mouse prop (PM11), you will

 TEACHIN G TIP:

ever yone can • Gather the children around you so that everyone

listen to the story: I want to be a see and hear. Say Let’s listen superhero.

• Play the story on the Audio CD (CD2 track 5) and hold up the Big Story Book for the class to see, turning the pages as you follow the story.

I want to be a superhero $ 2• 2•5 5 or [Unit 5 Story DVD] 1  One sunny day, day, Daisy and Robin are playing playing with the dress-up box. “I want to be a superhero superhero,”,” says Daisy. “I want to be a superhero superhero,, too,” says Robin. Ro bin. Daisy puts on her superhero costume. Robin puts on his superhero costume. And off they go … 2  Daisy and Robin are in a fantastic fantastic playground. playground.

need to prepare this before the lesson.

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

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class (see Routines p.20).

2 Daisy’ Daisy’ss story structure and song

• Display the six Outdoor toys flashcards at the front of the classroom. Using the Mouse puppet, point to the pictures one by one. Play the Audio CD (CD2 track 3) and encourage the class to do the actions.

Daisy’s story structure: Outdoor toys $ 2• 2•3 3  Is it a scooter? Yes, it is. It’s a scooter.

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“Wow!” says Daisy. “Look at the playground.” “What’s this?” asks Robin. “Is it a scooter scooter?” ?” “Yes,” says Daisy. Dais y. “And “And here’s a bike bike.. Let’s go!” Daisy and Robin see a little girl. girl. She’s sad sad.. “What’s the matter?” asks Robin. “Look at my balloon,” says the little girl. “Don’t worry, wor ry,” says Daisy. “We’re superheroes. supe rheroes. We can help. h elp.” Superhero Daisy is on the swing swing.. “Swing, Daisy, swing!” says Robin. Daisy swings higher and higher and higher. Superhero Daisy is on the trampoline trampoline.. “Jump, Daisy, jump!” says Robin. Daisy jumps higher and higher and higher. Superhero Daisy is on on the jungle the jungle gym. gym. She’s very high. “Stretch, Daisy, stretch!” says Robin.

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Daisy stretches and stretches and stretches. Until …

Is it a bike? Yes, it is. It’s a bike. Is it a swing? Yes, it is. It’s a swing. Is it a trampoline? Yes, it is. It’s a trampoline. Is it a jungle gym?

SheDaisy has my balloon!” says 7  “Hurray! Superhero is on the slide slide. . the little girl. “Wheeee!” “Here’s your balloon,” ba lloon,” says Daisy. Dai sy. “Thank you, Superhero Daisy!” says the little girl. She’s happy now.

Unit 5

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8  It’s time time to go home. home. Daisy and Robin leave the fantastic playground with the scooter,, bike, swing, trampoline, jungle gym, and slide. scooter  They wave goodbye goodbye to the little girl. girl. “Goodbye Goodbye,”,” say Daisy and Robin. “Goodbye Goodbye,”,” says the little girl.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 45. Hold up • • • •

your book and point to the toys. Encourage the children to say the words for the outdoor toys. Explain that the children should trace the balloon string saying the words for the toys they pass. Ask the children to also trace the spots on the balloon and to color the balloon. Go around talking to the children as they work. Say  Say Point to the …

• When you’ve finished, discuss the value of joining in. Talk about how Daisy helps the sad little girl by rescuing her balloon. Use the language of the story to help make your point, e.g., The little girl is sad. Daisy and Robin can help. Daisy gets the balloon. The little girl is happy now.  Talk lk about different ways ways of helping people. Award Award a •  Ta Mouse merit to children who have helped someone in a tricky situation.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 track 11). Say It’s time to say goodbye. Follow your chosen Goodbye routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Story prop (superhero mask)   PM76, pencils, glue, cardboard

• Give each child the story prop PM76 (the superhero mask) and the craft materials.

• Ask the children to color the mask . They then stick the •

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photocopy on to the cardboard and cut out the mask. Help the children fold and glue the mask on a simple headband (i.e., a strip of cardboard or paper, about 2 centimeters wide, stuck together to fit around the head of each child). Once the masks are complete, call out different English words that the children know k now in a random order. The superhero,, the children listen carefully and when you say superhero children do a superhero pose.

Outdoor option: Obstacle course  course  Numbers flashcards, Unit 5 Outdoor toys flashcards

• If you have access to a real trampoline, etc. and to real bikes and scooters, take your class to this area. Take the Numbers

• Select a group of children to go on an obstacle course,

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starting at 1 and working around to 6. They use, or pretend to use, each outdoor toy and, if possible, say the word for it as they do so. Divide the class into six groups and give each group a number to start. They make their way around the course in numerical order (moving to 1 once they have completed 6). You You could blow a whistle or ring a bell when it is time to change toy.

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flashcards and the Outdoor toys flashcards with you. Place a Numbers flashcard next to each of the outdoor toys up to 6. If you do not have, e.g., a slide, place the slide slide   flashcard in a corner of the area, with a Numbers flashcard next to it.

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…  Encourage the class to complete the • Say I want to be a … Encourage

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sentence with superhero superhero,, supporting them as necessary. Give out the superhero masks if they have made them. Help the children to remember the story, using actions and flashcards to prompt their answers. Say, e.g., Daisy and Robin help a little girl in a playground. What’s in the  playground? Elicit or remind the children of the outdoor toys they use: scooter, bike, swing, trampoline, jungle gym, slide.

4 Story DVD

• Gather the children where everyone can see the DVD. Say • •

Unit 5 Lesson 3 Story DVD and comprehension

Let’s listen to and watch the story: I want to be a superhero. Let’s superhero.   Play the story on the DVD. Encourage the children to join in with the actions, the sound effects, and as much of the repetition as they can. Play the DVD again but press “pause” just before each of the outdoor toys words. Encourage the children to say the outdoor toys word. Prompt them by pretending to play on that particular outdoor toy.

Materials

5 Student Books

Audio CD1&2 DVD Hello routine materials routine materials Story prop: superhero mask (PM76) (optional) Student Books page 46 Unit 5 Outdoor toys flashcards Who do you want to be? poster

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 46. Hold up your book and point to Daisy’s route, starting at 1. Daisy’s route in in their books and number •  The children trace Daisy’s

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the remaining boxes 2–5 in the order Daisy reaches them. Help where necessary. point.  Ask Where’s Mouse? Say Find and point. 

6 Goodbye 1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

• Encourage the children to clean up by playing the Clean •

2 Game with song

• Do a quick review of the outdoor toys words and story

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structure using the Outdoor toys flashcards. Display the six flashcards. Point Point to one of the flashcards and ask, e.g., Is it a trampoline? Elicit Yes Yes or  or No No from  from the class. If the children … and elicit the correct word. Do the answer No No,, say It’s a … and same for all the flashcards. Play the Outdoor toys song on song on the DVD or Audio CD (CD2 track 1) and encourage everyone to do the actions and  join in with as much much as they can. game.  Divide the class into two Say We’re going to play a game. Divide groups. Place the slide slide,, swing swing,, and jungle and  jungle gym flashcards gym flashcards with one group and the bike bike,, scooter, scooter, and  and trampoline trampoline   flashcards with the other. Make sure the children know which toys they have been given. Play the Outdoor toys song again. song again. One group joins in with the first verse and mimes playing with their toys; the other  joins in with the second second verse and mimes playing playing with theirs.

3 Story: Who do you want to be? (A superhero) Display the Who do you want to be? poster and complete

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Story prop or or Yes/No  Yes/No Mouse

• If you have not yet created the superhero mask story •

props with your class, take the opportunity to do so here. Alternatively,, play Yes/No Mouse (see Alternatively Mouse (see p.33) using the Outdoor toys flashcards. f lashcards.

Outdoor option: Superheroes balloons, story prop: superhero masks (optional), Unit 4 Family flashcards (optional)

• If you have access to a real trampoline, etc. and to real

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bikes and scooters, take your class to this area. Take Take some balloons and fix these to the outdoor toys they know. k now. If the children have made superhero masks they can wear them while playing the game. Say, e.g., Superhero Ariana, bring me the balloon on the  jungle gym. The gym. The child you have named goes and rescues (gets) the balloon. Repeat with other children and the balloons in other places. If you do not have any outdoor toys, you can take the Unit 4 Family flashcards and spread them out around the area.

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the Who do you want to be?  routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be?  chant  (CD2  (CD2 track 4).

 Then ask your superheroes superheroes to rescue them, e.g., e.g., Superhero Max, bring me Grandmother., Grandmother. , etc.

Unit 5

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If you wish, and without any pressure, you can encourage the class to try the full Is it a …?  question.  question.  They will ask the question question several times in in this activity, so so although they may not manage the full question at the beginning, it will become easier for them with repetition.  TEACHING TI P:

4 Story performance

• Play the story I want to be a superhero on the DVD or tell the story with the Big Story Book so that it is fresh in the children’s children ’s minds before they do their own performance. Choose five children to take the roles of Daisy, Robin, Mouse, the little girl, and her sister. The rest of the class can be other people in the playground. Daisy and Robin can also wear their superhero masks if they have made them. Play the story on the Audio CD (CD2 track 5), encouraging the main characters to act out their parts with actions and any words they can manage. Pause the Audio CD, as needed, to allow them the time to do this. Encourage the rest of the class to participate with the  join-in words words and actions.

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Unit 5 Lesson 4 Story performance

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New language Extended language:  language: Is it a …? 

 TEACHING TI P:

 The story can also be performed outdoors. outdoors.

Materials Audio CD1&2 Big Story Book Unit 5 (optional) DVD Hello routine materials routine materials Story prop: superhero mask (PM76) (optional) Student Books page 47 Unit 5 Outdoor toys flashcards

5 • Student Play the SitBooks down song (CD1 song (CD1 track 10).

• Give out the Student Books open at page 47. Call out •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Class game

• Ask your helper, Daisy, to choose one of the Unit 5 Outdoor • •

toys flashcards and hide it behind a piece of paper. Daisy stands at the front of the class with the hidden flashcard. Very Very gradually, she should start to reveal her picture by moving the paper across the flashcard. Help the class guess what it is by asking, e.g., Is it a slide?   Your helper replies Yes Yes or  or No No.. This continues until the class guess correctly, then another child has a turn.

3 Extended language: Is it a …? 

• Place the six Unit 5 Outdoor toys flashcards facedown • •

on a table. Ask your helper to pick one of the flashcards, without showing it to the rest of the class.  The helper mimes playing playing on the outdoor toy. toy. Start the question Is it a …?  and  and elicit a suggestion from f rom the class, e.g., bike bike.. The helper replies Yes Yes or  or No No.. Repeat the procedure until the class guess correctly and the answers Yes.. playing Yes They then the flashcard the helper whole class mimes on show the outdoor toy. and

the numbers 1–6 and encourage the children to say the words for the outdoor toys. Explain that you are going to play some audio and the children should listen and answer Yes Yes or  or No No,, then make a check or an x in the box like the example answer given. Play the Audio CD2 track 6, pausing after each question for the children to answer.

Listen and answer Yes es or  or No No.. Draw a f  or  or an g . $ 2•6 1  2  3  4  5  6 

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Is it a swing? swing? (No.) (No.) Is it a jungle gym? (Yes.) (Yes.) Is it a scooter? scooter? (No.) (No.) Is it a trampoline? trampoline? (Yes.) (Yes.) Is it a bike? (Yes.) Is it a slide? slide? (No.) (No.) Play the audio again, pausing after each No. Say It’s a … and elicit the correct word from the children.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Is it a …?    paper, pencils

• Ask a child to start star t drawing an outdoor toy on the board. • Help the rest of the class to guess what the child is

drawing. Say, e.g., Is it a slide?  The  The child answers Yes Yes or  or No No..

• Continue with a new child picking a flashcard.

 The class continues guessing until the answer is is Yes Yes..

Unit 5 © Copyright Oxford University Press  

Let’s play the guitar, Strum, strum, strum! Let’s play the trumpet, Let’s play the trumpet, Let’s play the trumpet,  Toot,  T oot, toot, toot! toot! • Play the song two or three times, encouraging the class to begin participating in the actions and the sound effects themselves.

3 Music smart new words

• Present the new words using the Audio CD and the Unit

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Unit 5 Lesson 5 Smart topic new words New language Music smart new words:  words: trumpet, piano, guitar, drum

Materials Audio CD1&2 Hello routine materials Paper fasteners Student Books Books Unit 5 Music smart pop-outs Unit 5 Music smart flashcards: trumpet, piano, guitar, drum Prepare an example of a completed popout before the lesson. You will need to secure the two circles together using a paper fastener (also called a split pin) pushed through the center of both circles. The circle circle with the musical notes should be on top, and you should be able to spin it around to reveal the four instruments.

 TEACHIN G TIP:

Music smart new words: Instruments $ 2•8 Drum. Let’s play the drum. Piano. Let’s play the piano. Guitar. Let’s play the guitar.  Trumpet. Let’s Let’s play the the trumpet.

• Play the audio once more and this time encourage the children to join in with the actions themselves.

4 Pop-outs

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books B ooks and show the children where •

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1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Music smart smart song: Instruments song

• Say We’re going to learn a new song. song. • Play the Instruments song (CD2 track 7), demonstrating the actions for the children.

Instruments song $ 2• 2•7 7 Let’s play the drum, Let’s play the drum, Let’s play the drum, Bang, bang, bang! Let’s play the piano, Let’s play the piano, Let’s play the piano, Plink, plink, plink! Let’s play the guitar,

5 Music smart flashcards. Play the Audio CD (CD2 track 8). Use the Mouse puppet to point to or hold up the appropriate flashcard for everyone to see. Play the audio again, encouraging the children to point to the flashcards as they hear each instrument. You may wish to ask your helper to hold Mouse and point to the instruments one by one.

to find the Unit 5 Music smart pop-outs. Show the children how to press out both circles, then demonstrate placing the circle with the section missing over the circle showing the instruments, and attaching the two circles by pushing a paper fastener through the hole. Say, e.g., Let’s play the piano. Demonstrate how to spin the upper circle around until the piano is revealed and encourage the children to do the same. The children move the upper circle to reveal the piano. Pretend to play the piano, singing Plink, plink, plink , to help the children identify the correct instrument. Repeat for the other instruments.

5 Game with pop-outs

• Divide the class into four groups. • Ask your helper to give each group a Unit 5 Music smart

• •

flashcard. Now ask your helper to stand at the front of the class and rotate their pop-out to reveal a musical instrument. Help the child say the word for the instrument to the class. …, and everyone choruses the word Say Yes. Let’s play the …, for the instrument.  The group with the the corresponding flashcard flashcard then stands up, pretending to play the instrument.

• Repeat the activity with other children and instruments. • Once the class is familiar with the game, you can bring multiple children to the front with the pop-outs, with

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each choosing an instrument and the rest of the class holding up their flashcards in sequence.

Let’s play the guitar,

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6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Instruments option: Instruments   real/toy instruments, Audio CD2

k eyboard(s)), • If you have real or toy drum(s), piano (or keyboard(s)),

• • •

trumpet(s), and guitar(s), take them out now. Invite individuals to come and play the instruments. Say, guitar. Try to ensure everyone has a e.g., Max, play the guitar. Try turn at playing an instrument. Play and sing the Instruments song (CD2 song (CD2 track 7) with children playing the real or toy instruments at the appropriate moments. If bringing in instruments isn’t possible, possible, you could play the class some music featuring drums, pianos, guitars, and trumpets and encourage them to identify the instruments while they listen.

