Story Garden 1_Teachers book

Mariagrazia Bertarini ■ Maria Giuliana Saletta STTheORY 1 GARDEN Teacher’s Book ■ Teaching suggestions for all the activities in the book ■ Language, grammar and culture tips and notes ■ Audio scripts ■ Syllabus planning by competences ■ Life Skills links ■ Extension and supplementary activities ■ Letters to parents

Mariagrazia Bertarini ■ Maria Giuliana Saletta STTheORY 1 GARDEN Teacher’s Book

The Story Garden – Teacher’s Book 1 The publisher would like to thank all the teachers who have commented on the course at various stages of its development. di Mariagrazia Bertarini and Martha Huber ISBN 978-88-536-3283-1 © 2021 – ELI S.r.l. CP 6 – 62019 Recanati – Italia No unauthorized photocopying Tel +39 071 750701 All rights reserved. No part of this publication may be reproduced, Fax +39 071 977851 stored in a retrieval system, or transmitted, in any form or by [email protected] any means, electronic, mechanical, photocopying, recording or www.elilaspigaedizioni.it otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way Editorial Manager of trade or otherwise, be circulated without the publisher’s prior Simona Franzoni consent in any form of binding or cover other than that in which it Project manager is published Maria Letizia Maggini Editorial dept Printed by Tecnostampa – Pigini Group Printing Division Sabina Cedraro, Lisa Suett, Catrin Elen Morris   Loreto - Trevi 21.83.176.0 Art Director Letizia Pigini Page Design and Layout Alessia Zucchi Production manager Francesco Capitano Illustrations Elisa Enedino, Matteo Gaggia,Alessia Girasole, Ilaria Guarducci, Giovanni Lombardi, Giovanni Pierfranceschi, Elisa Rocchi, Marisa Vestita Photos Shutterstock, Danilo Maceratesi

INDEX p. 4 p. 4 Introduction p. 5 p. 10 Presentation p. 15 The course p. 20 The course components p. 27 Methodology Course features p. 28 Classroom language p. 34 p. 48 Welcome Unit: Welcome to The Story Garden p. 54 p. 68 Unit 1: Hello, Little Red Riding Hood! p. 74 p. 88 Photocopiable worksheet p. 96 p. 110 Unit 2: Pinocchio at school p. 116 p. 130 Photocopiable worksheet p. 136 p. 150 Unit 3: Happy Birthday Sleeping Beauty! p. 155 Photocopiable worksheet p. 156 Unit 4: Hansel and Gretel’s Lunch p. 157 Photocopiable worksheet p. 164 Unit 5: The Bremen Band p. 165 Photocopiable worksheet 3 Unit 6: Goldilocks and the Bear family Photocopiable worksheet Bye-bye Days Photocopiable worksheet Festivities See you next year The Story Musical: Hansel and Gretel

INTRODUCTION Presentation The Story Garden is a new primary school English course based on social and emotional learning. The course has five levels and fully adheres to the Education Ministry requirements for school textbooks. • It effectively applies the new national directives of 2012. • Equipped with the essential digital support, it conforms to the laws on digital and blended textbooks, effortlessly lending itself to both traditional and IWB classes. • It follows the Common European Framework of Reference for Languages, guiding pupils to competence level A1+. • It offers inclusive learning, mindful of the issues for pupils with Specific Learning Disorders (SLD) & Special Educational Needs (SEN). The Teacher’s Book The Teacher’s Book, which is full of teaching ideas and suggestions, is intended to give real and consistent support to the teacher and includes: • A list of course components and indications about how to use them in class • An introduction to the methodology and and how to apply it • Course features • Unit-by-unit competence planning, with specific learning objectives and cross-curricular links • Instructions on how to create the Lapbook • Page-by-page instructions: each page in the course book corresponds to a page in the teacher’s book, which shows the student’s book and highlights the skills, vocabulary and grammatical structures developed, as well as the materials needed to carry out the activities in class • Teacher’s notes for all the activities in the course book, together with suggestions for additional games and activities • Audio scripts • Photocopiable worksheets for extension activities and worksheets dedicated to inclusive learning paths for SLD and SEN pupils • Oral tests to meet the needs of pupils with Specific Learning Disorders, which can effectively be used to evaluate the communicative skills of the whole class • Tips, language, grammar and cultural points of interest, as well as games and rhymes • My Learning Diary and self-evaluation sheets (In the Teacher’s book for year one, and in the Activity Time section of each book for subsequent levels) • A model letter to parents at the end of each unit, which aims to inform and involve families in their children’s progress in the English language enabling parents to participate in their children’s learning, a vital resource if appropriately targeted • Tests which teachers can access when they go online to the Teacher’s Resource section of The Story Garden. 4

The course INTRODUCTION The Story Garden 1 Mariagrazia Bertarini ■ Martha Huber ■ Paolo Iotti The volume includes: STTheORY 1 • Welcome pages: Welcome to the Story Garden! GARDEN • Unit 1: Hello, Little Red Riding Hood! • Unit 2: Pinocchio at School Student’s Book • Unit 3: Happy Birthday Sleeping Beauty! with Activities • Unit 4: Hansel and Gretel’s lunch • Unit 5: The Bremen Band • Unit 6: Goldilocks and the Bear Family • End of year activity pages: Bye-Bye Days • Festivity pages: Halloween, Christmas, Easter • Workbook pages • Exam Preparation pages The Story Garden 1 is printed in capital letters. Each unit has a vocabulary picture opener which is immediately proposta_8.indd 1 18/12/16 22:25 activated through repetition and contextualisation in an extremely emotive and evocative scene from a well-known story. The learning process then becomes more active through a treasure hunt game (Listen and find). Vocabulary is learnt through songs which combine language and motor activities for pupils. In the subsequent pages, vocabulary is used in fun activities of listening, speaking, reading and writing, which are presented in a rewarding way to pupils at this level. Reading texts are intuitive and guided by drawing, while writing consists in copying words and simple completions. The unit progresses with a photo game which reuses the language introduced, presented as a vehicle for working with other classmates. A cartoon follows, without any written words, which the class can listen to, repeat, act out and sing, in order to gain better proficiency in the target language. This is followed by a song. At the end of each unit there is a CLIL section, a Make & Play laboratory and two pages of culture (Living English). The Story Garden 1 also has a festivity section and Activity Time, a workbook with pupil self-study exercises based on the text. The teaching-learning support for The Story Garden 1 For the teacher: For the pupils: • The Story Garden 1 The Story Garden 1 • Teacher’s Book 1 Flip Book 1 (downloadable online) • Flip Book 1 Audio CD • The Story Musical (Hansel and Gretel) Lapbook 1 • 2 Audio CDs • Mr Green puppet • 64 flashcards • 2 posters • Lapbook 1 • Photocopiable Tests 1 5

INTRODUCTION The Story Garden 2 Mariagrazia Bertarini ■ Martha Huber ■ Paolo Iotti The volume includes: STTheORY 2 GARDEN Revision unit: Welcome Kids! • Unit 1: The Wolf and the Seven Kids Studenwitth’sABcotoivkities • Unit 2: The Wizard of Oz • Life Skills: Magic Words • Unit 3: Aladdin and the Magic Lamp • Unit 4: The Ugly Duckling • Life Skills: Feelings • Unit 5: Alice’s Crazy Party • Unit 6: Jack and the Beanstalk • Life Skills: I Like Me! • Festivity pages: Halloween, Christmas, Easter • Glossary • Activity Time workbook with My Learning Diary • Goodbye page proposta_8.indd 2 18/12/16 22:25 The Story Garden 2, printed in capital letters, opens with some revision pages of the previous year’s language course. The text book largely follows the structure of the first volume, but the style of the reading and writing activities is more formal and the cartoons are accompanied by written captions. For the first time pupils will encounter the special phonetic section, The Sound Game, with minimal pairs games and tongue twisters on the phonetic features of each unit. There are also Life Skills pages and a Real Task section, as well as a glossary. The Workbook pages are linked to the course book. The teaching-learning support for The Story Garden 2 For teachers: For pupils: • The Story Garden 2 • The Story Garden 2 • Teacher’s Book 2 • Flip Book 2 (downloadable online) • Flip Book 2 • Audio CDs • The Story Musical (The Ugly Duckling) • Lapbook 2 • 2 Audio CDs • 2 posters 6

INTRODUCTION The Story Garden 3 Mariagrazia Bertarini ■ Martha Huber ■ Paolo Iotti The volume includes: STTheORY 3 • Revision unit: Welcome Kids! GARDEN • Unit 1: The Lost World • Unit 2: The Little Mermaid Studenwitth’sABcotoivkities • Life Skills: Home Sweet Home • Unit 3: The Fox and the Stork proposta_8.indd 3 18/12/16 22:25 • Unit 4: Robin Hood • Life Skills: I Can Do It! • Unit 5: The Emperor’s New Clothes • Unit 6: The Jungle Book • Life Skills: End-of-the-year party! • Festivity pages: Halloween, Christmas, Easter • The alphabet • Learning to learn • Glossary • Workbook with Living Grammar In The Story Garden 3 the activities and games are in line with the global development of the pupils and the cartoons are followed by simple comprehension exercises based on the text. Pupils see Living Grammar for the first time both in the Student’s Book, in the form of tables with examples of the unit’s target language structures and in the workbook in the form of tables and more controlled practice. The cartoon can be listened to, repeated and acted out, in order to gain full proficiency in the target language. This is followed by comprehension activities and a song. At the end of the Student’s Book, there are two Learning to Learn pages, presenting learning strategies. At the end of each unit, there are two CLIL pages, the Make & Play laboratory and two culture pages, Living English. The teaching-learning support for The Story Garden 3 For teachers: For pupils: • The Story Garden 3 • The Story Garden 3 • Teacher’s Book 3 • Flip Book 3 (downloadable online) • Flip Book 3 • Audio CD • The Story Musical (The Jungle Book) • Lapbook 3 • 2 Audio CDs • 2 posters • Lapbook 3 7

INTRODUCTION The Story Garden 4 Mariagrazia Bertarini ■ Martha Huber ■ Paolo Iotti The volume includes: STTheORY 4 GARDEN Revision unit: Welcome Kids! • Unit 1: Around the World in 80 Days Studenwitth’sABcotoivkities • Unit 2: School in Neverland • Life Skills: Classwork and homework • Unit 3: A Day with Tutankhamun • Unit 4: Gulliver in Lilliput • Life Skills: My avatar • Unit 5: Journey into the Earth • Unit 6: Treasure Island • Life Skills: Dealing with my anger • Festivities pages: Halloween, Bonfire Night, Christmas, Boxing Day, Easter Bonnet Parade, The Queen’s Birthday • Glossary • Workbook with Living Grammar proposta_8.indd 4 18/12/16 22:25 The Story Garden 4 maintains the structure of level 3, with the addition of a Chatting Time! section, which presents dialogues for completion and The Sound Game. Each unit further includes an activity for all four language skills: listening, speaking, reading, writing, and ends with two pages of CLIL and two pages of culture, Living English. There are Real Tasks in the Student’s Book units and in the Life Skills pages. The teaching-learning support for The Story Garden 4 For teachers: • For pupils: • The Story Garden 4 • The Story Garden 4 • Teacher’s Book 4 • Flip Book 4 (downloadable online) • Flip Book 4 • Audio CD • The Story Musical (Peter Pan) • 2 Audio CDs • 2 posters 8

