1 Little Elephant - Macmillan Polska participate actively in a story, retelling it in different ......

Little Elephant

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T h e m e

Making friends, helping each other

A i m s

To use simple greetingsTo learn six animal namesTo learn six coloursTo learn numbers 1–6 To participate actively in a story, retelling it in differentformsTo sing the Story Song and understand its meaning

Ta r g e t L a n g u a g e

Greetings: Hello! Goodbye! What’s your name? My name is How are you? Fine, thanksAnimal names: snail, frog, cat, dog, cow, elephantActions: pull, help Numbers: one, two, three, four, five, sixColours: red, yellow, blue, green, orange, brown

S t o r y L a n g u a g e

Hello Snail, Frog, Cat, Dog, Cow, Little Elephant What’s the matter? I/we can’t do it.It’s easy.I can't help you. One, two, three Pull, pull, pull Sorry!

M a i n R e c e p t i v e L a n g u a g e

Boys and girlsLook! Listen!Take out your ... PleaseKnock on the door.pencils, crayons, scissors What’s missing?Do you remember ...?Well done! Let’s count in English. Follow me. We’ve finished. Let’s colour the flower.Take out ... Cut out ...Let’s sing a song.Let’s draw/colour/circle. Come here.Open your books at page ...How many?

M a i n A t t i t u d e s

Participating actively in stories, songs and gamesBeing interested and willing to use English

C r o s s - c u r r i c u l a r C o n t e n t s

Helping each other Having a positive attitude towards animals

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Unit 1 Little Elephant 13

F i n g e r F r i e n d s r o u t i n e : H e l l o P e t e r a n d G o o d b y e , S a l l y

• Greet the children. Say Hello! The childrenanswer Hello! If they don’t answer, sayHello! again and put your hand behindyour ear to show them you are waiting fortheir answer.

• Use your index fingers, with finger puppetsif you have them, to act out a dialogue.Call your fingers, or the puppets, Sally andPeter. Play the cassette, or say the wordsyourself, as you move your fingers. Movethe finger which is ‘talking’ and keep the‘listening’ finger still. The ‘talking’ fingershould be positioned above the ‘listening’finger.

• Play the dialogue again and encourage thechildren to join in with the words andactions.

A c t i v i t y 2 A s k i n g a n d a n s w e r i n gW h a t ’s y o u r n a m e ?

• If there is room the children sit in a semi-circle at the front of the classroom. If not,they remain at their desks. Make sure thatevery child can see you clearly.

• Make fists of your hands and put thembehind your back. Pause for a moment,then suddenly bring one fist out and raisethe index finger. Move your finger up anddown and say Hello, boys and girls! Hello!

• Repeat the procedure, greeting different

individuals, e.g. Hello, Daniel! Hello!• Bring out your other fist. Raise the index

finger and say Hello! to the class, movingthe finger up and down. Point to yourselfand ask What's your name? Answer Myname is (your own name). Ask differentchildren What's your name? When thechild answers e.g. My name is Jordi, moveyour finger and say Hello, Jordi!

• If the children have been sitting at thefront, ask them to go back to their desks.

A c t i v i t y 3 K n o c k , K n o c k G a m e

• In pairs the children ask and answer e.g.What’s your name? My name is Maria.

• Ask two children, preferably a boy and agirl, to come to the front of the class. Saye.g. Come here, Vicent. Come here, Pilar.

• Show them how to hold hands and raisethem above their heads in an arch to forma ‘door’.

• Ask another child to come to the front. Saye.g. Aida, come here. Then say Knock on thedoor. Knock, knock! Knock on the imaginarydoor yourself to show what you mean andthen let the child do it.

• The two children playing the door askWhat’s your name? The child answers e.g.My name is Aida. She then goes throughthe ‘door’ and back to her desk, while theclass claps.

• Repeat the game with the rest of thechildren, encouraging the class to clap aseach child returns to their desk. If thechildren playing the door get tired, replacethem with another pair.

• At the end of the game, ask the class toapplaud the children who were playing thedoor. Say Thank you, door! and clap.

Lesson 1 Introduction to EnglishFocus: Greetings Hello! Goodbye! What’s your name? My name is ...

Materials

• Pupil's Book page 1• Cassette:

Finger Friends routine: Hello Peter and Goodbye Sally (optional)Goodbye Chant

TAPESCRIPT

Sally: Hello! My name is Sally.Peter: Hello! My name is Peter.Sally: Hello, Peter! Peter: Hello, Sally! Sally: Goodbye, Peter!Peter: Goodbye, Sally!

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A c t i v i t y 4 W r i t i n g t h e i r n a m e sP B p a g e 1

• Say Open your book at page 1. Write number1 on the board and show the children yourown book opened at the correct page.

• Point to Little Elephant and say Hello, LittleElephant! The children repeat Hello, LittleElephant!

• Point to yourself and say My name is (yourname). Then hold up your book so that allthe children can see it and write yourname on the dotted line.

• Prepare for the writing activity. Say Takeout your pencil and hold up your ownpencil. Ask one child What’s your name?When the child answers, say Write yourname in your book. Afterwards say Welldone! Repeat this with several morechildren, congratulating them when theyhave written their names correctly.

• Then ask the class to write their names onthe sticker and put it on their chest. Thatwill help you to remember their names, ifyou don’t know them yet.