Outdoor option: Mouse says …   Mouse puppet

Mouse says… using the actions for each instrument  instrument  • Play (see Ideas bank  p.33).  p.33).

Unit 5 © Copyright Oxford University Press  

What’s this? It’s a guitar. Let’s play the guitar! How do you hold it? In this hand. How do you play it? With this hand. What sound does it make? Strum, strum, strum. What’s this? It’s a trumpet. Let’s play the trumpet! How do you hold it? In your hands. How do you play it? With your mouth. What sound does it make? Toot Toot toot toot!  There are lots lots of different instruments. instruments.  They make different sounds. sounds. Can you play an instrument?

4 DVD with flashcards flashcards

• Ask four children to come to the front of the classroom •

Unit 5 Lesson 6 Smart topic DVD Materials Audio CD1&2 DVD Hello routine materials routine materials Student Books page 48 Unit 5 Music smart flashcards Unit 5 Music smart pop-outs Unit 5 Outdoor toys flashcards

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 48. Hold up •

•

class (see Routines p.20).

2 Pop-outs and and song

• Hold up each of the Unit 5 Music smart flashcards one •

by one, saying each word and encouraging the class to repeat it, and do the action. Give the class their pop-outs. Play the Instruments song  song  (CD2 track 7). The children rotate their pop-out to reveal the correct musical instrument and pretend to play it.

• Divide the class into four groups, one for each instrument.

•

Play the song again. The groups join in with the verse for their instrument and pretend to play it as they do so. Pause before each verse and see if the class can call out the name of, or pretend to play, the instrument that comes next. Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11) while they put away their pop-outs.

•

up song (CD1 track 11). Say It’s time to say goodbye. Follow your chosen Goodbye routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: DVD Listen DVD Listen and find the mistakes   Unit 5 Lesson 6 DVD

• Gather the children where everyone can see and hear the • •

once, encouraging the children to watch closely.

What sound does it make? Bang bang bang. What’s this? It’s a piano. Let’s play the piano! How do you play it? With your hands. What sound does it make? Plink, plink, plink.

instrument and ask What is it?  They  They answer It’s a trumpet.  trumpet.  Draw children’s attention to the four close-ups at the top of the page. Ask Where’s the trumpet?  and  and get them to point to the trumpet close-up. Explain they should write the matching numbers, like the example answer given, in each close-up picture. Play the Instruments Instruments  song song (CD2  (CD2 track 7) and encourage the children to point to the pictures in their books.

• Encourage the children to clean up by playing the Clean

• Say It’s time to watch the DVD. Play the sequence through

What’s this? It’s a drum. Let’s play the drum! How do you play it? With the drum sticks!

your book and point to the different instruments in the main scene. Focus on the musician numbered 1. Point to his

6 Goodbye

3 DVD

Instruments [Unit 5 Smart topic DVD]

and stand well-spaced. Give each child a Unit 5 Music smart flashcard. Play the DVD. Every time an instrument is mentioned on the DVD, the child with the appropriate flashcard holds up their flashcard. The rest of the class pretends to play the instrument.

DVD. Say It’s time to watch the DVD. Play the sequence through once, encouraging the children to watch closely. Say Let’s watch the DVD again. Tell me if I am wrong. Play the DVD with the volume down and read the script from Lesson 6, but making very ver y obvious mistakes, e.g., swap It’s a drum for It’s a piano. piano. Exaggerate the mistakes and encourage the children to say No No when  when they recognize that you are wrong. Say Silly me!  in   in response.

Outdoor option: Discovery    real/toy instruments

• •

Ask a colleague to play one of the Music smart instruments out of sight of the children. Invite the children to listen very carefully. What can they hear? Can they hear and identify the instrument correctly?

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Unit 5

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© Copyright Oxford University Press  

4 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 49. Hold up

• •

your book and explain that the children should imagine face. and allow they are in this playground. Say Draw your face. and children to personalize the child to look like themselves. Point to each of the outdoor toys and elicit the words from different children. Do the actions for each of the toys as the children say them, and encourage them to join in.  Then tell the children children to check their favorite favorite outdoor toy. toy.

• Go around as they work, awarding Mouse merits to reward children who have completed the activity.

5 Assessment

• Complete the Assessment worksheet for this unit. The

Unit 5 Lesson 7 Review 

•

Materials Audio CD1&2 Craft template (PM76) and notes (PM82) Hello routine materials Mouse merits Mouse and Me! Phonics (optional) Student Books page 49 Unit 5 Assessment worksheet Unit 5 Music smart flashcards Unit 5 Outdoor toys flashcards

children find and circle the items from the key k ey in the big picture, then point to and say the words they know.  The worksheet features features language from both Daisy’s Daisy’s new words and the Music smart topic. If there is time, the children can color the picture. If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

 TEACHING TI P:

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

1 Hello

Indoor option: Craft 

• Follow the Hello routine you routine you have chosen to do with your

• Choose either the individual or the whole class craft from

class (see Routines p.20).

the resources on the Teacher website.

2 Songs

Outdoor option: Music outside

• Remind the children of the songs in Unit 5: Outdoor toys

  tissue box guitar, Music CD of your choice

• •

song (CD2 track 2) and Instruments song (CD2 song (CD2 track 7). Play and sing both songs and encourage the children to  join in. After you have sung both songs, ask a few children What’s  your favorite song? song? Sing the preferred song through one more time.

•  Take  Take the children outside with their their tissue box guitars. guitars. • Say Let’s play the guitar. Let’s dance!  Play  Play some music.  The children dance around around the area, playing playing or miming playing their guitars. Stop the music (or say Stop! ) and say Quiet, please. Anyone please. Anyone still playing has to leave the game.

3 Show what you can do Kim’s game

• Play Kim’s game with the Unit 5 Outdoor toys and Music • • •

smart flashcards. Hold up the flashcards one by one, eliciting the phrase or word and action for each flashcard. Place them on the table. eyes. then remove one of the flashcards. Say Close your eyes. then eyes. The children do the action for the Say Open your eyes. The missing flashcard and say the word or phrase.

• Put the flashcard back and remove a different flashcard.

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© Copyright Oxford University Press  

What are these? They’re animals. There are big animals and small animals. The cows are big and the chickens are small. Do you like animals? • After watching, elicit children’s observations about what they’ve seen. Encourage them to make comparisons between what they do at kindergarten and what the children do on the DVD.

3 Kindergarten new new words

• Present the new words using the Audio CD and the Unit 5 Kindergarten poster.

• Play the Audio CD (CD2 track 9). Use the Mouse puppet to point to the photos at the side of the poster one by one.

Kindergarten new words: Indoor toys $ 2•9

Unit 5 Lesson 8 Kindergarten new words New language Kindergarten new words:  words: blocks, animals, costumes,  puzzles

Materials Audio CD1&2 Big Story Book Unit 5 DVD Hello routine materials routine materials Sticky notes (optional) Student Books page 50 Unit 5 Kindergarten poster

4 Class game Guess what? 

• Completely cover the main scene of the poster with sticky notes. Pick sticky notes to remove at random to reveal the blocks, animals, costumes, and puzzles. The children must guess what is under each note.

5 Student Books

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Kindergarten DVD

• Gather the children where everyone can see the DVD. • Say It’s time to watch the DVD. Let’s visit a kindergarten in another country. Play the sequence once, encouraging the children to watch closely.

Let’s go to kindergarten! [Unit 5 Kindergarten DVD] Let’s go to kindergarten!  The boys and girls are playing with their their friends. What What can you see? What are these? They’re blocks. Lily’s playing with the blocks. What color are the blocks? Red … green … yellow … blue … and white! Look at all the toys in the classroom.  This is a puzzle. puzzle. Do you like puzzles? These These children are good good at puzzles! Let’s look for Mouse. Where Where is he? Can you see him? Here he is! He’s in the dress-up box. He’s a superhero! Let’s take the dress-up box outdoors. What costumes can you see?  The children are are dressing up. Finlay Finlay has a hat. Noah Noah has a hat, too. And look at the skeleton! What’s your favorite costume? 110

Blocks. Blocks. Animals. Animals. Costumes. Costumes. Puzzles. Puzzles. • Play the audio again, this time drawing attention to the relevant details in the illustrated classroom scene. • Help the children to make connections between the photos in the poster and the main illustration. For example,  Animals.. Then point to the animals photo and say say Animals encourage the class to find the animals in the illustration. Point to the children trying on costumes and say Are say Are these costumes?  (Yes  (Yes)) Repeat for the other new words.

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 50. Hold up •

your book and point to each group of toys, asking What are these?  Encourage the children to trace over the single pictures then copy them into the appropriate group of toys on the right of the page like the example answer given.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities • Choose a game from the Ideas bank  (p.33)  (p.33) to play with your class. Alternatively, collect some of the indoor toys seen in the DVD. Allow children to choose which toy to play with and go around to each other saying What are these? and eliciting the vocabulary.

Unit 5 © Copyright Oxford University Press

 

 They’re blocks. Come and play! What are these?  They’re animals, animals, animals, animals. animals. What are these?  They’re animals. animals. Come and play! What are these?  They’re costumes, costumes, costumes, costumes. costumes. What are these?  They’re costumes. costumes. Come and play! What are these?  They’re puzzles, puzzles, puzzles, puzzles. What are these?  They’re puzzles. Come and play! • Play the song two or three times, encouraging more participation in the actions.

Unit 5 Lesson 9 Kindergarten song Materials Audio CD1&2 DVD Hello routine materials Student Books page 51

5 Student Books

Unit 5 Kindergarten poster Unit 5 My Book worksheet

• Say Let’s clean up!  Look and match. match. What are these?  Point  Point to

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 51. Hold up your book and point to each of the indoor toys one by one. The children find and point with you as you say the words.

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Kindergarten poster

• Display the Kindergarten poster and review the new •

vocabulary by pointing to the pictures and saying the words. Now point to, e.g., the children playing with blocks and say What are these? Blocks? Yes or No? Encourage the children to respond with Yes. Repeat for the other new words.   words.

•

•

the animals on the left-hand side of the page at the bottom and elicit animals animals from  from the class. Point to the corresponding animals image at the top of the page and ask again What are these?  Establish  Establish the two pictures of animals are a match, and demonstrate modeling the example line between them.  The children match match the remaining pictures themselves. If possible, go around and talk to the children as they work. Say the indoor toys words and encourage the children to respond by pointing to the correct pictures. When the children have completed the activity, play the Indoor toys song (CD2 song (CD2 track 10) once more, encouraging the children to point to the correct toys.

3 Kindergarten DVD

• Gather the children where everyone can see the DVD. Ask • •

the children what they can remember about the children at the kindergarten on the DVD.  It’s time to watch the DVD. Let’s watch the children Say It’s Say at the kindergarten. Play the sequence once, and let the children enjoy the story. Play the DVD again. Press the pause button or turn off the volume after each clip and ask What are these?  about  about the different indoor toys in the sequence.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

Extra activities My Book project 

• Give out the Unit 5 My Book worksheet. Ask the children

4 Song: Indoor toys song

• Say We’re going to learn a new song. song. Play the Indoor toys song (CD2 track 10) once, demonstrating the actions to song (CD2 the children.

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

•

to circle the indoor toys they have played with this week and draw their favorite indoor toy. Put the completed My Book worksheets with those from previous units.

Indoor toys song  song  $ 2•10 What are these?  They’re blocks, blocks, blocks, blocks. What are these? Unit 5 © Copyright Oxford University Press  

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•

•

recognize any of the words, direct the class to look at that word on the board. Direct the children’s attention to the puzzle piece with the letters trum trum and  and the buttons of the trumpet. Ask the children What is it?  (Trumpet   (Trumpet .).) Encourage the children to use their finger to trace over the letter t , then ask them to make the sound. Point to the puzzle piece with the letters pet  letters  pet  and  and the bell of the trumpet. Encourage the children to use their finger to trace over the example line matching the two puzzle pieces.

 Tell ell the children to continue continue with the activity, activity, using their •  T pencils to trace over the initial letters, then match the

•

Unit 5 Lesson 10 Literacy 

4 Class game

Materials

game.  Play the Clap the words • Say We’re going to play a game. Play

Additional flashcard for costumes costumes,, prepared by the teacher Audio CD1 Hello routine materials routine materials Mouse and Me! Phonics (optional) Student Books page 52 Unit 5 Music smart flashcards: guitar, trumpet  Unit 5 Outdoor toys flashcards: scooter 

game (see game  (see Ideas  Ideas bank  p.33)  p.33) using the flashcards. If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

 TEACHING TI P:

5 Goodbye

• Encourage the children to clean up by playing the Clean •

Before the lesson, prepare an additional flashcard for costumes.

 TEACHIN G TIP:

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

• Review the musical instruments and outdoor toys words with the flashcards. Hold up each flashcard and prompt children to say the words. • the Hold up the flashcard for trumpet . Ask Is it a guitar?  (No  (No.).)

• •

Ask What is it? (Trumpet. Trumpet.)) Repeat with the other flashcards. Stick the guitar  flashcard  flashcard on the board and write the word guitar  under  under it. Say the word as you run your finger under it. Hold your finger under the letter g in the word guitar . Say the letter sound, and prompt the children to repeat. Repeat with the other words, leaving the flashcards on the board as support.

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Say and match

• Review the words trumpet , guitar , scooter , and costumes costumes by  by

2 Presentation

•

remaining puzzle pieces. Walk around, checking that the children are tracing correctly, starting in the correct place and following the correct strokes to form the letter. Ask individual children to say the words on the page, and to sound out the initial letters.

• • •

sticking the flashcards on the board and writing the words under each. Run your finger f inger under the words as you say them, encouraging the children to join in. Hold your finger under the first letter of each word and elicit the sound. Erase the rest of the word, leaving only the first letter. Remove the flashcards from the board and invite a child to the front. Ask the child to stick the flashcard under the letter. Encourage the rest of the class to help if necessary. Repeat with the other flashcards and with other children. Oxford Read and Imagine Graded Readers are Readers are a great way to introduce your class to reading in English for pleasure. Please see your Sales Representative for more information. READING SUGGESTION:

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 52. Hold up •

112

your book and point to the puzzle pieces. Ask the children if they can recognize any of the words on the page. Praise all attempts, and if the children can

Unit 5 © Copyright Oxford University Press

 

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Display the 15 and 16 flashcards on the board, and write

•

• •

Unit 5 Lesson 11 Numeracy 

•

New language 15, 16

4 Class game

Materials

game.  Play a game from the • Say We’re going to play a game. Play

Audio CD1&2 Hello routine materials routine materials

Ideas bank  (p.33)  (p.33) using the Numbers flashcards.

5 Goodbye the children to clean up by playing the Clean • Encourage

Numbers flashcards 1–16 Student Books page 53

•

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

• Review the numbers from 1–14 using u sing the flashcards.

