4806756 Daisy Robin and Me STARTER RED TB€¦ · Other resources: Teacher’s Book •...
Transcript of 4806756 Daisy Robin and Me STARTER RED TB€¦ · Other resources: Teacher’s Book •...
For youIn your Teacher’s Bag:
Bag
• Useful, large-format bag for carrying your resources around
Mouse puppet
• Plush hand puppet with a moveable mouth
• Has Velcro on his hands to hug children and hold onto things
• Can hold flashcards in his mouth
Reward stamper
• Robust wooden Mouse merit stamper for rewarding good
work in class
Phonics poster
• Large, full-colour poster presenting the sounds and letters
for the Daisy, Robin and me! phonics syllabus
In your Teacher’s Resource Pack:
Box
• Sturdy box to store bulky components
Hello! poster
• Large, colourful poster to support lesson opening routine
• Write-on/wipe-off format for use in every lesson
Who do you want to be? poster
• Large, photographic costumes poster to support the Who
do you want to be? guessing game and routine
• Poster can be cut up into eight separate flashcards, should
this be preferable
Big Story Books
• 4 large format, full-colour story books
• Big Story Book 1&2, containing the stories for Units 1 and 2
• Big Story Book 3&4, containing the stories for Units 3 and 4
• Big Story Book 5&6, containing the stories for Units 5 and 6
• Big Story Book 7&8, containing the stories for Units 7 and 8
Flashcards
• 60 full-colour flashcards
• Flashcards for all the main vocabulary
• Characters, weather, numbers and colours flashcards for
use in lesson routines
Smart topic flashcards
• 29 photographic flashcards
• Flashcards for all cross-curricular Smart topics
Nursery school posters
• 8 large posters with photographs and full-colour
illustrations
• Posters present and exploit the concept and language for
each Nursery school topic
Components
Who do you want to be? poster
Hello! poster
60 flashcards
4 Big Story Books29 Smart topic flashcards
8 Nursery school posters
TRP box
Components 4
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Other resources:
Teacher’s Book
• Introduction section that explains the methodology and
concept of Daisy, Robin and me! RED
• Complete description of the syllabus and objectives for the
course
• Tour of a unit explaining the principle points of each lesson
• Easy-to-follow 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
• Other language versions are available to download from
Oxford Premium
Audio CDs
• All songs, stories and vocabulary presentations
• Routines songs and chants
• Festivals songs
• Karaoke versions
DVD
• Animated versions of all the stories
• Animated versions of key routines songs and festivals songs
• Live action versions of all Song 1s
• Material to exploit and extend cross-curricular Smart topics
• Animated versions of key routines songs and festivals songs
• Live-action Nursery school footage
Teacher’s Resource CD-ROM with Phonics and literacy
Teacher’s resource material
• Three levels of material available on a single CD-ROM for
ease of use
• Clearly labelled teacher resources to support classroom
activities and enhance the course concept
• Clearly labelled student resources to practise and review
language and enhance experience of the course
• Choice to print many resources in colour
Phonics and literacy material
• Clearly structured phonics programme offering a one-
or two-year 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
Interactive Whiteboard Resources
• One DVD per level for use with an Interactive Whiteboard
or projector
• Content to enhance every lesson
• Material to support class routines
• Material to re-tell stories and sing along with songs
• Interactive games that reinforce and review the
key language
• Games to support the Festivals material
• Games to support phonics practice, including blending
and segmenting
For your studentsClass Book
• 8 main units plus a Hello! unit
• 4 Festivals
• Worksheets practising the key language
• Colourful, easy-peel stickers for every unit
• 8 pop-outs to support cross-curricular Smart topics
• Envelope for keeping pop-outs and stickers together
• Songs CD
Oxford Online Learning Zone
• Interactive materials for students to use at home or in
the classroom
5Components
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Unit 1 46
Unit 1 I want to be a wizardNature smart topic
The Nature smart cross-curricular topic relates to the
weather and how rainbows are made. The weather words
children have been learning in the Hello routine and Weather
song are consolidated and used in a new context, to explain
a natural event that fascinates all children.
Phonics and literacy
In this unit, children will encounter the sounds and letters s,
a, t, p, i and n as part of the Phonics syllabus (Tier 1).
Nursery school topic
The Nursery school topic for this unit is about school
items that children will encounter in the classroom. When
watching the DVD of children playing in the classroom at a
real UK nursery school.
Making the most of this unit
As this is the first time your class will encounter the Lesson 1
sticker worksheet and the Lesson 5 pop-outs, you will need
to spend some extra time on these activities and provide the
children with additional support.
Make use of the Ideas bank on p.36 to consolidate the unit
language in fun ways. These activities can be played indoors
or outdoors.
You can use your Interactive Whiteboard resource
throughout the unit for both presentation and practice. The
Let’s begin, Let’s learn, Let’s play and Let’s review lesson markers
in both the teaching notes and the Interactive Whiteboard
resource make it clear when and how you can do this.
Unit song actions
Lesson 1 Colours song
Stir, stir the magic pot – stir with imaginary spoon;
Bubble, bubble, bubble – make catching gestures as if
catching bubbles; Red, red, in the pot! – mime pouring
something when each colour added; Abracadabra! –
make a semi-circle with your hands with palms facing
outwards
Lesson 5 Rainbow song
It’s rainy / Pitter, patter – fingers waving and moving
downwards; It’s sunny / Shine, shine – raise closed fists
and then open out fingers, as a bursting open movement;
rainbow – pretend to draw an arc in the air; No, no, no! –
shake heads; Yes, yes, yes! – nod heads
Nursery school Lesson 2 School song
What can you see? – flat hand above eyes, as if searching;
A bag – point to a bag in the classroom; A crayon – point
to a crayon; A book – point to a book in the classroom; At
my school – opening arms, showing the classroom
Objectives
Consolidate the routines language from the Hello! unit
Present and practise colour words via Robin’s new words
Present and practise numbers 1–3
Introduce the Who do you want to be? routine, establish
the costume for the unit (wizard) and share in Daisy and
Robin’s adventures
Explore the value of working together
Nature smart: Teach the children about the weather and
how a rainbow is created
Nursery school: Present and practise language for some
common school items and apply it to children’s own
classroom
Key language
Robin’s new words: red, blue, yellow, green
Robin’s story structure: It’s …
Nature smart new words: rainy, sunny, rainbow
Nursery school new words: bag, crayon, book
Nursery school question: What can you see?
