Smellybear PDF

 

Sme l l y bear  Name:

Picturæ A

1  Wor ks hee t  Class:

Picturæ B

Theræ aræ threæ bookfi. ©  S 

 a  n  t   i    l    l     a  n  a  E   d   u  c   a   c  i     ó  n  S   .L   .  /   R  i     c  h  m  o n  d  P   u  b  l    i     s  h  i    n  g 2   0   0   9  P  H   O T   O  C   O P  I    A   B  L  E 

Theræªfi å bal¬. Theræ aræ two dollfi. Luc¥ hafi go† å rabbi†. Theræ aræ threæ sockfi. Theræ aræ somæ shoes. Find the differences and write  A or B.

1

 

S m  m e  e l  l l l y    b  b ear

 

W or kshee t 2 Class:

Name: a

I donªt  like dogs!

 pagæ 7

I donªt like

 pagæ 11

b

 dustbins! c

I donªt  like soap!

 pagæ 12 ©  S 

d

Mmmm, I like  it here!

 Match Smellybear to the speech bubbles and find the page.

2

 pagæ 13

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Sme l l y bear 

3  Wor ks hee t 

Name:

Class:

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Look at the story, draw hands on the clocks and write the times.

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3  

S m  m e  e l  l l l y    b  b ear 

T e  ea   c her  s No tes ’

Before you read

Using the worksheets

Write Toys Toys on  on the board and draw or point to different toys in the classroom to explain the meaning. Invite children to say different toy words and write them on the board. Point to each toy word in turn and ask the children: Have you got a (kite)? The (kite)? The children raise their

Worksheet 1

hand if they have.

While you read Stop the story at different points and invite the children to predict what might happen next. Encourage them to use English as much as possible. Accept all their answers, as the idea is for them to think freely about what might happen: Page 6: Page 11: Page 17:

Ask the children to predict what Lucy is going to do with the bear. Ask the children to predict what Lucy’s idea is. Ask the children to predict what’s going to happen to the house.

 After you read   Act out the events of a page and invite the children to quickly look through the book to find the page. For example, say example,  say Wash the bear  and  and mime being Lucy giving Smellybear a bath (page 12) or say Oh no, it’s raining. raining. Let’s go to the café! and café! and mime running in the rain (page 3). Invite the children to have a turn too.

Find the differences and write A or B.

Explain to the class that there are two pictures of Lucy’s bedroom but that there are some differences between the pictures. Write the first sentence on the board: There are two books. books. Ask the children to look at pictures A and B and say which picture has two books (B). Then ask the children to look at the other sentences and write which picture each sentence describes.

Worksheet 2   Match Smellybear to the speech bubbles and find the page.

 Ask the chil children dren to look at the firs firstt pict ure of Smellybear. Say He isn’t happy   and shake your head. Point to the dustbin, elicit the word and ask Does Smellybear like dustbins? Then, dustbins? Then, ask the children to find the correct speech bubble for Smellybear: I don’t like dustbins. dustbins. Draw a line to match the first picture to it. Next, ask the children to find the page showing Lucy’ Lucy’s mum putting Smellybear in the dustbin (page 11) and match the speech bubble to it.

Worksheet 3   Look at the story, draw hands on the clocks and write the times.

Review telling the time with a toy clock or draw a clock on the board (focus on o’clock, half past, quarter past and quarter to). Invite the children to look at the first clock and read out the sentence. Get the children to look at the book and find the corresponding page (page 3) and ask What’s the time?   Elicit the answer: It’s half past 3. time? 3. Tell the children to draw hands on the clock to show the time and write the time under each clock. Note: if your children find the written times difficult, then write them on the board as a model for the children to copy.

©  S 

 a  n  t   i    l    l     a  n  a  E   d   u  c   a   c  i     ó  n  S   .L   .  /   R  i     c  h  m  o n  d  P   u  b  l    i     s  h  i    n  g 2   0   0   9  P  H   O T   O  C   O P  I    A   B  L  E 

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Sme l l y bear  Extension Make shape pictures of teddy bears: give out plastic circles, squares, triangles and rectangles of different sizes. Tell the children to draw round them on coloured paper, cut them out and put the shapes together to make a picture of a teddy bear bear.. Do a survey of favourite toys in the class: Hand out paper and ask each child to draw and label their favourite toy. Display the pictures on a bar chart to show the most popular toy in the class.

No tes  Teac her ’s  N  Answers Worksheet 1 Find the differences and write  A or  B. 1 2 3 4 5 6

B A  A  B A  B

Worksheet 2 Match Smellybear to the speech bubbles and find the page. Picture a - I don’t like dustbins! – page 11 Picture b - Mmm, I like it here! – page 13 Picture c - I don’t like dogs! – page 7 Picture d - I don't like soap! – page 12

Worksheet 3 Look at the story, draw hands on the clocks and write the time. Clock 1 - It’s half past three. Clock 2 - It’s quarter to five. Clock 3 - It’s quarter past six. Clock 4 - It’s ten o’clock.

©  S 

 a  n  t   i    l    l     a  n  a  E   d   u  c   a   c  i     ó  n  S   .L   .  /   R  i     c  h  m  o n  d  P   u  b  l    i     s  h  i    n  g 2   0   0   9  P  H   O T   O  C   O P  I    A   B  L  E