A c t i v i t y 5 G o o d b y e C h a n t

• Say to several children e.g. Laura, You are agirl, Daniel, you are a boy. Separate the classinto two groups: boys and girls.

• Say Let’s sing the Goodbye chant. Ask theboys’ group to wave their hands whenthey hear boys and the girls’ group to wavetheir hands when they hear girls. Play thecassette.

• Play the cassette again. The children joinin and wave at the appropriate moments.

• Point to your watch and say We've finished.Wave and say Goodbye! The children waveand say Goodbye! too.

TA P E S C R I P T

Goodbye, boys,Goodbye, girls,Goodbye, boys and girls.

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Lesson 2 The storyFocus: Story

Materials

• Pupil’s Book pages 2–3 • Cassette:

Little Elephant StoryFinger Friends routines: How are you, Peter? and One, two, three

• Flashcards: Snail, Frog, Cat, Dog, Cow, Little Elephant

A c t i v i t y 1 F i n g e r F r i e n d s r o u t i n e :O n e , t w o , t h r e e

• Greet the children. Say Hello to them andencourage them to say Hello back to you.

• Do the following Finger Friends routine. Play the cassette, or say the words yourself,as you do the gestures. Encourage the children to join in.

• This routine will always come before astory but it can be used whenever you wishto catch the children’s attention.

A c t i v i t y 2 P r e p a r i n g f o r t h e s t o r y

• If you have enough space, let the childrenstand in a semi-circle at the front of the

classroom so that they can do the gestureswith you. If you are short of space, thechildren can remain at their desks. Makesure that every child can see you clearly.

• To help the children predict the story, sayWe are going to tell a Story! It’s a story aboutanimals. It’s the Little Elephant story.

• Hold up the Little Elephant flashcard andask the children to say Hello, Little Elephant!

• Say Are you ready for the story? Shhhhhh!

A c t i v i t y 3 Te l l i n g t h e s t o r y y o u r s e l f

• Tell the story yourself using the gesturesindicated by the script. Take a small stepeach time a new character speaks to makeit clear to the children that someone else isspeaking.

TAPESCRIPT

One, two, three! Look at me! (place your finger underone eye)One, two, three! Listen to me! (cup your hand behindyour ear)One, two, three! Sssh! (lower your voice and put yourfinger on your lips)

Note: The story script is divided into tinted andclear sections to show the beginning, end andrepeated sections of the story. The new languagein each repeated section is in bold.


Speaker Dialogue Gestures

Storyteller Once upon a time, a snail was climbing a hill. Use the typical voice of a storyteller to create a warm atmosphere.

Snail Tip-tap! Tip-tap! Tip-tap!Storyteller He walked very slowly. He had tummy-ache. Rub your stomach.Snail Ooh! Ooh! Ooh! My tummy! My tummy! Point towards the camomile,

My tummy! Oh! Camomile! looking surprised and pleased.Storyteller Then the snail got hold of the camomile. Mime holding firmly onto something.Snail One, two, three! Pull! Pull! Pull! Get ready to pull. Pull three times.

I can’t. I can’t. I can’t.

Storyteller The camomile didn’t move. Then a frog came along.

Frog Croak! Croak! Croak! Put your hands on your hips and bendHello, Snail! your knees to suggest jumping. Wave

to say hello!Snail Hello, Frog! Wave your hand.

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Frog What’s the matter? Hold out your arms with open palms and slightly raised shoulders. Your expression should be puzzled.

Snail I can’t do it! Show anger and frustration by punching your palm with your fist. Emphasise the word can’t.

Frog It’s easy! Give the thumbs-up sign.I can help you. With one hand point to your own

chest, with the other hand point to the other animal.

Storyteller Then the frog got hold of the snail, and thesnail got hold of the camomile.

Snail and Frog One, two, three.Pull! Pull! Pull!We can’t! We can’t! We can’t!

Storyteller The camomile didn’t move. Move two fingers as if you were Then a cat came along. walking.

(Continue telling the story as above, adding a different animal, substituting the appropriate gestures for the different animals.)

Cat Miaow! Miaow! Miaow! Hello Snail! Hello Frog! Stroke your imaginary whiskers. Wave.Snail Hello, Cat!Cat What’s the matter?Snail and Frog We can’t do it!Cat It’s easy. I can help you.Storyteller Then the cat got hold of the frog,

the frog got hold of the snail, and the snail got hold of the camomile.

Snail, Frog and Cat One, two, three! Pull! Pull! Pull! We can’t! We can’t! We can’t!

Storyteller The camomile didn’t move. Then a dog came along.

Dog Woof! Woof! Woof! Hello, Snail! Hello, Frog! Move your hand like an imaginary tail. Hello, Cat! Wave.

Snail, Frog and Cat Hello, Dog!Dog What’s the matter?Snail, Frog and Cat We can’t do it!Dog It’s easy! I can help you!Storyteller Then the dog got hold of the cat, and

the cat got hold of the frog, and the frog got hold of the snail, and the snail got hold of the camomile.

Snail, Frog, One, two, three! Pull! Pull! Pull! Cat and Dog We can’t. We can’t. We can’t.

Storyteller The camomile didn’t move. Then a cow came along.