INTRODUCTION The Story Garden 5 Mariagrazia Bertarini ■ Martha Huber ■ Paolo Iotti The volume includes: STTheORY 5 GARDEN Revision unit: Welcome Kids! • Unit 1: Frankenstein Studenwitth’sABcotoivkities • Unit 2: The Neverending Story • Life Skills: Effective communication proposta_8.indd 5 18/12/16 22:26 • Unit 3: Sherlock Holmes • Unit 4: 20,000 Leagues Under the Sea • Life Skills: Coping with stress • Unit 5: Merlin and Morgana at Camelot • Unit 6: Odysseus’s Journey • Life Skills: Coping with a bully • Festivity pages: Halloween, Christmas, Pancake Day, Saint George’s Day • Learning to learn • Glossary • Workbook The Story Garden 5 also maintains the structure of level 4, with Chatting Time! and The Sound Game sections. In level 5 too, the last two pages of each unit contain an activity for each of the four language skills: listening, speaking, reading, writing. Real Tasks are present in the Student’s Book units and in the Life Skills pages. The teaching-learning support for The Story Garden 5 For teachers: For pupils: • The Story Garden 5 • The Story Garden 5 • Teacher’s Book 5 • Flip Book 5 (downloadable online) • Flip Book 5 • Audio CD • THE STORY MUSICAL - King Arthur • 2 Audio CDs • 2 posters 9

INTRODUCTION The Course Components GSTAORRDYEN 3 GSTAORRDYEN 5The The GSTAORRDYE N 1 TEFALICPHABELOORY GSTAORRDYEKNING A4RMarMiaPagarrotahlzoaiaIHoButetbiretrarini Flip Book The How to download the Flip Book Flip Books, which MarMiaPagarrotahlzoaiaIHoButetbiretrarini The teacher’s version of the digital book is available in different accompany each Teacher’s formats: book, downloadable MarMiaPagarrotahlzoaiaIHoButetbiretrarini D3IG0S0I.TWIA.2AL2.1DE8A/.4TA • DVD for use on PC Windows or Mac. The teacher can choose online for pupils, are digital, browsable and ©T2017HELIMEs.r.l. -USSTICTD3IG0S0I.TWIA.2AL2.1DE6A/.3TA to install the software or work from the DVD without using up cazione.O KR ’ S space on the computer. © 2017 ELI s.r.l. - T cazione.T H UR • Online version. The teacher can visit the website TheHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli www.elilaspigaedizioni.it/libridigitali and use the digital book without installing the software. To access the digital book, the HE STODR3YIG0SG0AI.TWRIA.D2AEL2N.1DE-4TA/.3uTttAi i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli MarMiaPagarrotahlzoaiaIHoButetbiretrarini teacher must first register on the website www.elilaspigaedizioni.it with the access infomation provided by the ELI-La Spiga dealer. © 2017 ELI s.r.l. - TTEFAL ICPHBEO GS TAORYHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e duplicazione.O KR ’ SThe D3IG0S0I.TWIA.2AL2.1DE7A/.3TA • Downloadable version with AppBOOK. To access the digital book, HE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli © 2017 ELI s.r.l. - T © 2017 ELI s.r.l. - T RDE N 2 TEFALICPHBEOMarMiaPagarrotahlzoaiaIHoButetbiretrarini D3IG0S0I.TWIA.2AL2.1DE5A/.3TAcazione.O KR ’ S interactive versions of the course cazione.O KR ’ S books. T EFAL ICPHBEOHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli Each Flip Book contains: the teacher must first register on the website www.elilaspigaedizioni. • A browsable version of the whole Student’s book it with the access information provided by the ELI-La Spiga dealer. Visiting the website www.elilaspigaedizioni.it/libridigitali it will then • A browsable version of the whole Teacher’s book be possible to install the AppBOOK application free of charge • Digitalised activities and download and install the digital book offline. • Course audio scripts • Songs, chants and their musical accompaniments The pupil’s version of the digital book is available in different • Videos from the openers of each unit, the animated formats: • Online version. The pupil can visit the website www.elilaspigaedizioni.it/libridigitali and use the digital book cartoons and the Living English sections without installing the software. To access the digital book, the • Interactive revision paths with Mr Green pupil must insert the 12-digit code found on the back of the • Liquid book, the accessible, easy-to-read book student’s book. • The Story Musical • Downloadable version with AppBOOK. To access the digital book, the pupil should visit the website www.elilaspigaedizioni.it where they can install the free AppBOOK to download and install Flip Books can be browsed on IWB or simply on a PC/ the digital book offline. To access the digital book the pupil must MAC by individual pupils, transforming the course book insert the 12 digit code found on the back of the student’s book. activities into enjoyable interactive games. Flip Books stimulate pupils’ creativity and provide excellent The ELI-La Spiga digital books can be used on PC Windows and revision tools. They also allow the teacher versatility in class Mac, tablet iPad, Android and Windows. All information on compatibility and instruction for use can be found on the website www.elilaspigaedizioni.it/libridigitali. (by using the WB) and involve pupils in games and group work, in an optimum learning setting. The Flip Book can either be used on an ordinary computer in class or at home by pupils who have a revision and consolidation tool, in line with the Ministry for Education’s legislation on new technology learning. Top Race – Interactive revision paths with Mr Green For each unit in the course books, the Flip Book offers an enjoyable interactive revision path of all the topics encountered, in the company of Mr Green, with the opportunity for pupils to check their own scores and receive a final certificate. Each pathway has a fun game or a creative activity, which can be done in class or at home. Liquid book for SLD and SEN pupils Flip Books contain a liquid book, an accessible and readable version for pupils with Specific Learning Disorders & Special Educational Needs. The various functions available are: Choice of readable font • Choice of line spacing, background colour, size of text to speech (tts). • Interactive activities available in readable fonts. • Pdfs of instructions 10

INTRODUCTION The Story Musical GSTAORRDYEN 3 GSTAORRDYEN 5The The GSTAORRDYEALONRY 1 THE JBUOANOLORY GSTAORRDYEKNING A4RMarMiaPagarrotahlzoaiaIHoButetbiretrarini The MarMiaPagarrotahlzoaiaIHoButetbiretrarini The Story Musical is a series of fairytales and stories created following a format MarMiaPagarrotahlzoaiaIHoButetbiretrarini D3IG0S0I.TWIA.2AL2.1DE8A/.4TA which provides the tools necessary for staging a musical. ©T2017HELIMEs.r.l. -USSTICT D3IG0S0I.TWIA.2AL2.1DE6A/.4TA TheHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli cazione.T H UR ©T2017HELIMEs.r.l. -USSTICT The teacher is provided with techniques for organising the multiple activities HE STODR3YIG0SG0AI.TWRIA.D2AEL2N.1DE-4TA/.4uTttAi i diritti sono riservati. È vietata qualsiasi forma di riproduzione e duplicazione.G LE K which make part of a show, optimising mode, time and setting. MarMiaPagarrotahlzoaiaIHoButetbiretrarini ©T2017HELIMEs.r.l. -USSTICTALORY HA N SERLET GSTAORYHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e duplicazione.EL ANDThe D3IG0S0I.TWIA.2AL2.1DE7A/.4TA HE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli For each level of The Story Garden course, a different story has been chosen and ©T2017HELIMEs.r.l. -USSTICT ©T2017HELIMEs.r.l. -USSTICT G RDEANLORY 2 PETER PMarMiaPagarrotahlzoaiaIHoButetbiretrarini cazione.A N completely adapted for performance of: - Peter Pan D3IG0S0I.TWIA.2AL2.1DE5A/.4TA - Hansel and Gretel cazione.NGLY - The Ugly Duckling - King Arthur A LORY TDHUE CUKGL IHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli - The Jungle Book Story Musical offers: • The Script for each tale, together with useful guidance of how to turn it into a musical • An Audio tutorial of the play, as a guide to dramatisation, aimed at helping understand dramatic timing, intonation and the voice characterisation of all the characters • Songs and music: each fairytale or story has five original songs, available in three versions: sung, instrumental base with choir and instrumental base • Set design: five backdrops for each musical, with original, high-resolution digital illustrations, which can be projected onto any surface, to transform it into a theatre with drawings of the main characters • A Dance tutorial video: one song out of the five included with each musical has been selected as the main dance for the musical. A choreographer gradually explains all the steps, dividing the dance into short parts, which can be selected directly from sections of the video, greatly facilitating the learning process for pupils • A Video tutorial on props and costumes: costumes and props made from cheap, recycled, everyday things. A guided-laboratory stimulates the fantasy and creativity of the pupils. The video is divided into separate, selectable sections • A Drama video tutorial: essential for preparing pupils in every aspect of staging a musical; from acting and the movements and gestures of the characters, to organising the theatrical space, which could be a classroom, a gym, a school field or a garden • The step-by-step Guide to staging a musical: from casting to the costume rehearsal, provides the teacher with tried and tested practical advice The length of each show varies from 15 to 30 minutes. The main aim of staging an English language show is to involve all the pupils in a physical and emotional experience, which encourages them to work together and helps them develop more self-confidence and self-assurance when speaking English. GSTAORRDYEN 3 GSTAORRDYEN 5The The GSTAORRDYEN 1 CD1 GSTAORRDYEN C4D1MarMiaPagarrotahlzoaiaIHoButetbiretrarini Audio CDs The Each Teacher’s Book is supplied with 2 Audio MarMiaPagarrotahlzoaiaIHoButetbiretrarini GSTAORRDYEN 3 GSTAORRDYEN 5The The CDs, which contain all the recordings of the GSTAORRDYEN 1 CD2 GSTAORRDYEN C4D2MarMiaPagarrotahlzoaiaIHoButetbiretrarini listening texts, songs and chants. MarMiaPagarrotahlzoaiaIHoButetbiretrarini D3IG0S0I.TWIA.2AL2.1DE8A/.1TA The audio texts are all recorded by native English speakers and the songs are sung by © 2017 ELI s.r.l. - TD3IG0S0I.TWIA.2AL2.1DE6A/.1TA The © 2017 ELI s.r.l. - T cazione. cazione. TheHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli MarMiaPagarrotahlzoaiaIHoButetbiretrarini HE STODR3YIG0SG0AI.TWRIA.D2AEL2N.1DE-4TA/.1uTttAi i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli MarMiaPagarrotahlzoaiaIHoButetbiretrarini D3IG0S0I.TWIA.2AL2.1DE8A/.2TA MarMiaPagarrotahlzoaiaIHoButetbiretrarini © 2017 ELI s.r.l. - TD3IG0S0I.TWIA.2AL2.1DE6A/.2TA © 2017 ELI s.r.l. - T cazione. cazione. © 2017 ELI s.r.l. - TD1 GS TAORYHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e duplicazione.The D3IG0S0I.TWIA.2AL2.1DE7A/.1TA TheHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli HE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli © 2017 ELI s.r.l. - T HE STODR3YIG0SG0AI.TWRIA.D2AEL2N.1DE-4TA/.2uTttAi i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli © 2017 ELI s.r.l. - T C RDE N 2 CD1MarMiaPagarrotahlzoaiaIHoButetbiretrarini cazione. MarMiaPagarrotahlzoaiaIHoButetbiretrarini cazione. D3IG0S0I.TWIA.2AL2.1DE5A/.1TA © 2017 ELI s.r.l. - TD2 GS TAORYHE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e duplicazione. The D3IG0S0I.TWIA.2AL2.1DE7A/.2TA HE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli © 2017 ELI s.r.l. - T © 2017 ELI s.r.l. - T English-speaking pupils. C RDE N 2 CD2MarMiaPagarrotahlzoaiaIHoButetbiretrarini C D1HE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli cazione. Each Student’s Book is supplied with an Audio CD with MP3 D3IG0S0I.TWIA.2AL2.1DE5A/.2TA cazione. tracks. C D2HE STORY GARDEN - Tutti i diritti sono riservati. È vietata qualsiasi forma di riproduzione e dupli 11