• •

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

2 Presentation

•

the numbers next to them, large and clear so that the children can see you forming them. Prompt the children to trace the number 15 in the air with their index fingers, then the number 16. Walk around, checking that everyone is tracing correctly. Give out the Student Books open at page 53. Hold up your book and point to the numbers 15 and 16. Encourage the children to find the numbers in their own book and trace over them with their pencils. Check that they are starting star ting in the appropriate place and using the correct strokes. Ask the children if they can guess what is in the picture.  Tell  T ell the children that they are are going to connect the numbers to make the picture. Ask the children to find the number 1 and put their pencils on it, then draw a line to number 2. Encourage the children to continue until they have joined all the numbers. When they have finished, ask the children to compare their picture with their neighbor’s. Ask them what they can see in the picture now (drum (drum).).

Using pencils, books, or other small classroom objects, count aloud up to fourteen. Review the forms of the numbers by writing 1–14 on the board in order. Point Point to each number as you write it and prompt the children to say the word. Then point to the numbers in a random order, again prompting the children to say the word. Increase the speed, or call a child to the front to point at the numbers. Add another item and count from 1–15. Write the number 15 on the board. Add another item and repeat with the number 16. Say We’re going to learn a new chant. Play the Unit 5 Numbers chant  (CD2  (CD2 track 11) once, holding up the 15 and 16 flashcards at the appropriate time.

Circle the number 

• Write the numbers 1–16 on the board. Point to each •

•

number and prompt the children to say the words. Erase all the numbers except 13 and 14. Point to the right of 14 and ask What’s next? What number is next?  Elicit  Elicit the number 15. Invite a child to the front to write the number 15 on the board. Repeat the game with other numbers and other children.

Unit 5 Numbers chant $ 2•11 What’s the number? What’s the number? Fifteen. Fifteen. What’s the number? What’s the number? Sixteen. Sixteen. (Repeat) • Play the chant several times, encouraging the children to  join in.

Unit 5 © Copyright Oxford University Press  

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Kindergarten topic

Objectives Practice the routines language Via Robin’s new words, introduce the children to animals words in English Establish the costume for the unit (explorer) and share in Daisy and Robin’s adventures with the story Introduce a new communication structure via the story Explore the value of being patient Nature smart: Learn smart: Learn about some different animal habitats Kindergarten: Draw Kindergarten:  Draw comparisons between what animals can do and what children can do Literacy: Word Literacy:  Word recognition; tracing initial letters Numeracy: Introduce Numeracy:  Introduce numbers 17 and 18; pattern recognition

Language Robin’s new words:  words: snake, crocodile, monkey, parrot, lion, elephant  Robin’ss story structure: Robin’ structure:  I can see a/an … Nature smart new words:  words: trees, grass, river, rocks Kindergarten new words: What’s words: What’s it doing?, eating, walking, sleeping, running Review: routine Review:  routine language; greetings; weather; colors; numbers; birthdays; Hello! language; Units 1–5 language

 The Kindergarten topic for for this unit revisits the the animals vocabulary, but sets it in the context of animal actions. Encourage the children to make connections between the actions they see animals doing d oing (eating, sleeping, walking, running) and what they themselves can do. Have fun encouraging the class to walk like elephants, sleep like parrots, etc. You Y ou children may wishhave to extend this to other animals and actions the learned – both in this and other units – and explore further fur ther parallels between what they and the children can do.

Making the most of this unit If you are able, take the class out exploring around the school. You You are not likely to see any elephants (!) but you could explore the playground for other habitats, e.g., for mini beasts. Making the binoculars in Lesson 7, Extra activities will add to this experience, or perhaps your school has magnifying glasses that you could borrow for this activity.

Activity Book  Lessons 1, 3, 4, 5, 6, 7, 8, 10, and 11 are accompanied by an Activity Book page to practice and consolidate the language learned in the unit. The Activity Book pages can be completed in class, after the main lesson, or sent home with the children to complete with their parents.

Unit song actions

About Unit 6 Costume Robin and Daisy’s costume of choice for this unit is an explorer.. In the story, Robin and Daisy go exploring in the explorer wild. Daisy is eager to see an elephant but, though they meet lots of other animals, they don’t see one. At least, not until they sit down on a big, gray rock … Enhance your class’ experience experience of the story by preparing the explorer hat prop for Mouse from the Teacher website (PM12). There’s There’s also a camera story prop for the children to make and decorate themselves (PM69).

Value  The main value for for this unit, as presented presented in the story, is about the importance of being patient and how sometimes we simply have to wait for things to happen. As Daisy found, often being patient is worth the wait! Link Robin and Daisy’s experience in the story stor y to the children children’s ’s own experiences in the classroom by rewarding those who perform a task patiently or wait patiently for their turn with a Mouse merit.

Nature smart topic  The Nature smart cross-curricular cross-curricular topic expands on the new animals words by looking at where these animals live. All the animals featured are native to Africa, which you may wish to explain to your class and even point out on a map.

114

Lesson 1 Animals 1 Animals song snake – with your first two fingers, draw a large “s” shape; crocodile – move your arms in a snapping motion, as if they are crocodile jaws; monkey – “scratch” your ribs; parrot – make a flying f lying movement with your arms; lion – move your arms like a lion pouncing; elephant – swing your arm in front of your face, f ace, as if it is an elephant’s trunk  Lesson 5 Habitats song trees – place your left hand under your right elbow. With your forearm raised up,grass swivel your hand, as if itwith is a your tree fluttering in the wind; – touch your chin open right hand facing up, twice; river – with both hands open, make bumps away from your body, as if it is water flowing; rocks – make two fists Kindergarten Animal actions song Kindergarten Animal eating – put your hand to your mouth; walking – walk in place; sleeping – put your hands together and rest your head on top, closing your eyes for a second; running – run in place, pumping your arms; What about you? – shrug shoulders, arms out in questioning gesture

Unit 6 © Copyright Oxford University Press

 

Let s play animals 1, 2, 3, Let’s run and jump and climb the tree. I’m a snake, hiss, hiss, I’m a crocodile, snip snap, I’m a monkey, oo oo oo, I’m a parrot, squawk, squawk, I’m a lion, grr, grr, I’m an elephant, trumpety trump, Let’s play animals 1, 2, 3, Let’s run and jump and climb the tree. • Play the song two or three times, encouraging more participation in the actions.

3 Robin’s new words routine

• Complete the Robin’s new words routine (see routine (see p.21). Robin’s new words: Animals $ 2•13 Snake. Snake. Crocodile. Crocodile. Monkey. Monkey. Parrot. Parrot. Lion. Lion. Elephant. Elephant.

Unit 6 Lesson 1 Robin’s new words

4 Robin’s game

• Display the Animal flashcards at the front of class and

New language Robin’s new words:  words: snake, crocodile, monkey, parrot, lion, elephant 

•

Materials Audio CD1&2 DVD

•

Hello routine materials routine materials Student Books page 54 Unit 6 Animals flashcards: snake, crocodile, monkey, parrot, lion, elephant  Unit 6 stickers

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 54. Make sure

•

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

•

2 Song: Animals Song: Animals song

• Say We’re going to learn a new song. Play song.  Play the Animals the  Animals song  song  •

on the DVD. The children simply watch at this stage. Play the Animals the  Animals song again, song again, this time on the Audio CD (CD2 track 12). Do the actions from the DVD and

• Encourage the children to clean up by playing the Clean the Clean •

Animals song $ 2•12 2•12 or  or [Unit 6 Song S ong DVD]

Let’s play animals 1, 2, 3, Let’s run and jump and climb the tree. I’m a snake, hiss, hiss, I’m a crocodile, snip snap, I’m a monkey, oo oo oo, I’m a parrot, squawk, squawk, Let’s play animals 1, 2, 3, Let’s run and jump and climb the tree.

everyone knows where the stickers are. Say Find and stick: elephant. Call elephant. Call out each animal one by one and the children put the stickers in place. When the stickers are in place, the children color the snake blue and the crocodile green. Play the Animals the  Animals song (CD2 song (CD2 track 12), encouraging the children to join in and point to the appropriate animals in their books.

6 Goodbye

encourage the children to join in.

Let’s play animals 1, 2, 3, Let’s run and jump and climb the tree. I’m a snake, hiss, hiss, I’m a crocodile, snip snap, Let’s play animals 1, 2, 3, Let’s run and jump and climb the tree.

invite your Robin helper to join you. eyes. Point to a flashcard and  Tell  T ell your helper to Close your eyes. encourage the rest of the class to make the animal noise. eyes and ask your helper to point to the Say Open your eyes and correct flashcard. When they get it right, everyone should repeat the animal word and make the noise again. Continue playing, inviting others to guess the animal.

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Sleeping lions

•  T  Tell ell the children they are are all lions. Give Give them instructions •

jump.  for actions to perform as a lion, e.g., Let’s run. Let’s jump.  sleepy.   After a while, yawn and say Now the lions are sleepy.  Pretend to go to sleep. Tell the children to lie down and pretend to be asleep, too. Any child who moves is out.

Outdoor option: Animal option: Animal corners  corners  Unit 6 Animals flashcards

• Position the six Animals flashcards around the playground. •  The children run from from animal to animal animal until you say Stop!   Call out one animal, e.g., parrot  e.g., parrot . Anyone at the parrot flashcard leaves the game. Repeat with the other animals until all the children are out. Unit 6 © Copyright Oxford University Press

 

3 Who do you want to be? routine

• Display the Who do you want to be? poster and complete

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the Who do you want to be?  routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be?  chant  (CD2  (CD2 track 15).

Who do you want to be? (Unit 6) $ 2•15 1, 2, 3, Come with me. Who do you Want to be? Robin I want to be an explorer! • If you are using the explorer hat Mouse prop (PM12), make Mouse say I want to be an explorer, too!  Secretly  Secretly put on his costume and repeat the chant, with Mouse answering.  Then bring Mouse out dressed dressed up and say Look! Mouse is an explorer!

4 Story: I want to be an explorer 

Unit 6 Lesson 2 Who do you want to be? 

• Gather the children around you so that everyone ever yone can •

New language Robin’ss story structure: Robin’ structure:  I can see a/an …

Materials

I want to be an explorer $ 2•16 2•16 or  or [Unit 6 Story DVD]

Audio CD1&2 Big Story Book Unit 6 DVD

1  One rainy day, day, Robin and Daisy are playing playing with the dressdressup box. “I want to be an explorer explorer,”,” says Robin.

Hello routine materials routine materials Mouse merits Mouse prop: explorer hat (PM12) (optional) Story prop: camera (PM69) (optional) Student Books page 55 Unit 6 Animals flashcards Who do you want to be? poster If you wish to enrich the storytelling experience by using the Mouse prop (PM12), you will need to prepare this before the lesson.

 TEACHIN G TIP:

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Robin’s story structure structu re and song

• Display the six Animals flashcards at the front of the classroom. Using the Mouse puppet, point to the pictures one by one. Play the Audio CD (CD2 track 14) and encourage the class to do the actions.

Robin’ss story Robin’ stor y structure: Animals $ 2•14 2•14   I can see a snake. Snake. I can see a crocodile. Crocodile. I can see a monkey. Monkey. I can see a parrot. Parrot. I can see a lion. Lion. I can see an elephant. Elephant. the  Animals Animals song. Play song. Play the song (CD2 track • Say Let’s sing the  12) and encourage everyone to join in with the actions (and any words they are able to). 116

listen to the story: I want to be an see and hear. Say Let’s listen explorer. Play the story on the Audio CD (CD2 track 16) and hold up the Big Story Book for the class to see, turning the pages as you follow the story.

“I want to be an explorer explorer,, too,” says Daisy. Robin puts on his explorer costume. Daisy puts on her explorer costume. And off they go … 2  Robin and Daisy walk through the trees. “I can see a snake snake,,” says Robin. “Fantastic,” says Daisy. “Can you see an elephant elephant?” ?” “No,” says Robin. “I want to see an elephant,” says Daisy. 3  Robin and Daisy cross cross the river. river. “I can see a crocodile crocodile,,” says Robin. “Fantastic,” says Daisy. “Can you see an elephant elephant?” ?” “No,” says Robin. “I want to see an elephant,” says Daisy. 4  Robin and Daisy climb onto a big, gray rock. rock. “I can see a monkey monkey and  and a parrot parrot,”,” says Robin. “Fantastic,” says Daisy. “Can you see an elephant elephant?” ?” “No,” says Robin. “I want to see an elephant,” says Daisy. 5  Robin and Daisy sit down on the rock. “I can see a lion lion,”,” says Robin. “Fantastic,” says Daisy. “Can you see an elephant elephant?” ?” “No,” says Robin. “I want to see an elephant,” says Daisy. 6  Suddenly, the the rock starts starts to move. move. “Aaaaah! The rock’s moving!” says Daisy. “It isn’t a rock!” says Robin. “It has big ears and a big nose. It’s an elephant elephant..” “Hurray! An elephant!” says Daisy. 7  The elephant elephant walks  walks to the river. “Wow! Look!” says Robin. “I can see a snake snake,, a crocodile crocodile,, and a monkey monkey..” “And I can see a parrot parrot and  and a lion lion,”,” says Daisy. “And an elephant!” elephant !”

Unit 6 © Copyright Oxford University Press

 

8  “Let’s take a photo,” says Daisy. So Daisy takes a photo of the snake, the crocodile, the monkey, the parrot, the lion, and the elephant.

explorer. Then chant loudly and rhythmically • Say I’m an explorer. Then I’m looking for animals. What can I see?  and  and touch a child gently on the head. The child stands up and mimes

It’s time to go home. Robin and Daisy wave goodbye to the animals. “Goodbye Goodbye,,” say Robin and a nd Daisy. Dais y.

•

5 Student Books

• Play the Sit down song (CD1 track 10). • Give out the Student Books open at page 55. Hold up •

•

•

•

your book and point to the snake. Ask What animal is it? Is it a parrot? (No. No.)) Repeat for the other animals. Ask the children to trace the paths of the animals to

monkey. and the their chosen animal. Say, e.g., I can see a monkey. and child joins you as you walk to the next child chanting rhythmically I’m looking for animals. What can I see?   snake.    Touch  T ouch a second child and say, say, e.g., I can see a snake.  Encourage the explorer behind you to repeat snake snake.. The second child joins the explorers. Continue until you have found all the animals (i.e. touched all the children on the head) and they have all turned into explorers.

match them to their habitats. Go around as the children …, or point to an animal yourself work, saying Point to the …,  What animal is it?  and ask  What Say the name of an animal and trace the shape of the path in the air, e.g., say monkey , and trace uuu shapes in the air with your finger. Encourage the children to join in, and repeat with other animals. When you’ve finished, discuss the value of patience. Talk Talk about how Daisy is impatient to see an elephant. Ask the children if they have ever felt impatient and discuss what they wanted. Use the language of the story to help make your point, e.g., “I “I want to see an elephant, eleph ant,” says Daisy. Explain that sometimes we simply have to wait for things to happen, and that we should be patient as it is often worth the wait, as it was for Daisy! Award Mouse merits to children who have performed a task patiently or waited patiently for their turn.

6 Goodbye

• Encourage the children to clean up by playing the Clean the  Clean •

up song song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Story prop (camera)   PM69, Unit 6 Animals flashcards, pencils, scissors

• Hold up a completed camera prop and explain that • • •

children are going to make their own cameras, just like Daisy’s in the story. Give each child the story prop PM69 (the camera) and the craft materials. Ask the children to color and cut out the camera. Once the cameras are complete, the children pretend to take photos. Place the flashcards around the room and give instructions, e.g., Let’s take a photo of the lion.