Cow Moo! Moo! Moo! Hello, Snail! Hello, Frog! Make "horns" with your index fingersHello, Cat! Hello, Dog! behind your ears.

Snail, Frog, Hello, Cow!Cat and Dog Cow What’s the matter?

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A c t i v i t y 3 Te l l i n g t h e s t o r y w i t h t h e c a s s e t t e a n d t h e P u p i l ’s B o o kP B p a g e s 2 – 3

• Say Open your books at page 2. Count two fingersand write number 2 on the board. Show themyour own book opened at the correct page. Givethe children a few minutes to look at the story.

• Say Let’s listen to the Little Elephant story andplay the cassette. The children should followthe story in their books.

A c t i v i t y 4 F l a s h c a r d s : a n i m a l s

• Hold up the six animal cards one by one. Eachtime ask Who’s this? Wait for the answer andthen stick the card on the board. Repeat theanimal word as you do so.

• Draw a simple camomile plant on the boardnext to the snail flashcard. Say Here’s thecamomile. It’s next to Snail.

• The children say the animal words several timesas you point to each card, faster and faster.

• Keep the flashcards on the board.

A c t i v i t y 5 G o o d b y e !

• Take down the flashcards saying e.g. Goodbye,Snail each time.

• Hold up each flashcard for the children to sayGoodbye, Snail! Goodbye, Frog! Goodbye, Cat!Goodbye, Dog! Goodbye, Cow! Goodbye, LittleElephant!

Snail, Frog We can’t do it!Cat and Dog

Cow It’s easy! I can help you!

Storyteller Then the cow got hold of the dog, the dog got hold of the cat, the cat got hold of the frog, the frog got hold of the snail, and the snail got hold of the camomile.

Snail, Frog, One, two, three! Pull! Pull! Pull! Cat, Dog and Cow We can’t. We can’t. We can’t.

Storyteller The camomile didn’t move. Then ... a friendly little elephant came along.

Little Elephant Boom! Boom! Boom! Hello, Snail! Hello, Frog! Move your arm like an imaginary trunk. Hello, Cat! Hello, Dog! Hello, Cow! Walk heavily and slowly.

Snail, Frog, Cat, Hello, Little Elephant!Dog and Cow Little Elephant What’s the matter?

Snail, Frog, Cat, We can’t do it!Dog and CowLittle Elephant It’s easy! I can help you!

Storyteller Then the elephant got hold of the cow, the cow got hold of the dog, the dog got hold of the cat, the cat got hold of the frog, the frog got hold of the snail, and the snail got hold of the camomile.

Snail, Frog, Cat, One, two, three! Pull! Pull! Pull! Dog, Cow and Little Aaaaaaaaaaaaaaaaaaaaaaaaah! Elephant

Little Elephant Sorry, sorry! Sorry Snail, Sorry Frog, Sorry Cat, Sorry Dog, Sorry Cow!

Storyteller And that is the story of the Little Elephant!

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Lesson 3 Telling the story with the posterFocus: Animals

Materials

• Pupil's Book page 4• Poster and stickers 1• Cassette:

Little Elephant Story (optional)Finger Friends routines: How are you, Peter? and One, two, three

• Flashcards: Snail, Frog, Cat, Dog, Cow, Little Elephant• Pencils

A c t i v i t y 1 F i n g e r F r i e n d s r o u t i n e :H o w a r e y o u , P e t e r ?

• Greet the children.• Do the following routine to get the

children’s attention. Play the cassette orsay the words yourself. After eachsentence, pause and ask the children torepeat it with you and do the actionsdescribed in Lesson 1.

• Say Let’s listen. Play the cassette for thechildren to listen.

• Play the cassette again. This time thechildren join in and move their fingers.

A c t i v i t y 2 F l a s h c a r d g a m e : a n i m a l sW h a t ’s m i s s i n g ?

• Shuffle the six animal flashcards and putthem on the table.

• Say the name of an animal and ask a childto go to the table and pick up theappropriate flashcard. Say e.g. Kati, look forCat. Show us the cat. If she picks up thecorrect card say Great! The rest of the classclaps. If necessary, help the child to lookfor the correct card. Say e.g. Kati, stick thecat on the board.

• When all the flashcards are on the board,point to them in random order, elicitingthe words from the children.

• Ask one child to go out of the classroom orto hide in a corner with their back to theclass. (They will enjoy hiding in acupboard.)

• Ask the rest of the class to decide quietlywhich flashcard to remove. Take it downwithout saying the word.

• The children call the name of the childwho is hiding. Encourage the children toask with you What’s missing? The childlooks at the board and says the word forthe missing flashcard.

• Repeat the procedure with different cardsand different children, sometimesremoving two cards at a time.

• Remove all the flashcards.

A c t i v i t y 3 Te l l i n g t h e s t o r y w i t h t h ep o s t e r

• Stick the poster on the board. Have thestickers ready.

• Ask the children to sit in a semi-circle onthe floor in front of the poster and as closeto you as possible. If space is limited, keepthe children in their own places but makesure all of them can see you perfectly.

• Start retelling the story yourself using thestickers. If you prefer, you can play thecassette and move the stickers as you hearthe story. Remember to change yourposition each time a new speaker speaks.Encourage the children to join in with thewords and the gestures.