About Unit 1
Costume and story
Daisy and Robin’s costume of choice for this unit is a wizard.
In the story, they meet a wizard who is busy trying to make
a magic potion that keeps going wrong – until Daisy and
Robin wave their magic wands and help him. The story
provides a fun context for presenting the colours vocabulary
and provides a nice link to the cross-curricular Nature smart
topic of rainbows. It also illustrates the value of working
together to achieve more in a concrete way that children
can understand.
Enhance your class’ experience of the story by having the
children prepare the magic wand story prop from the
Teacher’s Resource CD-ROM (PM23). There is also a wizard’s
hat Mouse prop for the Mouse puppet that you can prepare
(PM6), which will further enrich the story-telling experience
and engage children. The wizard sticker, provided with the
Class Book sticker sheets, is a special treat to further enhance
children’s experience of the unit.
Value
Draw children’s attention to the value of working together
by reminding them how the wizard’s magic potion is not
working and is only successful when Daisy and Robin help
the wizard. Refer to an example of how this happens in the
classroom, and introduce the class to the concept of the
Mouse merits, awarding one (or more) to children who have
been working together well.
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47Unit 1
• Play the Colours song again, this time on the audio CD
(CD1 track 13). Do the actions from the DVD (and outlined
on p.46) and encourage the children to join in.
• Play the song two or three times, encouraging more
participation in the actions.
TEACHING TIP: At this stage, it is enough for the children to
start engaging with the song, listening to the words and
joining in with actions. As they become more familiar with
the song and the meaning of the words in the song, they
can be encouraged to join in with singing.
Colours song $ 1•13 or [Unit 1 Song DVD]Stir, stir the magic pot
Bubble, bubble, bubble.
Red, red in the pot!
Abracadabra!
Stir, stir the magic pot
Bubble, bubble, bubble.
Blue, blue in the pot!
Abracadabra!
Stir, stir the magic pot
Bubble, bubble, bubble.
Yellow, yellow in the pot!
Abracadabra!
Stir, stir the magic pot
Bubble, bubble, bubble.
Green, green in the pot!
Abracadabra!
Red, blue, yellow, green.
Abracadabra!
3 Robin’s new words
• Collect together the Colours flashcards and call your
helper (Robin) to the front of the class. Say Robin, come
and help me, please.
• Play Robin’s new words: Colours (CD1 track 14), passing the
correct flashcard to Robin each time to show to the class.
Display the Colours flashcards where everyone can see
them.
Robin’s new words: Colours $ 1•14Red. Red. Blue. Blue. Yellow. Yellow. Green. Green.
• Play the audio again, encouraging the children to point to
the Colours flashcards as they hear each word.
TEACHING TIP: Some children may also be able to join in
with the words. However, there is no expectation for them
to do so at this stage.
• If you have time, put on Mouse and use the audio CD to
play the Yes/No Mouse game. (See Ideas bank p.36.)
Unit 1 Lesson 1 Robin’s new words
New language
Robin’s new words: red, blue, yellow, green
Passive: rainbow
Materials
Audio CD1
Class Book worksheet 4
DVD / Interactive Whiteboard resource
Hello routine materials
Unit 1 Colours flashcards: red, blue, yellow, green
Unit 1 sticker sheet
Let’s begin
1 Hello
• Complete the Hello routine you have chosen to do with
your class. (See Routines p.23.)
• You could include revision of red and blue from the Hello!
unit.
TEACHING TIP: The Hello routine is flexible and can be
adjusted on a lesson-by-lesson basis to suit the particular
needs of your class.
Let’s learn
2 Song: Colours song
• Gather the children so they can all see and hear the DVD.
• Say It’s song time! Play the Colours song on the DVD. The
children simply watch and listen at this stage.
TEACHING TIP: If you don’t have access to a DVD player for
this stage of the lesson, skip straight to the presentation
of the song on the audio CD, below. Play the song once
through, encouraging the children to just listen, before
repeating and demonstrating the actions.
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Unit 1 48
Let’s play
4 Robin’s game
• Play Red light, green light. You will need the Colours
flashcards and a space large enough for children to walk
around – either in a circle, or across the room.
• Say Let’s play a game! Gather the children together and
have them stand facing you. Tell them to listen to the
instructions and watch you demonstrate how to play.
• Say Green! Hold up the green flashcard, and walk forward
at normal speed. Say Red! Hold up the red flashcard and
stop. Say Yellow! Hold up the yellow flashcard and walk
very slowly. Finally, say Blue! Hold up the blue flashcard
and turn around in a circle.
• Now stand still at the front, calling out the colours and
displaying the flashcards. The children do the movements,
approaching you, or moving around the room.
5 Class Books
• Play the Sit down song (CD1 track 7).
• Give out Class Book worksheet 4 and the Unit 1 stickers.
Your Robin helper can assist you with this.
• Hold up the worksheet and say It’s a rainbow. Look at the
colours! Point to and say each of the colours.
• Make sure everyone has the stickers to hand. Say Find and
stick the colours stickers. Find and stick ‘red’. Demonstrate
how to do this. Then call out each colour in turn for the
children to put the stickers in place.
TEACHING TIP: As this is the first lesson using the stickers,
you will need to demonstrate how to detach and stick
them. Fine motor skills vary widely at this age, so some
children will need support with this activity.
• If possible, talk to the children as they work and praise
them. Say Well done, [name]. Very good, [name].
• Play the Colours song (CD1 track 13). Children point to the
correct colours on their worksheet as they hear them.