INTRODUCTION Mr Green puppet The Mr Green puppet is provided with the first volume of this course. Mr Green is a guide- character who accompanies the pupils through the whole five years of the course, enabling the teacher to establish a socio-affective relationship with the class on many levels, which promotes linguistic expression. Mr Green is an eccentric but wise gardener, who grows flowers and reads books, representing the link between the worlds of fantasy and reality. Mr Green presents the stories to the pupils, while giving them valuable advice at the same time. In fact, Mr Green the puppet wears an apron with a large pocket where the advice of the friendly gardener can be placed, each time he gives it. The teacher reads the advice to the pupils each time it appears in the text. Mr Green also presents the grammar structures and the different sounds in English. Flashcards Flashcards are images that illustrate words. The aim of the flashcards is to offer visual support when introducing new words to pupils, and to provide a prompt for many activities to help consolidate and remember words; as well as individual, pair and group games. The Story Garden 1 is accompanied by a series of 64 flashcards, a list of which follows: FLASHCARD 1 red 14 four 27 sharpener 4 0 crisps 53 hamster 2 blue 15 five 28 felt-tip pen 41 cake 54 tortoise 3 yellow 16 six 29 car 42 orange juice 55 grandad 17 seven 30 ball 43 ice cream 56 grandma 4 green 18 eight 31 doll 44 apple 57 dad 19 nine 32 video game 45 banana 58 mum 5 orange 20 ten 33 bike 46 milk 59 brother 21 school bag 34 scooter 47 cat 60 sister 6 pink 22 pencil case 35 kite 48 dog 61 bedroom 23 rubber 36 train 49 rooster 62 bathroom 7 purple 24 pencil 37 sandwich 50 donkey 63 living room 8 brown 25 pen 38 hamburger 51 fish 64 kitchen 9 black 26 book 39 pizza 52 rabbit 10 white 11 one 12 two 13 three Posters CLASSROOM LANGUAGE 2 Each level of the course comes with two educational posters, www.elionline.com designed with pupils’ interests in mind. The Story Garden 1: Classroom Language Poster included in the ELI courses 14.83.107.0 The Story Garden 2: The Animal Kingdom, The Crossing Game The Story Garden 3: The British Isles, Free Time Activities OPBENOOYOKUR CLOBSOEOYKOUR READ APPTAPIECNKEKENCUICALPIL The Story Garden 4: Time and Weather, Let’s Speak! The Story Garden 5: In Town, What I Want to Be WRITE THINK DRAW COLOUR 12 CUT GLUE STICK SHOW ME PLAY WORK IN PAIRS WATCH TYPE

INTRODUCTION Methodology “There are only two lasting bequests we can hope to give our children. One of these is roots; the other, wings.” William Hodding Carter II This powerful quote from Carter encapsulates the spirit and the idea behind The Story Garden. Tradition dictates that our roots are in the stories which give form to our social being and our cultural identify, and that in essence they provide us with the solid base from which to fledge our wings. The English language represents the wings which enable us to encounter and discover what is new in academic, scientific, artistic and social spheres. Not providing roots for our pupils is depriving them of a safe haven, clipping their wings and stopping them from realising their dreams and ambitions. The competing pull of tradition and novelty is evident throughout this course through devices such as the juxtaposing of illustrations and photos, imaginary characters and real children, cartoons and the Living English culture section. • In The Story Garden 1 most units present fairytales, well-known in many cultures, with very few variations, so that they can be recognised by pupils from all over the world. • In The Story Garden 2 and 3, in addition to traditional fairytales and fables, there are some classic novels. The pupil’s development and personal growth are accounted for: those who need more time and those who are changing their reading tastes and are starting to hone their skills in reading the messages behind a story. • In The Story Garden 4 and 5 the units take inspiration from great classics: novels, epic poems and legends. From the enormous choice available, an attempt has been made to vary the setting of the stories, so in each volume, from the first to the fifth year, there are some English stories or stories by British writers. • In level 1: Goldilocks and the Three Bears • In level 2: Jack and the Beanstalk • In level 3: The Lost World, Robin Hood, The Jungle Book • In level 4: Peter Pan in Kensington Gardens, Gulliver’s Travels, Treasure Island, The Adventures of Sherlock Holmes • In level 5: Frankenstein, King Arthur The Heart and Mind Approach The Story Garden is based on the Heart and Mind Approach, or emotional learning which creates synergy between cognitive and emotive aspects, both for pupils and teachers. The conviction that emotions and thoughts are contrasting phenomena comes from a long philosophical and scientific tradition which holds that emotions are linked to sentiment and physical sensations, whilst thought is linked to logic and the mind. However, thanks to sophisticated technology such as functional MRI scans, it has been scientifically shown that things are not at all like that. Emotions and thoughts are dynamically intertwined both from a neurological and a psychological point of view. Emotions and thoughts don’t only interact, their integration is vital to learning. The activities in The Story Garden have a meaning and an aim, so that a pupils can learn to view the English language for what it is in reality: a system of signs and sounds which is required to communicate emotions, needs, information, and not simply a group of grammar rules and words to be memorised. The pupil is gradually guided to undertake tasks, which not only focus on a language sphere, but also on a cultural and social sphere. This process requires both knowledge and knowhow, and brings a sense of realism to what has been learnt. 13

INTRODUCTION Mariagrazia Bertarini Competences in The Story Garden 1GSATTheORRDYEN Teaching competences is considered vital in today’s school system. Competences are defined as “the proven ability to use personal, social and/or methodological knowledge, skills and abilities, in work or study situations and in professional and L’FIANCGILLEESE personal development.” Mariagrazia Bertarini • Paolo lotti The Story Garden effectively applies these guidelines on the development of GRfAorMKMIDARS competencies set out in the national curriculum, offering a learning pathway Mariagrazia Bertarini • Paolo lotti Sddeiemgllrpaallmiicnimgruaetagiocinaleglese orientated towards critical thinking, collaboration and autonomous aaindds icnretahteiveLpsadacepwtiortigwelrnrliaganwaavamgS.ueteucadrmlauisiiloaoonaqtlsuseaimpccsoPiaaoetgrrimdidaiinomceipgaadsialnbeieirzalimsilliaueeopsndltiiarc.ilaettsiito Stor y Garden, L1 personal expression. In particular: 1 Communication in first language (L1): In The comprehension of the stories presented. In fact it is considered useful to tell the story GRAMMAR for KIDS to the pupils in the original version (in L1) before diving into the retelling of the stories presented in each unit. 2 Communication in second language (L2): The course fully develops this competence, guiding the pupils to reach the final CEFR level A1+. 3 Mathematical competences and basic lcoogmicpale-tmeantcheesminatsiccaiel nskciellsaannddt, ethchronuoglohgthye:Caploelemrglpaaltecomlaaesinscetoorqsouipaderitraalitnivgouagrinagtuleitsoe ELI the course provides activities to develop CLIL pages and the I like CLIL folders supplied with the course, presents the themes of environmental, food, science and technology education. 4 Digital competence: This competence is activated through the Flip Books and through their digital contents both in terms of internet research and the Real Task sections. 5 Learning to learn: The activities in the units, the pages in the Learning to Learn section and the self-evaluation pages all aim to help pupils gain a gradual awareness and autonomy in the process of learning English. 6 Social and civic competences: These competences are practised through the many different social interaction activities in pairs and in-groups in each unit. 7 Sense of initiative and inventiveness: These are developed during the execution of Real Tasks, when carrying out Make & Play tasks in the first three levels, and in the realisation of the lapbooks supplied with every level of the course. 8 Knowledge and cultural expression: The Living English pages offer pupils the chance to discover the culture and traditions of English-speaking countries, encouraging intercultural dialogue and understanding. In each unit of the course, this knowledge is transformed into skills through guided exercises and competences gained through semi-structured and freer activities, up to the real tasks, which enable teachers and pupils to evaluate the competence levels reached. Competences developed in each unit are not however self-contained, but are amplified in concentric circles until they form a solid base of competences. Evaluating competences The evaluation of competences achieved can be undertaken through: • The real tasks, which make it possible to use knowledge and activate skills to develop competences. • Continuous assessment of the process that a pupil uses to demonstrate his or her competences. • My Learning Diary, which allows pupils to reflect on their own learning. • All three of these aspects of evaluation are considered in specific activities in The Story Garden and are described in the section on course features. 14

INTRODUCTION Objectives for the development of competences The objectives for the development of competences by the end of primary school, established in the the national curriculum 2012, equivalent to the Common European Framework of Reference for languages of the European Parliament and Council (2006) are as follows: • Pupils can understand short oral and written messages about familiar subjects. • Can describe orally or in writing, in simple terms, aspects of their everyday lives, their environment and their immediate needs. • Can interact through play, communicate in a clear way, also with learnt expressions or sentences, in simple or routine information exchanges. • Can undertake tasks following instructions given by the teacher in a foreign language, asking for explanations if needed. • Can identify some cultural elements and understand the relationship between language forms and use of a foreign language. Educational objectives at the end of year three KNOWLEDGE SKILLS SPECIFIC COMPETENCES Basic vocabulary about Listening Can understand sentences everyday life. (oral comprehension) and expressions of frequent Can understand words, instructions, expressions use, relating to immediately Correct pronunciation and sentences of everyday use, pronounced relevant spheres, in spoken of common words and slowly and correctly about self, friends and interaction, when watching phrases learnt. family. multimedia content, or reading texts. Simple and everyday Speaking communication structures. (oral production and spoken interaction) Can undertake spoken Can produce significant sentences referring to interaction in everyday life familiar things, places, people and situations. situations, exchanging simple Can interact with a friend for presentations and situations information and/or to play, using learnt expressions and about familiar topics or habits, phrases, adapted to the situation. also using digital tools. Reading Can undertake written (written comprehension) interaction, also in digital Can understand postcards, notes, short form and online, to express messages, preferably accompanied by visible information and feelings, pr auditory support, understanding words and simple aspects of everyday sentences already learnt orally. life and the environment and immediate personal needs. Writing (written production) Can write words and simple sentences for everyday use, relating to classroom activities and personal or group interests. 15