TAPESCRIPT

Sally: Hello, Peter!Peter: Hello, Sally!Sally: How are you, Peter?Peter: Fine thanks. And you?Sally: Fine thanks.Peter: Goodbye, Sally!Sally: Goodbye, Peter!

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A c t i v i t y 4 A c t i n g t h e s t o r y w i t h t h ep o s t e r• Start telling the story again. Hold up the

snail sticker and say Once upon a time, asnail was climbing a hill. Tip-tap! Tip-tap!Tip-tap!

• Encourage a child to go to the board andstand on the right of the poster. Say Youare Snail and give them the Snail sticker.

• Repeat the procedure for the otheranimals.

• Help the children play the parts of theanimals as they come and meet Snail andtry to help. Whisper the words to them ifthey are struggling. Encourage them tospeak loudly and clearly.

• When a new animal comes along, thechild playing the part of the previousanimal sticks their sticker on the posterand moves to the left of the poster.

• After Frog, Cat, Dog and Cow have hadtheir turns, help the child who is playingLittle Elephant to say:

Little Elephant Boom! Boom! Boom! Hello, Snail! Hello, Frog! Hello, Cat! Hello, Dog! Hello, Cow!

• Then the dialogue continues:

Snail, Frog, Cat, Hello, Little Elephant!Dog & CowLittle Elephant What’s the matter?Snail, Frog, Cat, We can’t do it!Dog & CowLittle Elephant It’s easy! I can help

you!Snail, Frog, Cat, One, two, three! Pull! Dog, Cow & Little Pull! Pull! Elephant Aaaaaaaaaaaaaaaaaaaaaaaaah!Little Elephant Sorry, sorry! Sorry

Snail, Sorry Frog, Sorry Cat, Sorry Dog, Sorry Cow!

• Ask the children to sit down. Everyoneclaps.

• Say And that’s the story of Little Elephant!• Keep the poster and the animal stickers on

the board.

A c t i v i t y 5 D r a w i n g t h e a n i m a l o u t l i n e s

P B p a g e 4

• Say Open your books at page 4. Count fourfingers and write the number 4 on theboard. Show the children your own bookopened at page 4.

• Say Take out your pencil and hold up yourown pencil. Say Let’s draw the animals oneby one. Hold up your book and point to theSnail. Elicit the word snail and then sayLet’s draw Snail, but remember only Snail.

• Continue with the rest of the animals oneat a time. Remember to put each stickerdown before you pick up the next one.Finally place all the stickers on the poster.

• Go around the class helping the childrenand asking them to identify some of theanimals.

• If you have time, play the cassette of thestory. The children point to the animals onthe page as they appear.


• Remove the stickers saying e.g. Goodbye,Snail to each one.

• Hold up each sticker for the children to sayGoodbye, Snail! Goodbye, Frog! Goodbye, Cat!Goodbye, Dog! Goodbye, Cow! Goodbye, LittleElephant!

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A c t i v i t y 1 F i n g e r F r i e n d s r o u t i n e : H o w a r e y o u , P e t e r ?

• Greet the children. Ask them to sit in asemi-circle or, if space is limited, in theirown desks.

• Do the following routine. Either play thecassette or say the words yourself, movingyour fingers. Encourage the children tojoin in with the actions.

• Play the cassette or say the words again.The children join in and do the actions.

A c t i v i t y 2 C o u n t i n g f i n g e r s

• Say Let’s count in English!• Start counting with your fingers up to six.

Speak slowly and clearly and repeat severaltimes. Encourage the children to join in.

• Make fists of your hands and hide thembehind your back. Bring your fists out andput up e.g. three fingers.

• Ask e.g. Daniel how many fingers? Three orfour? Daniel answers three. If necessary, askothers to help him.

• Repeat the procedure with as manychildren as possible. After a while stopsuggesting answers.

A c t i v i t y 3 C o u n t i n g w i t h f l a s h c a r d s

• Put all the flashcards on the board and askthe children How many animals? Countone to six. Take two cards away and askagain How many animals?

• Write a number under each card as follows:1, 2, 3, 4, 5, 6.

• Say e.g. Number two is ... . Elicit Dog from thechildren. Continue with the other numbers.

• Say e.g. Cat is ... . The children answer inchorus Number four. Repeat the procedurewith individual children.

• To prepare for the next activity, ask a childto go to the board, give them a piece ofchalk and say e.g. Paula, let’s circle threeanimals! Help her do this, if necessary, andthen repeat the procedure with otherchildren.

• Remove the flashcards from the board.

A c t i v i t y 4 R e v i s i n g a n i m a l s a n d n u m b e r sP B p a g e 5

• Ask the children to open their books atpage 5. Count five fingers and writenumber 5 on the board.

• Hold up your own book and say e.g. Lookat this page, Tomás. How many dogs? Let’scount. Tomás counts One, two... six! Say, OKSix dogs!

• Ask another child e.g. Rosa, How many frogshere? Point to the frogs inside the circle.Rosa says Three! Say Yes, Rosa. Now writenumber 3 here. Point to the number in thebox.

• Say Take out your pencil and hold up yourown pencil. Say Are you ready? Let’s listen tothe cassette.

