31 Unit 1

I’m happy!unit

1Unit overviewIf you cannot teach me to fly, teach me to sing. James Matthew Barrie

ObjectivesIdentify the Oxford Splash characters: Frankie, Dizzy, Tex and Spot.Present and practise colours vocabulary.Establish classroom routines.Recognize and use greetings like hello and goodbye.

MaterialsTex apron, Frankie, Dizzy and Spot puppetsWeather flashcardsWashing lineRoutine clockCharacter flashcardsClass BooksUnit 1 colour flashcardsUnit 1 pop-outsUnit 1 stickersUnit 1 storycards: I’m happyReward stickersAudio CD1DVDInteractive Whiteboard ResourcesTeacher’s Resource CD-ROM: Photocopy Masters (1–9, 11, 22)Large pieces of sugar paperPoster paints

About the unit• The first unit of work in EIN3 is the most difficult unit of

all for teachers. Most children will not have experienced English classes before and the first lessons will run quite slowly, with the main purposes being to get the children used to how things work and to start having fun in English.

• It’s a good idea to send a letter to parents at the beginning of this term, explaining what the children will be doing in their English classes. You might want to include information about the unit and content you will be working on in the coming weeks, and explain the importance of using the Songs CD and Oxford Online Learning Zone for further practice at home.

• The children will be learning colour words in this unit, so you might like to ask parents to send in some objects in the colours they are learning: red, blue, green and yellow. The objects could be small toys or school objects like pencils or crayons.

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Unit 1 32

Unit 1 Lesson 1 Tex’s words

MaterialsTex apron, Frankie puppetRoutine clockCharacter flashcardsWashing lineClass BookAudio CD1

1 Circle time routine• If you’ve made a Routine clock, hold it up in front of the

class and move the hand to the Circle time picture. (See the Ideas bank for how to make the Routine clock.)

Teaching Tip This will be your class’s first ever English lesson, so they won’t really know what to do! They will quickly get used to it if you keep the same routine every day. This is very important at this age; the children need to know what is coming next. Change activities regularly and use your voice to reflect the change of focus too. The children will soon feel like they want to participate in what is going on.

• Clear a space in the classroom large enough for the children to stand in a circle. Say hello and wave to the children. Tell them to hold hands, then play the Circle time song.

Circle time song $ 1•4Hold hands like this, hold hands like this (move round in a circle, holding hands) Hands up! Hands down! (raise hands up and then down) Stand still now! (stand still on the word ‘now’)• Play the song a couple of times before moving on to the

next activity.

2 Meet Frankie• Ask the children to sit down next to the box or bag where

you keep the puppets. Point to the box or bag and say Do you want to meet Frankie? Explain that Frankie wants to meet the children but is feeling shy and doesn’t want to come out. Say Let’s meet Frankie and encourage the children call for him: Frankie! Repeat this a few times, then Frankie can appear and say hello to all of the children.

Teaching Tip Children love this type of game! It’s useful to have a few different scenarios for coaxing Frankie out: he may be sleepy, or busy, or shy, or upset, or any other reason! Try to make the start of the lesson fun, telling the children that you can’t hear them when they call for Frankie, and encouraging them to shout louder. There are lots of ideas for using the puppets in the Introduction.

• Ask the children to stand up, then sit down, then stand up again, using Frankie to demonstrate. Carry on getting faster and faster! Then tell them Frankie is going to sing them a song. Frankie can wave and mime throughout.

Hello song $ 1•2Hello girls, Hello boys, Hello children, It’s time for English now.• Get Frankie to say hello to each child individually, either

giving them a kiss or a high-five. Then finally sing the song again, encouraging the children to wave too.

Teaching Tip If the children are struggling to stay in a circle, try singing the Circle time song again. You might like to draw a circle on the floor with felt tip or chalk, or mark out a circle with tape.

3 Tex’s words: Vocabulary presentation• Say Let’s meet Tex! Introduce Tex by putting on the apron.

Encourage the children to say hello, then point to his shell and explain that he is going to teach them some new words. Say Let’s find out what’s in Tex’s shell today …

• Play CD1 track 10 and take the character flashcards out one at a time. Put them on the washing line if you have one, or on the board so everyone can see. Ask the children to stand up, then play the track again. This time ask the children to point to the correct flashcard when Tex speaks.

