Story Garden 1_Teachers book

HANSEL AND GRETEL’S LUNCH We learn to • Recognise the size of an object Vocabulary • small, big Equipment and resources • Student’s book 1 • Audio CD 1 • IWB if available Page 42 46 8 Listen and say. Show the class something big and something small and Key competences: Problem-solving explain the difference between big and small. Using the IWB or holding up the book for everybody to see, Pupils use logic in complex situations. show pupils the picture of activity 8 on page 44. Say: Listen and say! And start the audio. When pupils 10 Complete and say. repeat, ask them to speak loudly or quietly depending on the adjective: if they say big, they say it loudly; if Show pupils the apples in exercise n. 10 and ask them they say small, they say it quietly. to complete and draw the series of apples following the They will have more fun and it will help remind them of model given (big, small, small). Say: Complete. the meaning. When they have all finished, ask pupils to say if the Audio script 46 apples are big or small, saying: Now say: big or small? a small hamburger; a big hamburger. The digital form of the exercises can be used as a class Culture tips assessment. Hamburger takes its name from the German city 11 Listen and check. 47 of Hamburg. Americans eat the most hamburgers: 13 billion a year! The cheeseburger was born when Ask pupils to do the exercise, saying: Listen and check. a chef added a slice of cheese to the hamburger You can ask pupils to swap books and check each he was cooking. other’s work. 9 Look and say. Audio script 47 Ask the pupils to look at the ice creams in activity 9, a big apple a big apple say: Look at the ice creams and say: big ice cream a small apple a small apple miming big and speaking loudly. Then say: small ice a small apple a small apple cream miming small and speaking quietly. To help a big apple a big apple pupils with this exercise you can first do a rhythmic, a small apple a small apple class chant: point to the ice cream while pupils chant a small apple a small apple together: big ice cream, small ice cream, small ice cream, big ice cream, small ice cream, big ice Key competences: Problem-solving cream, small ice cream. Then they can do the same activity in pairs. Pupils can be encouraged to recognise and correct their own mistakes. 100

We learn to 4 • Reuse vocabulary and structures learned in a Unit motivating context or a game 12 Listen and play The Shopping Game. 48 Vocabulary Tell pupils that they are going to play the game shown • Food vocabulary on the page. Ask them to look at the photos, saying: Look at the photos and deduce how the game is Communicative structures played. Listen to and discuss their suggestions. Prepare the class for listening and start the audio, saying: • Good morning Listen! • Here you are Stop the audio after each dialogue and ask pupils to • Please repeat what they hear: Repeat, please. • Thank you Ask pupils to listen to the entire dialogue again: Listen again and repeat. Equipment and resources When you think the class is ready to do the speaking activity, invite pupils to prepare the mini-flashcards as • Student’s book 1 indicated above, work in pairs and do the role play. • Audio CD 1 Say: OK everyone, let’s play the shopping game! • IWB if available • Photocopiable worksheet n. 3 Audio script: 48 Girl 1 Good morning. Page 42 Boy Good morning. Preparation for the activity Girl 1 Apples, please. Boy No apples today. For role play activities, it is a good idea to create the Girl 2 Crisps, please. right atmosphere to give pupils the same feeling they Boy Here you are. would have as actors on a stage. You could make simple Girl 2 Thank you. paper overalls or aprons for the roles of shopkeepers. Boy Bye-bye. Use photocopiable worksheet n. 3 with the food and drink learnt in this unit and get pupils to colour in and Key competences: Communicating cut out. Continue using the technical vocabulary for manual tasks (colour, cut, glue…). You can use these Pupils participate in different communicative mini-flashcards later to play bingo or the memory situations related to the topic. game, if you have time to fill at the end of a lesson or for fast finishers. They are enjoyable activities which pupils love and are an effective way for them to remember vocabulary and reinforce speaking. The rules of the game are illustrated on this page: the person playing the shopkeeper should choose three cards randomly from their pack, while the customer can ask three questions. If the customer asks for food that the shopkeeper has, he or she can take that card, otherwise another question is asked. The winner is the person who succeeds in buying all three objects. Pupils can play this game in teams, with more customers and more products to sell. 101