INTRODUCTION Educational objectives at the end of year five KNOWLEDGE SKILLS SPECIFIC COMPETENCES Basic vocabulary about Listening (oral comprehension) Can understand frequently everyday life. Can understand short dialogues, instructions, used sentences and expressions expressions and sentences and can identify the of immediate relevance in Use of a bilingual dictionary. general theme of a conversation when talking spoken interaction or by about familiar topics. Can understand short watching multimedia content, Basic grammar rules. multimedia texts, identifying key words and or reading texts. the overall sense. Correct pronunciation Can interact orally in everyday of words learnt or used Speaking (oral production and spoken situations, exchanging simple everyday. interaction) and direct information about Can describe familiar people, places and things. familiar topics or routines, also Simple writing of: short Can refer to simple information relating to a using digital tools. messages, notes, informal personal sphere. Interact in a comprehensible letters. way with a friend or a known adult, using Can interact in writing, also expressions and sentences suitable for the in digital form and online, to Basic aspects of society and situation. express information and feelings, culture of countries in which simple aspects of everyday the language is spoken. Reading (written comprehension) life and the environment and Can read and understand short and simple immediate personal needs. text, preferably accompanied by visual support, getting the overall gist and understanding familiar words and sentences. Writing (written production) Can write in a clear and comprehensible way simple and short messages to present yourself, wish somebody happy birthday, thank or invite someone, to ask or give information. Reflect on the language and on the learning process Can distinguish between pairs of words with similar sounds. Can look at words and expressions in context and understand their relative meaning. Can observe the structure of sentences and relate form with communicative intention. 16

INTRODUCTION Inclusive learning Inclusive learning, enable and facilitate pupils to develop their full potential and abilities. Inclusive learning does not discriminate against, but accepts and values difference, creating learning environments suitable for everyone. The Story Garden uses strategies to ensure inclusive learning by reinforcing • differentiation of style, form and spacing • peer mentoring • different intelligences and learning styles • logical-visual strategies • metacognitive development • proactivity and self-confidence 17

INTRODUCTION Course features Vocabulary Each unit opens with the first lexical group, presented in the context of a scene from the chosen story, aimed at stimulating pupils’ interest in the presented at stimulating pupils’ topic and to promote emotional learning. From Book 2 onwards, there is a second lexical group presented in each unit, with links to the first lexical group. Songs The Story Garden 1 Songs enable pupils to produce a wide range of structures and a rich variety of words in a natural and spontaneous context. The music also aids memory, teaches pupils to use both cerebral hemispheres and is adaptable to different learning styles (visual, auditory, kinaesthetic). Music also helps create an atmosphere in which it is possible both to relax and concentrate, and enables pupils to express emotions and feel a sense of belonging to the group, due to the participation of all pupils in the activity. It is well known that songs also enable us to feel positive energy, and a sense of harmony and serenity, which promotes a positive environment for learning. The songs were written with the singing and language ability of pupils from different year groups in mind. In the first year, the singing range required is limited to reflect their ability. Each year the singing range required for The Story Garden songs is increased, to reflect the changes in the pupils’ speaking ability, according to age and development. Particular care was given to the choice of the musical arrangement: we wanted to avoid ‘babyish’ songs; on the contrary, the sounds and rhythms chosen for the course songs directly echo the kind of music that today’s pupils listen to themselves. The each song at the beginning of each unit is presented in two versions: with singing, or as karaoke. In the latter case, the melody will help pupils to sing. Cartoons The Story Garden 1 Cartoons involve all the senses and are, therefore, effective with pupils of any learning style: visual, auditory, kinaesthetic or verbal- visual. The cartoons are inspired by the stories presented in each unit, adapted to create modern reading. They aren’t extracts taken from the original stories or total retelling, but variations on a theme, which maintain the main sense of the works they are inspired by. The reason for this 18

INTRODUCTION choice is a desire to encourage pupils to read the classics and create their own personal knowledge that they will be able to look at again, until they become proficient in relating to others (life skills); in predicting events (critical thinking) and in reacting (emotional intelligence); and above all proficient in communicating in English and become a citizen of the world. With carefully graded language, the stories in The Story Garden have several layers of meaning: they are funny, but they also convey moral values beyond their language content. The structure of the stories vary from years one to five: they gradually become more complex, both from a language and a narrative perspective. How to get the most out of the cartoon stories From the first volume onwards, immediately after the story is the instruction: Act out the story. This implies a precise methodology, avoiding the usual translation of the stories presented from English into the pupil’s own language: translation takes place from the English language to the “acting out” combined with the English sounds. Pupils learn the meaning of what they hear and see written down, not through the literal translation of words or sentences, but by assimilating the sentences and sounds association within a particular communicative context. To get the most out of the stories linguistically, it is suggested that teachers follow these steps in this order: • Listen and watch the video • Act out the story • Go back to the text to learn the written form (from year 2 onwards) The procedure generally follows these phases: 1 Warm up • Ask the class to look at the pictures and predict the cartoon story. • Ask pupils to identify the key words in the cartoon, to gain overall understanding of the text, write them on the board and highlight them to the class. 2 Listen • Invite the class to follow the story in their books, watch the story on the IWB video, or listen to it on the CD. • Read the story from the book, miming the different scenes, changing your voice, to model the correct pronunciation of the words and the intonation of the sentences in English. • Show the video again and ask pupils to focus on what they see: the characters’ expressions, backgrounds and colours. • Invite pupils to listen to the story with their eyes closed and imagine as many details as possible of what they have seen and heard. 3 Mr Green’s tip • Stimulate pupils’ critical thinking by asking what the cartoon means: what it is trying to say to us. Mr Green tells the stor y. • Read the guide’s advice or saying. Ask pupils: Do you agree? Can you think of an alternative? 4 Listen and sing • The song after the cartoon in the first three levels retraces the story highlighting the listening mode. This will suit auditory learners who will enjoy this activity. Pupils with different learning styles, largely visual, visual-verbal or kinaesthetic will be able to experiment in an enjoyable way. 5 Act out • Watch the video for a third time and ask the pupils to repeat the dialogues. You can monitor whether you need to repeat and model the lines or to let pupils say the lines spontaneously. • This is the “translation” phase of the story, as previously mentioned: it is a translation of the English language into the language of gestures, avoiding the usual translation into pupils’ L1. • This translation model aids comprehension of the story at a deeper level than simple translation from one language to another could provide, as it involves the pupil’s entire body and emotions. • At this point invite pupils to speak, using their books. You can choose one of two methods: either all the pupils can say the lines of all the characters, changing their voices as appropriate (choral reading) or each pupil can choose a 19

INTRODUCTION character to voice (selective reading); in the latter case you should invite them to make gestures, and assume the appropriate expressions and intonation. • An extension activity could be to divide pupils into groups, learn the story by heart and act it out for the class. It is a good idea to encourage pupils to make improvised props or masks to contextualise the story in a more realistic way. Having a prop or wearing a mask can give more introverted or reserved pupils more confidence, and motivates all pupils to step outside the classroom activity and into their roles. The four skills AROUND THE WORLD IN 80 DAYS 17 21 Read and complete the map. 1 19 Listen to the weather forecast and complete. The learning path of The Story Garden and READING Unit integrates all the four language skills: LISTENING and September listening, speaking, reading, and writing. and Hi, my name’s Colin. I love autumn! In year one, reading is intuitive and largely MONTH and My birthday is in September and I like birthday supported by images and writing is copying Scotland parties. words to give pupils a sense of achievement. England I like monsters and at the end of October I can The skills work progresses in subsequent Wales wear my Halloween costume. levels and at levels 4 and 5 the final two Ireland I like warm colours and in autumn the colours of pages of each unit are totally dedicated to nature are red, yellow, orange and brown. developing skills. 20 Do a class survey. Interview your friends and complete the chart. I like foggy days and in November it’s usually foggy and cold. SPEAKING I don’t like rainy days, but there are lots of rainy days in autumn! When’s your birthday? Is it in June? Is it in August? It’s in summer. I can’t ride my bike, but I can read books. Oh… and I love winter, too. I love Christmas time and in December I can write my present list!!! No, it isn’t. he’s Yes, it is! he can he can’t Colin Autumn he likes weather name season month special days heheddooeessnn’t’tliklikee 22 Write about the boy. Start with His name’s… Then make your own map. 14 WRITING 15 CLIL The Story Garden 4 In all the units of each volume of The Story HEALTH AND NUTRITIIOONN My snack diary snack is fruit. 3 Garden (one page per unit in the first two Healthy snacks levels, two pages in subsequent levels) apples! Unit there are CLIL sections, dedicated to inter- curricular links between English and other My favourite subjects. These can serve as support or extension activities to the course or can be I like healthy I food. 1 Listen and read. 59 T REAL ASK Keep a snack diary for one week. We usually eat three meals a day: breakfast, lunch and dinner. Record all the things you eat and drink. Then compare your snack diary with A snack gives you energy between meals. You can have snacks your friends. in the morning or in the afternoon. It is not a good idea to eat snacks at night. 2 Listen and say. 60 used independently. The topics covered use 1 2 specific vocabulary and are in line with the ministerial curricula for each school year. rice cakes popcorn crackers yoghurt vegetables Here’s my snack diary! The aim of the CLIL section is to introduce fruit muffins biscuits muesli bars sweets the idea of a foreign language as a vehicle 3 4 to learning in a simple and natural way, guiding the pupils along a pathway which crisps fruit juice fizzy drinks milkshakes smoothies will take them from describing things using a new instrument and really living the 3 Which are the healthy snacks? Tick and discuss with your friend. 48 5 49 experience; whilst redefining, re-establishing The Story Garden 3 and reorganising knowledge, thanks to the internalisation of a different point of view, which gives a global dimension for each individual. The sections present short inter-curricular pathways, using English as a functional vehicle for everyday experiences, stimulate curiosity, research and discovery, which interact with other types of education and with particular subjects, widening and improving the quality of the learning process for the pupil. In these pages pupils will also find Mr Green’s messages, which form the value pathway in which pupils are given advice on how to be happier with themselves and live happily with other people. 20

INTRODUCTION Make & Play In the lower level books, these pages are presented as a laboratory which conclude the CLIL pathways and aim to activate creative processes and provide new input to enhance and deepen the motivation to use English inside and outside school. This activity not only puts into play, strengthens and develops creativity, but also pupils’ informal knowledge and skills, contributing greatly to their knowledge of the world. Making and building, or producing a graphic-manual composition require an intense metacognitive effort, or a reflexion on one’s own thinking processes, which reflects in a concrete and tangible way to the metacognitive phases of language interaction. The manual task visibly reflects a process which involves: • Comprehension of an oral or illustrated text (instructions) • Forming hypotheses (if I do it this way, I will achieve this result) • Designing projects • Planning • Organising • Reorganising your skills and knowledge • Testing if the creation works (Does it work? If if doesn’t, where did The Story Garden 1 I go wrong?) • Self-evaluation of the outcome in terms of how much enjoyment, personal satisfaction and gratification there is (Am I happy with what I’ve achieved?) • Self-evaluation of the process Living English GIANTS 3 Listen and match. 22 4 Living English is the section on culture and in the English-Speaking World The Statue of Liberty is the symbol of the Unit society, which is presented from the start of the USA. It is a gift to the United States from 63 learning pathway. In The Story Garden 1 and 1 Listen and complete. 20 the people of France. The French sculptor is 2 the Living English pages present situations Frederic Bartholdi. that pupils are familiar with and transpose name London bell tower plump steps The Statue is on Liberty Island in New York. them into English-speaking cultures. The culture The torch represents freedom. The statue is pages at this level offer an awareness that the Big Ben is a symbol of and Great Britain. holding a tablet in her left hand. The date of English language isn’t only a game, fantasy or the American Declaration of Independence school activity, but a world language that other It is a part of the Palace of Westminster on the River Thames. (July 4th, 1776) is on the tablet. The Statue children use to express and share their daily lives, is 46 metres tall and visitors climb 354 feelings and themselves. The English language The is 96 metres tall and there are 334 steps to reach the crown. There are 25 crosses the borders of the school and becomes windows in the crown. The seven rays in the an instrument to communicate and make friends to reach the top. Its official name is crown represent the seven seas and seven continents of the world. ‘Elizabeth Tower’. Big Ben is the name of the giant . It is 2 metres high and weighs about 14 tons. The Big Ben probably comes from the Commissioner of Works, Benjamin Hall, a very tall and man. 2 Listen and choose. 21 On the tower there are four / forty clock dials. At the base of each tower / clock dial there is a Latin inscription. In English it means ‘O Lord, keep safe our Queen Victoria the First’. The hour foot / hand on Big Ben clock is 2.7 metres long and the minute / second hand is 4.3 metres tall / long. Every year, the minute hand travels for about 190 kilometres. TREALASK Surf the Internet and find out if there is a bell tower in yourtown 62 and how tall it is. with the world. The Story Garden 4 In The Story Garden 3, 4 and 5 the Living English pages broaden their horizons, as pupils interests and curiosity grow, and they start to take in the whole world. Living English becomes a starting point to learn about British traditions and at the same time, shows how a little knowledge can bring people from different cultures and ethnicities together, and how important and incredible it is to use this to become a citizen of the world. This can only happen through English, shared throughout the world. Pupils are stimulated to find out about things which they are curious about and are motivated to use English to find answers. 21