Tex’s words $ 1•10Hello, everyone! Look! This is Frankie. Hello, Frankie! This is Dizzy. Hello, Dizzy! This is me. Hello, Tex! This is Spot. Hello, Spot!• Play the track one more time and pause after each line.

Encourage the children to say hello to each character and wave enthusiastically so that they join in with you.

• Move the hand on your Routine clock to Song time. Ask the children to stand up and sing the song with the characters, doing an action for each character. For Frankie, bend your knees and put both arms in between your legs and jump. For Dizzy, waddle on the spot with your elbows out. For Tex, walk on the spot very slowly. For Spot,

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33 Unit 1

the characters, saying their names and waving. Ask the children to point and say hello to Dizzy, Tex and Spot too.

• Ask Can you see Frankie? Shake your head and say No! Show the children the Frankie sticker and encourage them to put their sticker of Frankie in the pond to complete the picture.

Teaching Tip Ideally, using the mother tongue in English lessons should be avoided. As far as possible, instructions should be given in very simple English – you will need to demonstrate or mime everything that you want the children to do in order to make your instructions clear and easy to follow. You may find it useful to use your own Class Book to act out what you would like the children to do with their worksheets.

6 Tidy up and say Goodbye• Ask the children to tidy up their books and help them by

showing them what to do. Sing the Tidy up time song.

Tidy up time song $ 1•9Now it’s time to tidy up, tidy up, tidy up, Now it’s time to tidy up. 1, 2, 3.

Teaching Tip The Tidy up time song can be sung at any time during the lesson to encourage children to put things away!

• Move the hand on your Routine clock to Goodbye time. Use Frankie to wave goodbye to each of the children, allowing the children to hug the puppet and establish an emotional bond. Sing the Goodbye song.

Goodbye song $ 1•3Goodbye girls, Goodbye boys, Goodbye children, It’s time for me to go.Goodbye girls, Goodbye boys, Goodbye children, It’s time for me to go.

flap your hands very fast by your shoulders as if you were flying.

I am Frankie $ 1•12I am Frankie, Frankie the frog, (jump like Frankie) Doo dah, doo dah. (march on the spot) I am Frankie, Frankie the frog, (jump like Frankie) Doo dah doo dah day! (march on the spot)I am Dizzy, Dizzy the duck … (waddle like Dizzy)I am Tex, Tex the turtle … (walk on the spot very slowly)I am Spot, the ladybird … (flap your hands)

4 Game time: Hello, everyone!• Display the character flashcards in different areas of the

classroom and divide the class into two or three groups. Choose one group and ask them to stand in the middle. Tell them that they are going to say hello to Tex, Frankie, Dizzy or Spot when you say their names.

• Show them how to play the game by saying Hello, Frankie! then hopping over to Frankie’s flashcard. Return to the middle and say Hello, Dizzy! before waddling over to Dizzy’s flashcard. Repeat this until you have said Hello to all the characters and done the relevant actions. Help the children to play the game, allowing each of the groups to take a turn saying hello to each of the characters.

• If you have time, organize the children into four groups and give each group a character flashcard. Sing the I am Frankie song again, encouraging each group to sing the part of their character and do the actions.

Teaching Tip The more often vocabulary is repeated, the quicker the children will learn it. The Frankie puppet can be used to introduce any new activity. Let the puppet make mistakes too, so that the children won’t feel worried about making mistakes themselves.

5 Table time• Move the hand on your Routine clock to Table time. Play

the Table time rhyme and encourage the children to follow you to their tables. Point to each table as you march and sing, tapping your watch on the word time.

Table time rhyme $ 1•7It’s table time, (point to the tables) Listen to me. (put your hand to your ear to show listening) It’s time to sit down, (point to the seats) 1, 2, 3.• Ask the children to open their Class Books at page 1

and look at the pond where the characters live. Ask Can you see Dizzy? Can you see Spot? Can you see Tex? Point to

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Unit 1 34

Unit 1 Lesson 2MaterialsTex apron, Frankie puppetRoutine clockCharacter flashcardsWeather flashcards: sunny, rainingUnit 1 storycards: I’m happy!Unit 1 pop-outsAudio CD1

1 Circle time routine• Do the Circle time routine from page 32 and sing the Circle

time song (CD1 track 4) and the Hello song (CD1 track 2).• Revise the names of the characters by dividing the class

into four groups and giving each group a character flashcard. Sing the I am Frankie song (CD1 track 12), with each group singing the relevant verse for their character flashcard.