HANSEL AND GRETEL’S LUNCH We learn to Witch No, I don’t. I like pizza! Gretel Here’s a pizza! • Listen to and understand a cartoon by looking at Witch But... it’s a small pizza! the pictures and the words associated to them Gretel OK! A big pizza for you! • Act out a cartoon Witch Mmm… I’m hungry. I like pizzaaaa! Vocabulary Hansel Well done, Gretel! • hungry • apples, pears, pizza • big, small Structures • I’m hungry! • Do you like ..... ? • I like… I don’t like • Well done! Equipment and resources • Student’s book 1 • Audio CD 1 • Mr Green puppet • IWB if available Pages 46-47 STORY Language tips Watch out for the witch! is the advice Mr Green pulls The words hungry and angry are easily confused, out of his pocket and reads to pupils. especially when pronounced incorrectly. Once again, pupils are invited to be careful in dangerous situations and to stay alert. The word hungry (when you want food) is pronounced /ˈhʌŋɡrɪ. Try saying the sound u as if 13 Listen to the story. 49 you’ve got something hot in your mouth. Before listening, say: Look at the pictures, allow pupils Whereas the word angry (when you are not to look at and comment on the cartoons. Then tell the happy about something) is pronounced /ˈæŋɡrɪ/ class: Look and listen to the story or Let’s watch the Try saying the sound a as if you are opening you cartoon and follow the procedure shown on page 21. mouth wide at the dentist. The cartoon is animated in the Flip Book and can be 14 Listen and sing. 50 shown before doing the comprehension work in the book, or as preparation to the acting out stage. Say: Now, listen and look at me! Start the audio for the song and accompany it with Audio script 49 mime and gestures. After listening once, invite the pupils to sing along with the audio. Mr Green Hello, children, it’s storytime! Listen to the story. Watch out for the witch! Witch Hurry up, Gretel! I’m hungry! Gretel OK, OK! Witch Apples?! I don’t like apples. Gretel Do you like pears? Witch No, I don’t. Gretel Do you like hamburgers? 102

Hansel, Gretel and the witch 50 4 Hansel and Gretel are lost in the wood. Unit They walk around and see a funny house made of lollipops and cake 15 Act out the story. It is a nice, delicious house! Inside the house there is an old witch. Invite the class to act out the cartoon, saying: Now, She’s very bad and very hungry, too! let’s act out the story. Pupils can use the flashcards as She wants food, she wants a pizza props. a big pizza for the witch! Hansel and Gretel are lost in the wood. Key competences: Collaborating and They walk around and see a funny house participating made of lollipops and cake. It is a nice, delicious house! Pupils interact with classmates, contributing Inside the house there is an old witch. constructively to group work. She’s very bad and very hungry, too! The children play a trick on the witch Then run away and never come back. Then run away and never come back! 103

HANSEL AND GRETEL’S LUNCH We learn to Pupils already know orange and pear, but the presentation of the exercise in digital form will help • Identify the names of different fruit them learn the new vocabulary. • Discover the importance of a healthy diet Invite pupils to open their books at page 48, read the instructions and ask pupils to do the exercise, saying: Vocabulary Match and complete. • fruit 2 Listen and check. 51 • orange, pear, cherry, kiwi, plum Tell pupils they are going to listen and check. Communicative structures Say: Listen and check and invite pupils to check their • I like… work. They can swap books and check each other’s work, as they have done with previous activities. Equipment and resources Audio script 51 • Student’s book 1 one – orange • Audio CD 1 two – cherry • IWB if available three – plum • Photocopiable worksheet n. 4 four – pear five – kiwi Page 48 CLIL Mr Green: I like fruit! I like fruit is Mr Green’s useful phrase. Start by explaining to the class that eating fruit and following a healthy diet is very important when you are growing up. Ask pupils questions and give them time to discuss their personal food tastes and any allergies they have. Ask pupils to do the exercises on page 48, then at the end of the lesson they can make a food pyramid, using photocopiable worksheet n. 4. After discussing what food you should eat and how often you should eat it, ask pupils to look for photos and glue them onto the correct part of the pyramid. Specific competences Learning good eating habits. 1 Match and complete. Before starting the exercise in the book, show an example, using the IWB if available. Point to the first words and read the first letters, match the two halves of the photo and read the whole word. 104