INTRODUCTION ACTIVITY TIME 3 Activity Time 1 Segna con un ✔ i cibi che piacciono e con una X i cibi Unit In each volume of the course there is a workbook with revision, che non piacciono. reinforcement and consolidation activities for the language I like soup, but I don’t like rice. presented in the corresponding unit. The activities are graduated, functional and often presented as I don’t like sausages or tomatoes. games, which give pupils scope for experimentation and self-study. I like chocolate, cherries and strawberries, but I don’t like milkshake. The Sound Game THE WIZARD OF OZ I don’t like soup, but I like rice. The Sound Game is a 8 Complete with Yes, I am. / No, I’m not. I like sausages and tomatoes. phonetic section in each I don’t like cherries or strawberries, unit of the course, from Are you happy? Are you scared? but I like chocolate and milkshake. book two onwards. It is 2 Vero o falso? VF V F 1 He doesn’t like rice. 4 She likes tomatoes. 2 She doesn’t like rice. 5 He likes chocolate. 3 He doesn’t like tomatoes. 6 She doesn’t like chocolate. a collection of phonetic Are you thirsty? Are you hot? activities and exercises REAL TASK 125 with phonemes and common sounds in the Organizza un picnic nel parco. English language. The Prepara l’elenco degli invitati consonants p, b, d, h, n, e il menù. The Story Garden 3 t, d, j, s, sh, th, the monopthongs and diphthongs are presented 9 Listen and say. 29 THE SOUND GAME in minimal pairs, through games and tongue twisters, allowing pupils first to imitate and then to consciously internalise the L2 sounds. hot happy hamburger hungry Particular attention is given to sounds which are difficult to tell apart 10 Listen and circle the pictures with the sound H. 30 for pupils with different L1s and SEN pupils. Life skills 24 The Story Garden 2 Linked to competence-based learning are the life skills, or the psychosocial skills, defined by the Department of Mental Health in the World Heath Organisation (WHO) in1993, as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life”. Techniques to promote heath education, workable in a school environment include: • Decision-making skills • Interpersonal skills • Problem-solving skills • Self-awareness skills • Creative thinking • Empathy • Critical thinking • Coping with emotions • Effective communication skills • Coping with stress The list has been updated with more precise subdivisions, to identify key competencies and skills for the 21st century. Real Task There are different types of Real Tasks both in the course book pages and the workbook from year two onwards. They are simply tests when they only involve English, but are truly ‘real tasks’ when they involve other subjects. You can recognise a real task by the fact that pupils are asked to deal with challenging, complex or new 22

INTRODUCTION situations, as close as possible to real life, using knowledge and skills already gained and applying procedures and thought processes to contexts and environments which are different from those they are used to facing in class. 5 Listen and say. 1 Tasks may sometimes be based on only one subject, but in general, tasks tend to invite pupils to integrate different lessons learnt to Unit 10 find solutions in an independent way. LIVING GRAMMAR The solution to the problem (real tasks) represents the pupil’s final He is your brother. He isn’t your brother. Is he your brother? Yes, he is. product on which a teacher can base an evaluation. No, he isn’t. She is your sister. She isn’t your sister. Is she your sister? Yes, she is. No, she isn’t. Living Grammar 6 Tick. Listen and check. 11 In the first couple of years of studying English, the communicative Is he your father? Is he your father? Is she your Is she your structures are used intuitively. For this reason from book three of mother? mother? The Story Garden there are simple and clear tables and examples of grammar structures in the units of the Student’s Book, followed Yes, he is. Yes, he is. Yes, she is. Yes, she is. by fun activities for practice; whereas in the workbook there is No, he isn’t. No, he isn’t. No, she isn’t. No, she isn’t. a page at the beginning of each unit with illustrated tables and formal grammar activities to consolidate learning. 7 Listen and play The Guessing Game. 12 No, she isn’t. Is she your sister? Is she your cousin? Yes, she is. Learning to Learn 11 From year three onwards, The Story Garden develops specific The Story Garden 3 activities for learning strategies for the English language on the Learning to Learn pages at the end of each Student’s Book. Learning to learn is a key LEARNING TO LEARN 6 Listening skills How to listen at school MONTH Scotland competence and represents the bridging 1 Listen and tick the things you do when you listen. When I start a listening comprehension… England and competencies par excellence between Wales and A good listener is a good learner and a good friend. 64 Ireland and informal, non-formal and formal learning I’m a good listener because when I listen to someone… and processes. I look into the I think and care I look at the pictures and… I read the exercise Learning to learn is a fundamental person’s eyes. about what Weather = in my book. strategy for lifelong learning, which is the person is it’s rainy / sunny... indispensable for anyone who wants to saying. My body is still. play a part in society. My ears are I ask questions In today’s knowledge-based society, listening. to find out constant changes in technology and more. I think about the exercise and I listen the first time I make word connections. without writing. communication mean that everyone I don’t needs to keep continuously up-to-date interrupt. and continue learning in order not to be excluded. 102 I listen and complete I listen again and check 103 the exercise. my answers. Video The Story Garden 4 In books one and two there are 3 videos for each unit: an opener presenting vocabulary; the animated cartoon and the animated Living English video. In book three there are 2 videos per unit: an opener presenting vocabulary; the animated cartoon. 23

INTRODUCTION Graphics, illustrations and icons The graphics, illustrations and icons are three essential elements that help or hinder learning projects. Just as it is true that an attractive book without contents has no value, it is even truer that nobody would grapple with the contents of an unattractive book, especially not a child of six to ten years old, used to the high quality dictated by society and the media. The Story Garden graphics are designed with clarity, accessibility and above all agility in mind, to make using the book as easy as possible. The main aim of a good graphics project is that regardless of the obstacle of the English language, a pupil is clear about which subject they are going to study and what type of activity they will be involved in. More than 30 illustrators were involved in The Story Garden graphic project and carefully selected to best fit the story they illustrated in order to transmit the appropriate style, atmosphere, narrative and creative passion. The challenge of involving and coordinating so many illustrators stems from decision to work on stories with strong and unique identities, which need to be respected and expressed through different visual styles. The icons were specifically and meticulously designed with the target pupils in mind. Each photo is interesting and motivating, without detracting from the importance of the language activity. 24

INTRODUCTION Classroom language In this teacher’s book, there are some suggested sentences that teachers can use during the lesson when presenting an individual activity. On this page, there are sentences and expressions useful for classroom management and organisation in general. They can be used in connection with those presented in the specific teacher’s notes for each unit. Greetings Reassuring or correcting Good morning, everyone. That’s OK, don’t worry. Good morning, girls and boys. It isn’t a big problem. It doesn’t matter. Asking about health/wellbeing Try again. How are you today? Can you try again, please? Are you all OK? Please say it again. Can someone help (Mario), please? Taking the register Who’s missing today? Positive reinforcement Is (Matteo) ill? Very good! No, he’s coming. Very nice! (Matteo) is late today. Excellent! Well done! Basic instructions That’s good! Look at the board. Look at me. To get the pupils’ attention Listen to me. Quiet everyone. Listen and repeat. Listen, please. / Please listen. Listen to the song. Calm down, please. Say it after me. Stop talking. Say it with me. Let’s all say it together. After a break Watch the video. Break’s over. Listen and check. Let’s start again. Go back to your seats. In the middle of a lesson. Please sit down. Take out your (English books). Open your book on page... At the end of a lesson You need your (pencil case). The lesson is over. Put all your other things away. Can you collect the (books), please? Hurry up. Pack up your things. Wait a moment, (Valentina). Let’s clean the board. It’s your turn. Tidy up the room. It’s not your turn. Line up at the door, please. How about you, (Alex)? Line up, please. 25

wel come WELCOME TO THE STORY GARDEN! Unit The big day is here: the first English lesson with year one pupils at the beginning of a big adventure featuring fairytales and stories, which will help them grow just like the flowers in Mr Green’s garden. Take them by the hand and introduce them to the friendly gardener who will be your assistant for the next year in his amazing garden: The Story Garden! By listening to his presentation, pupils will learn how to introduce themselves, say hello to their peers and to adults, say goodbye and cheer. At the same time they will have a real-life experience: interacting through English language games and becoming part of the class group, establishing themselves as unique and special individuals, able to acknowledge and respect other people. They will learn about the value of words and gestures in establishing positive and proactive relationships and the importance of giving and receiving. Learning objectives Vocabulary Knowledge Name Garden, school Greetings Listen, point, sing, clap, smile Expressions for giving and asking for names Simple classroom instructions Communicative structures Skills Hello! Bye-bye, good morning What’s your name? My name is… Greeting and responding to greetings See you later! Saying who you are and giving your name Understanding and following simple instructions Recognising and reproducing L2 sounds and rhythms Affirming, refusing, cheering Expressing feelings Intermediate goals in the development of competences Basic competences (English language skills Key competences axis) Communication: understanding spoken and non-verbal Understanding and replying to informal greetings messages Knowing how to say your own name Understanding and following simple instructions in class Life skills Approaching new experiences positively Developing self-confidence 26

welcome Unit Activity Singing and miming a song Subject links Physical education: using the body and movement to represent real and imaginary communicative situations, Music: recognising and reproducing musical rhythms understanding gestures Technology: making a finger puppet Support Equipment Materials (teaching methodology) Usual daily classroom kit The Story Garden 1 pp. 2-3 Mr Green puppet Photocopiable worksheet n. 1 Flip Book 27