Teaching Tip Lesson 2 is where you can really establish the routine that will be so important throughout each English lesson. Be sure to make good use of the character puppets and flashcards, and keep changing the hands on the Routine clock to reflect a change of activity.

2 Story time: I’m happy!• Move the hand on your Routine clock to Story time. Ask

the children to sit opposite you as you play the Story time rhyme (CD1 track 6). Encourage the children to join in with the actions.

Story time rhyme $ 1•6Hands on your head. (put your hands on your head) Hands on your knees. (put your hands on your knees) It’s story time! (pretend to open a book) 1, 2, 3. (clap 3 times and fold your arms)• Say Let’s listen to a story about Frankie and friends. Hold up

or display the storycards one at a time as you play CD1 track 13. Point to the characters and mime their feelings in order to keep the children focussed on what is being said.

Unit 1 I’m happy! $ 1•131Narrator In a blue, blue pond lives a blue, blue frog. His name is Frankie. Look at the sky. It’s blue! It’s sunny! Look at Frankie. He’s sad.Frankie Hmmmm.2Narrator In a blue, blue pond lives a yellow, yellow duck. Her name is Dizzy.Dizzy La, la, laaa. Hello, Frankie. Look! It’s sunny! I’m happy!Frankie Hmmmm. Hello, Dizzy.Dizzy What’s the matter? Why are you sad?Frankie I don’t know.3Narrator The next day … Look at the sky. It’s blue! It’s sunny! Here comes Dizzy again.Dizzy La, la, laaa. Hello, Frankie. Look! It’s sunny! I’m happy!Frankie Hmmmm. Hello, Dizzy.Dizzy What’s the matter? Why are you sad?Frankie I don’t know.4Narrator Look at the sky. It’s raining. Here comes Dizzy again.Dizzy Look, Frankie. It’s raining.Frankie Hello, Dizzy! Yippee! It’s raining! Look at me jump!5Narrator Frankie is happy. He jumps into the pond and … SPLASH!Frankie Yippee!6Narrator Oh no! Look at Dizzy! Dizzy is sad.Dizzy Oh, Frankie! Look at me!Frankie Oh, Dizzy! I’m sorry.

Teaching Tip Children often ask to hear the story again. Play the CD and encourage the children to join in with the easier parts of the dialogue and miming the feelings.

• Use the questions on the back of the storycards to talk about each picture. Mime sunny by opening and closing your hands, then raining by wiggling your fingers downwards. Encourage the children to make exaggerated happy and sad faces at the relevant points of the story.

3 Game time: What’s the weather like?• Put the sunny flashcard on one wall of the classroom

and the raining flashcard on the opposite wall. Show the children how to play the game: if you say It’s sunny the children should waddle towards the sunny flashcard, like Dizzy; if you say It’s raining the children should jump towards the raining flashcard, like Frankie.

4 Table time routine• Do the Table time routine from page 33 and sing the Table

time rhyme (CD1 track 7).

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35 Unit 1

• Show the children where to find the character pop-outs by giving them their envelope or passing out the Unit 1 pop-out. Show them how to gently press the images out, one at a time. Say hello to each character as you do so.

• Once all the pop-outs are ready, say a character’s name and get the children to hold up the correct pop-out, for example, Hello, Tex! Check that they are all holding up the Tex pop-out and say Well done! Do the same with the other characters, then play the story again and act it out with the pop-outs. When the characters speak, hold up the correct pop-out and make the relevant happy or sad facial expression. You can use the weather flashcards to refer to the weather.

5 Tidy up and say Goodbye• Do the Tidy up routine from page 33. Get the children to

tidy up and sing the Tidy up song (CD1 track 9).• Follow the Goodbye routine and sing the Goodbye song

(CD1 track 3).

Teaching Tip Encourage the children to say goodbye to each of the characters as they tidy their pop-outs away into their envelopes.

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Unit 1 Lesson 3MaterialsTex apron, Frankie, Dizzy and Spot puppetsWeather flashcardsRoutine clockUnit 1 pop-outsAudio CD1DVD Unit 1: I’m happy

1 Circle time routine • Do the Circle time routine from page 32 and sing the Circle

time song (CD1 track 4) and the Hello song (CD1 track 2).• Using the puppets and apron, revise the names of the

characters. Then divide the class into four groups and give one child in each group a puppet. Sing the I am Frankie song (CD1 track 12), with each group singing the relevant verse for their character.