6 Goodbye
• Encourage the children to tidy up by playing the Tidy up
song (CD1 track 10).
• Say It’s time to say goodbye. Follow your chosen Goodbye
routine. (See Routines p.23.)
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49Unit 1
Robin’s new words: Colours $ 1•14Red. Red. Blue. Blue. Yellow. Yellow. Green. Green.
• Say Let’s sing the Colours song. Play the CD (CD1 track 14)
and encourage everyone to join in with the actions and
words.
3 Who do you want to be? (A wizard)
• Say It’s story time. Use Mouse to look around the
classroom and find the Big Story Book. Show surprise and
delight, as Mouse finds it. Show the children the cover and
say Look, a book! Look, who’s this? Elicit Robin, Daisy and
Mouse.
• Explain that this is a story about Daisy and Robin. Explain
to children that they have a dressing-up box and they
like dressing up. Do actions – ideally putting on some
dressing-up clothes to demonstrate. Ask the class and
individuals if they like dressing up.
• Explain that Robin and Daisy are about to choose a
dressing-up costume and have an adventure.
• Display the Who do you want to be? poster and complete
the Who do you want to be? routine. (See Routines p.23.)
Play the Who do you want to be? chant (CD1 track 15).
Who do you want to be? (Unit 1) $ 1•151, 2, 3
Come with me.
Who do you
Want to be?
Daisy I want to be a wizard!
TEACHING TIP: This is the first time the children encounter
the Who do you want to be? routine, but this routine will
become a familiar part of their lessons. Use your Mouse
puppet and encourage the class to get actively involved
in the guessing game.
• If you are using the wizard’s hat Mouse prop (PM6), make
Mouse say I want to be a wizard, too! Secretly put on his
wizard hat, and repeat the chant, with Mouse answering.
Then bring Mouse out, dressed up, and say Look! Mouse is
a wizard!
4 Story: I want to be a wizard
TEACHING TIP: Explain to the children that for the story
they all need to be sitting very still and quietly.
Make sure all the children are settled and sitting
comfortably where they can all see the story book and not
blocking the view of other children.
Show them how to be quiet, using a finger to the mouth
gesture.
• Gather the children around you so that everyone can see
and hear. Say Let’s listen to the story: I want to be a wizard.
• Play the story on the audio CD (CD1 track 16) and hold up
the Big Story Book for the class to see, turning the pages
as you follow the story. Play the story straight through
without pausing, and allow the children to look and listen.
Unit 1 Lesson 2 Story lesson: Who do you want to be?
New language
New: yellow, green
Passive: numbers 4–5, wizard, It’s…, Look!, Thank you, Can
we help?
Materials
Audio CD1
Big Story Book Unit 1
Character flashcards: Robin, Daisy
Dressing-up clothes (optional)
Hello routine materials
Mouse merit reward stamper
Mouse prop: wizard’s hat (PM6) (optional)
Numbers flashcards: 1, 2, 3
Unit 1 Colours flashcards: red, blue, yellow, green
Who do you want to be? poster
TEACHING TIP: If you wish to enrich the story-telling
experience by using the Mouse prop PM 6 (wizard’s hat),
you will need to prepare this before the lesson.
Let’s begin
1 Hello
• Follow the usual Hello routine.
• Review numbers 1–3. Write the numbers 1–3 on the
board or show the Numbers flashcards. Point to each
one and encourage the children to say them. Then start
counting again, but stop after 1 and encourage them to
continue.
TEACHING TIP: Give lots of praise to the children who can
say the numbers, but at this stage there is no pressure for
them to do this.
• Use the Mouse puppet to show the Robin and Daisy
character flashcards. As you show each one, encourage
the children to wave and say Hello, (Daisy). Then turn the
flashcard round, and encourage them to say Goodbye,
(Daisy).
Let’s learn
2 Robin’s new words and song
• Have your Colours flashcards ready. Play the audio CD
(CD1 track 13) and using the Mouse puppet, show each
flashcard in turn, repeating the words. Say or play the
audio again, encouraging the class to repeat the words
when you hold up the flashcards.
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Unit 1 50
TEACHING TIP: The words highlighted in bold (below) and
in colour (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.
See Stories page 25 for more information.
I want to be a wizard $ 1•16 or [Unit 1 Story DVD]1 One sunny day, Robin and Daisy are playing.
‘I want to be a wizard,’ says Robin.
‘I want to be a wizard, too,’ says Daisy.
Robin and Daisy put on their wizard costumes.
And off they go …
Action: Children use an imaginary wand to make a spell.
2 Robin and Daisy see a wizard.
‘Hello’ says the wizard.
‘Hello’ say Daisy and Robin.
‘Meow’ says the cat.
‘Look!’ says the wizard ‘Abracadabra … 1 …’
Action: Children wave imaginary wands with Abracadabra
and the count of one.
3 ‘Oh, no!’ says the wizard.
‘It’s red!’ says Robin.
‘Meow’ says the cat.
‘Look!’ says the wizard ‘Abracadabra … 1 … 2 …’
Action: Children wave imaginary wands with Abracadabra
and the count of two.
4 ‘Oh, no!’ says the wizard.
‘It’s blue!’ says Daisy.
‘Meow’ says the cat.
‘Look!’ says the wizard ‘Abracadabra … 1 … 2 … 3 …’
Action: Children wave imaginary wands with Abracadabra
and the count of three.
5 ‘Oh, no!’ says the wizard.
‘It’s yellow!’ says Robin.
‘Meow’ says the cat.
‘Look!’ says the wizard ‘Abracadabra … 1 … 2 … 3 … 4’
Action: Children wave imaginary wands with Abracadabra
and the count of four.
6 ‘Oh, no!’ says the wizard.
‘It’s green!’ says Daisy.
‘Meow’ says the cat.
‘Can you help, please?’ the wizard asks Daisy and Robin.
‘Yes’ say Robin and Daisy.
‘Abracadabra ... 1 … 2 … 3 … 4 … 5 …’ say Robin, Daisy
and the wizard.