WELCOME TO THE STORY GARDEN! We learn to • Say hello/goodbye • Recite a rhyme Vocabulary and structures • Hello • Goodbye • Good morning Equipment and materials • Photocopiable worksheet n. 1 on page 48 • Scissors • Glue Bring some gardening equipment into the classroom Say: Hello, Mr Green! such as: a watering can, a small hoe, a rake or a sun hat. Or: Good morning, Mr Green! Invite the pupils to Put them on your desk, show them to the pupils and repeat the greeting. ask what they are for. Try to stimulate their curiosity about Mr Green, the character who will guide them in When all the finger puppets are ready, ask the pupils to learning English throughout the year. put their own on, saying: Put on your puppet, then invite them to walk freely Put the Mr Green puppet on and greet the pupils, say: around the class saying hello to each other, pretending Hello! they are Mr Green. Explain that Mr Green will tell them lots of stories throughout the year. Life skills: Developing self-confidence It is vital to create empathy between the pupils and Mr Green before turning to the course book. It is always important to reward pupils Tell the pupils that this friendly character is a very when they understand instructions, when they special type of gardener because he grows words, follow instructions, when they complete a task. fairytales and stories in his garden. Use expressions like: Great! Well done! Ask the whole class questions such as: Do you like Very good! I’m very proud of you! fairytales? When do you listen to them? Who reads them or tells them to you? Which is your favourite End each lesson with a rhyme: fairytale? Create a happy and relaxed atmosphere. It’s time to say bye-bye, bye-bye, bye-bye. Cut and make the Mr Green finger puppet on pages It’s time to say bye-bye, 17 - 18 of the Lapbook together. see you later. You will need to keep photocopiable worksheet n. 1 as a spare in case pupils lose their coloured finger puppets. Go around the class encouraging pupils, with expressions like: Great! Beautiful! Well done! Put on the first puppets that they make. 28

We learn to welcome Unit • Say hello and goodbye or holding up the book so that they can all see it, put • Say who we are on the Mr Green puppet and say: Hello, I’m Mr Green. • Sing a song Invite pupils to say hello to Mr Green: Hello, Mr Green. Place the puppet away from you on your desk and say: Vocabulary Bye-bye, Mr Green. Invite pupils to repeat repeat goodbye. • garden, school Invite pupils to listen to the song, by saying: Let’s listen • listen, point, sing, clap, smile to a song. While they listen, ask pupils to wave every time they Structures hear Hello in the song and to clap their hands and smile every time they hear clap and smile. • Hello Accompany the words by miming the action. Do a • Bye-bye few trial runs to check they have understood, with a • I’m Mr Green sequence of words such as: Hello, clap and smile, • My name is Mr Green hello, clap and smile ask them to mime the actions. • What’s your name? After listening to the song, say: Let’s sing and ask the • Clap and smile class to sing the song along with the audio. Accompany the song again with the mimes and gestures and invite Equipment and materials pupils to reproduce the words and movements with you. • Student’s book 1 When the pupils are familiar with the text they will be • Classroom language poster able to sing along with the karaoke base. • Finger puppet • IWB if available 29 Page 2-3 Greet pupils with a rhyme that you can use at the beginning of each lesson. Hello, hello, how are you, I’m so happy to see you! Present the words listen, point and sing to the class, showing them the meaning on the classroom language poster and setting up the mime game. Ask pupils to: Open your book at page 2. Get up and show the class the book open on page 2 so that they can all find it. Let pupils look at the page and comment freely on it. Then say: Oh look: a beautiful garden and a school! Look! Mr Green. Hello, Mr Green! Ask the class to say hello to Mr Green. 1 Listen and sing. 2-3 Ask pupils what is happening in the scene, who the people or the animals are and what are they doing. After you have elicited the pupils’ ideas using the IWB

WELCOME TO THE STORY GARDEN! Hello, hello 2-3 Use the IWB if available to watch the song video as Hello, hello a class. The presentation of the song as an animated My name is Mr Green cartoon in the Flip Book will have a great impact on This is my garden pupils. Come and sing with me! Key competences: Communication What’s your name? Clap and smile at me! Pupils understand spoken information and translate What’s your name? it through mime. Clap and smile at me! Life skills: a positive approach to new Hello, hello experiences My name is Mr Green This is my garden The teacher’s mime is very important for pupils Come and sing with me! when first encountering L2. Clearly there will be terms and expressions used that the class What’s your name? doesn’t yet know. You should try to accompany Clap and smile at me! each expression, instruction or term with a mime What’s your name? or a gesture. This will help pupils not to feel Clap and smile at me! disorientated and aid comprehension. Activity Time - Welcome Unit ACTIVITY TIME Pages 76-77 WUEnLCitOME THE WORDS AND READ. 1 TRACE 1 Trace the words and read. MY NAME’S KATE! I’M SAM. YOUR NAME? Invite pupils to trace the words in the speech bubbles on page 76 and read them. WHAT’S Then pupils can role play the dialogues with their classmates, asking and answering each other’s names. I’M MAX! YOUR NAME? MY NAME’S BEN! WHAT’S 2 Complete. 2 COMPLETE. ACTIVITY TIME Pupils work alone. They choose the correct greeting from those introduced and complete the speech HELLO Welcome bubbles. You can check pupils answers as a class, by Unit reading out the greetings. _____ KATE! BYE-BYE BYE-BYE HELLO 76 WORKBOOK _____ MAX! ___-___ ___-___ KATE! MAX! WORKBOOK 77 30

The Story Garden welcome Unit A letter to parents or guardians Can we work together? English is no longer the language of the future, but the language of the present. Nowadays, it is unthinkable for a pupil to fulfil their dreams and ambitions without knowledge of the language which enables them to communicate with the whole world. Furthermore, the ideal time to learn a second language is up to the age of eight and it is a positive addition to their learning. Teaching English to your children is a great pleasure and we are excited at the thought that they will be able to learn so quickly. That said, we should stress that although they learn very quickly, they also forget equally quickly. For this reason collaboration is invaluable! During the first few days of school, we begin a great adventure exploring fairytales and stories in English, which will nurture your children just like the flowers in our friendly gardener, my teaching assistant, Mr Green’s garden. We have entered his amazing garden, The Story Garden, and we have learnt to say hello and say who we are, by singing a song. Hello, hello Hello, hello My name is Mr Green Hello, hello This is my garden My name is Mr Green Come and sing with me! This is my garden Come and sing with me! What’s your name? Clap and smile at me! What’s your name? What’s your name? Clap and smile at me! Clap and smile at me! What’s your name? Clap and smile at me! The Story Garden, your children’s course book, has a digital version with clear instructions on how to download the audio tracks. It contains all the materials that we will use in class, so please take the time to play with your children through the medium of English. We would ask only that you don’t rush ahead to contents that we haven’t yet covered in class. Please feel free to look at the whole book, but only use the materials already completed in class with your child. This is to avoid confusing them or curbing their enthusiasm for learning at school. Have fun and see you soon! Interactive digital book The student’s book has a digital version available in different formats: • Online version. Parents can go to the website www.elilaspigaedizioni.it/libridigitali and use the digital book without installing the software. To access the book, parents must insert the 12 digit code found on the back of the student’s book. • Downloadable version using AppBOOK. Parents can install the AppBOOK application free of charge from the website www.elilaspigaedizioni.it/libridigitali. To do this they must insert the 12 digit code found on the back of the students’ book. Audio tracks The MP3 audio tracks of book 1 of The Story Garden course are available on the CD which accompanies the students’ book, in folders CD1 and CD2. The Story Garden | © ELI | Photocopiable

1 HELLO, LITTLE RED RIDING HOOD! Unit Pupils immediately encounter a familiar character, possibly the first protagonist of a traditional fairytale that they have ever met, through the stories their parents and grandparents have told them. This choice further promotes the conviction that you learn a foreign language just as you do a first language, in a natural way, by listening, repeating, playing and by getting a feel for it. The cartoon presented throughout this unit is Little Red Riding Hood, who is no longer eaten by the wolf but comes back to tell children of her own age how she recognises danger, and that when she meets the wolf, the only sensible thing is to do is to run away! She is very bright and will teach the class lots of things, like how to recognise and name numbers up to 10, learn the words for colours and play games with colours and numbers together. Little Red Riding Hood will teach the class how to say no, and to express their true feelings about this new means of communication: the English language. You can treat unit one like an entrance test to observe and evaluate the previous knowledge of pupils who may have had already played games in English in infant school. Learning objectives Knowledge Vocabulary Numbers 1 to 10 One, two, three, four, five, six, seven, eight, nine, ten Colours Black, white, yellow, green, orange, pink, purple, Simple classroom instructions brown, red, blue Skills Communicative structures Identifying numbers and colours Look at… Listening to and understanding instructions given through Who is it? It’s… mime and in play Yes! No! Understanding and following instructions and procedures Hello! Goodbye! Recognising and reproducing L2 sounds and rhythms Great! Asking and responding to simple questions Developing manual dexterity Intermediate goals in the development of competences Basic competences Key competences Understanding and responding to an informal Communicating: understanding spoken and non-verbal greeting messages Knowing how to give your name Collaborating and participating: maintaining positive Understanding and following simple instructions in relations with classmates, respecting established rules class for individual and group work; recognising the elements Identifying colours and characteristics of other cultures. Counting to ten Problem-solving: using logic to work out what you need to do Learning to learn: reusing what you learn in different contexts Planning: creatively transferring language learnt into action 32

Life skills 1 Self-awareness Unit Developing critical thinking Managing your emotions during a game: winning, Approaching new experiences positively losing, competing Interpersonal skills Activities Listening to and understanding a short story Interpreting a story Singing and miming a song Distinguishing language elements when listening Using the language learnt through play CLIL Social skills: following spoken instructions Living English Using the English language in real, authentic and emotionally-inclusive tasks Subject links quantities; completing a sequence; making hypotheses and predictions Music: recognising different voices and matching Physical education: remembering and reproducing them with different characters; recognising and a sequence of movements; using the body reproducing musical rhythm; reproducing intonation and movements to act out real and imaginary History: recognising when actions and situations communicative situations; moving following a are sequential or simultaneous rhythm; understanding gestures Art and images: reusing things creatively; depicting an animal graphically Maths: matching alphanumeric symbols and Support Equipment Materials Usual daily classroom kit For Make and play: paper plates, tissue paper, The Story Garden 1 pp. 4-15 cardboard, elastic Activity time pp. 84-85 Mr Green puppet 33 Flashcards Flip Book Classroom language poster

HELLO, LITTLE RED RIDING HOOD! We learn to can see, show the image on p 4 of Little Red Riding Hood and the wolf. Ask the class to open their books • Interpret an image at page 4, saying: Open your book at page 4. • Follow oral instructions Go around the class to help pupils to find the correct • Name numbers and colours page. Then ask them to look at the scene and tell • Sing a song you what is happening. Ask who the little girl is, where she is and what she is doing. Vocabulary Say: Look: a girl! Who is she? She’s Little Red Riding Hood. • flower • one, two, three, four, five, six, seven, eight, nine, ten 1 Listen and say the number. 4 • black, white, yellow, green, orange, pink, purple, brown, red, blue Use the flashcards to present all the number and • bye-bye! colour vocabulary. Often pupils will already know numbers and colours Structures in English. However, they can practise them by putting the colour flashcards around the class and • Look! saying: • Point to... Point to yellow! Point to red!... Equipment and resources Now turn to the activity in the book. Ask pupils to: Listen and say the number. • Student’s book The pupils listen to the colour on the first audio track • Flashcards of numbers and colours and say the corresponding number. • IWB if available Do the first one to check the pupils know what to do. Page 4-5 Audio script 4 black - white - yellow - green - orange - pink Greet the class with the rhyme at the beginning of the - purple - brown - red - blue lesson: Hello, hello, how are you, I’m so happy to see you! Continue, saying: Hello, boys and girls! Point to the boys when you say boys and the girls when you say girls. Life skills: Self-awareness Name the girls, too, when you greet them. Inclusive language is extremely important in English-speaking countries, as it is here. Tell the class that today, Mr Green is taking them into the world of Little Red Riding Hood, where they're going to meet... the Big Bad Wolf! Don't worry, Little Red Riding Hood is going to teach them how to recognise him and stay away from him! Using the IWB or holding the book up so everyone 34