• You could repeat the song to give other children in the group a chance to hold the puppet, or reassure the others that they can have a turn on the next occasion.

2 Gym time• Ask the children to stand up. Say Now we’re ready for gym

time! Explain that they are going to do actions for each of the characters as they hear their names: Frankie: bend your knees and put both arms in between your legs, then jump on the spot like a frog. Dizzy: waddle on the spot like a duck. Tex: walk on the spot very slowly, like a turtle. Spot: flap your hands very fast by your shoulders as if you were flying like a ladybird. Say each character’s name and wait for the children to do the appropriate actions.

• Repeat the names again, saying them faster, slower, repeating the same name a couple of times, and so on.

Teaching Tip As an alternative, and slightly calmer, version of this activity, you could get a group of children to carry out a character’s actions while encouraging the other children to guess which character they are imitating.

3 Quiet time• Ask the children to lie on the floor and close their eyes

while you play the Quiet time song (CD1 track 8). There are no specific actions for this song, but use the Frankie puppet to demonstrate what you want the children to do. They can either rest their heads on the table or lie down if there is space.

Quiet time song $ 1•8Quiet time for Frankie. Quiet everyone. Quiet time for Frankie. Quiet everyone.• After a couple of moments of quiet, ask the children to

stand up, then take them over to the TV or projector screen.

Teaching Tip It’s really important to have quiet time after a physical activity like gym, to focus the children’s minds and to bring a sense of order to the classroom. Keep your voice calm and quiet as you slowly get the children ready to watch the next story. Use this song after any exuberant activities to bring a bit of calm and order back.

4 Story time : I’m happy!• Move the hand on your Routine clock to Story time and

play the Story time rhyme (CD1 track 6). Encourage the children to join in with the actions from page 36.

• Say Let’s watch a story about Frankie and friends. Allow the children to have their pop-outs of Frankie, Dizzy, Tex and Spot in their hands and encourage them to hold up the different characters as they see them or hear them. Play the DVD Unit 1 story.

Teaching Tip The children are more than likely to want to watch the story through a second time. Play the DVD again, but pause it occasionally to draw attention to certain elements of the story and ask them to wave a particular pop-out.

5 Tidy up and say Goodbye• Do the Tidy up routine from page 33. Get the children to

tidy up and sing the Tidy up song (CD1 track 9).• Follow the Goodbye routine and sing the Goodbye song

(CD1 track 3).

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37 Unit 1

Unit 1 Lesson 4MaterialsTex apron, Frankie and Dizzy and puppetsRoutine clockCharacter flashcardsPhotocopy Master 3Weather flashcards and washing lineUnit 1 storycards: I’m happy!Audio CD1

1 Circle time routine • Do the Circle time routine from page 32 and sing the Circle

time song (CD1 track 4) and the Hello song (CD1 track 2).• Revise the names of the characters by dividing the class

into four groups and giving each group a character flashcard. Sing I am Frankie (CD1 track 12), with each group singing the relevant verse for their character flashcard.

2 Weather routine• Give one of the children a weather monitor badge from

Photocopy Master 3, and the weather flashcards. Look through the window and tell the children what the weather is like, saying for example, Look! It’s sunny today. Invite the weather monitor to put the correct flashcard on the washing line, if you have one, or on the board. Then play the Weather song (CD1 track 5). Encourage the weather monitor to stay at the front and join in with the actions.

Weather song $ 1•5Oh, it’s sunny today. Yes, it is. (do the weather action and nod your head) Yes, it is! (clap or stamp your feet three times) Oh, it’s sunny today. Oh, it’s sunny today. Oh, it’s sunny today. Yes, it is. Yes, it is! (repeat all the actions)• Invent your own actions for types of weather if you like,

and introduce them when appropriate. Here are some suggestions: if it’s sunny, hold one hand up and open and close it several times; if it’s raining, wiggle your both hands up and down like rain falling; if it’s windy, move both hands from right to left; for hot weather, wipe your brow as if you’re hot; for cold weather, clasp your arms together as if shivering.

• Tell the children how the weather is making you feel: I’m happy or I’m sad. Ask them if they are happy, encouraging them to answer yes or no. Sing the Weather song for a second time.