Action: Children wave imaginary wands with Abracadabra
and the count of five.
7 ‘Look! It’s red, blue, green, and yellow!’ say Robin and
Daisy.
‘Thank you,’ says the wizard.
‘Meow!’ says the cat.
Action: Children put their hands to an imaginary hat.
8 It’s time to go home.
‘Goodbye,’ say Robin and Daisy.
‘Goodbye,’ says the wizard.
‘Meow!’ says the cat.
Action: Children wave imaginary wands and then wave
goodbye
5 Discuss the value: Working together
• Play the story again, saying Now help me tell the story. As
the story plays, pause to teach the actions, and encourage
the children to say the join-in words. They can wave
imaginary magic wands and say Ping as you turn a page.
• Discuss the value of working together. Explain that the
wizard was having problems with his magic, and Robin
and Daisy decided to help him. By working together they
made a fantastic spell. Elicit examples from their own
world of how people doing things together gets results.
• Award a mouse merit to children who have been working
together. Say Let’s clap to the rest of the class as you hand
out the merits.
6 Goodbye
• Say It’s time to say goodbye. Place the Colours flashcards
where everyone can see them. Say Point to (red) and
wave goodbye. Encourage the children to point to the red
flashcard, wave and say Goodbye red.
• Follow your chosen Goodbye routine. (See Routines p.23.)
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51Unit 1
can, e.g. Daisy, Robin, Mouse, book, sunny (day), red/blue/
yellow (flowers).
• Ask the children what they remember from the story.
Guide their responses by saying, e.g. Robin and Daisy see
a … (wizard) and a cat. The wizard says 1 … (2, 3). What
colour is the hat and the cat? (Red.) Is it happy? (No.) The
wizard says Abracadabra … (1, 2, 3.) The hat and the cat
are … (blue, yellow, green). Robin and Daisy help the wizard
and the hat is … (red, blue, yellow and green). Is the cat
happy? (Yes.) Are Robin, Daisy and the wizard happy? (Yes!)
Robin and Daisy go home. They say … (Goodbye!)
4 Story DVD
• Gather the children where they can all see and hear the
DVD. Ensure that they are all sitting quietly. Say Let’s listen
and watch the wizard story. Play the story once for them
to enjoy.
• Play the DVD again and encourage the children to join
in with the actions, the sound effects and as many of the
join-in words as they can.
• Optional: If you feel the children are ready, play the DVD
again and pause before each colour word. Encourage the
children to say the word.
• If you feel the children are capable, encourage them to
think about alternative endings and discuss these e.g.
What do they think the wizard will do when Robin and Daisy
go home? Will he make more spells? Will they work if Robin
and Daisy aren’t helping him?
5 Goodbye
• Say It’s time to say goodbye. Follow your chosen Goodbye
routine. (See Routines p.23.)
Extra activity
Story prop
Story prop (magic wand, PM23), punzón or scissors, glue, colouring pencils
• Now is a good point for the children to make their story
props, in this case a magic wand (PM23). Alternatively, you
can make them at the beginning of Lesson 4.
• Show the magic wand you have already made and tell them
they are going to make one for themselves. Give out the
punzón or scissors, glue and pencils, then give out PM23 to
each child.
TEACHING TIP: At this age, some children will need quite
a bit of support cutting and pasting, others will be more
independent – encourage them to help each other,
recalling the value.
• Children colour their wands then cut along the cutting
lines. They glue along the area indicated on the PM.
• Demonstrate how they need to roll the paper to make the
wand, then stick the ends together. Help those children
that need it, praising those that try to do it themselves first.
• If you have time, you could practise raising their finished
wands and saying Abracadabra!
Unit 1 Lesson 3 DVD
Materials
Audio CD1
DVD / Interactive Whiteboard resource
Big Story Book Unit 1
Hello routine materials
Mouse prop: wizard’s hat (PM6) (optional)
Story prop: wizard’s magic wand (PM23) (optional)
Unit 1 Colours flashcards: red, blue, yellow, green
Unit 1 Numbers flashcards: 1, 2, 3
Who do you want to be? poster
TEACHING TIP: Remember to award Mouse merits to
children who are working in a team, and remind them
about the value of the story.
TEACHING TIP: It is a good idea to make up the wizard’s
magic wand story prop (PM23) before the lesson to show
children what they are making.
Let’s begin
1 Hello
• Follow the Hello routine you have chosen to do with your
class. (See Routines p.23.)
• Revise colour vocabulary. Place the colours flashcards
around the room. Play the Stop! game (see Ideas bank
p.36).
Let’s play
2 Song
• Keep the Colours flashcards visible. Move Mouse to each
picture in turn and encourage the class to repeat each
word.
• If your class is not ready to produce the words, say Point
to (red). When the children are pointing at the correct
flashcard, hold up Mouse and say Yes, that’s right!
• Say It’s song time! and play the Colours song (CD1 track 13),
encouraging the children to point to the relevant colours
flashcard when they hear it in the song.
• Optional: Children could also point to something of the
relevant colour in the classroom, or to something that
they are wearing.
3 Story: Who do you want to be? (A wizard)
• Say It’s story time.
• Display the Who do you want to be? poster and complete
the Who do you want to be? routine. (See Routines p.23.)
Play the Who do you want to be? chant (CD1 track 15).
Encourage children to supply the answer, e.g. A wizard!
• If you have made it, put the wizard’s hat (PM6) on Mouse,
ready for the story.
• Show the children the Big Story Book and turn to page
1. Ask the children what they can see in the illustration,
encouraging them to name anything in English that they
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Unit 1 52
4 Story
TEACHING TIP: During the course, the children are
encouraged to participate in the retelling of the story, by
saying the join-in words, using the story props, and doing
any relevant actions.
Start very gradually to begin with, encouraging more
and more participation as the course progresses and the
children become more confident.
• Gather the children where everyone can see the DVD or
Big Story Book.