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Lesson 4 Vocabulary: numbers 1-6Focus: Numbers 1–6

Materials

• Pupil’s Book page 5 • Cassette:

Animals and numbersFinger Friends routines: Hello Peter and Goodbye Sally and One, two, threeGoodbye Chant

• Flashcards: Snail, Frog, Cat, Dog, Cow, Little Elephant• Pencils

TAPESCRIPT

Sally: Hello, Peter!Peter: Hello, Sally!Sally: How are you, Peter?Peter: Fine thanks. And you?Sally: Fine thanks.Peter: Goodbye, Sally!Sally: Goodbye, Peter!

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• Play the cassette. Pause each time thechildren need to circle the pictures andwrite the numbers. Go around the classchecking their answers.

• Ask the children to compare their answersin pairs.

• Play the cassette again without pausing.The children check their answers.

A c t i v i t y 5 G o o d b y e C h a n t

• Divide the class into two groups, girls andboys, and sing the Goodbye Chant. Ask eachgroup to wave their hands at the rightmoments.

• Point to your watch and say We’ve finished.Then wave and say Goodbye! The childrenwave and say Goodbye! too.

TAPESCRIPT

Hello, boys and girls! Are you ready? Don’t worry, it’seasy! I can help you. Take out your pencil! Let’s go!Let’s go!Let’s circle three frogs. Three frogs. One, two, three!Write number 3.Let’s circle four snails. Four snails! One, two, three,four! Write number 4.Let’s circle two cows. Two cows! One, two! Writenumber 2.Let’s circle five dogs. Five dogs! One, two, three, four,five! Write number 5.Let’s circle one elephant. One elephant! One! Writenumber 1.Let’s circle six cats. Six cats! One, two, three, four,five, six! Write number 6.

TAPESCRIPT

Goodbye, boys,Goodbye, girls,Goodbye, boys and girls.

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• Greet the children.• Do the One, two, three! Finger Friends

routine to attract the children’s attentionat the start the lesson. Say the wordsyourself or play the cassette. Encourage thechildren to join in.

A c t i v i t y 2 B e t t y t h e C o w S o n g

• Have your flower flashcards ready, in thecorrect order for the song (red, yellow,green, blue, orange, brown).

• Say Do you remember the cow? When a childputs their fingers on their head to suggesthorns, say Yes! A cow! Do the gestureyourself.

• Say Let’s listen to a song about Betty the Cow.Play the cassette for the Betty the Cow Songand plod round in a circle in front of theclass. When you hear e.g. A red flower, stopand hold up the relevant flower flashcardso that the children can see it.

Lesson 5 Song: learning coloursFocus: red, yellow, green, blue, orange, brown

Materials

• Pupil’s Book page 6• Cassette:

Betty the Cow Song Finger Friends routine: One, two, three

• Flashcard flowers: red, yellow, green, blue, orange, brown • Crayons in the above colours

TAPESCRIPT

One, two, three! Look at me! (put your finger underone eye) One, two, three! Listen to me! (cup your hand behindyour ear) One, two, three! Sssh! (lower your voice and put yourfinger on your lips)

Storyteller Betty the cow was walkingOne morning in a field

Betty I’m hungry, I’m hungry, Rub your stomach in a circular motion. I want something to eatA red flower Hold up the red flower flashcard.A red flowerPlease come, please come with me Stick the flashcard onto the board.

Storyteller Betty the cow was walking (Repeat the same, just changing the colour.) One morning in a field

Betty I’m hungry, I’m hungry,I want something to eatA YELLOW flowerA YELLOW flowerPlease come, please come with me

Storyteller Betty the cow was walking One morning in a field

Betty I’m hungry, I’m hungry,I want something to eatA GREEN flowerA GREEN flowerPlease come, please come with me


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• Say Follow me and sing! Play the songagain. Encourage the children to join inthe song and follow you as you plod roundthe class. The children mime Betty walkingand feeling hungry.

• At the end of the activity, put away theflower flashcards.

A c t i v i t y 4 C o l o u r i n g f l o w e r sP B p a g e 6

• Say Open your book at page 6. Count sixfingers and write the number 6 on theboard. Show the children your own bookopen at the correct page.

• Say Take out your crayons. Hold up yourown crayons.

• Play the Betty the Cow Song again, or sing ityourself. When you get to A red flower, ared flower, pause and ask the children tohold up their red crayons. Check that theyhave the correct crayons.

• Put your red flower flashcard on the boardand write number 1 next to it. Say Colourflower number one red. Point to flower 1 inyour book as you say it and start to colourthe flower. The children colour theirflowers. Walk round the class checkingthat they are colouring the correct flower.

• Continue with the song. Repeat theprocedure for each flower.


• Point to your watch and say We’ve finished.Say Goodbye! and wave your hand.

• Put your hand behind your ear to let themknow you are waiting for them to sayGoodbye.


Betty I’m hungry, I’m hungry,I want something to eatA BLUE flowerA BLUE flowerPlease come, please come with me


Betty I’m hungry, I’m hungry,I want something to eatAN ORANGE flowerAN ORANGE flowerPlease come, please come with me


Betty I’m hungry, I’m hungry,I want something to eatA BROWN flowerA BROWN flowerPlease come, please come with me

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• Greet the children.• Do the One, two, three! routine to start the

lesson. Pause before each line andencourage the children to say the wordsbefore you. When one of them starts, sayGreat! and continue with the routine. Usethe cassette if you wish.

A c t i v i t y 2 R e v i s i n g c o l o u r s

• Place the six flowers flashcards face downon your table in random order.