Teaching Tip You may like to use the character flashcards or pop-outs here. If it is raining, ask the children Who is happy – Frankie or Dizzy? This will reinforce the vocabulary learnt in previous lessons and prepare the children for the next activity.

3 Act out the story• Move the hand on your Routine clock to Story time. Ask

the children to sit opposite you as you play the Story time rhyme (CD1 track 6). Encourage the children to join in with the actions from page 34.

• Divide the class into two groups. Give one child in group one the Frankie puppet and one child in group two the Dizzy puppet.

• Using the storycards for Unit 1 as guidance, encourage the children in each group to act out the story, either as you retell it or as you play the CD (CD1 track 13).

Teaching Tip One effective way to choose groups and group leaders is by using the Eeny, meeny, miny, moe rhyme, tapping a different child on the shoulder with each word. See the Ideas bank for the full rhyme and how to use it.

4 Game time: Frankie, Dizzy, Tex or Spot?• Place the character flashcards on different walls of the

classroom, then ask the children to gather into a circle. Walk around the circle, tapping each child’s head as you say the Eeny meeny miny moe rhyme. When you get to the end of the rhyme, say a character’s name – the child upon whose head your hand is resting should then run to touch that character’s flashcard, then return to the circle. Continue until every child has had a turn.

Teaching Tip You may also like to repeat the Hello, everyone game from Lesson 1 at this point. In any game that you play, always make sure that every child has a turn, and include lots of positive praise and happy noises to encourage and motivate the children.

5 Tidy up and say Goodbye• Do the Tidy up routine from page 33 and sing the Tidy up

song (CD track 9).• Follow the Goodbye routine and sing the Goodbye song

(CD track 3).

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Unit 1 Lesson 5 Reinforcement

MaterialsTex apron, Frankie, Dizzy and Spot puppetsCharacter flashcardsRoutine clockWeather flashcards and washing linePhotocopy Master 11Audio CD1

Teaching Tip This lesson is a consolidation of all the lexis and language learnt so far. As no new vocabulary is presented, this lesson could be omitted if time is short.

1 Circle time routine • Do the Circle time routine from page 32 and sing the Circle

time song (CD1 track 4) and the Hello song (CD1 track 2).• Revise the names of the characters by dividing the class

into four groups and giving each group a puppet. Sing I am Frankie (CD1 track 12), with each group singing the relevant verse for their character.

Teaching Tip If you have particularly confident children in the class, you may like to pick individuals to sing each of the verses in the I am Frankie song.

2 Weather routine• Nominate a weather monitor and give them a badge and

the weather flashcards. Make sure you keep a list of who has had a turn so that everyone eventually has a go at being the monitor. Follow the Weather routine from page 37 and sing the Weather song (CD1 track 5).

3 Game time: What’s the weather like? • Play the game from Lesson 2. Put the sunny flashcard on

one wall of the classroom and the raining flashcard on the opposite wall. When you say It’s sunny the children should waddle towards the sunny flashcard, like Dizzy; if you say It’s raining the children should jump towards the raining flashcard, like Frankie. You can also include other weather for Spot and Tex. For example, for Tex move slowly over to the windy flashcard, and for cloudy flap your hands by your sides as if flying like Spot.

eXTRa acTiViTieS Use the Unit 1 Tex’s words game from the Interactive Whiteboard Resources to consolidate the language for this unit.

4 Table time routine• Do the Table time routine from page 33 and sing the Table

time rhyme (CD1 track 7).• Once the children are seated, give each of them a copy of

Photocopy Master 11. Point to the first scene and ask the children whether it is sunny or raining. Use the flashcards and put them on the washing line or the board. Point to the child in the picture and ask Is he happy or sad? Use your facial expression to show the meaning of the words

and point to the child’s mouth and encourage them to trace the happy mouth. Ask the same question for the second scene and get them to trace the sad mouth.

• Next, the children can colour both scenes. As they do so, go round the class pointing to the weather and the child, and asking questions about whether it’s sunny or raining, and whether they are happy or sad.

5 Tidy up and say Goodbye• Do the Tidy up routine from page 33. Get the children to

tidy up and sing the Tidy up song (CD1 track 9).• Follow the Goodbye routine and sing the Goodbye song

(CD1 track 3).