• Play the wizard story on the DVD or tell the story with the
book so that it is fresh in the children’s minds before they
join in the retelling.
• Give out the wizard’s magic wand story prop (PM23) and
any other props you have brought in, e.g. dressing-up
clothes, to make the story come alive. Tell the children you
are going to tell the story again and they are going to join
in.
TEACHING TIP: Practise several times with the children to
raise their magic wands and say Abracadabra! before they
do this during the story.
• Play the audio CD for the story, pausing it or turning the
volume down to encourage the children to say as many
of the join-in words as they can, and to join in with the
actions and sound effects using their story props.
• Praise those children who join in or use their props. Not
all children may be confident to do so at this stage in the
year.
5 Goodbye
• Collect in the story props and encourage the children to
help by playing the Tidy up song (CD1 track 10).
• Say It’s time to say goodbye. Follow your chosen Goodbye
routine. (See Routines p.23.)
Unit 1 Lesson 4 Optional story lesson
Materials
Audio CD1
Big Story Book Unit 1 (optional)
DVD / Interactive Whiteboard resource
Mini flashcards (PM15)
Mouse merit reward stamper
Mouse prop: wizard’s hat (PM6) (optional)
Story prop: wizard’s magic wand (PM23)
Unit 1 Colours flashcards: red, blue, yellow, green,
Unit 1 Numbers flashcards: 1, 2, 3
TEACHING TIP: Remember in this lesson to award Mouse
merits to children who are working in a team, and remind
them about the value of the story.
Let’s begin
1 Hello
• Follow the Hello routine you have chosen to do with your
class. (See Routines p.23.)
• Use Mouse to show the children the Colours and Numbers
flashcards as you elicit the correct vocabulary and place
them around the room.
• Repeat the Stop! game from the last lesson (see Ideas bank
p.36), this time revising both colours and numbers.
TEACHING TIP: If you haven’t made the story props in
Lesson 3, you could make them now, and select just one
of the following games to play.
Let’s play
2 Class game
• If you have space, ask the children to sit in a circle and
place the Colours flashcards face down in the middle.
• Say a colour and encourage a child to turn over a card. If
the card is the correct colour, encourage all the children to
clap and say Very good. If it is not the colour, say Oh, dear,
it’s ... and encourage them to give the name of the colour.
• It is then the turn of another child.
• Repeat until all the children have had a turn.
Let’s review
3 Robin’s review game
• Play Pairs, using the mini flashcards. Make two copies of
the Colours mini flashcards (PM15). Cut out the cards and
place them face down where everyone can see.
• 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. If they don’t match, turn them back
over and try again.
• If the child you have selected as your Robin helper is
confident, you can invite him to turn over the cards in
your place.
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53Unit 1
3 Nature smart new words
• Present the new words using the audio CD and the Unit 1
Nature smart flashcards. Play the audio CD (CD1 track 18).
Use the Mouse puppet to point to or hold up the
appropriate Nature smart flashcard for everyone to see.
• Play the audio again, encouraging the children to point
to the flashcards as they hear each word. You can ask your
helper to hold Mouse and point to the flashcards in turn.
• Play the audio once more, and this time, when you say the
word, demonstrate the associated action from the song,
and encourage the children to do the same.
• 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.
Nature smart new words: Rainbow $ 1•18Rainy. Rainy. Sunny. Sunny. Rainbow. Rainbow.
4 Nature smart topic: Rainbow
• Take the rainy and sunny flashcards and arrange them
above the rainbow on the wall or the board. Point to each
and say Rainy and Sunny, then point to the rainbow and
say They make a rainbow! Explain how the weather needs
to be both rainy and sunny to see a rainbow.
• Have students repeat, as you point to each card Rainy,
Sunny, and then Rainbow!
Let’s play
5 Pop-outs
• Play the Sit down song (CD1 track 7), motioning for the
children to go back to their tables.
• Give out the Nature smart pop-outs.
TEACHING TIP: Children are unlikely to be able to press the
pop-outs out independently at this stage in the year. This
first time, prepare the pop-outs for each child in advance
of the lesson, allowing you more time to concentrate
on language learning – this should only take around
15 minutes. You can decide when your class is ready to try
to press the pop-outs out on their own, though they will
still need some support.
• Hold up each of the pop-outs in turn and say Sunny,
Rainy and Rainbow! Then explain to the class that you
are going to say one of the words, and they should hold
up their own pop-out. Do this several times, making
sure every child understands what to do, and until most
children are holding up the correct pop-outs each time.
• Optional: Select a few confident children, and ask them to
do this on their own. When they make a correct response,
be sure to offer lots of praise, saying Well done, [name]!
6 Goodbye
• Say It’s time to tidy up. Play the Tidy up song as the children
tidy away their pop-outs.
TEACHING TIP: Keep the pop-outs to use again next lesson.
• Say It’s time to say goodbye. Follow your chosen Goodbye
routine. (See Routines p.23.)
Unit 1 Lesson 5 Smart topic new words
New language
Nature smart new words: rainy, sunny, rainbow
Materials
Audio CD1
Hello routine materials
DVD / Interactive Whiteboard resource
Unit 1 Nature smart flashcards: rainy, sunny, rainbow
Unit 1 Nature smart pop-outs
Let’s begin
1 Hello
• Follow the Hello routine you have chosen to do with your
class. (See Routines p.23.)
Let’s learn
2 Nature smart song: Rainbow song
• Say It’s song time! Invite the children to come and sit on
the floor for this activity if you wish.
• Play the Rainbow song (CD1 track 17), demonstrating the
actions for the children.
• Play the song two or three times, encouraging the class
to begin participating in the actions themselves. At this
point, they can stand up to give them space to do the
actions (see p.46).
Rainbow song $ 1•17It’s rainy. It’s rainy. Can you see a rainbow?
Pitter, patter. Pitter, patter. No, no, no!
It’s sunny. It’s sunny. Can you see a rainbow?
Shine, shine, shine, shine. No, no, no!
It’s rainy. It’s sunny. I can see a rainbow!