Key competence: Communicating 1 Pupils can understand oral messages. Unit Use the IWB if available to show the scene in the Flip Colours and numbers 6-7 Book. The pupils should find the presentation in the form of an animated cartoon engaging. 1 – 2 – 3 – 4 – 5 (Point to the numbers) Hello, hello, hello! (Say hello) 2 Listen and find. 5 6 – 7 – 8 – 9 – 10 Hello, hello again! (twice) Mime the actions for listen and find and say: Listen and find. Black and white (point to the flashcards around the Play the second audio track. Pupils should point to the class) flowers of the colour they hear in the Little Red Riding Yellow and green Hood scene on page 4. Orange and pink Check the pupils understand the activity and praise Purple and brown them. Red and blue Lots of flowers Audio script 5 Red and blue yellow Flowers for you! orange pink 1–2–3–4–5 green Bye-bye, bye-bye, bye-bye! (Turn to wave goodbye) Tell the class: Look at me and say. 6 – 7 – 8 – 9 – 10 Hold up one flashcard at a time and ask: What number Bye-bye, bye-bye again! (Twice) is it? What colour is it? Watch out, Little Red Riding Hood Elicit replies from pupils. The big bad wolf is in the wood! (Put your hands over your mouth as if you were afraid) Language tips As reinforcement, hand out photocopiable Pupils often have difficulty pronouncing the sound worksheets n. 2, so that pupils can trace the words R in English as it is very pronounced in many and colour the flowers in the correct colours. languages, whereas it is often a barely perceptible vibration in English. Attention should be paid to the pronunciation of: good morning /ˈmɔːnɪŋ/ colour /ˈkʌlə/ number /ˈnʌmbə/ 3 Listen and sing. 6-7 Before listening to the song, put the flashcards around the classroom and say: Now, listen and look at me! Play the song and accompany it with mime and gestures. When the colours are named, point to the corresponding flashcard in the class. After listening once, invite pupils to sing along with the audio track, then you can use the karaoke track with pupils singing along to the musical base. 35

HELLO, LITTLE RED RIDING HOOD! We learn to • Colour things according to the numbers • Trace a word in English • Read by intuition Vocabulary • one, two, three, four, five, six, seven, eight, nine, ten • black, white, yellow, green, orange, pink, purple, brown, red, blue Structures • Point to... • How many? Equipment and resources • Student’s book • IWB if available • Photocopiable worksheet n. 3 Page 6 Elicit pupils’ replies. Repeat this procedure for all the colours. When Before doing the activities in the book, greet pupils you think pupils are ready, you can progress by with the rhyme you have already used in previous introducing the questions: How many blue flowers lessons, and which could become the theme song for are there? How many red flowers are there? each lesson. Elicit replies from pupils showing the line of flowers and counting with them either on the IWB or in the Hello, hello, book. how are you, Now invite the whole class to do the activity, only I’m so happy colouring in the number of flowers indicated, then to see you! tracing the words and reading them intuitively. Hand out photocopiable worksheets n. 3 as Pupils can recite the rhyme in pairs to their friends. reinforcement for the people who finish first. Key competences: Collaborating and Teaching tips participating To help pupils learn the colours you can recite and Pupils maintain positive relationships with mime this simple rhyme: classmates One, two (counting on your fingers) hello to you (wave hello) 4 Colour, trace and read. three, four (counting on your fingers) close the door (mime closing the door) Show pupils page 6 of the book held up, or on the five, six, seven, eight (counting on your fingers) IWB, so they can all see it, and say: Open your book at hurray, hurray ( jump up with your arms in the air) page 6. nine, ten (counting on your fingers) Go around the class, helping pupils to open their books hurray again! ( jump up again) at the correct page if necessary. Before starting the activity, quickly revise the numbers and colours, asking questions like: What colour is number 2? What colour is number 8? 36

1 welcome Unit We learn to • Listen and colour • Complete logical sequences Vocabulary • green, red, yellow, brown, purple, orange • one, two, three, four, five, six Structures • The big bad wolf is running Equipment and resources • Student’s book • Audio CD 1 • IWB if available • Lapbook Page 7 8 Teaching tips 5 Listen and colour. Pupils will need to listen to the audio track more than once. Tell them that they will hear the track Show pupils page 7 on the IWB or hold the book three times. The first time for comprehension, the up for everyone to see and say: Open your book at second time to do the task and the third time to page 7. check or correct their work. Show the class the image of the wolf running and 6 Complete and say. say: Look! The big bad wolf is running. Mime running. Ask pupils where the wolf is running. Let Ask pupils to complete the sequence saying: Colour them discuss their ideas. Briefly revise the colours and complete. using the flashcards. Show them to the class, saying: Then invite them to say the colours, saying: Now What colour is it? say the colours. Elicit their replies. Key competences: Problem-solving Now ask pupils what colour the wolf’s t-shirt is by listening to the audio track. Say: Listen and mime Pupils can use logic to work out what to do. the action listen and colour, pretending to colour with a colour pencil. Start the audio track. Go around the class encouraging pupils to do the task. Audio script 8 one – green two – red five – purple three – yellow six – orange The digital activity can be carried out as a class test. 37

HELLO, LITTLE RED RIDING HOOD! We learn to • Represent and describe things with colour • Read intuitively Vocabulary and structures • one blue flower, two yellow flowers, three red flowers, five purple flowers, six orange flowers, seven green flowers Equipment and resources • Student’s book • Colours • Audio CD 1 • IWB if available Page 8 8 Listen and check. 9 7 Read and draw. Ask the class to listen and check their answers, saying: Listen and check. Ask pupils to: Open your book at page 8. Go around the class, helping pupils to open their Audio script 9 books at the correct page if necessary. Using the IWB or hold up the book for everyone to one blue flower five purple flowers see, point to the image of Mr Green with the first six orange flowers activity and say: Look! It’s Mr Green. three red flowers seven green flowers Hello Mr Green. Ask pupils to do the task. Explain that they will have two yellow flowers to draw the correct number and colour of flowers in the spaces. Do the first one together as a class to Teaching tips build confidence. Say: Read and draw. Say: One blue flower and draw one blue flower in Reading instructions to exercises with the class the first space. Then let the class continue the task is important to ensure that pupils assimilate alone, checking their work. this habit. Reading instructions superficially or inattentively is often the reason for not When introducing the plural of nouns, it is not completing a task successfully. necessary to explain the rules to the class at this stage, they just need to listen and assimilate it. Key competences: Learning to learn You can give the digital task as an example, to help Pupils reuse what they learn in new contexts. them understand the instructions, or they can do it at the end as a class test. Photocopiable worksheet n. 4 can serve as reinforcement for people who finish first. Life skills: Critical thinking Help pupils to collect and analyse information and useful hints to carry out the task. 38

1 Unit We learn to • Reuse learnt vocabulary and structures in the new context of a motivating group game • Welcome and say goodbye to someone Vocabulary • hello, bye-bye Structures • Who is it? • It’s… Equipment and resources • Student’s book • Audio CD 1 • IWB if available Page 9 Key competence: Collaborating and participating 9 Listen and play The Knock Pupils learnt to respect established rules in individual and group work. Knock Game. 10 Life skills: Managing feelings Suggest to the class that you play a game: Let’s play The Knock Knock Game! Invite less confident members of the class to play Invite pupils to look at the pictures and work out how too, but give them more time to prepare. Always to play the game. praise them to help them manage and overcome After listening to their ideas, explain that the aim of their feelings when doing tasks they initially find the game is to say goodbye or to welcome someone, difficult or very challenging. depending on whether you like them or not (in this case the wolf and Grandma). Language tips Listen to the audio track, saying: Listen carefully! Knock is an onomatopoeic word which comes Start the audio track, stopping it after each sentence so from the verb to knock and the noun a knock that the class can repeat the sentence. Pupils love these types of words and English has Say: Listen and repeat. Listen as many times as lots of them. Here is a list of common ones: necessary for the class to understand. Buzz (the sound a bee makes) Croak (the sound a frog makes) Audio script 1 10 Cock-a-doodle-doo (the sound a cockerel makes) Girl 1 Who is it? Roar (the sound a lion makes) Boy 1 It’s the big bad wolf! Tweet (the sound a bird makes) Girl 1 Bye-bye, big bad wolf! Yawn (when you open your mouth when you are Boy 2 Who is it? tired) Girl 2 It’s grandma. Smack (the sound you make when you kiss) Boy 2 Hello, grandma. Clap (the sound you make when you clap your hands) Now ask two pupils at a time to play the game. Ring (the sound a bell makes) Slam (the sound a closing door makes) 39

HELLO, LITTLE RED RIDING HOOD! We learn to • Listen and decode a cartoon through pictures and their association with words • Act out a cartoon story Vocabulary • wolf, Mum, wood Structures • Watch out! • What’s your name? • My name’s… Equipment and resources • Student’s book • Mr Green puppet • IWB if available Page 10-11 STORY Start the audio, stopping after each scene to ask pupils to repeat the words and mime the actions. Say: Now listen Watch out for the wolf! Is one of the messages and mime. Repeat the procedure with the whole text. Mr Green will pull out of his pocket and read to pupils. The puppet has a pocket where you can put Life skills: Approaching new experiences his valuable advice each time he gives it to the class. positively Pupils sometimes feel invincible and ready to react, but this can be extremely dangerous behaviour and The presentation of the cartoon in these the best thing to do in the face of danger is to run structured phases will help pupils to confidently away! approach new types of texts and the activities which follow them. 10 Listen to the story. 11 The animated cartoon in the Flip Book, can be shown to Ask the pupils to listen to the story in their book or on pupils before they do the comprehension activity, or as a the IWB video. memory test in preparation for the acting out stage. Each cartoon uses the words and structures on which Audio script 11 each unit is based. They are oral texts that pupils recognise and have Mr Green Hello children, it’s me, Mr already practised. This will reduce the tension of dealing with new Green! Listen to the story. things, and help pupils to feel more relaxed about approaching different or more challenging types of Watch out for the wolf! activities. To ensure pupils concentrate and don’t interrupt Little Red Riding Hood Bye-bye, Mum! the activity, let them look at and comment on the cartoon before listening. Mum Bye-bye, Little Red Riding Say: Now listen to the story. Or: Let’s watch the Hood! cartoon. Mum Watch out! The big bad wolf is in the wood! Little Red Riding Hood A red flower. Two pink flowers. Three blue flowers. 40