• Ask a child to come to the front of theclass. Say A red flower. The child picks up acard and shows it to the rest of the class. Ifit is the red flower, the child says Red flowerand sticks it onto the board. If it is not thered one, they say e.g. Yellow flower andreplace the card face down.

• Ask another child to come to the front ofthe class. If the red flower has not beenfound say A red flower again. Otherwisecontinue with the other colours, followingthe order in the song. Continue until allthe flowers have been arranged on theboard. Keep them there for the nextactivity.

A c t i v i t y 3 C o l o u r i n g t h e b i g f l o w e rP B p a g e 5 3

• Say Open your book at page 53. Write thenumber on the board and show thechildren your own book opened at theappropriate page.

• Say Take out your crayons. Hold up yourown crayon.

• Write large numbers 1 2 3 4 5 6 on theboard, above the flower flashcards. Assigna number from 1 to 6 to each child untileveryone has a number. Each time you callout a number, point to the relevantnumber on the board.

• Say All number ones, colour your flowers red.The children who were assigned thenumber one colour their flowers red. Walkround the class checking that they are allusing the correct colour.

• Continue with the remaining numbers andcolours saying All number twos, colour yourflowers yellow and so on. At the end youshould have a roughly equal number offlowers of each colour.

• When everyone is ready, or nearly ready,say Take out your scissors. Hold up yourown scissors.

• Say Cut the page. Start cutting your ownpage along the dotted line on the left.Then say Now cut out your flower. Thechildren cut along the dotted line aroundtheir flower. Walk round the class helpingwhere necessary.

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Materials

• Pupil’s Book Cut Out page 53• Flashcard flowers: red, yellow, green, blue, orange, brown • One very large sheet of brown or white paper • Blu-tack • Cassette:

Finger Friends routine: One, two, three (optional)Betty the Cow Song

• Crayons• Scissors • Glue

Lesson 6 Making a mural Focus: Colours

TAPESCRIPT

One, two, three! Look at me! (put your finger underone eye) One, two, three! Listen to me! (cup your hand behindyour ear) One, two, three! Sssh! (lower your voice and put yourfinger on your lips)

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A c t i v i t y 4 M a k i n g a f l o w e r m u r a l

• Stick a very large sheet of white or greenpaper onto the board or a wall, using Blu-tack or masking tape. If you want you cando a simple drawing of Betty the cow, andstick it onto the middle of the sheet ofpaper.

• The children have their flowers cut-outsready. Say Let’s sing the Betty the Cow Song.Play the cassette or sing the song yourself,with the children joining in. When youget to A red flower, A red flower please come ..., stop the cassette and say Redflowers, stand up. Come here, bring me yourflowers. The children with red flowers bringthem to the front of the class.

• Put some glue on each flower. Say Stick

your flower on the poster. The children sticktheir flowers wherever they like on theposter in the position of their choice andthen return to their desks.

• Continue the procedure for the rest of theflowers.

• Display the finished mural on theclassroom for a few days. Then, if possible,display it in a public place (e.g. thecorridor) so that it can be seen by all thepupils and staff and by parents.

A c t i v i t y 5 G o o d b y e

• Point to your watch and say We’ve finished.Then wave and say Goodbye! The childrenwave and say Goodbye! too.

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• Say Hello! to the children. Ask them to sitaround you in a semi-circle. If you haven’tgot enough room, they can stay in theirnormal seats.

• Play the cassette or say the followingroutine yourself.

A c t i v i t y 2 Te l l i n g t h e s t o r y w i t h t h eB i g B o o k

• Make sure every child can see youperfectly. Hold up the Big Book and chant:Look, look, look, at my Big Book. Repeat thisseveral times, encouraging the children tojoin in.

• Tell the story of Little Elephant. Encouragethe children to join in with the gestures.

• Point to the appropriate pictures as you tellthe story. Encourage different children tojoin in at different stages or, later, to takeover your role of telling the story.

A c t i v i t y 3 C h e c k i n g c o m p r e h e n s i o n o ft h e s t o r yP B p a g e s 2 - 3

• Ask the children to open their books atpages 2–3. Show them the correspondingpages in the Big Book.

• Say I’m going to tell you a part of the storyand you have to find it in your book. Are youready? Say for instance It’s easy! It’s easy!The children look for the correspondingpicture in their books. Ask What number isit? They answer Number 4.

• Point to the correct picture in the BigBook. The children point to thecorresponding picture in their books.

• Repeat the procedure with the followingsentences:

Pull, pull, pull. I can’t! (picture 2)What’s the matter? (pictures 3, 7)I can help you. (picture 5)My tummy! (picture 1)

A c t i v i t y 4 C o n s o l i d a t i o n : n u m b e r sa n d c o l o u r sP B p a g e 7

• Ask the children to open their books atpage 7. Count seven fingers and write thenumber 7 on the board. Show them yourown book opened at the same page.

• Say Take out your six crayons! Show me yourred crayon! The children hold up their redcrayon. Do the same with the rest of thecolours, one by one.

• Say Crayons on your desk! Are you ready?Let’s listen to the cassette. Play the cassetteand stop after each colour and number.The children colour the numberedsplodges at the top of the page asinstructed. Go round the class checkingthey have chosen the correct colours.