Pitter, patter. Shine, shine. Yes, yes, yes!
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Unit 1 54
Rainbow [Unit 1 Smart topic DVD] Look! What can you see? It’s the sun! The sun is shining. It’s
sunny. Can you see a rainbow? No! Now look. What can you
see? Clouds! It’s cloudy. And now it’s rainy. Listen to the rain.
Can you see a rainbow? No! Look! What can you see? It’s
sunny. And it’s rainy … Can you see a rainbow? Yes! It’s sunny
and it’s rainy and … there’s a beautiful rainbow!
• Play the DVD a second time, pausing after each question,
repeating it, then encouraging the children to answer, e.g.
What can you see? (Sun.) Can you see a rainbow? (No!)
4 Class Books
• Play the Sit down song (CD1 track 7), motioning for the
children to go back to their tables.
• Draw three pictures on the whiteboard, similar to those
on Class Book worksheet 5: a sunny picture, a rainy picture
and one that is sunny and rainy. Point to each picture in
turn. Say It’s sunny. It’s rainy. It’s sunny and rainy. Then say
Can you see a rainbow? Elicit the answer No!
TEACHING TIP: You may wish to prepare these pictures
beforehand on large pieces of paper instead of drawing
them in the lesson.
• Discuss where the rainbow should be, inviting a confident
child up to point to the correct picture: Sunny and rainy.
• Now start to draw a rainbow on the picture, naming or
asking children to supply the four colour names as you do
so. When you have finished your rainbow ask Can you see
a rainbow? Elicit the answer Yes!
• Give out Class Book worksheet 5. Hold up the worksheet
and point to each frame in turn. Say It’s sunny. It’s rainy.
It’s sunny and rainy. Ask the children where the rainbow
should be. Make sure all children understand it is frame 3.
• Explain that the children can now draw their own
rainbows. Get your helper to help give out the colouring
pencils, ensuring there are plenty of the four colours.
• Go around talking to the children as they work. Ask them
to name the colours if they can, and praise them for their
work. Don’t worry about the order of the colours in their
rainbows.
• Play the Rainbow song (CD1 track 17) again. This time,
point to the corresponding frame on the Class Book
worksheet as you listen. Listen again, encouraging
children to join in, pointing to the relevant frames on their
own worksheet.
TEACHING TIP: Award Mouse merits to the children who
show enthusiasm for doing the activities and for the topic.
5 Goodbye
• Say It’s time to tidy up. Play the Tidy up song (CD1 track 10)
as the children tidy away their colouring pencils and ask
your Robin helper to help you collect in the worksheets.
• Say It’s time to say goodbye. Follow your chosen Goodbye
routine. (See Routines p.23.)
Unit 1 Lesson 6 Nature smart DVD
Materials
Audio CD1
Class Book worksheet 5
Colouring pencils or crayons (red, blue, yellow, green)
DVD / Interactive Whiteboard resource
Hello routine materials
Mouse merit reward stamper
Unit 1 Nature smart flashcards
Unit 1 Nature smart pop-outs
Whiteboard pens or markers (red, blue, yellow, green)
Let’s begin
1 Hello
• Follow the Hello routine you have chosen to do with your
class. (See Routines p.23.)
Let’s play
2 Pop-outs and song
• Hold up each of the Nature smart flashcards in turn,
saying each word and encouraging the class to repeat
and do the action.
• Ask your helper to give the class their pop-outs. Play the
Rainbow song (CD1 track 17). The children hold up the
correct pop-out when they hear the word. You may need
to pause the song at appropriate intervals to allow the
children time to do this.
• Encourage the children to tidy up by playing the Tidy up
song (CD1 track 10) while they put away their pop-outs.
Let’s learn
3 DVD
• Gather the children so they can all see and hear the DVD.
Say It’s time to watch the DVD.
• Play the Unit 1 Nature smart Rainbow sequence on the
DVD through once, encouraging children to watch closely.
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55Unit 1
Unit 1 Lesson 7 Review and Portfolio
Materials
Audio CD1
Class Book worksheet 6
Hello routine materials
Interactive Whiteboard resource
Mouse merit reward stamper
Sticky tack
Unit 1 Colours flashcards: red, blue, yellow, green
Unit 1 Nature smart flashcards: rainy, sunny, rainbow
Let’s begin
1 Hello
• Follow the Hello routine you have chosen to do with your
class. (See Routines p.23.)
Let’s review
2 Songs
• Remind the children of the songs in Unit 1: Colours song
(CD1 track 13) and Rainbow song (CD1 track 17).
• Play and sing both songs and encourage the children to
join in with the actions.
• After you have sung both songs, ask the children What’s
your favourite song? Sing the preferred song through one
more time.
TEACHING TIP: Revisit the songs regularly to ensure the
children don’t forget them. It is suggested that you can
invite parents to an end-of-year performance of some of
the songs.
3 Class game
• Before the lesson, prepare the Colours and Nature smart
flashcards by fixing sticky tack on the backs. You are going
to play a categorization game, sticking the flashcards into
two groups.
• Bring the children to the floor in an orderly fashion.
Say Let’s play a game. Draw two large circles on the
whiteboard. Take the red flashcard and stick it in one of
the circles.
• Then hold up another Colour flashcard and ask the
children to guess and then point to where it should go (in
the same circle as the red flashcard).
• Now hold up a Nature smart flashcard and ask the
children to point to where it should go (in the other,
empty circle). Continue in this way with the rest of the
cards. You could invite your helper, or more confident
children, to stick up the cards once they understand how
to play.
4 Class Books
• Play the Sit down song (CD1 track 7).
• Hold up the rainbow flashcard, and ask the children what
colours they can see in the rainbow. Elicit the four colour
words from the children, pointing as you repeat them.
• Give out Class Book worksheet 6. Point to the four colours
around the edges of the maze, and say the name of each
colour in turn, with the children repeating after you.
• Now explain that we need to find a path from each of the
colours to the rainbow, to give the rainbow its colours.