Little Red Riding Hood Oh! 1 Wolf Hello, Little Red Riding Unit Hood. Little Red Riding Hood, stop and pick some flowers. Little Red Riding Hood What’s your name? Little Red Riding Hood, stop and pick some flowers. Wolf My name’s Mr Wolf. Stop and pick, stop and pick some flowers. Stop and pick, stop and pick some flowers. Little Red Riding Hood The big bad wolf? Little Red Riding Hood, watch out for the wolf. Wolf Yes, I’m the big bad wolf! Little Red Riding Hood, watch out for the wolf. Watch out, watch out, watch out for the wolf. Wolf Roar! Ouch! Watch out, watch out, watch out for the wolf. Little Red Riding Hood: Bye-bye! You‘re a big, bad wolf! Teaching tips Little Red Riding Hood, hurray, hurray, hurray. Little Red Riding Hood, hurray, hurray, hurray. Listening to L2 requires high levels of Run, run away, hurray, hurray, hurray! concentration and pupils will often make Run, run away, hurray, hurray, hurray! comments such as: I don’t understand! What did he/she say? 12 Act out the story. Before listening, explain to the class that it’s important to remain silent while listening, because You can choose to do this activity before or after the if they talk they will distract their classmates, too. song. Assign roles to pupils and ask them to act out Reassure them that they will hear the audio three the story. It is also possible to first split the class into times, so if they don’t understand the first time three groups and assign a different role to each group, they will have two more chances. so that less confident pupils can build their confidence gradually. 11 Listen and sing. 12 Life skills: Interpersonal skills The aim of the song after each cartoon is to create empathy between the pupils and the characters in Pupils learn to relate to and interact with their the stories, which helps then learn vocabulary and classmates positively. structures in an enjoyable way. Key competences: Collaborating and Say: Now, listen and look at me! Start listening to the song, accompanying it with mime and gestures: participating the song lists Little Red Riding Hood’s actions, so will Pupils learn to respect established rules in be easy to mime during the song. After listening once, individual and group work. invite the pupils to sing with the audio. 41 Little Red Riding Hood 12 Hello, I’m little Red Riding Hood This is my house near the wood! Little Red Riding Hood say bye-bye to Mum. Little Red Riding Hood say bye-bye to Mum. Bye-bye, bye-bye, say bye-bye to Mum. Bye-bye, bye-bye, say bye-bye to Mum. Little Red Riding Hood, walk in the wood. Little Red Riding Hood, walk in the wood. Walk, walk, walk in the wood. Walk, walk, walk in the wood.

HELLO, LITTLE RED RIDING HOOD! We learn to • Understand and follow instructions • Use English in everyday situations • Mime actions Vocabulary and structures • listen to the teacher, stand up, sit down, sing, listen, say, open your book, read, write, colour Equipment and materials • Student’s book • Audio CD 1 • IWB if available • Mr Green puppet Page 12 CLIL Audio script 13 The first CLIL page reinforces classroom language. stand up open your book I listen to the teacher: this useful phrase said by Mr sit down read Green, encourages pupils to work together with their sing write teacher and other pupils. If we consider that adults listen colour can only concentrate for about 45 minutes, imagine say I listen to the teacher. how long a child can concentrate for, and how we can best use limited English teaching time in class. 2 Listen and do. 14 Here is a rhyme to recite every time you need silence in class. Invite pupils to listen again, saying: Listen and do asking them to repeat the words and and mime. After putting A rhyme on the Mr Green puppet, model the words yourself, Put your finger on your lips varying the order and asking pupils to mime the correct Put your finger on your lips action. Close your mouth with a zip Put your finger on your lips Key competences: Learning to learn Put your finger on your lips Shhhhhhhhhhhh... Pupils reuse what they have learnt in new contexts. 1 Listen and say. 13 Audio script 14 Show the class page 12 on the IWB if available or in the sing open your book book, holding it up for everyone to see, and ask pupils say sit down to look at the photos and mime the actions. Before the read listen first listening, say: Listen. stand up write Before the second listening, say: Listen and say. colour During this phase pupils can repeat the words. The digital activity can be done first as an example or at the end as a class test. 42

1 Unit We learn to • Make a wolf mask • Use the English language to play Vocabulary and structures • open your book, colour, look at, cut out, glue Equipment and resources • Student’s book • IWB if available • paper plates, brown tissue paper, grey cardboard, black felt-tip pen, scissors, glue, stapler, elastic Page 13 Make and play Classmates carry out and mime the actions they hear. If the wolf says an action without first saying: The big The wolf mask is the first thing that pupils will make bad wolf says…pupils shouldn’t do the actions. in class. Use the language for techniques and materials Whoever makes a mistake becomes the wolf, wearing as naturally as possible (scissors, glue, stick, cut out) the mask and giving orders to classmates. without asking the class to remember it. Life skills: Creative thinking Procedure: • Ask pupils to make two holes for eyes and one Give general instructions for making the masks, but allow pupils to freely use their initiative. triangular hole for the nose in their paper plates. It doesn’t matter if the masks are different or • Ask pupils to stick pieces of brown tissue paper onto not perfect - pupils should be encouraged to experiment, so that they can develop and express the plate. their own sense of imagination. • Ask pupils to cut out the ears and the nose from the Remember to praise all their work as usual, even if the final result is not a museum-level work of art! grey card and colour it in with a black pen. • Ask pupils to staple the ears and the nose, so that it Key competences: Planning covers the triangular hole in the middle of the plate. Pupils creatively transfer language learnt • Ask pupils to staple the elastic to the side of the plate. into actions. 1 Make and play The Big Bad Wolf Says Game. After making the masks, the class can play The big bad wolf says game. Each pupil can take it in turns to wear the mask and give orders to classmates using the structures: The big bad wolf says: sit down (sing, read...). 43

HELLO, LITTLE RED RIDING HOOD! We learn to • Reuse vocabulary and structures learnt in a motivating context and through play Vocabulary • red, pink, green, yellow • one, two, three • look Structures • Let’s play hopscotch! • Come on! • We’re the champions! Equipment and resources • Student’s book • Audio CD 1 • IWB if available Page 14-15 Living English Girl 1 Let’s play hopscotch! Boys Nooo! Living English are culture pages, which form part of Girl 1 Oh, let’s play! the course right from the start. They present situations Boy 1 Alfie, come on! which are familiar to pupils, but transposed into Boy 2 OK, let’s play… English-speaking cultures. At this level, presenting Girl 1 One, two, three… culture means planting the idea that English is a real Girl 1 four, five! language, which children in other countries use to Boy 1 One, two… oh no! express and share daily experiences. English leaves Girls Yay! We’re the champions! behind the confines of the school and becomes a communication tool for everyday life. The animated cartoon reportage in the Flip Book, is even more motivating for pupils. By turning down the 1 Listen, mime and say. 15 audio you can use the video to do a quick class revision session. Tell pupils that in this unit they will learn about a very popular game with English-speaking children. Ask them Key competences: Collaborating and to look at the photos and guess how the game works. Say: Look at the photos. participating Listen to and discuss pupils’ ideas. Then start the audio, Pupils learn about elements and characteristics of saying: Listen! different cultures. At the end, invite pupils to mime the different situations without using any words, saying: Mime the story. Culture tips Let pupils listen again, stopping the audio after each scene and asking pupils to repeat the sentences they The game hopscotch probably originated in hear, saying: Repeat after the CD, please. ancient Roman times. It is still played all over the world, under different names. The English name is Audio script 15 thought to come from the words hop (to jump on Girl 1 Pink, green, orange, purple... one leg) and scotch (from sketch, a drawing). Girl 2 Look! Jack, Alfie! 44

ACTIVITY TIME 1 Pages 78 - 85 Unit 1 Trace the words and colour. 1 ACTIVITY TIME ACTIVITY TIME 1 Pupils have to trace the words using the letters given above and then colour in the flowers. Unit1 FIND THE WORDS AND COLOUR. Unit Answers: 1 red, 2 green, 3 pink, 4 white, 5 purple, DRE 6 blue, 7 orange, 8 black, 9 yellow, 10 brown. 1 UBEL 6 2 Match. GENRE 2 OARGNE Pupils have to match: first the number to the objects; 7 and then the number in words to the number in figures. NPKI 3 ALBKC 3 How many? Circle the right number. 8 HWTIE Invite pupils to count the things in each square, saying 4 L LY E W O the number out loud and then circling the correct 9 numbers. PUEPRL Answers: 1 five, 2 three, 3 eight, 4 six, 5 four, 6 seven, 5 7 nine. 78 WORKBOOK RBONW 4 Count and write the number. 10 Invite pupils to look at the different sequences, count WORKBOOK 79 the items in each frame and write the correct number under it. Point out that the middle number is given, so 1 ACTIVITY TIME pupils must only write the numbers either side of it. If they can’t remember how to write the numbers pupils Unit can check on page 5 of the book. 2 MATCH. 2 After finishing the task, pupils can answer the question: Which number is missing? 1 THREE ACTIVITY TIME 1 Answers: 1 one, three. 2 five, seven. 3 eight, ten. Which ONE number is missing? FOUR TWO 6 Unit 5 Read and colour. 2 FIVE 8 SEVEN FOUR 9 Invite pupils to work alone. They have to read the words 3 1O SIX under each object, and then colour them in correctly. To encourage peer education, pupils can wither swap 4 NINE books to check their answers, or they can compare their work with their nearest neighbour. 5 TEN 6 True or false? Complete the smileys. 80 WORKBOOK EIGHT Invite pupils to work alone. When they have all WORKBOOK 81 completed the task, invite a couple of volunteers to read out the sentences in the speech bubbles in turn. If the 1 ACTIVITY TIME sentences are true, classmates should say: Yes! If it is Unit NUMBER. false, classmates should say: No! 3 HOW MANY? CIRCLE THE RIGHT 2 ACTIVITY TIME Alternatively, you can read out the sentences and pupils can say Yes or No! 1 FOUR 4 COUNT AND WRITE THE NUMBER. 1 FIVE TWO THREE 1 Unit THREE SIX 4 SIX ___ TWO _____ 3 TEN 2 ONE NINE ____ EIGHT NINE 3 TEN EIGHT SEVEN 6 5 SIX _ _ _ _ _ SEVEN FIVE FOUR 7 TWO NINE ONE _____ NINE 82 WORKBOOK WHICH NUMBER IS MISSING? _ _ _ _ ___ WORKBOOK 83 1 ACTIVITY TIME 6 TRUE OR FALSE ACTIVITY TIME 1 I’M RED. ? COMPLETE THE SMILEYS. Unit Unit 5 READ AND COLOUR. I’M BLUE. YELLOW GREEN RED I’M GREEN. I’M BLACK. BROWN ORANGE BLUE I’M PINK. I’M BROWN. PURPLE PINK BLACK WORKBOOK 85 84 WORKBOOK 45

HELLO, LITTLE RED RIDING HOOD! Photocopiable worksheet n. 1 Name : _______________________________________________________ Date : __________________________________ MR GREEN FINGER PUPPET 46 The Story Garden | © ELI | Photocopiable

Photocopiable worksheet n. 2 1 Unit Name : _______________________________________________________ Date : __________________________________ TRACE AND COLOUR THE WORDS. RED BLUE YELLOW PURPLE PINK ORANGE GREEN BROWN BLACK The Story Garden | © ELI | Photocopiable 47

HELLO, LITTLE RED RIDING HOOD! Photocopiable worksheet n. 3 Name : _______________________________________________________ Date : __________________________________ MATCH THE NUMBER WITH THE WORD. TWO 1 2 FIVE 5 EIGHT 7 ONE 4 FOUR 6 SEVEN 8 TEN 3 THREE 9 SIX 10 NINE 48 The Story Garden | © ELI | Photocopiable

Photocopiable worksheet n. 4 1 Unit Name : _______________________________________________________ Date : __________________________________ DRAW. THREE RED FLOWERS ONE BLUE FLOWER TEN PINK FLOWERS SIX YELLOW FLOWERS The Story Garden | © ELI | Photocopiable 49