Outdoor option: Explorers

•  Ta  Take ke the children outdoors. outdoors. Tell Tell them to choose choose an animal (snake, crocodile, monkey, parrot, lion, or lion, or elephant ).). Say The animals are sleepy. and sleepy. and yawn. The children find a place to lie down and pretend to sleep. They stay there until you wake them up. If the ground has a rough, hard surface, just ask the children to crouch down.

 TEACHIN G TIP:

Unit 6 © Copyright Oxford University Press  

elephant.  Prompt the children by monkey, parrot, lion, elephant. Prompt showing the flashcards as necessary.

4 Story DVD

• Gather the children where everyone can see the DVD. Say

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• •

Let’s listen to and watch the story: I want to be an explorer.  Let’s explorer.  Play the story on the DVD. Encourage the children to join in with the actions, the sound effects, and as much of the repetition as they can. Play the DVD again but press “pause” just after I can see a … Repeat the phrase, hold up u p the correct flashcard, and encourage the children to say the correct animal.

5 Student Books the Sit down song (CD1 song (CD1 track 10). •• Play Give out the Student Books open at page 56. Hold up

Unit 6 Lesson 3 Story DVD and comprehension Materials Audio CD1&2 DVD Hello routine materials routine materials Story prop: camera (PM69) (optional) Student Books page 56 Unit 6 Animals flashcards

• •

•

Who do you want to be? poster

the differences (Mouse in Picture 2 is not classed as a difference). Check the answers with the class by repeating the same steps as for the snake above.

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

• Do a quick review of the animals words and story

•

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean

2 Game with song

•

structure using the Animals flashcards. Display the six … and point to or hold flashcards. Say I can see a/an … and up one of the flashcards. Encourage everyone to do the action and say the word. Do the same for all the flashcards. Play the Animals the  Animals song on song on the DVD or Audio CD (CD2 track 12) and encourage everyone to do the actions and join in with as much as they can. game.  Divide the class into six Say We’re going to play a game. Divide groups and give each group one of the six flashcards. Play the Animals the  Animals song again. Each group stands up and sits down again when their animal word is mentioned, and makes their animal noise extra ex tra loudly.

•

Indoor option: Story prop or or Yes/No  Yes/No Mouse

• If you have not yet created the camera story props with •

•

your class, take the opportunity to do so here. Alternatively,, play Yes/No Mouse (see p.33) using the Alternatively Animals flashcards.

Outdoor option: Hungry snake   Unit 6 Animals flashcards

•  T  Tell ell the children that you you are a hungry snake who wants

• Display the Who do you want to be? poster and complete the Who do you want to be?  routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be? chant  (CD2  (CD2 track 15). …  Encourage the class to complete Say I want to be an … Encourage the sentence with explorer , supporting them as necessary. Give out the camera story props if they have made them. Help the children to remember the story, using actions and flashcards to prompt their answers. Say, e.g., Daisy and Robin are explorers. What does Daisy want to see?   (An elephant.) What animals do Daisy and Robin see? Elicit

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

3 Story: Who do you want to be? (An explorer)

•

your book and point to pictures 1 and 2 one by one. Say Look. Daisy takes a photo in the story. Point to Picture 1, then Picture 2, and ask Is it Daisy’s photo?  Encourage  Encourage the children to provide reasons for their choice, e.g., The snake is blue. T blue. Tell ell the children to check Daisy’s Daisy’s photo (Picture 1). point.  Ask Where’s Mouse? Say Find and point.  Now tell the children to find the differences between the pictures. Say What’s different? then point to the snake in blue. Now point Picture 1 and say Look at the snake. It’s blue. Now to the snake in Picture 2 and say Look at the snake. Is it blue? No, it’s red. It’s different. Demonstrate drawing the example circle around the snake in Picture 2. Say There are five more differences. Let’s find them. Encourage the children to continue finding and circling

•

to catch them for lunch! Have the children stand on one side of the playground. Stand in the center and hold up an animal flashcard. Ask What is it?    The children children answer answer and then cross cross the playground making the relevant animal noise, while you try to “catch” them (just a touch is enough). Any child who is caught becomes a snake s nake and helps to “catch” “catch” the children child ren in the next round. The winner is the last child to be caught.

or remind the children of the animals: snake, crocodile, 118

Unit 6 © Copyright Oxford University Press

 

•

word, and do the action. Continue in the same way and let other children take a turn at the front. If the children are confident, hold up u p a flashcard and lion. The children in the say, e.g., I can see a lion. The the lion lion group  group stand up, repeat the phrase with you, and do the action together.

4 Story performance

• Play the story I want to be an explorer on the DVD or tell •

•

Unit 6 Lesson 4 Story performance •

New language

the story with the Big Story Book so that it is fresh in the children’s children ’s minds before they do their own performance. Choose nine children to take the roles of Daisy, Robin, Mouse, the snake, the crocodile, the monkey, the parrot, the lion, and the elephant. Everyone else can be animals in the trees. If the children made the cameras in Lesson 3, give one to Daisy to hold. Play the story on the Audio CD (CD2 track 16), encouraging the main characters to act out their parts with actions and any words they can manage. Pause the Audio CD, as needed, to allow them the time to do this. Encourage the rest of the class to participate with the  join-in words words and actions.

Extended language:  language: I can see a/an …  TEACHING TI P:

 The story can also be performed outdoors. outdoors.

Materials 5 Student Books

Audio CD1&2 Big Story Book Unit 6 (optional) DVD Hello routine materials routine materials Story prop: camera (optional) Student Books page 57 Unit 6 Animals flashcards

• Play the Sit down song (CD1 track 10). • Give out the Student Books open at page 57. Hold up …  and your book and point to the animals. Say I Say  I can see a … and encourage the children to say the animal.

• Point to the crocodile and demonstrate how the matching line joins to the silhouette in the top right picture. Now point to the top left picture and ask What’s missing? Establish that the silhouette is of a snake and encourage the children to draw a matching line. Repeat for the other animals, holding up the pages of the Big Story Book if needed.

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

6 Goodbye

2 Class game

• Display a Unit 6 Animals flashcard, but cover it with a • •

sheet of paper. Slowly move the paper down to reveal the picture. As you …  and encourage the do so, say What is it? I can see a … and children to say what they can see. Repeat with the other five Animals flashcards.

• Encourage the children to clean up by playing the Clean the Clean •

up song song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

3 Extended language: I can see …

Lion mask 

• Divide the class into six groups: snake, crocodile, monkey,

  paper plates, colored pencils, spaghetti, yellow yarn, glue

•

•

 parrot, lion, elephant. Show elephant. Show the relevant flashcard to each group and make sure the children know which animal they have been given. Invite your helper, Robin, to the front of the class to demonstrate the game. Say, e.g., I can see a parrot. Robin holds up the parrot  the  parrot  flashcard  flashcard and does the action.  The parrot   The  parrot  group  group stands up and does the parrot action. Continue with the other animals in the same way. Now allocate different animals to each of the groups. Let Robin choose an Animals flashcard. f lashcard. Say I can see a/an … and elicit the name of the animal from Robin. The other children in that animal group stand up, repeat the animal

• Give each child a paper plate. They draw a lion’s face on •

•

the plate. Say each part of the face one by one, e.g., Draw the eyes. Once the lion’s faces are finished, give out the other craft materials. Demonstrate how to stick spaghetti around the mouth to make whiskers and yellow yarn around the edge of the plate to make the mane. When the masks are complete, the children hold them up in front of their faces and say I’m a lion. Go around giving support as needed as children complete their masks.

Unit 6 © Copyright Oxford University Press  

•

18). Use the Mouse puppet to point to or hold up the appropriate flashcard for everyone to see. Play the audio again, encouraging the children to point to the flashcards as they hear each word .

Nature smart new words: Habitats $ 2•18  Trees.. Trees.  Trees Trees.

119

 The monkey lives in the trees. Grass. Grass.  The lion lives lives in the grass. River. River.  The crocodile lives lives in the river. river. Rocks. Rocks.  The snake lives in the the rocks.

• Play the audio once more and this time encourage the children to join in with the actions themselves.

4 Pop-outs

Unit 6 Lesson 5 Smart topic new words

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books B ooks and show the children where •

New language Nature smart new words:  words: trees, grass, river, rocks

Materials Audio CD1&2 Hello routine materials routine materials Student Books Unit 6 Nature smart pop-outs Unit 6 Nature smart flashcards: trees, grass, river, rocks

•

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

to find the Unit 6 Nature smart pop-outs. Show the class how to press out the eight pop-outs. Don’t worry about the slits for now. When the children have their pop-outs ready, hold up the trees trees flashcard  flashcard and say Show me the trees!  Hold  Hold up the trees pop-out then do the action for trees trees.. The children copy you and hold up the same pop-out. Repeat for all pop-outs: grass, river, rocks. When the children can hold up the individual pop-outs confidently, say, e.g., I e.g., I can see a monkey. It’s in the trees. and hold up the two pop-outs. Have the children do likewise. Continue with I can see a lion. It’s in the grass. I can see a crocodile. It’s in the river. I can see a snake. It’s in the rocks.

5 Game with pop-outs

2 Nature smart song: Habitats song

Before the lesson, practice slotting the animal pop-outs into the habitat pop-outs so you have four 3D stand-up pop-outs.

 TEACHING TI P:

• Say We’re going to learn a new song. song. • Play the Habitats song (CD2 track 17), demonstrating the actions for the children.

• Play I can see a monkey.  monkey.  • Say, e.g., I can see a monkey. It’s in the trees. and hold up

Habitats song $ 2•17 I can see a monkey, A monkey, a monkey. I can see a monkey, In the trees. I can see a lion,

the monkey  and  and trees trees flashcards.  flashcards. Demonstrate how to put the monkey  and  and trees trees pop-outs  pop-outs together, with the animal pop-out slotting into the tree pop-out. pop- out. Continue with the other pop-outs. The children put their pop-outs together

A lion, a lion. I can see a lion, In the grass. I can see a crocodile, A crocodile, a crocodile. I can see a crocodile, In the river. I can see a snake, A snake, a snake. I can see a snake, In the rocks. • Play the song two or three times, encouraging the class to begin participating in the actions themselves.

support as needed. • with Go around talking to the children as they work. Say, e.g., I

3 Nature smart smart new words

snake     Unit 6 Animals flashcards: monkey, lion, crocodile, snake 

• Present the new words using the Audio CD and the Unit

• Put the Unit 6 Animals flashcards on the board, well-

6 Nature smart flashcards. Play the Audio CD (CD2 track

can see a lion. It’s It ’s in the grass. and the children stand up the correctly assembled pop-out.

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Indoor option: Animal option: Animal quiz 

spaced. Read the first clue below to the children so they

Unit 6

120

© Copyright Oxford University Press  

•

can identify the animal. The children point to the correct flashcard and make the appropriate noises. When they have correctly identified the first animal, turn the flashcard over and read the next clue. Continue until they have identified all the animals. It the children need further hints, do the action or noise for the animal. 1  It’s big and yellow. It’s in the grass. What is it? (lion)

2  It s small and brown. Its It s in the trees. What is it? (monkey) (monkey) 3  It’s big and green. It’s in the river. river. What is it? (crocodile) 4  It’s blue. It’s in the rocks. What is it? (snake) (snake)

Outdoor option: Animal option: Animal habitats   Unit 6 Nature smart flashcards

your helper, Daisy, Daisy, to help you position the four Unit U nit 6 • Ask Nature smart flashcards around the outdoor area, wellspaced. You could enhance this game by using natural features of your outdoor area instead of flashcards to represent the four habitats. For river, you could use a tray of water.

 TEACHIN G TIP:

• Call out an animal, e.g., monkey . The children do the

•

monkey noises and actions, and go to the flashcard showing the correct habitat for the monkey (trees). Congratulate the children who go to the correct habitat and say, e.g., Good job. The monkey is in the trees. Continue to call out the three other animals (lion, ( lion, crocodile, snake) snake) in a random order. Any child that goes to the wrong place is out.

Unit 6 © Copyright Oxford University Press  

Where does it live? It lives in the rocks.  There are lots lots of differen differentt animals. animals.  They live live in in lots of different different places. places. Where do you live?

4 DVD with flashcards flashcards

• Divide the class into four groups and ask your helper to give each group a Unit 6 Nature smart flashcard before  joining their own own group. Make sure everyone understands understands which flashcard they have.

121

• Play the DVD . Every time a word is mentioned on the •

DVD, the group with the appropriate flashcard stands up and does their action. If you have time, extend the game. When the children are familiar theand sequence, play DVD with nothe sound, read thewith script, pause for thethe children to say key words. Use the Unit 6 Nature smart smar t flashcards as prompts.

Unit 6 Lesson 6 Smart topic DVD

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 58. Hold up your

Materials

•

Audio CD1&2 DVD Hello routine materials Student Books page 58 Unit 6 Nature smart flashcards Unit 6 Nature smart pop-outs

• •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

books.

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean

Let’s learn

•

2 Pop-outs and and song

• Hold up each of the Unit 6 Nature smart flashcards one • •

by one, saying each word and encouraging the class to repeat it, and do the action. Give the class their pop-outs. Play the Habitats song (CD2 song (CD2 track 17). The children find the appropriate pop-outs and hold them up when they hear the word. Encourage the children to clean up by playing the Clean up song (CD1 song (CD1 track 11) while they put away their pop-outs.

3 DVD

• Say It’s time to watch the DVD. Play the sequence through

Indoor option: What is it?    Unit 6 Animals flashcards, a box/bag

• Before the start of class, put the Unit 6 Animals flashcards •

in a box or bag. Sit the children in a circle and put your ear to the box. Make the noise of one of the animals and take the flashcard out of the box.

• Now pass the flashcard to one of the children and ask What is it?  Elicit  Elicit which animal it is, and then ask the class to make the sound the animal animal makes. Gesture to the child to pass the flashcard back to you and repeat with different animals and children.

Habitats [Unit 6 Smart topic DVD] Let’s look for some animals. What will we see today? Here’s a monkey. It lives in the trees. What’s the monkey doing? It’s climbing a tree. Here’s a lion. Rooooar! Does it live in the trees, too? No, the lion lives in the grass. What animal can you see? It’s a crocodile. It’s big and green. Does it live in the grass, too? No, the crocodile lives in the river. What are these? They’re rocks. What animals can you see here? Look! Here’s a snake. It’s brown.

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

once, encouraging the children to watch closely.

122

book and point to each of the animals one by one. Point to the first picture and say What is it?  (a crocodile)  crocodile)  Where does it live? (in the rocks) Continue rocks) Continue asking the same questions for the other animals. match. Demonstrate drawing lines from the Say Look and match. Demonstrate animals to where they live and then encourage children to complete the matching on their own pages. Play the Habitats Habitats  song song (CD2  (CD2 track 17). The children join in and point to the appropriate animal/habitat in their

Outdoor option: Discovery 

• Look around the playground and talk about the different •

habitats where animals live. Point out any trees, water, rocks, or grass. Tell the children that birds live in the trees and insects and other minibeasts live under rocks or in the grass. Discuss what other wild animals might live nearby – either in the town or in the countryside.

Unit 6 © Copyright Oxford University Press

 

4 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 59. Hold up your • •

book and point to each of the animals one by one. …  Point to each animal and say What is it? I can see a/an …  and elicit the name of the animal. Then say, say, e.g., I can see a monkey. It’s in the …  … and elicit the habitat. Draw a picture of your own favorite f avorite animal from the unit …  on the page. Say This is my favorite animal. It’s a/an …   Tell  T ell the children that now now it’s their turn. turn. Ask them to draw

•

their favorite animal. Go around talking to the children as they work. Point to an animal and say I say I can see a/an … and the children complete the sentence.