Hold up your book and demonstrate, tracing the path
from blue with your finger first.
• Ask the children to trace the path with their fingers. Walk
around checking that they understand how to stay within
the light areas, on the path.
• Once children understand how to trace the paths,
demonstrate how to draw the lines with a pencil, and
invite them to do the same. You may wish to keep this
quite controlled, demonstrating and doing one path at
a time, or you might want to allow the children to try to
complete the worksheet more independently.
• Walk around again, talking to the children. Ask What’s your
favourite colour? Get them to point, say and draw a circle
around it. Ask Where’s Mouse? and get them to point.
• Praise the children for their work, saying Well done,
[name]. Very good, [name]. Award a Mouse merit to
children who complete the worksheet.
TEACHING TIP: Use the ‘Notes’ section on the back of
the Class Book worksheet to communicate the learning
objectives of Unit 1 to parents, or to pass on a message
regarding the child’s progress.
TEACHING TIP: If you have time, now is a good opportunity
to review and practise the sounds and letters from Unit 1
with the class: s, a, t, p, i and n.
5 Goodbye
• Encourage the children to tidy up by playing the Tidy up
song (CD1 track 10). As this is the end of Unit 1 Portfolio
worksheet, it is recommended that you send it home to
parents so they can be involved in their child’s learning.
• Say It’s time to say goodbye. Follow your chosen Goodbye
routine. (See Routines p.23.)
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Unit 1 56
Unit 1 Nursery school Lesson 1 Nursery school new words
New language
Nursery school new words: bag, crayon, book
Nursery school question: What can you see?
Materials
Audio CD1
DVD / Interactive Whiteboard resource
Hello routine materials
Paper or sticky notes
Unit 1 Nursery school poster
Let’s begin
1 Hello
• Follow the Hello routine you have chosen to do with your
class. (See Routines p.23.)
Let’s learn
2 Nursery school DVD
• Put up the Nursery school poster and tell the children this
is a picture showing children from a UK nursery school.
Ask What can you see? Rephrase answers in English
where appropriate, e.g. Yes, there’s a book / a teacher / a
bag. Discuss briefly whether the classroom looks like their
classroom or whether it looks different.
TEACHING TIP: In Nursery school Lesson 3, there will be
more opportunity for the children to make comparisons
between their own experience and the UK nursery. At this
stage, it is enough to raise the point.
• Gather the children where everyone can see the DVD.
• Say It’s time to watch the DVD. Let’s visit the UK nursery
school.
• Play the sequence once through without pausing,
encouraging the children to watch closely.
Unit 1 Nursery school [Unit 1 Nursery school DVD] Let’s go to nursery school!
The children are starting school. What can you see?
Jayden’s got a bag. He puts it on the peg. Look at all the
bags. Can you see a red bag? What colour is your bag?
There’s a red crayon. There’s a blue crayon.
Now the children are painting. Look at all the colours. What
colours can you see? There’s red, blue, yellow and green!
Chloe’s using yellow paint and Amelia’s using green paint.
The children are playing. What can you see? They’re making
a path. Look! They’re working together. What colours can
you see?
Jake and Amelia are working together, too. They’re building
a tower together. Look at all the colours.
Play time is over. The children are all helping to tidy.
Now the children are reading books. What can you see?
Sophie’s got a book. Mia’s got a book too.
Now the teacher’s got a book. She’s reading to the children.
Do you like reading? There are lots of books in the classroom.
Let’s look for Mouse. Where is he? Can you see him? Here he
is! He’s with the books. Mouse likes books.
• Play the DVD again but press the pause button after each
clip and elicit their responses, e.g. Does the nursery school
look the same as ours, or different? What are the children
doing? What did they see?
• You can also use the DVD to review language and ideas
from earlier in the unit. For example, point out colours
vocabulary, or instances where the value is demonstrated.
3 Nursery school new words
• Draw the children’s attention to the Nursery school poster.
Say Let’s look at the poster. Look at the photographs.
• Present the new words (crayon, book, bag) using the audio
CD and the poster. Play the audio (CD1 track 19) and use
the Mouse puppet to point at the photos at the side of
the poster in turn.
Nursery school new words: School items $ 1•19Bag. Bag. Crayon. Crayon. Book. Book.
• Play the audio again, this time drawing attention to
the relevant detail in the illustrated classroom scene.
Introduce the structure, asking What can you see?
• Help the children to make connections between the
photos in the poster and the main illustration. For
example, point to the crayon in the photo and say Crayon.
Then gesture to the illustration and say Can you see a
crayon? Point to a cuddly toy and ask Is this a crayon? (No.)
Point to the one of the crayons and ask Is this a crayon?
(Yes.) Repeat for the other new words.
• There are several examples of the new words illustrated
within the scene on the poster. This allows several children
to point out the school items they can see, and they will
enjoy spotting them. You can also revise numbers by
asking children to count along with you. Say How many
crayons can you see? Count with me: one, two, …
Let’s play
4 Nursery school game
• Play a memory game using the Unit 1 Nursery school
poster. Point to the examples of the new words in
illustrated part of the poster and say the new words in turn.
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. You don’t need
to cover every example, perhaps limit the covering to one
book, one crayon and one bag.
• Ask a confident child to come up to the poster. Say e.g.
Find a bag. You can point to the bag photo as a prompt
if you wish. Encourage the child to uncover the correct
image by removing the piece of paper. Repeat several
times to practise all the new language and give other
members of the class a turn.
5 Goodbye
• Say It’s time to say goodbye. Follow your chosen Goodbye
routine. (See Routines p.23.)
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57Unit 1
Unit 1 Nursery school Lesson 2 Nursery school song
Materials
Audio CD1
Bag / backpack (optional)
Class Book worksheet 7
Colouring pencils
Hello routine materials
Unit 1 Nursery school poster
Let’s begin
1 Hello
• Follow the Hello routine you have chosen to do with your
class. (See Routines p.23.)