We learn to 4 • Use food creatively preparing funny sandwiches Unit Communicative structures Key competences: Planning • A snack? Pupils creatively transfer language learnt into • Yes, please! action. • No, thank you! Life skills: Creative thinking Equipment and resources Pupils can make the snacks given in the examples • Student’s book 1 in the book, but they can also create their own • Food (sliced bread, round rolls, various using their imagination. Praise each new creation. vegetables, Teaching tips salad leaves, cheese, rice cakes, boiled eggs) • Recyclable knives and forks Before making the funny snacks, check that there are no pupils with food allergies, food intolerances Page 48 Make and play (such as coeliacs or diabetics) or pupils who have special dietary requirements for religious or Most children love cooking: it is a great way of doing cultural reasons or allergies to specific items, such something for the people you love, preparing them as nuts. good things to eat - it’s always satisfying. Remember to contact the parents of diabetic The girl in the picture, who has prepared the snack, children to check how much and what they can will bring to mind important real-life or make-believe eat. If pupils are coeliac, ensure that you have rice experiences, which will help pupils learn the new cakes instead of bread, and check the list of other structures. ingredients, for example ham and that there are If possible, use the school canteen for this game. Decide no traces of gluten. which snacks you are going to prepare with your pupils. Care should be taken to avoid cross- Prepare and wash everything you are going to need. contamination. Never use the same cutlery for different items, keep them separate and Procedure: avoid dropping any crumbs that might cause contamination. • Look at the pictures together and decide which snack to make first. 105 • Prepare the ingredients that you need and cut them into the right size and shape. • Put all the ingredients together following the picture. • Taste and enjoy your snack! • Repeat the procedure with other snacks. 1 Make and play The Lunch Game. When all the snacks are ready, say: Let’s play the lunch game. The game consists in pupils creating short dialogues in which some offer other people snacks which they can accept or refuse according to taste. Invite some pupils to act as chefs and offer the food to their classmates, saying: A snack? If they want to try them, they should answer: Yes, please! If they don’t want to try them, they should answer: No, thank you!

HANSEL AND GRETEL’S LUNCH We learn to • Listen and interpret a series of photographs • Use the English language in familiar contexts Vocabulary • tea • teddy bear Communicative structures • Can I play with you? • No, you can’t! • Tea for… Equipment and resources • Student’s book 1 • Audio CD 1 • IWB if available Pages 46-47 Living English The animated photo reportage on the Flip Book, should help pupils transfer the language learnt in Children love playing ‘let’s pretend…’ and they often school into their daily life outside school. make tea for their dolls or stuffed animals. Sometimes You can also turn down the volume and use the video children are excluded from games like this and so they as a quick class revision later. prepare little practical jokes. It is important to know how to deal with classmates’ Audio script 52 practical jokes and laugh about them together. It is all a part of ensuring resilience when growing up. Girl 1 Tea for Alison… Boy Can I play with you? 1 Listen, mime and say. 52 Girl 2 No, you can’t. And... tea for Jenny! Show the pictures on pages 50 and 51 in the IWB or by Boy Mmm… holding the book up. Say: Look at the pictures. Give Boy Can I play with you? pupils time to look at and comment on the photos. Girl 2 No, you can’t. Make sure that each pupil gets the chance to give his And... tea for my teddy bear! or her opinion. Invite the class to listen a first time Boy Mmm… saying: Look and listen and start the audio. Boy Jenny, Alison… special tea for you! Tell pupils they are going to listen again, but stop the Girl 1 and 2 Ahhhh… audio after each photo and ask them to repeat the Ha ha ha ha… very funny! sentences, saying: Now repeat after the CD, please. Repeat the procedure for the whole text. 106