• Go around as they work, awarding Mouse merits to reward children who have completed the activity.

Unit 6 Lesson 7 Review 

5 Assessment

• Complete the Assessment worksheet for this unit. The

Materials Audio CD1&2 Craft template (PM77) and notes (PM82) Hello routine materials Mouse merits Mouse and Me! Phonics (optional) Student Books page 59 Unit 6 Assessment worksheet

•

children find and circle the items from the key k ey in the big picture, then point to and say the words they know.  The worksheet features features language from both Robin’ Robin’s new words and the Nature smart topic. If there is time, the children can color the picture. If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

 TEACHING TI P:

6 Goodbye the Clean • Encourage the children to clean up by playing the Clean

Unit 6 Animals flashcards Unit 6 Mini flashcards (PM21) (optional) Unit 6 Nature smart flashcards

•

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

Extra activities Indoor option: Craft 

2 Songs

• Choose either the individual or the whole class craft from

• Remind the children of the songs in Unit 6: Animals 6:  Animals song • •

(CD2 track 12) and Habitats song (CD2 song (CD2 track 17). Play and sing both songs and encourage the children to  join in. After you have sung both songs, ask a few children What’s  your favorite song? song? Sing the preferred song through one more time.

3 Show what you can do

the resources on the Teacher website.

Outdoor option: Happy families   Unit 6 Mini flashcards PM21

•  Ta  Take ke the children outdoors and and give each child a picture

•

Kim’s game

• Play with the Unit 6 Animals flashcards and Nature smart • • • •

flashcards. Hold up the flashcards one by one, eliciting the word and action for each flashcard. Place them on the table. eyes. then remove one of the flashcards. Say Close your eyes. then eyes. The children do the action for the Say Open your eyes. The missing flashcard and say the word or phrase. Put the flashcard back and remove a different flashcard.

•

•

of an animal (ensuring there are no more than six children per animal type), using the pictures from f rom PM21. Ensure each of the children understand what animal they are. Explain that the children should find their “family” of animals. If possible, tell them how many of each animal there should be in their group. family. The children run around and find Say Find your family. The their family members. Help them compare their pictures with other children. When all family members are together,, give them their corresponding habitat flashcard. together When everyone is ready, each family group holds up their pictures and says, e.g., I can see a lion family. It’s in the …  …  grass.. grass

Unit 6 © Copyright Oxford University Press  

between what they do at kindergarten and what the children do on the DVD.

3 Kindergarten new new words

• Present the new words using the Audio CD and the Unit 6 •

Kindergarten poster. Play the Audio CD (CD2 track 19). Use the Mouse puppet to point to the photos at the side of the poster one by one.

Kindergarten new words: Animal actions $ 2•19 Eating. Eating. Walking.Walking.

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Walking. Walking. Sleeping. Sleeping. Running. Running. the audio again, this time drawing attention to the • Play relevant details in the illustrated scene.

• Help the children to make connections between the

Unit 6 Lesson 8 Kindergarten new words

photos in the poster and the main illustration. For example, eating. Then point to the girl eating the apple and say She’s eating. Then instruct the class to Find “eating”  on  on the main illustration.  Look at the elephant. Point to the elephant walking and ask  Look Is it sleeping?  (No.) Repeat  (No.) Repeat for the other new words.

New language Kindergarten new words:  words: eating, walking, sleeping, running

4 Class game

Materials

Parrot the parrot game

Audio CD1&2 Big Story Book Unit 6 DVD Hello routine materials routine materials

• Play the Parrot the parrot game. Put game. Put the Unit 6 parrot  6  parrot  

Student Books page 60 Unit 6 Kindergarten poster

in this way with different instructions: walking, • Continue sleeping, running.

parrot. Then flashcard on the board and say Look at the parrot. Then cover the flashcard with a piece of paper. Say, e.g., It’s eating. and eating.  and encourage the children to mime eating.

5 Student Books 1 Hello

• Follow the Hello routine you routine you have chosen to do with your

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 60. Hold up your

class (see Routines p.20).

2 Kindergarten DVD

• Say It’s time to watch the DVD. Let’s visit a kindergarten in another country. Play the sequence once, encouraging the children to watch closely.

•

Let’s go to kindergarten! [Unit 6 Kindergarten DVD] Let’s go to kindergarten!  The children are are pretending to be animals. animals. We can do lots of the things animals can do. Look at this elephant! What’s it doing? It’s walking. Can children walk? Yes, they can! Look! Look at this monkey! What’s it doing? It’s eating. Can children eat? Yes, Yes, they can! Zac is eating a banana … Bharat’s eating a sandwich … And Joe’s eating some cake. Yum, yum! Look at this lion! She’s tired. Time to go to sleep.  This lion’s lion’s sleeping, sleeping, too. too. Can children sleep? Yes, they they can! It’s nap time at kindergarten. The children are sleeping. Can you see Mouse? He’s sleeping, too! Sshhh! What else can children do? They can run.  These children like like running. It’s fun! Do you like running? running? What animals can run? • After watching, elicit children’s observations about what they’ve seen. Encourage them to make comparisons 124

book and point to the animals one by one, encouraging the children to say the words. Point to each action, saying the words, e.g., The elephant’s running. Running. The elephant’s walking. Walking. and Walking. and prompting the children to join in. Explain that you are going to play some audio, and the children should listen and circle the animals. Play the Audio CD (CD2 track 20), pausing after the first statement to circle the walking elephant as an example.

Listen and circle. $ 2•20 1  2  3  4 

•

Look at the elephant. elephant. The elephant’s elephant’s walking. It’s It’s walking. Look at the parrot. parrot. The parrot’s parrot’s sleeping. sleeping. It’s sleeping. Look at the monkey. monkey. The monkey’s monkey’s eating. It’s eating. Look at the lion. The lion’s running. It’s It ’s running. Play the audio again, walking round to check the children’s answers.

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean •

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Unit 6 © Copyright Oxford University Press

 

 The monkey is eating, eating, What about you?  The elephant is walking, walking, And I’m walking, too.  The elephant is walking, walking, What about you?  The parrot is sleeping, sleeping, And I’m sleeping, too.  The parrot is sleeping, sleeping, What about you?  The lion is running, running,

And I’m running, too.  The lion is running, running, What about you? • Play the song two or three times, encouraging more participation in the actions.

Unit 6 Lesson 9 Kindergarten song

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 61. Hold up

Materials Audio CD1&2 DVD Hello routine materials routine materials Student Books page 61 Unit 6 Kindergarten poster Unit 6 My Book worksheet

•

1 Hello routine you have chosen to do with your • Follow the Hello routine you class (see Routines p.20).

•

2 Kindergarten poster

• Cover the animals on the Kindergarten poster with a

•

sticky note. Invite a child to the front and say Find the monkey. When monkey.  When they find the correct animal, say and mime eating).). Encourage the the activity for that animal (e.g., eating children to join in. Repeat by finding the elephant, the parrot, and the lion and miming their actions from the poster.

3 Kindergarten DVD

• Gather the children where where everyone can see the DVD. DVD. Ask the children what they can remember about the children at the kindergarten on the DVD.  It’s time to watch the DVD. Let’s watch the children Say It’s • Say

•

at the kindergarten. Play the sequence once, and let the children enjoy the story. Play the DVD again. Press the pause button or turn off the volume after each clip and ask What’s it doing? Is it (walking)?  about  about the different animals in the sequence.

•

circling this match by tracing over the example circle with your finger for the children to see. Ask What’s it doing?  about  about each animal on the left, but the children match and circle the remaining pictures themselves. If possible, go around and talk to the children as they work. Point to an animal and ask individual  What’s children What’s it doing? Point to a child and ask  What’s he/she doing? Say, e.g., Good job, [name]. Very good, [name]. When the children have completed the page, play the Animal the  Animal actions song (CD2 song (CD2 track 21) once more, encouraging the children to point to the correct action.

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean up song (CD1 song (CD1 track 11). It’s time to say goodbye. Follow goodbye. Follow your chosen Goodbye • Say routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities My Book project 

• Give out the Unit 6 My Book worksheet. Ask the children

4 Song: Animal Song: Animal actions song

• Say We’re going to learn a new song. song. Play the Animal the  Animal actions song (CD2 song (CD2 track 21) once, demonstrating the actions to the children.

your book and point to each of the animals one by one.  The children find and point point with you, saying saying the words. words. Point to the monkey on the left and say Look at the monkey. What’s it doing? It’s … and elicit eating eating.. Point to … and elicit the first boy and ask What’s he doing? He’s … and  jumping.. Point to the boys one by one and elicit the  jumping activities until you find the boy doing the same activity as the monkey (circled as an example answer). Demonstrate

•

to circle their favorite animal. Then, ask the children to draw themselves doing the same action as the animal they have circled. Put the completed My Book worksheets with those from previous units.

Animal actions song $ 2•21  The monkey is eating, eating, And I’m eating, too. Unit 6 © Copyright Oxford University Press  

• Encourage the children to use their pencils to trace over

•

the letter p letter  p in  in their books. Walk around, checking that they are starting in the appropriate place and using the correct strokes. Repeat with the other animals. Encourage the children to complete the animals and color them as neatly and carefully as possible.

4 Class game

• Say We’re going to play a game. Play game.  Play the Yes/No Mouse game (see Ideas bank  p.33) game (see  p.33) using the Unit 6 Animals flashcards. If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

 TEACHING TI P:

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5 Goodbye

• Encourage the children to clean up by playing the Clean

Unit 6 Lesson 10 Literacy 

•

Materials Audio CD1 Hello routine materials routine materials Mouse and Me! Phonics (optional) Student Books page 62 Unit 6 Animals flashcards: monkey, lion, snake, parrot  Unit 6 Animals wordcards: monkey, lion, snake, parrot 

Extra activities Slow reveal 

• Review the animals words by sticking the flashcards on

• 1 Hello the Hello routine you routine you have chosen to do with your • Follow class (see Routines p.20).

2 Presentation

• Review the animal words with the Unit 6 Animals •

• • •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

•

flashcards. Hold up each flashcard and prompt the children to say the word. Stick the four flashcards on four different walls in the classroom. Say Point to the snake. and prompt the children to point to the appropriate flashcard. Repeat with the other animals. Stick the lion lion flashcard  flashcard on the board and write the word lion under lion  under it. Say the word as you run your finger under it. Hold your finger under the letter l  in  in the word lion lion.. Say the letter sound, and prompt the children to repeat. Repeat with the other animal words, leaving the flashcards on the board as support.

the board and sticking the wordcards under each. Run your finger under the words as you say them, encouraging the children to join in. Remove the wordcards from the board and put them in an envelope. Slowly reveal one of the wordcards by pulling it from theasenvelope. Encourage thethe children raise their hands soon as they recognize word. to Invite the first child who raised their hand to stick the wordcard on the board under the correct flashcard. Repeat the activity with the other wordcards. Oxford Read and Imagine Graded Readers are a great way to introduce your class to Readers are reading in English for pleasure. Please see your Sales Representative for more information. READING SUGGESTION

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 62. Hold up your •

•

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book and point to the animals, prompting the children to say the words as you do so. Ask the children if they can recognize any of the words on the page. Praise all attempts, and if the children can recognize any of the words, direct the class to look at that word on the board. Direct the children’s attention to the word parrot  word  parrot  in  in the Look. (Parrot. book. Say What’s the word? Look. ( Parrot.)) Point to the words and the flashcards on the board. Unit 6 © Copyright Oxford University Press

 

• Play the chant several times, encouraging the children to  join in.

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Display the 17 and 18 flashcards on the board and write

•

the numbers next to them, large and clear so that the children can see you forming them. Prompt the children to trace the number 17 in the air with their index finger, then the number 18. Walk around, checking that everyone is tracing correctly. Give out the Student Books open at page 63. Hold up your book and point to the numbers 17 and 18. Encourage the children to find the numbers in their own books and trace over them with their pencils. Check that they are starting star ting in the appropriate place and using the correct strokes.

• Ask the children what they can see on the page. If needed,

Unit 6 Lesson 11 Numeracy 

•

New language 17, 18

Materials

•

Audio CD1 Hello routine materials routine materials Numbers flashcards 1–18 Student Books page 63 Unit 6 Animals flashcards

4 Class game game.  Play the Clap the words • Say We’re going to play a game. Play game (see Ideas bank  p.33) game (see  p.33) substituting words for numbers.

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

5 Goodbye

• Encourage the children to clean up by playing the Clean

2 Presentation

• Review the numbers from 1–16. Hold up the Numbers •

•

• •

you can check the children’s understanding of the animals using the flashcards. Explain to the children that there is a pattern on the page. Hold up your book and say Number. Picture. Number. Picture. Point Picture.  Point to the number on the right of the snake and say What’s next? Number or picture?  Elicit  Elicit that a number is next and ask What number?  (Fifteen  (Fifteen.).) Continue with the activity, offering help and support to those children who need it. If some children find the activity difficult, suggest that other children can help them.

flashcards in numerical order, prompting the children to say the numbers. ten and Say a number, e.g., ten  and tap on the table ten times. Encourage the children to tap with you. Repeat with other numbers. Vary Vary the game by writing a number on the board (but not saying it) and asking the children to tap on the table the correct number of times.  Tap  Ta p on the table sixteen times, times, saying the numbers with the children with each tap. Tap one more time and say seventeen seventeen. Promptsaying the children to repeat. the table seventeen. times, the numbers withTap theon children with each tap. Hold up the flashcard for 17.  Tap  Ta p on the table seventeen seventeen times, saying the the numbers with the children with each tap. Tap Tap one more time and repeat the process above to introduce the number 18. Say We’re going to learn a new chant. Play the Unit 6 Numbers chant  (CD2  (CD2 track 22) once, holding up the 17 and 18 flashcards at the appropriate time.

•

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Number patterns

• Review the numbers 1–18 by writing them on the board • •

and prompting the children to say them as you point. Erase the even numbers, then call children to the front f ront to write in the missing numbers. Repeat the activity with the odd numbers on the board.

Unit 6 Numbers chant $ 2•22 What’s the number? What’s the number? Seventeen. Seventeen. What’s the number? What’s the number? Eighteen. Eighteen. (Repeat) Unit 6 © Copyright Oxford University Press  

Objectives Practice the routines language Via Daisy’s new words, introduce the children to space words in English Establish the costume for the unit (astronaut) and share in Daisy and Robin’s adventures with the story Introduce a new communication structure via the story Explore the value of being kind to others Self smart: Learn smart: Learn about daytime and nighttime Kindergarten: Discover Kindergarten:  Discover what seeds need to grow into flowers

of the topic. Children will enjoy watering the plants every lesson and watching their progress as they sprout and grow.

Making the most of this unit You may wish to consider doing an end of year performance per formance with your class, for either parents or others in the school, and now is a good time to start star t planning this. Allow your class to have some input on what they will be performing. For example, ask them to identify their favorite songs to sing, or their favorite story to act out, before putting together a program. Spend a bit of time in lessons from now until the end of the year practicing for the performance. You You will find a performance invitation on the Teacher website (PM98–99).