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Materials

• Big Book• Pupil’s Book pages 2-3 and 7 • Cassette:

Finger Friends routines: One, two, three and Hello, Peter and Goodbye, SallyNumbers and colours Goodbye Chant (optional)

• Pencils• Crayons

Lesson 7 Telling the story with the Big BookFocus: Numbers and colours

TAPESCRIPT

One, two, three! Look at me! One, two, three! Listen to me! One, two, three! Sssh!

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• Play the cassette again, without pausing,for the children to check their colours.

• They continue colouring the whole pageusing the appropriate colour for eachnumber.

A c t i v i t y 5 F i n g e r F r i e n d s r o u t i n e :H e l l o , P e t e r a n d G o o d b y e , S a l l y

• The children sit on the floor in ahorseshoe shape or remain in their seats.

• Do the following routine, remembering tomove the finger which is talking. Thechildren join in as you play the cassette orsay the words yourself.

• Wave and say Goodbye! The children dothe same.

TAPESCRIPT

Number 1 is RED. Let’s colour number 1 RED.Number 2 is YELLOW. Let’s colour number 2YELLOW. Number 3 is GREEN. Let’s colour number 3 GREEN. Number 4 is BLUE. Let’s colour number 4 BLUE.Number 5 is ORANGE. Let’s colour number 5 ORANGE.Number 6 is BROWN. Let’s colour number 6 BROWN.

TAPESCRIPT


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• Greet the children.• Play the cassette or say the words yourself

for the One, two, three routine.

A c t i v i t y 2 T h e L i t t l e E l e p h a n tS t o r y S o n g !P B p a g e 7

• Ask the children to open their books atpage 7. Count seven fingers and write thenumber 7 on the board. Point to thebottom of the page to show them thepicture for the song. Say Look at this page!Look at Little Elephant. He’s singing a song.Let’s listen to the Little Elephant Story Song!Are you ready?

• Play the cassette for the story song anddemonstrate the actions.

• Play the song again and encourage thechildren to do the actions, as they hear thesong.

• Play the song a third time. The childrensing and join in with the actions.

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Materials

• Pupil's Book page 7• Flashcards: Snail, Frog, Cat, Dog, Cow, Little Elephant• Cassette:

Little Elephant Story Song Finger friends routine: One, two, three

Lesson 8 The story song Focus: Parts of the body, actions

TAPESCRIPT


TAPESCRIPT

Croak! Croak! Croak!Hello, Snail!Hello, Frog!

What's the matter?What's the matter?

I can't do it!It's easy!

I can help you.

One, two, three!Pull! Pull! Pull!

We can’t! We can’t! We can’t!Miaow! Miaow! Miaow!Hello, Snail! Hello, Frog!

Hello, Cat!What’s the matter?What’s the matter?

We can’t do it!It’s easy!

I can help youOne, two, three!Pull! Pull! Pull!

We can’t! We can’t! We can’t!

Woof! Woof! Woof! Hello, Snail! Hello, Frog! Hello, Cat! Hello, Dog!

What’s the matter?What’s the matter?




Moo! Moo! Moo! Hello, Snail! Hello, Frog! Hello, Cat! Hello, Dog!

Hello, Cow!What’s the matter?What’s the matter?




Boom! Boom! Boom! Hello, Snail! Hello, Frog! Hello, Cat! Hello, Dog! Hello,

Cow!Hello, Little Elephant!

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A c t i v i t y 3 F l a s h c a r d g a m e

• Arrange the children in a semi-circle at thefront, or ask them to stand behind theirdesks.

• Divide the class into six groups and giveeach group an animal flashcard. Say ananimal and a part of the story. The groupwith the relevant animal card does theappropriate gesture e.g. Snail: my tummy!

Cow: I can help you! Frog: It’s easy! Dog:What’s the matter? Little Elephant: Sorry!sorry!

• Repeat the words in a different order. Thistime the groups join in with their animal’swords.


• The children remain in their groups fromthe previous activity.

• Play the cassette for the Little Elephant StorySong. The group for each animal stands upand sits down at the appropriate moments.They do the actions and join in with thesong.

• Say Goodbye to each group as you collectthe flashcards. Encourage the class to saye.g. Goodbye, Snail to each group.

What’s the matter?What’s the matter?



Aaaaaaah!

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Materials

• Pupil’s Book pages 8 and 55 • Poster and stickers 1• Cassette: Little Elephant Story Song • Scissors

Finger friends routine: One, two, three • Letter for parents Unit 1 (Teacher’s Book page 133)

Lesson 9 Mini puppet theatre and cut out puppetsFocus: Revising the story with the mini puppet theatre


• Say Hello! to the children and encouragethem to say Hello back to you. Play thecassette or say the words yourself for theOne, two, three routine.

A c t i v i t y 2 P r e p a r i n g t h e m i n i p u p p e tt h e a t r eP B p a g e s 8 a n d 5 5

• Say Open your book at page 8. Count eightfingers and write the number 8 on theboard.

• Say This is your mini puppet theatre. Let’splay with the mini puppet theatre!

• Ask the children to open their books atpage 55. Say Here are your animal cut outpuppets.

• Say Take your scissors. Hold up your ownscissors.

• Say Cut the page. Start cutting your ownpage along the dotted line on the left. Thechildren do the same. Help as much aspossible.