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39 Unit 1

Unit 1 Lesson 6 Frankie talks

MaterialsFrankie puppetCharacter flashcardsColour flashcards: red, green, blue, yellowRoutine clockWeather flashcards and washing lineClass BooksAudio CD1

1 Circle time routine • Do the Circle time routine from page 32 and sing the Circle

time song (CD1 track 4) and the Hello song (CD1 track 2).• Using the storycards, retell the story and pause on each

frame to ask Who’s this? What’s the weather like? If you have time, sing I am Frankie together (CD1 track 12).

2 Weather routine• Choose a weather monitor. Follow the Weather routine

from page 37 and sing the Weather song (CD1 track 5).

3 Frankie talks• With all the children sitting in a circle still, invite them

to call out Frankie so he can play with them. Have the character and colour flashcards for Unit 1 ready. Get Frankie to say hello to everyone and then point to the flashcards. Ask Frankie, what’s this? Play CD1 track 14 and hold the character flashcards up one at a time. Use Frankie to point to each character and the colour they are. Put them on the washing line, if you have one, or on the board so everyone can see.

Frankie talks $ 1•14Look at all the colours.Yellow! Dizzy is yellow!Blue! Frankie is blue!Green! Tex is green!Red! Spot is red!

• Get the children to stand up and then play the track again, this time asking the children to point to the correct flashcard and putting the colour flashcard up next to each character. Invite children to repeat the new vocabulary with Frankie.

• Move the hand on your Routine clock to Song time. Ask the children to stand up and sing the Colours song (CD1 track 15). The actions are very simple: they involve pointing to the character and the colour flashcards as relevant each time, and then to something of the same colour in the room.

Colours song $ 1•15Yellow, yellow, Dizzy is yellow. (x3) (point to the yellow flashcard and then to Dizzy) Everybody point to yellow. (point to something yellow in the room)Blue, blue, Frankie is blue …Green, green, Tex is green …Red, red, Spot is red …

4 Game: Find the colour• Ask Can you see something … blue? Get the children to find

something blue – like Frankie – and bring it to you. Repeat this with all of the colours and characters, using the colour flashcards and holding out your hand in expectation to show the children what you mean.

5 Table time routine• Do the Table time routine from page 33 and sing the Table

time rhyme (CD1 track 7).• Ask the children to open their Class Books at page 2. Point

to the pond and say Wow! Lots of Dizzys, Frankies, Texs and Spots! Using the Frankie puppet or character flashcard, ask What colour is Frankie? Point to his blue body and say Blue! Then point to the page and say Can you see a blue Frankie? Point to the other frogs and ask Is Frankie red? No! Is Frankie yellow? No! and so on, until you find the blue Frankie, then invite the children to draw a circle around the blue Frankie. Demonstrate by putting the Frankie flashcard on the board and drawing a circle around him. Do the same for the other characters until the children have circled them all.

Teaching Tip Children will still be reticent to say very much, but use the puppets whenever you can to ask questions and encourage them to give non-verbal answers like pointing or nodding. They will love interacting with the puppets and you can place them in strategic parts of the room so that the children can play with them too.

6 Tidy up and say Goodbye• Do the Tidy up routine from page 33. Get the children to

tidy up their books and sing the Tidy up song (CD1 track 9).• Follow the Goodbye routine and sing the Goodbye song

(CD1 track 3).

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Unit 1 Lesson 7 Play with Spot

MaterialsTex apron, Frankie, Dizzy and Spot puppetsRoutine clockCharacter and colour flashcardsWeather flashcards and washing lineClass BooksAudio CD1DVD

1 Circle time and Weather routine • Do the Circle time routine from page 32 and sing the Circle

time song (CD1 track 4) and the Hello song (CD1 track 2).• With the Tex apron and colour flashcards, revise the

vocabulary from the previous lesson. Put the flashcards on the washing line or board, then sing the Colours song (CD1 track 15).

• Choose a weather monitor. Follow the Weather routine from page 37 and sing the Weather song (CD1 track 5).

2 Game: What has Spot got?• Make sure the children are sitting in a circle again, playing

the Circle time song again to get them to do so. While they are sitting down, bring out the Spot finger puppet and the character and colour flashcards. Lay all the flashcards on the floor and put Spot on one of the character flashcards. Ask Who’s this? Say the names of the characters until you say the correct one, for example Tex? No! Dizzy? Yes! Then ask What colour is Dizzy? Point to her body and then point to a blue flashcard. Say Is she blue? No! Is she yellow? Yes! Do the same for each character, using Spot to land on the character each time.