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Literacy: Word recognition; tracing whole words Literacy: Word Numeracy: Introduce Numeracy:  Introduce numbers 19 and 20; addition

Language Daisy’s new words:  words: astronaut, rocket, earth, sky, stars, moon Daisy’ss story structure: Daisy’ struc ture:  Let’s go to the … Self smart new words:  words: daytime, sun, nighttime Kindergarten new words: seeds, words: seeds, soil, water, light, What do they need?  Review: routine Review:  routine language; greetings; weather; colors; numbers; birthdays; Hello! language; Units 1–6 language

Activity Book  Lessons 1, 3, 4, 5, 6, 7, 8, 10, and 11 are accompanied by an Activity Book page to practice and consolidate the language learned in the unit. The Activity Book pages can be completed in class, after the main lesson, or sent home with the children to complete with their parents.

Unit song actions Lesson 1 Space song astronaut – draw your hands over your face, as if putting on a space helmet; rocket – bring your hands together with your fingers upwards, then raise your hands quickly upwards, like a rocket taking off; earth – touch the ground; sky – open both your hands wide and reach up; stars – open and close your fingers to indicate twinkling; moon – draw a crescent moon high above you with your fingers

About Unit 7 Costume Daisy and Robin’s costume of choice for this unit is an astronaut. In the story, Daisy and Robin zoom off into space in a rocket. On the moon they meet Little Star who is lost and sad and wants to go home. Daisy and Robin help to reunite Little Star with her family. Enhance your class’ experience of the story by preparing the astronaut badge prop for Mouse from the Teacher Teacher website (PM13). There’s There’s also a badge and some Little Star story props for the children to make themselves (PM70).

Lesson 5 Daytime and nighttime song daytime – fling your arms wide open; ope n; sun – draw a circle in the air high above you; nighttime – pretend to go g o to sleep by putting your hands together and resting your head on top, closing your eyes for a second; Sssh! – place pl ace a finger on your lips and say Ssssh! 

Value Kindergarten Flowers song seeds – hold out your hand in front of you and pretend to take a seed from the palm of your hand; soil – bend down d own and brush your hand along the floor; water – place both hands above your head and move them down as you move your fingers like falling rain; light – stretch out your right hand above your head and stretch out your fingers

 The main value for for this unit, as presented presented in the story, is about being kind to others. Link Daisy and Robin’s experience in the story stor y to the children children’s ’s own experiences in the classroom by rewarding those who are kind with a Mouse merit.

Self smart topic  The Self smart cross-curricular topic teaches teaches the concept of daytime and nighttime. Associating each with relatable activities, such as sleeping at night and playing during the day, will help children to comprehend the distinction.

Kindergarten topic  The Kindergarten topic for for this unit looks at what what seeds need to grow into flowers. Like the children in the DVD story, stor y, if you are able to plant some real seeds in class, this will very much enhance the children’s experience and understanding

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Unit 7 © Copyright Oxford University Press

 

3 Daisy’s new words routine

• Complete Daisy’s new words routine (see routine (see p.21). Daisy’s new words: Space $ 2•24 Astronaut. Astronaut. Rocket. Rocket. Earth. Earth. Sky. Sky. Stars. Stars. Moon. Moon.

4 Daisy’s game

• Ask your helper, Daisy, and five other children to come

•

Unit 7 Lesson 1

•

to the front. Give each of them a space flashcard, but ask them to keep it secret. They hold up their flashcards with the pictures turned inward. Put on the Mouse puppet and move to a flashcard. Ask, e.g., Is it a star?  The  The child holding the flashcard turns it around so that everyone ever yone can see. The class answers Yes Yes   or No No.. If the answer is No No,, the flashcard is turned around again and Mouse returns to it later.  The game continues until until all six flashcards have have been turned around and are visible to the class.

Daisy’s new words

5 Student Books

New language Daisy’s new words:  words: astronaut, rocket, earth, sky, stars, moon

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 64. Make sure •

Materials Audio CD1&2 DVD Hello routine materials routine materials Student Books page 64 Unit 7 Space flashcards: astronaut, rocket, earth, sky, stars, moon Unit 7 stickers

• •

everyone knows where the stickers are. Hold up your book and point to the pictures, asking What is it? Say Find and stick: astronaut . Call out each word one by one and have the children put the stickers in place. Say Point to the sky . and encourage the class to point in their books. Then say Color the rocket red . The children color the rocket in their books. Play the Space song (CD2 song (CD2 track 23), encouraging the children to join in and point to the appropriate features in their books.

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Song: Space song

• Say We’re going to learn a new song. Play song.  Play the Space song •

on the DVD. The children simply watch at this stage. Play the Space song again, this time on the Audio CD (CD2 track 23). Do the actions from the DVD and encourage the children to join in.

•

Extra activities Indoor option: Rocket actions  actions  Unit 7 Space flashcards

• Remind the children of the actions ac tions for each of the six new words. Say each word and show the appropriate Unit 7 Space flashcard each time. The class does the appropriate action. Practice several times, varying the order in which

Space song $ 2•23 2•23 or  or [Unit 7 Song DVD] I’m an astronaut And I zoom up high. Zoom in my rocket, From the earth to the sky.

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines p.20).

you say the words.

•  Turn this into into a game by explaining that the last one one or two children to do the action each time sit down and are out of the game. Play the game, varying the order of the words.

Zoom in my rocket  To  T o the stars, to the moon. moon. Zoom in my rocket, Zoom! Zoom! Zoom! (Repeat) • Play the song two or three times, encouraging more participation in the actions.

Outdoor option: Rocket flight   Unit 7 Space flashcards

• Position the Unit 7 Space flashcards around the •

playground in areas where the children can congregate.  Tell  T ell the children they are are all in a rocket now. now. Say each of the space words. The children fly to the appropriate flashcard, zooming all the way.

Unit 7 © Copyright Oxford University Press  

3 Who do you want to be? routine

• Display the Who do you want to be? poster and complete the Who do you want to be?  routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be? chant (CD2 track 26).

Who do you want to be? (Unit 7) $ 2•26 1, 2, 3, Come with me. Who do you Want to be? Daisy I want to be an astronaut! • If you are using the astronaut badge Mouse prop (PM13), make Mouse say I want to be an astronaut, too!  Secretly  Secretly put on his costume and repeat the chant, with Mouse answering. Then Then bring Mouse out dressed up and say Look! Mouse is an astronaut! 

Unit 7 Lesson 2 Who do you want to be? 

4 Story:  Story: I want to be an astronaut 

• Gather the children around you so that everyone ever yone can listen to the story: I want to be an see and hear. Say Let’s listen

129

•

New language Daisy’ss story structure: Daisy’ struc ture:  Let’s go to the …

Materials Audio CD1&2 Big Story Book Unit 7 DVD Hello routine materials routine materials Mouse merits Mouse prop: astronaut badge (PM13) (optional) Story prop: badge and Little Star (PM70) (optional) Student Books page 65 Unit 7 Space flashcards Who do you want to be? poster If you wish to enrich the storytelling experience by using the Mouse prop (PM13), you will need to prepare this before the lesson.

 TEACHIN G TIP:

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Daisy’ Daisy’ss story structure and song

• Display the six Space flashcards at the front of the classroom. Using the Mouse puppet, point to the pictures one by one. Play the Audio CD (CD2 track 25) and encourage the class to do the actions.

Daisy’ss story structure: Space $ 2•25 Daisy’ 2•25   Let’s go to the rocket. Rocket. Let’s go to the moon. Moon. Let’s go to the stars. Stars. song. Play the song (CD2 track 23) • Say Let’s sing the Space song. and encourage everyone to join in with the actions (and any words they are able to).

astronaut . Play the story on the Audio CD (CD2 track 27) and hold up the Big Story Book for the class to see, turning the pages as you follow the story.

I want to be an astronaut $ 2•27 2•27 or  or [Unit 7 Story DVD] 1  One sunny day, day, Daisy and Robin are playing playing with the dress-up box. “I want to be an astronaut astronaut,”,” says Daisy. “I want to be an astronaut astronaut,, too,” says Robin. Rob in. Daisy puts on her astronaut costume. Robin puts on his astronaut costume.

And off they go … 2  Daisy and Robin Robin see a rocket rocket.. It’s pink and yellow and blue. “Wow! A rocket!” says Robin. “Let’s go to the moon,” says Daisy. So, Daisy and Robin climb into the rocket. 5, 4, 3, 2, 1 … Whoosh! 3  The rocket zooms zooms into the sky sky.. “We’re very high, hig h,” says Robin. ”I can see the earth earth,”,” says Daisy. 4  The rocket rocket lands lands on the moon moon.. “This is fun,” says Daisy. “I’m walking on the moon!” “I want to explore,” says Robin. 5  Daisy and and Robin see a little star star.. She’s sad. “Hello,” says Daisy. “What’s your name? What’s the matter?” “I’m Little Littl e Star,” says the star. “I want to go home.” “We’ll take you home,” says Robin. “Let’s go to the rocket.” 6  Daisy and Robin are in the rocket. rocket. “Are you ready, Little Star?” asks Daisy. “I’m ready,” says Little Star. “Let’s go!” says Robin. 5, 4, 3, 2, 1 … Whoosh!  The rocket zooms into into the sky sky.. 7  The rocket rocket zooms to the stars stars.. “Look! There’s my family!” says Little Star. Little Star is home again. “Thank you! You’re very kind,” says Mother Star. 8  It’s time to go home. Daisy and Robin wave goodbye to Little Star and her family. “Goodbye Goodbye,,” say Daisy and Robin. Rob in. “Goodbye Goodbye,”,” say the stars.

Unit 7

130

© Copyright Oxford University Press  

5 Student Books song (CD1 track 10). • Play the Sit down song (CD1 • Give out the Student Books open at page 65. Hold up your

•

• •

•

book and point to the rockets, the sky, sk y, the stars, the moon, and the earth. Encourage the children to say the words. Demonstrate carefully drawing a line from rocket number 1 to the moon, without touching any stars. Ask the children to do the same, then ask them to do the same with rocket number 2. Ask the children to trace the outlines of the moon and the earth and color them. When you’ve finished, discuss the value of being kind to others. Talk Talk about how Daisy and Robin notice that Little Star is sad. They want to find out what’s wrong so they can make her happy again (by being kind and taking her home). Use the language of the story to help make your point, Little Starsays is sad. “WhStar. “What’s at’s. Little the matter?” says Daisy. “I wante.g., to go home,” Little Star Star is home aga in. again. “You’re very kind,” says Mother Star.  Star.   Explain that it’s important to be kind to other people and think about how they are feeling. Award a Mouse merit to

children who have shown particular kindness to another child.

6 Goodbye

• Encourage the children to clean up by playing the Clean the  Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines p.20).

Extra activities Indoor option: Story prop (star) pencils, scissors, cardboard cardboard,, completed Little Stars and astronaut badge   PM70, colored

• Hold up a completed sad Little Star and ask Is Little Star

• • •

happy?  (No) (No),, then hold up a happy Little Star and repeat the question. Explain that children are going to make their own Little Stars. Give out both stars to each child and distribute the craft materials. Allow them to color as they like and then help them to stick their stars onto cardboard and cut them out. Once the stars are completed, show children your astronaut badge and tell them they can make their own. Help them to prepare the badges. Once they are finished, the children can practice using the Star. and props. Say Hello, sad Little Star.  and encourage children to hold up the correct prop. Repeat with Hello, happy Little Star. and Hello, astronaut!  randomizing  randomizing the order until children are confidently holding up the right props each time.

Outdoor option: Let’s go to the … Unit 7 Space flashcards

• Position the Unit 7 Space flashcards around the •

playground in areas where the children can congregate. Say Let’s go to the … and say one of the space words. The children run to the appropriate flashcard, saying Zoom!  saying Zoom!  as  as they go.

Unit 7 © Copyright Oxford University Press  

• Help the children to remember the story, using actions and flashcards to prompt their answers. Say, e.g., Daisy and Robin are astronauts. Where do they go? (to the sky, to the moon) What do they see?  (the earth, the stars) Use the flashcards to prompt the children’s answers as necessary.

4 Story DVD

• Gather the children where everyone can see the DVD. •

•

Unit 7 Lesson 3 Story DVD and comprehension Materials

Let’ss listen to and watch the story: I want to be an Say Let’ astronaut.   astronaut. Play the story on the DVD. Encourage the children to join in with the actions, the sound effects, and as much of the repetition as they can. If they have them, explain that they should hold up the sad Little Star when Daisy and Robin meet her, and hold up the happy Little Star when she finds her family. Play the DVD again but press “pause” just before each of the space words words. Encourage the children to say word. Prompt them by.pointing to the features on thethe DVD.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 66. Hold up your

131

Audio CD1&2 DVD Hello routine materials routine materials Story prop: badge and Little Stars (PM70) (optional) Student Books page 66 Unit 7 Space flashcards Who do you want to be? poster

• •

6 Goodbye

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

• Encourage the children to clean up by playing the Clean the Clean up song (CD1 song (CD1 track 11).

• Say It’s time to say goodbye. Follow your chosen Goodbye

2 Game with song

routine (see routine  (see Routines p.20).

• Do a quick review of the space words and story structure

• •

•

using the Space flashcards. Display the six flashcards. Say, moon.  and invite your helper to take e.g., Let’s go to the moon.  another child with them and go and stand by the moon moon   flashcard. Play the Space song on song on the DVD or Audio CD (CD2 track 23) and encourage everyone to do the actions and join in with as much as they can. game . Divide the class into six Say We’re going to play a game. groups and give each group one of the six flashcards. Play the Space song again. song again. Each group stands up and sits down again when their word is mentioned. Repeat and, if you would like to make it more challenging, ask everyone to stand up and sit down again every time they hear the word zoom word  zoom (as  (as well as their group’s word).

Extra activities Indoor option: Story prop or or Yes/No  Yes/No Mouse

• If you have not yet created the story props with your class, •

•  Ta  Take ke the children outdoors. outdoors. Encourage the children to space themselves around the area. Explain that the children should zoom around as if they are rockets when you say Go, rockets! and they should stop when you say Stop, rockets!

• Repeat several times, varying your voice so that you are sometimes speaking softly, sometimes loudly, sometimes quickly, sometimes slowly.

• Display the Who do you want to be? poster and complete

132

take the opportunity to do so here. Alternatively,, play Yes/No Mouse (see Alternatively Mouse (see p.33) using the Space flashcards.

Outdoor option: Go, rockets!  

3 Story: Who do you want to be? (An astronaut)

•

book and point to the pictures. Ask the children to look at the pictures. Say Did it happen in the story?  Point to each picture and elicit Yes Yes or  or No No from  from the class. Demonstrate drawing a check under the pictures that did happen in the story, and an x under the pictures that didn’t like the example answer given. Ask Where’s Mouse?  Say Find and point . 

the Who do you want to be?  routine routine (see  (see Routines Routines p.20).  p.20). Play the Who do you want to be? chant  (CD2  (CD2 track 26). …  Encourage the class to complete Say I want to be an … Encourage the sentence with astronaut , supporting them as necessary. Give out the Little Stars and astronaut badges if they have made them. Help the children to secure the badges to their shirts.