• Say Now cut out the animals. The childrencut along the dotted lines around eachpuppet. Again, help as much as possible.

A c t i v i t y 3 P e r f o m i n g t h e p u p p e t s h o w

• Stick the poster where everyone can see it.Start telling the story, moving your stickersin front of the poster as you do so.

• Ask six volunteers each to come to thefront, bringing a different animal cut out

puppet. Say e.g. Carles, bring your book andyour snail cut out and come here. Everyoneelse sits and watches.

• Ask the volunteers to move their animalcut out puppets at the appropriatemoments in front of the poster, while youtell the story.

• Repeat the procedure with six newvolunteers. Remind them to do the specialgestures for each animal as they speak.

A c t i v i t y 4 P e r f o r m i n g t h e p u p p e ts h o w i n p a i r s

• Divide the children into groups of three.Show the groups how to prepare their minipuppet theatre and the six animal cut outpuppets. Each child will need to move twopuppets.

• Play the cassette for the Little Elephant storyfrom Lesson 2 once straight through while thepupils listen and move the cut outs in front ofthe mini puppet theatres in their books.

• Play the story again and encourage thechildren to join in with the words and theactions.

• Stop the cassette and say Let’s play with themini puppet theatre. The children perform thestory, as well as they can, in their groups.

• Go around the class watching and helping.

A c t i v i t y 5 L e t t e r f o r p a r e n t s a n dG o o d b y e !• Encourage the children to say Goodbye! to

each animal cut out puppet as they putthem away in the envelope on the insideback cover of the Pupil’s Book.

• Ask the children to take their books andtheir animal cut out puppets home and tellthe story to their family. Give them theletter for their parents (Teacher’s Book p 133).

TAPESCRIPT


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A c t i v i t y 1 F i n g e r F r i e n d s r o u t i n e :H e l l o , P e t e r a n d G o o d b y e , S a l l y

• Greet the children. Do a Finger Friendsroutine to start the lesson and attract thechildren’s attention.

A c t i v i t y 2 R e v i s i n g t h e s t o r y : T h eL i t t l e E l e p h a n t S t o r y S o n g

• Singing the song is an enjoyable way reviseall the language from the story and preparefor the assessment.

• Say Let’s sing The Little Elephant Story Song.Play the cassette and encourage thechildren to join in with actions andlanguage.

A c t i v i t y 3 A n i m a l s : S e l f - e v a l u a t i o nP B p a g e 9

• Say Open your books at the sticker page. Showthem the page in your book.

• Say Look at the stickers. Point to each oneand ask Who’s this? Wait until they answere.g. Cow.

• Ask the children to open their books atpage 9. Write number 9 on the board. SayLook at this page. You stick the stickers here.Do an example on the board. Draw somecircles with a number at the top. Say e.g.Number 1. Frog! Ana, show me the sticker forFrog! When the child points to the correct

sticker, say Great! Now you stick Frog here, bynumber 1. Repeat the procedure to makesure they understand.

• Say Are you ready? Let’s listen to the cassette!Stop each time to allow the children topeel off the sticker and stick it in the rightplace.

Ac t i v i t y 4 Co lou rs : Se l f - eva lua t i onP B p a g e 9 • Hold up your book and point to the

numbered shapes at the bottom of thepage. Say Look at these shapes. You have tocolour them. Listen to the cassette and colourthe shapes.

• Play the first line of the cassette and waitwhile the children colour shape number 1yellow.

• Continue the procedure for the rest of theactivity.


Materials

• Pupil’s Book page 9 and Unit 1 stickers• Cassette:

Finger Friends routine: Hello, Peter and Goodbye, Sally (optional)Evaluation Unit 1 Little Elephant Story Song

• Crayons

Lesson 10 EvaluationFocus: Animals and colours

TAPESCRIPT PART 2

Number 1. Yellow. Yellow.Number 2. Green. GreenNumber 3. Blue. BlueNumber 4. Red. Red.Number 5. Brown. Brown.Number 6. Orange. Orange.

TAPESCRIPT


TAPESCRIPT PART 1

1. Croak! Croak! Croak! My name is Frog.2. Tip-tap! Tip-tap! Tip-tap! My name is Snail.3. Woof! Woof! Woof! My name is Dog.4. Miaow! Miaow! Miaow! My name is Cat.5. Moo! Moo! Moo! My name is Cow.6. Boom! Boom! Boom! I'm Little Elephant! I'm

Little Elephant!

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A c t i v i t y 5 C h e c k i n g t h e c h i l d r e n ’sf e e l i n g s a b o u t t h e s t o r yP B p a g e 9

• Show the children the two pictures ofLittle Elephant at the bottom of Pupil’sBook page 9. Say Here are two LittleElephants, one is sad and the other one ishappy.

• Ask e.g. Mario, do you like the Little ElephantStory? Yes or No? Mario says Yes! Then sayOK. Let’s colour the happy Little Elephant.

• Say If you like the story, colour the happyLittle Elephant. If you don’t like the story,colour the sad Little Elephant.


• Say Let’s sing the Little Elephant Story Songagain! Are you ready? One, two, three!

• Play the cassette or sing the song yourselfand encourage the children to join in.

• Say Goodbye to the children. Then waveand say Goodbye! The children wave andsay Goodbye! too.

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