• Then turn all the character flashcards over, removing the colour flashcards. Use Spot to fly to a flashcard and land on it, and then ask Who’s this? Ask the children to try to remember, or guess if they can’t remember, and help them by saying Is it Tex? Is it Dizzy? etc. Invite them to put their hands up if they think it is a particular character,

and once everyone has voted, turn the card over and say It’s  …! Do the same for each character flashcard.

• If you have time, vary this game slightly by using the colour flashcards instead, or make it even harder by using both characters and colour flashcards.

Teaching Tip Another variation on this game is to invite a child to be Spot. Give him / her the Spot puppet and ask him / her to pick up a flashcard. You might want to sit next to the child so you can help, while the other children try to guess who or what colour it is.

• Once you’ve finished the game, ask the children to lie on the floor and close their eyes while you play the Quiet time song (CD1 track 8). Play it a couple of times if necessary, and then ask them to stand up and come over to the TV or projector screen for the next activity.

3 DVD Frankie talks song• Explain that the children are going to watch some

children singing and doing the actions to a song. Say Let’s watch the Colours song (DVD Unit 1).

• Play the DVD and follow the actions, encouraging the children to join in with as much as they can. Give out the puppets and apron and then play the DVD again.

Teaching Tip The version of the Frankie talks song on the DVD is aimed at helping the children learn the actions, but don’t worry if they get distracted while watching it the first few times! Use it in subsequent lessons to help them revise the song, and help them to build up the actions bit-by-bit.

4 Table time• Do the Table time routine from page 33 and sing the Table

time rhyme (CD1 track 7).• Ask the children to open their Class Books at page 3.

Point to the characters one by one and ask, Who’s this? That’s right! Dizzy! etc. Encourage the children to circle the picture of Dizzy at the top with a yellow crayon and then match her to the Dizzy at the bottom. Repeat with the other characters – circle Frankie with a blue crayon, Tex with a green crayon, etc. Then they can colour the characters. Go round the class with the puppets and use them to point to characters and colours on the worksheet.

5 Tidy up and say Goodbye• Do the Tidy up routine from page 33. Get the children to

tidy up their books and sing the Tidy up song (CD1 track 9).• Follow the Goodbye routine and sing the Goodbye song

(CD1 track 3).

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41 Unit 1

Unit 1 Lesson 8 My portfolio

MaterialsCharacter flashcardsRoutine clockWeather flashcards and washing linePhotocopy Master 21Reward stickersAudio CD

1 Circle time and Weather routine • Do the Circle time routine from page 32 and sing the Circle

time song (CD1 track 4) and the Hello song (CD1 track 2).• Revise the vocabulary from the previous lesson by singing

the Colours song (CD1 track 15 or DVD).• Choose a weather monitor. Follow the Weather routine

from page 37 and sing the Weather song (CD1 track 5).

2 Game: Who is it?• On the board or on a large piece of paper, start drawing

one of the characters. For example, for Spot start by drawing one short line (a leg). Then add another, and another until you have three short lines (legs). See if the children can guess who it is by asking Who is it? Even if they guess correctly, carry on by drawing a circle (Spot’s body) that touches the three lines. Draw three more lines on the other side so that Spot now has six legs. The children will probably have guessed by now, so add another smaller circle for Spot’s head and the dots on her body and say It’s Spot! Well done! Invite the child who guessed first to come up and colour Spot. Then repeat the same for other characters, drawing them bit-by-bit.

eXTRa acTiViTieS You will find more activities for consolidating the unit language in the Extra activities section on the next page. This is a good lesson in which to revisit a favourite game or try some new ones.

3 My portfolio• Do the Table time routine from page 33 and sing the Table

time rhyme (CD1 track 7).

Teaching Tip The portfolio is a great opportunity to keep a record of what the children have learnt in each unit. At the end of the school year you can staple the portfolio pages together and give them to the children to keep and show their parents.

• Give each child a copy of Photocopy Master 21. Point to the pond and the characters and ask about each one: who they are, what colour they are, etc. Ask them to point to Frankie, ask what colour he is, and display blue flashcard. Tell them to circle Frankie with a blue crayon. Then do the same with the other characters, pointing, displaying the flashcard, and circling the character with the right colour. As the children are completing the activity, make a mental note of which ones are not responding or picking up the correct crayon, and equally those that are. Bear this in mind while you finish explaining the worksheet.