Unit 7 © Copyright Oxford University Press

 

4 Story performance

• Play the story I want to be an astronaut on the DVD or tell •

•

•

Unit 7 Lesson 4 Story performance New language Extended language:  language: Let’s go to the …

the story with the Big Story Book so that it is fresh in the children’s children ’s minds before they do their own performance. Choose nine children to take the roles of Daisy, Robin, Mouse, Little Star, and Little Star’s family (Mother Star, Father Star, Grandmother Star, Grandfather Star, and Brother Star). Everyone else can pretend to be stars in the sky and can use their Little Star props if they have made them. Play the story on the Audio CD (CD2 track 27), encouraging the main characters to act out their parts with actions and any words they can manage. Pause the Audio CD, as needed, to allow them the time to do this. Encourage the rest of the class to participate par ticipate with the joinin words and actions. They can also hold up the correct Little Stars at the appropriate points in the story (sad Little Star until she finds her family, then happy Little Star).

• Repeat the procedure, giving other children the chance to take the lead roles.  TEACHING TI P:

 The story can also be performed outdoors. outdoors.

5 Student Books

Materials Audio CD1&2 Big Story Book Unit 7 (optional) DVD Hello routine materials routine materials Story prop: badge and Little Stars (PM70) (optional) Student Books page 67 Unit 7 Space flashcards

• Play the Sit down song (CD1 track 10). • Give out the Student Books open at page 67. Hold up your •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Class game

• Place all of the Unit 7 Space flashcards (except astronaut ) • •

around the room, with the pictures facing away from the class. Say, e.g., Let’s go to the stars. and tell your helper to go to the flashcard she thinks is correct. Reveal the picture to the class. They say Yes Yes if  if it’s correct and No No if  if it’s it ’s incorrect. incorrect. Repeat with other children and flashcards, varying your instruction each time.

3 Extended language: Let’ Let’ss go to the …  … 

•

Listen, connect, and say. $ 2•28 1  Let’s go to the moon. 2  Let’s go to the rocket. 3  Let’s go to the stars.

… and encourage the children to finish • Say Let’s go to the … and the sentences as in their books.

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean •

up song (CD1 song (CD1 track 11). Say It’s time to say goodbye. Follow your chosen Goodbye routine (see routine  (see Routines p.20).

Extra activities

Tell • Invite a group of children to the front of the classroom. Tell

•

book and point to the pictures on the page, saying the words as you do so and prompting the children to join in. Ask Can you remember the story?  Invite  Invite the children to tell you what happened in the story, praising all attempts. Explain that you are going to play some audio and the children should listen and connect the picture on the left to the correct picture on the right. Play the audio (CD2 track 28), pausing after each statement.

them that they are astronauts and invite them to climb into an imaginary rocket. If they have made them, children could wear their astronaut badges for this activity. Demonstrate the activity by holding up the Space flashcard for, e.g., the moon. Count down from f rom five: five … four … three … two … one, then say Let’s moon.   say Let’s go to the moon.   The children in the the rocket then all do the action for for moon moon.. Repeat the procedure, showing a different flashcard (earth/sky/stars earth/sky/stars)) each time. Encourage the class to count down and encourage them to say Let’s go to the …

The sky    paper, pencils

• Give everyone a sheet of paper and ask the children to •

draw the sky, complete with stars, the earth, the moon, and a rocket driven by an astronaut. Go around admiring their work and asking ask ing What is it? What color is it? , etc.

Unit 7 © Copyright Oxford University Press  

Self smart new words: Daytime and nighttime $ 2•30 It’s daytime. Daytime. Can you see the sun? It’s nighttime. Nighttime. Can you see the moon? Goodnight everyone. • Play the audio once more and this time encourage the children to join in with the actions themselves.

4 Pop-outs

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books B ooks and show the children where •

•

Unit 7 topic Lesson 5 words Smart new New language Self smart new words:  words: daytime, sun, nighttime

Materials

to find the Unit 7 Self smart pop-outs. pop- outs. Show the class how to press out the pop-outs. Demonstrate slotting the arrow through the slot and moving it up and down so the arrow head is pointing to either the daytime or the nighttime scene. daytime. The children move the arrow to the Say It’s daytime. nighttime. daytime scene. Repeat with It’s nighttime.

5 Game with pop-outs

• Say It’s daytime. or daytime. or It’s nighttime. nighttime.  • Everyone moves the arrow on their pop-out and then mimes an appropriate activity. They can use the pictures on the pop-out for ideas, e.g., they can mime playing the

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Audio CD1&2 Hello routine materials routine materials Student Books Unit 7 Self smart pop-outs Unit 7 Self smart flashcards: daytime, sun, nighttime, moon

•

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

trumpet, washing their hands, running, or eating or do the action for sun sun for  for It’s daytime.; they can mime sleeping or do the actions for stars stars for  for It’s nighttime. Now give different aural prompts with actions to aid running.  comprehension,, e.g., It’s sunny, the children are running.  comprehension  The children move move their arrows to to the correct time of day and say It’s daytime/nighttime.

6 Goodbye

class (see Routines p.20).

2 Self smart song: Daytime and nighttime song

• Say We’re Say We’re going to learn a new song. • Play the Daytime and nighttime song (CD2 track 29),

• Encourage the children to clean up by playing the Clean the Clean •

up song (CD1 song (CD1 track 11). Say It’s time to say goodbye. Follow your chosen Goodbye routine (see routine  (see Routines p.20).

demonstrating the actions for the children.

Extra activities

Daytime and nighttime song $ 2•29 It’s daytime, it’s daytime. Can you see the sun? It’s daytime, it’s daytime. Can you see the sun?

Indoor option: Goodnight! 

• Explain that you are going to ask the children to do

It’s nighttime, it’s nighttime. Goodnight everyone. It’s nighttime, it’s nighttime. Goodnight everyone. Sssh!

•

• Play the song two or three times, encouraging the class to begin participating in the actions themselves.

child to pretend to go to sleep each time is out.

Outdoor option: It’s daytime/nighttime.

• Ask the children to stand slightly apart from each other.

3 Self smart new words

• Present the new words using the Audio CD and the Unit

•

134

or mime actions at their tables, but as soon as you say Goodnight!  , , they  they must stop what they are doing and pretend to go to sleep by putting their heads on their arms or on the table. Give instructions, e.g., Wash your hands/face. Play the trumpet. Draw a mouse. Then mouse. Then say Goodnight!  The  The last

7 Self smart flashcards. Play the Audio CD (CD2 track 30). Use the Mouse puppet to point to or hold up the appropriate flashcard for everyone to see. Play the audio again, encouraging the children to point to the flashcards as they hear each word.

•

daytime. and encourage the children to mime or Say It’s daytime. and do a suitable daytime action of their choice. nighttime. the children must As soon as you say It’s nighttime. all stop what they are doing and call Goodnight! If the ground in your outdoor area is suitable, you can enhance comprehension and make the game more fun by having the children lie down as well, and pretend to sleep. daytime/nighttime. Repeat, varying the order you say It’s daytime/nighttime.

Unit 7 © Copyright Oxford University Press

 

Yes.. It’s It ’s nighttime. It’s dark. Yes Look at the bird. It’s an owl. Owls like the nighttime! What aresleeping. the children  They’re sleeping . Gooddoing? night, everyone. Shhhhh! Shhhhh!

4 DVD with flashcards flashcards

• Ask five children to come to the front f ront and stand well•

spaced. Give each child a Unit 7 Space or Self smart flashcard (stars, (stars, moon, daytime, sun, nighttime). nighttime ). Play the DVD. Every time a word is mentioned on the DVD, the children hold up their flashcard. The rest of the class does the relevant action.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 68. Hold up your •

Unit 7 topic Lesson 6 Smart DVD

the children to answer with It’s … • Prompt Demonstrate circling the little moon in the example

Materials Audio CD1&2 DVD Hello routine materials routine materials Student Books page 68

book and point to each of the sections one by one. Focus on each picture and ask Is it daytime or nighttime?  

•

answer given for the first picture to indicate that it is nighttime. Let the children continue and go around helping where necessary. Play the Daytime and nighttime  nighttime song song (CD2  (CD2 track 29) and point to the relevant daytime/nighttim d aytime/nighttime e sections as they occur in the song. The children join in and point to the

appropriate sections in their books.

Unit 7 Self smart flashcards Unit 7 Self smart pop-outs Unit 7 Space flashcards

6 Goodbye

• Encourage the children to clean up by playing the Clean •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines Routines p.20).  p.20).

class (see Routines p.20).

Extra activities

2 Pop-outs and and song

• Hold up each of the Unit 7 Self smart smar t flashcards one by •

•

one, saying each word and encouraging the class to repeat and do the action. Give the class their pop-outs. Play the Daytime and nighttime song (CD2 song (CD2 track 29). Encourage the children to move the arrow on their pop-outs to the daytime/  nighttime images at the appropriate moments in the song. Encourage the children to clean up by playing the Clean the  Clean up song (CD1 song (CD1 track 11).

Indoor option: DVD Listen DVD Listen and find the mistakes   Unit 7 Lesson 6 DVD

• Gather the children where everyone can see. Say It’s •

time to watch the DVD.  DVD.  Play the sequence through once, encouraging the children to watch closely. wrong.  Say Let’s watch the DVD again. Tell me if I am wrong.  Play the DVD with the volume down and read the script but making very obvious mistakes and encourage the children to say No No when  when they recognize that you are wrong. Say Silly Say Silly me!  in   in response.

3 DVD

Outdoor option: Discovery 

• Gather the children where everyone can see. Say It’s

  large sheet of paper, pencils/paints

time to watch the DVD. DVD. Play the sequence through once, encouraging the children to watch closely closely..

Daytime and nighttime [Unit 7 Smart topic DVD] It’s daytime. It’s light.  The sun is shining shining and the sky is blue. Look at the girl. What’s she doing? She’s eating. Yum, yum! Now she’s washing her hands. Look at the boy. What’s he doing? He’s playing the trumpet. Toot, toot, toot! What’s this boy doing? He’s running. Look! Can you see the moon? Can you see the stars?

•  Ta  Take ke the children outdoors. outdoors. Ask Is it daytime/nighttime? • •

Can you see the stars/the moon/the sun? Place a large sheet of paper on the ground and explain that they are going to draw or paint a picture of the sky. Ask the children to choose a daytime or nighttime sky, and then allow them to draw or paint the relevant features (e.g., clouds, stars, moon, sun).

Unit 7 © Copyright Oxford University Press  

4 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). out the Student Books open at page 69. Hold up • Give your book and point to the main scene. • Elicit the space and Self smart words from different

• • •

Unit 7 Lesson 7 Review 

5 Assessment

• Complete the Assessment worksheet for this unit. The

Materials Audio CD1&2 Craft template (PM78) and notes (PM83) Hello routine materials Mouse merits Mouse and Me! Phonics (optional)

children. Explain that children should imagine they are the astronaut in the rocket and draw their own faces. Draw a picture of your face on the page to demonstrate. Point to the earth and prompt the children by saying Let’s go to the … (earth). (earth). Te  Tellll the children to finish finish coloring the earth with blue. Ask the children to count the yellow stars. Count together as a class (6 (6). Finally, ask the children Is it daytime or nighttime?  (It’s  (It’s nighttime.) Go around as they work, awarding Mouse merits to reward children who have completed the activity.

•

children find and circle the items from the key k ey in the big picture, then point to and say the words they know.  The worksheet features features language from both Daisy’s Daisy’s new words and the Self smart topic. If there is time, the children can color the picture.

If you are following the Phonics syllabus, now is a good opportunity to review and practice your

 TEACHING TI P:

135

chosen letters and sounds.

Student Books page 69 Unit 7 Assessment worksheet Unit 7 Self smart flashcard: sun Unit 7 Space flashcards: stars, moon

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean •

1 Hello routine you have chosen to do with your • Follow the Hello routine you class (see Routines p.20).

routine (see routine  (see Routines p.20).

Extra activities

2 Songs

• Remind the children of the songs in Unit 7: Space song (CD2 •

track 23) and Daytime and nighttime song (CD2 song (CD2 track 29). Play and sing both songs and encourage the children to  join in. After you have have sung both songs, ask ask a few children What’s your favorite song?  Sing the preferred song through one more time.

Indoor option: Craft 

• Choose either the individual or the whole class craft from the resources on the Teacher website.

Outdoor option: Rockets   chalk, Story prop: astronaut badges (optional)

•  Ta  Take ke the children outside and mark out lots lots of stars on the ground with chalk. Ask the children to get into groups of two or three. Explain that each group is a team of astronauts in a rocket, and that the whole area is the sky. Children can wear their astronaut badges if they have made them.

At this stage in the year it is a good time to plan ahead for the End of year performance, which will take place in the final Holidays unit (see p.154). Start spreading the word to parents, friends, and other teachers.

 TEACHIN G TIP:

that everyone will zoom around the sky with the • Explain astronauts in each rocket holding hands. When you say

3 Show what you can do Kim’s game

• Play Kim’s game with the Unit 7 Space and Self smart • • • • 136

up song (CD1 song (CD1 track 11). Say It’s time to say goodbye. Follow your chosen Goodbye

flashcards. Hold up the flashcards one by one, eliciting the phrase or word and action for each flashcard. Place Plac e them on the table. Say Close your eyes. then remove one of the flashcards. eyes. The children do the action Say Open your eyes. The action for the missing flashcard and say the word or phrase. Put the flashcard back and remove a different flashcard.

•

Let’s go to the stars. stars., each rocket must land on a star – but there can only be one rocket on each star. As the game continues, rub out a few stars so that there are fewer and fewer to land on. Any rockets that do not manage to land on a star must leave the game.  This is a good moment moment to remind the children about being kind; each rocket needs to go at the pace that matches the slowest astronaut on board. Praise any examples of kindness you see.

 TEACHING TI P:

Unit 7 © Copyright Oxford University Press

 

new words 3 Kindergarten new

• Present the new words using the Audio CD and the Unit 7 •

Kindergarten poster. Play the Audio CD (CD2 track 31). Use the Mouse puppet to point to the photos at the side of the poster one by one.

Kindergarten new words: Flowers $ 2•31

Unit 7 Lesson 8 Kindergarten new words Materials Audio CD1&2 DVD Hello routine materials routine materials Sticky notes (optional) Student Books page 70 Unit 7 Kindergarten poster

Seeds. Seeds. Soil. Soil. Water. Water. Light. Light. • Play the audio again, this time drawing attention to the relevant details in the illustrated scene. • Help the children to make connections between the photos in the poster and the main illustration. For Seeds.. Then example, point to the seeds photo and say Seeds point to the illustration and say Where are the seeds?  Point to the children with the watering can and ask What’s this?   (Water.) Repeat (Water.)  Repeat for the other new words.

4 Class game What do we need? 

• Point to each of the new words on the Kindergarten •

poster and name them. Explain that we need all of these things for flowers to grow.  Tell  T ell children to close close their eyes while you you cover one of the pictures with a sticky note. Say Open your eyes and look.

What do we need?  and  and get children to tell you which item is “missing” or covered. Repeat several times.

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

5 Student Books

• Play the Sit down song (CD1 track 10). • Give out the Student Books open at page 70. Hold up

2 Kindergarten DVD  It’s time to watch the DVD. Let’s visit a kindergarten in • Say Say It’s another country. Play the sequence once, encouraging the children to watch closely.