Let’s play
2 Nursery school poster
• Display the Nursery school poster and review the new
language. Ask What can you see? Point to the school items
and say Crayon, book, bag.
• Use the Mouse puppet to point to, e.g. a bag and say
Crayon. Yes or No? Encourage the children to respond
with No! Repeat this game for the other new words.
Let’s learn
3 Song: School song
• Say It’s song time! Play the School song (CD1 track 20)
once, allowing the children just to listen and enjoy.
• Then play the song again, this time demonstrating the
actions to the children (see p.46).
School song $ 1•20What can you see?
A bag. A bag.
Look, a bag. Look, a bag.
What can you see?
A bag. A bag.
At my school.
What can you see?
A crayon. A crayon.
Look, a crayon. Look, a crayon.
What can you see?
A crayon. A crayon.
At my school.
What can you see?
A book. A book.
Look, a book. Look, a book
What can you see?
A book. A book.
At my school.
• Play the song two or three times, encouraging more and
more participation in the actions.
4 Class Books
• Play the Sit down song (CD1 track 7), motioning for the
children to go to their tables.
• Get your helper to help give out Class Book worksheet 7.
• Hold up the worksheet and ask What can you see? Point to
the school items and elicit the words crayon, book, bag.
TEACHING TIP: You will notice in the illustration that you
can see the numbers 4 and 5. These are passive and
there is no expectation for you to present them or for the
children to learn them. Here, as in many of the course
illustrations, there are items that appear that are not
necessarily presented actively – it is up to you whether
you choose to draw children’s attention to them or not.
• Explain to the children that they are going to colour the
school items, and that they can choose which colours
from the ones they know (red, blue, yellow and green).
• Give out the colouring pencils, limiting them to the four
colours children have learned in Unit 1. Children choose
and colour the three items.
• Walk around, asking the children about the colours, and
praising them for their work.
• When they have finished, you can invite a few children to
stand up and show their colouring. Ask them questions
to elicit the colour vocabulary and reinforce the Nursery
school words, e.g. What colour is the book?
• Invite the children to get their own bags to put next to
them. Explain to them that they are going to draw their
own bags. Point out the blank area on the worksheet and
demonstrate by drawing and colouring your own bag.
• Give out all the colouring pencils at this point, so that
children can select the correct colour for their own bag.
• Again, walk around praising the children for their work,
saying Well done, [name]!
5 Goodbye
• Encourage the children to tidy up by playing the Tidy up
song (CD1 track 10)
• Say It’s time to say goodbye. Follow your chosen Goodbye
routine. (See Routines p.23.)
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Unit 1 58
Unit 1 Nursery school Lesson 3 Nursery school review
Materials
Audio CD1
DVD
Hello routine materials
Unit 1 Nursery school poster
Craft: PM 31–32, completed school bag and school
items, colouring pencils, punzón or scissors, glue
Let’s begin
1 Hello
• Follow the Hello routine you have chosen to do with your
class. (See Routines p.23.)
Let’s play
2 Song: School song
• Say It’s song time! Play the School song (CD1 track 20) and
encourage the class to sing along and do the actions.
• Now divide the class into three groups: bag, crayon and
book. Instruct the children from the bag group to get their
bags and put them on the floor beside them. Instruct the
children from the other two groups to get their items (one
each) and put them on the table in front of them. You
may wish to give out the crayons and the books instead to
maintain calm and attention.
• Ask one child from each group to pick up their item and
say the word, e.g. A bag!
• Now play the song again, with each group singing and
doing the actions for their verse of the song.
Let’s learn
3 Nursery school poster and DVD
• Gather the children on the floor, where they can see the
DVD and poster clearly.
• Ask the children what they can remember about the UK
nursery school. Ask them whether it was the same as
their classroom, or different. Then say Let’s watch the DVD
again.
• This time, as you watch the DVD, pause at appropriate
places to draw children’s attention to aspects of the
classroom or the UK children’s activities that are different
from their own experience. This might be something
like having a carpet on the floor, or children playing with
different toys, or having different kinds of bags, but you
will be able to judge best what your class will notice.
• Watch one more time, this time asking children to notice
similarities between the UK classroom and their own, e.g.
books, bags.
Let’s review
4 Nursery school craft: My bag
• Play the Sit down song (CD1 track 7).
• Tell the children they are going to make something
they have been talking about in the lesson. Hold up a
completed example of the craft that you have already
prepared and say Let’s make bags! Keep the school items
inside the bag for now.
• Get your helper to help give out the school bag craft
template (PM31) and give out punzón or scissors, pencils
and glue. Tell the children they can colour and decorate
their bags any way they like.
• When most children have finished colouring, demonstrate
how to cut out the bags, fold them, and stick the sides
together.
TEACHING TIP: At this point in the year, children will require
help cutting out the bag and school items, but encourage
them to do as much as they can independently. Don’t
worry if they make mistakes or if they make a bit of a mess!
• Once most of the children have finished cutting and
sticking their bags, hold yours up again. This time, put your
hand into the bag, and remove one of the items, asking
What’s this? Elicit answers from the children, e.g. crayon,
book.
• Give out school items craft template (PM32). Explain that
they should choose one book and one crayon, and colour
them as they like. They should then cut them out, with
support as needed, and put them into their bags.
TEACHING TIP: Some children will finish this very quickly,
for others it will take much longer. Fast finishers can select
a second crayon or book to colour and cut out.
• Invite more confident children to stand up and present
their finished bags and items to the class. Ask questions to
elicit the language from the unit, e.g. What is it? (A book.)
What colour is it? Give lots of praise, saying Well done,
[name]!
5 Goodbye
• Encourage the children to tidy up by playing the Tidy up
song (CD1 track 10) and help them collect in the punzón
or scissors, glue and pencils.
TEACHING TIP: You can collect in the completed crafts,
or allow children to take them home to show their
parents. Encourage children to show their parents and
demonstrate any English words they can say.
• Say It’s time to say goodbye. Follow your chosen Goodbye
routine. (See Routines p.23.)
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