• Draw their attention to the stepping stones in the water. Ask them about the colours you’ve displayed: blue, red, yellow and green. Highlight that these are some of the new words they’ve learnt in English, so they can feel very pleased with themselves! Invite them to colour the stepping stones blue, yellow, green and red. As they do so, watch again for who is picking up the right colour and those who are struggling a bit.

• Invite them to colour in the rest of the picture, and go round the class with the reward stickers as they do so. Use this time to ask individuals about the colours and characters on the worksheet and to choose a reward sticker. This one-to-one time will help you assess what they have learnt and you can place their chosen sticker on their worksheet in a particular corner, depending on how they are doing. We suggest the following pattern: top right-hand corner: knows all the vocabulary; bottom right-hand corner: knows most of the vocabulary; bottom left-hand corner: knows half the vocabulary; top left-hand corner: knows very little of the vocabulary. This pattern will enable you to monitor progress through the year and, as the pupils all receive a sticker, they won’t feel disappointed.

Teaching Tip Remember that at this stage, children may still be in the ‘silent period’ and will not yet attempt to speak in English. This doesn’t mean that they don’t know the vocabulary, and so all children should have the opportunity to give a non-verbal answer to questions.

4 Tidy up and say Goodbye• Do the Tidy up routine from page 33. Get the children to

tidy up and sing the Tidy up song (CD1 track 9).• Follow the Goodbye routine and sing the Goodbye song

(CD1 track 3).

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Unit 1 42

Extra activitiesWhere’s Frankie?• Choose four children to each hide a puppet or character

flashcard somewhere in the classroom. While they are doing this, encourage the other members of the class not to look by putting your hands over your eyes and saying No looking!

• Once the puppets and flashcards are hidden, say Open your eyes! Select one child to look for Frankie, asking Where’s Frankie? When the character is found, say Hello, Frankie! Repeat the activity with different children until all of the characters are found.

Who am I?• Put all the puppets and apron in the box / bag where you

keep them. Tell the children that they are going to say hello to the puppet that comes out the box and sing the relevant verse of the I am Frankie song.

• Do the same again, but this time don’t take a puppet out of the box straight away – instead, imitate a character’s voice. Ask the children to guess which character is speaking, then reveal the answer by taking the correct puppet from the box and saying Hello!

Back to front• Use the Frankie puppet to show a character pop-out

from the back, and ask the children to shout out which character it is and find the correct front pop-out to match. Ask the children to say hello to the character, then use Frankie to choose another one.

Sorting colours• Collect together classroom items or objects that the

children have brought in the colours red, blue, green and yellow. Place them on a table or in the middle of the room. Then, using the colours flashcards, get the children to sort the items into colours. Encourage them to work together in pairs or small groups, or divide the class into four groups and assign each group a colour. Play the Colours song while they sort (CD1 track 15).

What has Spot got?• Place the character or colour flashcards on the floor face

up and mix them around. Pick a child to be Spot and get them to fly Spot to a flashcard. The child picks up the flashcard and shows everyone. Encourage them to say the colour or character name, but if they can’t, ask their classmates to help, and join in saying Is it Dizzy? or Is it blue? etc.

• Once you have revised all the vocabulary, turn the cards face down and play the game again. This time the child being Spot picks up the card and doesn’t show anyone – though you may want to sit with them to help. Children can take it in turn to be Spot. They can keep the flashcard each time so that fewer remain. This can also be played in teams.

Tex’s words game• Use your Interactive Whiteboard to play the Tex’s words

game any time from Lesson 3 onwards. This game revises the main vocabulary from Lesson 1.

Frankie talks game• Use your Interactive Whiteboard to play the Frankie talks

game any time from Lesson 6 onwards. This game revises the main vocabulary from Lesson 6 and includes other vocabulary too.

Mini project• Split the children into four groups by asking them which

is their favourite character. Give each group coloured paint and a piece of paper each, and ask them to paint a picture of their favourite character. Display the character flashcards or puppets for them to see.

• Stick each of the paintings onto a large sheet of construction paper, writing the character’s name and the child’s name under each picture. Display the poster prominently in the classroom.

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