•

Let’s go to kindergarten! [Unit 7 Kindergarten DVD] Let’s go to kindergarten!  Today, the boys  Today, boys and girls are gardening. gardening.  These children are are going to plant some some seeds. What What do seeds need to grow?  The teacher has the seeds. seeds. She gives the seeds to the children. Look! They’re very small.  The children have have some soil, too. too. Seeds need soil to grow grow..  The children put the soil soil into pots.  They put the seeds in the soil. soil. Can you see Mouse? Here he is! He has some water.  The teacher has some some water, water, too. Emma gives gives her seeds some water. Seeds need water to grow. Look, the seeds are growing!  The pots are by the window. window. The seeds need need light from the sun to grow. Look at the lovely flowers. There’s a yellow flower. And there’s an orange flower. What’s your favorite flower? • After watching, elicit children’s observations about what they’ve seen. Does their school have a garden? Do they have a garden or flowers or plants at home?

your book and point to the light , water , seeds, seeds, and  and soil  in  in the big picture on the left, prompting the children to say the words. Ask the children to look at the four pictures on the right and say what’s missing in each picture. Encourage the children to draw the missing item into each picture (seeds ( seeds;; soil ; light; light;  water ).).

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. routine (see routine  (see Routines p.20).

Extra activities a game from the Ideas bank  (p.33)  (p.33) to play with • Choose your class.

Unit 7 © Copyright Oxford University Press  

Flowers song $ 2•32 What do seeds need to grow? What do seeds need to grow? What do seeds need to grow Into lovely flowers?  They need lots of soil, soil,  They need lots of soil, soil,  They need lots of soil, soil, Lovely, lovely flowers!  They need lots of water, water,  They need lots of water, water,  They need lots of water, water, Lovely, lovely flowers!

Unit 7 Lesson 9 Kindergarten song Materials Audio CD1&2 DVD Hello routine materials routine materials Student Books page 71 Unit 7 Kindergarten poster Unit 7 My Book worksheet

 They need lots of light,  They need lots of light,  They need lots of light, Lovely, lovely flowers! What do seeds need to grow? What do seeds need to grow? What do seeds need to grow Into lovely flowers? • Play the song two or three times, encouraging more participation in the actions. You may wish to arrange everyone into pairs so that everyone does the actions with their partner, one child asking and the other answering.

137

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 71. Ask Can you

2 Kindergarten poster

see the seeds? What do they need? Elicit soil , water, water, and  and

• Display the Kindergarten poster and review the new

light . Ask the children to color the soil brown and draw the water and sun. seeds. Count together Finally, say to the children Count children Count the seeds. Count as a class (6 (6). When the children have completed the activity, play the Flowers song (CD2 song (CD2 track 32) once more, encouraging the children to point to the correct pictures.

•

vocabulary by pointing to the pictures pictu res and saying the words. Now point to, e.g., the children putting soil in their pot and say Seeds. Yes or no? Encourage the children to respond with No. Repeat for the other new words, as well as for any review words on the poster.  poster.  

3 Kindergarten DVD

• Gather the children where everyone can see the DVD. Ask • •

the children what they can remember about the children at the kindergarten on the DVD. Say  It’s time to watch the DVD. Let’s watch the children Say at the kindergarten. Play the sequence once, and let the children enjoy the story. Play the DVD again. Press the pause button or turn off the volume after each clip and ask What is it? about the different flower items in the sequence.

• •

6 Goodbye

• Encourage the children to clean up by playing the Clean the Clean •

Extra activities My Book project 

• Give out the Unit 7 My Book worksheet. Ask the children

4 Song: Flowers song

• Say We’re going to learn a new song. song. Play the Flowers song  song  (CD2 track 32) once, demonstrating the actions to the children.

138

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines p.20).

•

to check the things that plants need to grow. Then ask the children to draw and color a flower. Fast finishers can color the frame. Put the completed My Book worksheets with those from previous units.

Unit 7 © Copyright Oxford University Press

 

• •

•

recognize any of the words, direct the class to look at that word on the board. Write the words Flowers need … Elicit … Elicit that the picture shows the things that flowers need to grow. youathave any plants in the room, allow the children to Iflook them. Direct the children’s attention to the soil and ask What’s this? (Soil.) (Soil.)  Say Find the word soil soil.. then ask the children to trace over the word with their pencils. Repeat with the other words. Walk around, checking that the children are tracing correctly, starting in the correct place and following the correct strokes to form the letters. Ask individual children to say the words on the page, and to sound out the initial letters.

4 Class game game.  Play the Stop game (see • Say We’re going to play a game. Play game (see   Ideas bank  p.33)  p.33) using the flashcards.

Unit 7 Lesson 10

If you are following the Phonics syllabus, now is a good opportunity to review and practice your chosen sounds and letters.

 TEACHING TI P:

Literacy  Materials Additional flashcards for flowers flowers,, soil , and water , prepared by the teacher Audio CD1 Hello routine materials routine materials Mouse and Me! Phonics (optional) Student Books page 72 Unit 7 Self smart flashcard: sun sun  

5 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities Write the letter

Before the lesson, prepare flashcards for flowers, soil, and water .

 TEACHIN G TIP:

Write the letter 

• Stick the flashcards for seeds seeds,, flower, flower, and  and water  on  on the •

1 Hello

• Follow the Hello routine you routine you have chosen to do with your class (see Routines p.20).

2 Presentation

Oxford Read and Imagine Graded Readers are Readers are a great way to introduce your class to reading in English for pleasure. Please see your Sales Representative for more information. READING SUGGESTION:

• Review the words flowers, soil, sun, and sun, and water  with  with the • • • •

board and elicit the words from the children. Invite different children to the front of the class to write the first letter of each word on the board. Alternatively, Alternatively, you can ask all of the children to write the first letters on pieces of paper.

flashcards. Hold up each flashcard and prompt the children to say the word. Stick the flashcards on different walls of the classroom. Say Point to the flowers. flowers. and  and encourage the children to point to the correct flashcard. Repeat with the other words. Stick the flowers flowers flashcard  flashcard on the board and write the word flowers flowers under  under it. Say the word as you run your finger under it. Hold your finger under the letter f  in  in the word flowers flowers.. Say the letter sound, and prompt the children to repeat. Repeat with the other words, leaving the flashcards on the board as support.

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 72. Hold up •

your book and point to the pictures. Ask the children if they can recognize any of the words on the page. Praise all attempts, and if the children can

Unit 7 © Copyright Oxford University Press  

3 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Display the 19 and 20 flashcards on the board, and write

•

• •

Unit 7 Lesson 11 Numeracy 

New language 19, 20

the red flowers in the second bunch. (Ten. Ten.))

• Ask How many red and orange flowers? Count. Prompt the •

Materials Audio CD1 Hello routine materials routine materials Numbers flashcards 1–20 Student Books page 73

1 Hello

• Follow the Hello routine you routine you have chosen to do with your

the numbers nextyou to forming them, large andPrompt clear sothe that the children can see them. children to trace the number 19 in the air with their index fingers, then the number 20. Walk around, checking that everyone is tracing correctly. Give out the Student Books open at page 73. Hold up your book and point to the numbers 19 and 20. Encourage the children to find the numbers in their own book and trace over them with their pencils. Check that they are starting star ting in the appropriate place and using the correct strokes. Ask the children what they can see in the picture. Elicit that there are bunches of flowers and a vase. Hold up your book and point to the first bunch of flowers. Ask What color are the flowers?  (Orange.  (Orange.)) Ask the children to count the number of flowers in the first bunch. Ask How many flowers?  (Ten.  (Ten.)) Now ask the children to count

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children to count all the flowers out loud. Now direct the children’s attention to the vase. Again, ask the children to count the orange flowers (Six. ( Six.),), then the red flowers (Five. (Five.),), then finally all the flowers (Eleven ( Eleven.). .). Explain to the children that some of the flowers f lowers are missing. Elicit that the vase needs four more orange flowers in order to match the first bunch, and five more red flowers to match the second bunch. Encourage the children to draw the missing flowers, then count to check that they now have twenty flowers in the vase.

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4 Class game

class (see Routines p.20).

• Say We’re going to play a game. Play game.  Play a game from the Ideas bank  (p.33)  (p.33) using the Numbers flashcards.

2 Presentation

• Review the numbers from 1–18. Draw a flower on the •

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board and ask What’s this? ( A flower.) flower.) Count.   Draw another flower next to the first one. Say Count. and encourage the children to count as you point to the flowers. Continue adding flowers and counting until you have eighteen flowers on the board. Review the forms of the numbers by giving the flashcards 1–18 to members of the class. Count the flowers again, but this time as you count, the child holding the appropriate flashcard should come to the front and stick their flashcard under the flower flower.. Add another flower and count from 1–19. Write the number 19 on the board. Add another item and repeat with the number 20. We’re re going to learn a new chant. chant. Play Say We’  Play the Unit 7

5 Goodbye

• Encourage the children to clean up by playing the Clean •

Extra activities Slow reveal 

• Review the numbers 1–20 by holding up the Numbers •

Numbers chant (CD2 track 33) once, holding up the 19 and 20 flashcards at the appropriate time.

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Unit 7 Numbers chant $ 2•33

up song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow routine (see routine  (see Routines Routines p.20).  p.20).

flashcards, first in numerical order, then randomly. Put the flashcards in an envelope. Slowly reveal one of the flashcards by pulling it from the envelope. Encourage the children to raise their hands as soon as they recognize the number. Invite the first child who raised their hand to write the number on the board under the correct flashcard. Repeat the activity with the other Numbers flashcards.

What’s the number? What’s the number? Nineteen. Nineteen. What’s the number? What’s the number?  Twenty.. Twenty.  Twenty Twenty. (Repeat) • Play the chant several times, encouraging the children to  join in. 140

Unit 7 © Copyright Oxford University Press

 

Objectives Practice the routines language Via Robin’s new words, introduce the children to fruit words in English Establish the costume for the unit (prince/princess) and share in Daisy and Robin’s adventures with the story Introduce a new communication structure via the story Explore the value of sharing Body smart: Learn smart: Learn what to do when you’re you’re hungry and thirsty Kindergarten: Introduce Kindergarten:  Introduce language for some drinks commonly consumed at school Literacy: Word Literacy:  Word recognition; tracing whole words Numeracy: 1–20; Numeracy:  1–20; ordering

Language Robin’s new words:  words: apples, pears, oranges, bananas, cherries, strawberries Robin’ss story structure: Robin’ structure:  I like … Body smart new words:  words: hungry, thirsty, food, drink  Kindergarten new words:  words: What’s he/she eating? What’s he/she drinking?, milk, juice, water  Review: routine Review:  routine language; greetings; weather; colors; numbers; birthdays; Hello! language; Units 1–7 language

About Unit 8

Kindergarten topic  The Kindergarten topic for for this unit expands on the unit unit theme by looking at different types of drinks, particularly those children might have in school. Encourage the class to make connections with their own experience by drawing parallels between the breaks they see the children having in the DVD (snack time, with fruit, milk, and water) and what they do in school. Take Take opportunities to review the rest of the language taught in this unit in this slightly different context.

Making the most of this unit In a unit about food and drink, it is always useful to bring in some of the food and drinks being taught. Do make sure to check for any food sensitivities before allowing allowing children to eat or drink any of what you bring in. If you are planning an end of year performance (see p.31), continue to put aside some time in the lessons to practice for this. It’s a great motivational tool to have something to work towards, and children will not even realize they are reviewing words! Be sure to draw attention to how much English they have learned, and congratulate them for their achievements.

Activity Book  Lessons 1, 3, 4, 5, 6, 7, 8, 10, and 11 are accompanied by an Activity Book page to practice and consolidate the language learned in the unit. The Activity Book pages can be completed in class, after the main lesson, or sent home with the children to complete with their parents.

Costume

Unit song actions

Robin’s costume of choice for this unit is a prince, and Daisy’s is a princess. In the story, Robin and Daisy imagine themselves at an amazing castle and they meet a friendly dragon who helps them to pick fruit for a banquet. However, disaster strikes when the dragon’s dragon’s hunger gets the better of him and he eats all the fruit Robin has picked. Fortunately, Daisy has enough fruit for everyone to share. Enhance your class’ experience of the story by preparing the crown prop for Mouse from the Teacher Teacher website (PM14).  There’s also a crown story story prop for the children children to make and decorate themselves (PM71).

Lesson 1 Fruit song yum, yum – rub your tummy; I like fruit. What about you? – point to yourself, then gesture outwards; apples – twist your closed fist to the side of your mouth; pears – cup your right hand; oranges – place your fist loosely clenched in front of your mouth, then tighten and loosen; bananas – mime peeling a banana; cherries – put your thumb and index finger together and move them from your mouth outward; strawberries – stick out your left index finger then place your cupped right hand at the tip of the finger and twist it back and forth

Value  The main main value for this unit, as presented in the story, is about about the importance of sharing. Link Robin and Daisy’s experience in the story to the children’s own experiences in the

Lesson 5 Hungry and thirsty song hungry – pat your tummy; food – bunch your fingers

classroom by rewarding those who share with a Mouse merit.

together and pretend to put food in your mouth; thirsty – point to your throat; drink – pretend to drink 

Body smart topic  The Body smart cross-curricular topic topic expands on the food theme of this unit by investigating what we do when we’re we’re hungry and thirsty. The language is deliberately kept quite simple here: if you’re hungry, you have some food; if you’re thirsty you have a drink. However, you could expand on this by teaching a few new words for different types of food and drinks. Of course, you also have the fruit f ruit words to practice, too.

Kindergarten Drinks song milk – mime drinking a glass; juice – pretend to hold a carton of juice; water – pretend to drink by moving thumb to mouth

Unit 8 © Copyright Oxford University Press  

3 Robin’s new words routine

• Complete Robin’s new words routine (see routine (see p.21). Robin’s new words: Fruit $ 2•35 Apples. Pears. Pears.Strawberries. Oranges. Oranges. Bananas. Bananas.Apples. Cherries. Cherries. S trawberries. Strawberries.

4 Robin’s game

• Hold a pile of mixed flashcards f lashcards (from other units, as well as the Unit 8 Fruit flashcards) in your hands facing towards you. Look through the pile and call out the names of the flashcards, at random. If you say the name of a fruit, the class says Yum, yum!  and  and pats their tummy.

5 Student Books

• Play the Sit down song (CD1 song (CD1 track 10). • Give out the Student Books open at page 74. Make sure

Unit 8 Lesson 1 Robin’s new words New language Robin’s new words:  words: apples, pears, oranges, bananas, cherries, strawberries

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Materials Audio CD1&2 DVD Hello routine materials routine materials Student Books page 74 Unit 1–7 flashcards Unit 8 Fruit flashcards: apples, pears, oranges, bananas, cherries, strawberries Unit 8 stickers

everyone knows where the stickers are. Hold up your book and point to each of the pieces of fruit one by one. apples. Call out each fruit one by one Say Find and stick: apples. Call and have the children put the stickers in place. When the stickers are in place, the children color the cherries red and the bananas yellow. Then Then ask them to count the fruit together as a class. Play the Fruit song (CD2 song (CD2 track 34), encouraging the children to join in and point to the appropriate types of fruit in their books.

6 Goodbye

• Encourage the children to clean up by playing the Clean •

up song (CD1 song (CD1 track 11). goodbye. Follow your chosen Goodbye Say It’s time to say goodbye. Follow chosen Goodbye routine (see routine  (see Routines Routines p.20).  p.20).

Extra activities

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