ACTIVITY TIME 4 Pages 94 - 97 Unit 1 Write the words. 4 ACTIVITY TIME Invite pupils to look at the words at the top of the Unit1 WRITE THE WORDS. page. You can invite a couple of volunteers to read out HAMBURGER APPLE PIZZA a word in turn, whilst classmates point to the correct CAKE CREAM CRISPS picture. Then each pupil should write that word under SANDWICH ORANGE JUICE the picture. Alternatively, you can read out the words ICE and the class can point to the pictures and write the BANANA MILK words under the correct pictures. Answers: 1 cake, 2 pizza, 3 apple, 4 milk, 5 sandwich, 1 ____ 2 ____A 6 banana, 7 hamburger, 8 crisps, 9 orange juice, 10 ice cream. 3 ____E 4 M___ 2 Look at page 100. Read and guess the food. 5 ________ 6 ______ Invite pupils to look at the food on page 100 again, 7 _________ 8 ______ and pay attention to the colours. Then read the riddles in each speech bubble and ask pupils to guess which 9 ______ _____ 10 _ _ _ _ _ _ _ _ food is being described. 94 WORKBOOK ACTIVITY TIME 4 Answers: 1 apple, 2 banana, 3 cake, 4 ice cream. 2 LOOK AT PAGE 100. READ AND GUESS THE FOOD. Unit 3 Draw the food on the plates. Then draw the MY FAVOURITE FOOD ITM’SYAFIASVYOEULRLIOTWE F. OOD . monsters’ mouth. IT’S IS GREEN. . Read the sentences in each speech bubble out loud AN and invite pupils to draw the food named on the plate. Then read the sentences again (or get a volunteer 1 2 to read them out) and ask pupils to draw the correct IT’MSIYSAFPAINVKOUARNIDTEBLFUOEO.D . PITIMN’SYKA,FGNARVEOEUNRAITNEDFBOROODWISN.. monster’s mouth. For I like (a smiling mouth) or I don’t like (a sad mouth). 3 4 Colour the food he likes. 4 Read the texts in the boy’s speech bubble out loud (or 4 ACTIVITY TIME WORKBOOK 95 ask different volunteers to read out a sentence in turn), Unit and invite the class to colour in only the food that the 3 DTHRAENWDTRHAEWFOTOHDE MONONTSHTEEPRLSA’TMEOSU. THS boy likes. Answers: cake, apples, hamburger. I LIKE SANDWICHES. 5 Circle the food she doesn’t like. I DON’T LIKE Read the texts in the girl’s speech bubble out loud (or APPLES. ask different volunteers to read out a sentence in turn), and invite the class to circle only the food that the girl I LIKE CAKE. doesn’t like. 96 WORKBOOK Answers: milk, crisps, ice-cream. 4 COLOUR THE FOOD HE LIKES. ACTIVITY TIME 4 Unit I DON’T LIKE SANDWICHES. I LIKE CAKE. I I LLDIIKOKEEN’HATAPLMPIKLBEEUSBR. AGNERASN.AS. I 5 CIRCLE THE FOOD SHE DOESN’T LIKE. IIIIIDLDDLIOIOKOKNENNE’’T’PTTOILZRLLIIZAIKKKANEEE.GICMCEREILJISCKUPR.ICSEE.A. M. WORKBOOK 97 107

HANSEL AND GRETEL’S LUNCH Photocopiable sheet n. 1 Name : _______________________________________________________ Date : __________________________________ COMPLETE AND COLOUR. A S __ N __W __C __ A P __ __ Z__ AN __A__B __R __E__ A C__K__ AN __P__L __ AN I __E __R __A __ 108 The Story Garden | © ELI | Photocopiable

Photocopiable sheet n. 2 4 Unit Name : _______________________________________________________ Date : __________________________________ MATCH. COUNT AND COMPLETE. THEN COLOUR. FOUR _________________ TWO _________________ THREE _________________ FIVE ___________________ SIX __________________ ONE __________________ COMPLETE WITH YOUR PREFERENCES. I LIKE ______________________________________ I DON’ T LIKE ____________________________ The Story Garden | © ELI | Photocopiable 109

HANSEL AND GRETEL’S LUNCH Photocopiable sheet n. 3 Name : _______________________________________________________ Date : __________________________________ THE SHOPPING GAME 110 The Story Garden | © ELI | Photocopiable

Photocopiable sheet n. 4 4 Unit Name : _______________________________________________________ Date : __________________________________ THE FOOD PYRAMID The Story Garden | © ELI | Photocopiable 111

HANSEL AND GRETEL’S LUNCH My learning diary Name : _______________________________________________________ Date : __________________________________ VERY WELL WELL SO-SO I REMEMBER THE NAMES OF FOOD I CAN SAY WHAT I LIKE I CAN UNDERSTAND THE TEACHER I CAN SAY WHAT I DON’T LIKE I SPEAK ENGLISH I CAN UNDERSTAND MY CLASSMATES 112 The Story Garden | © ELI | Photocopiable

The Story Garden • Letter to parents 4 Unit Dear parents, We have been in a very dangerous kitchen - the witch’s kitchen! Luckily, Hansel and Gretel were with us and they told us to be careful of the witch…so we were, and we escaped safe and sound! In the meantime we prepared a lovely lunch with Hansel and Gretel. They taught us the names of different types of food and how to say what we like and don’t like. We sang a song, played and read a story together. It was great fun! Here are the words of the songs with all the food vocabulary we learnt. Speaker Hansel: and Gretel see a house made Hansel, Gretel and the witch of sweets. Hansel and Gretel are lost in the wood. Speaker Hansel and Gretel see a house made of sweets. They walk around and see a funny house Knock-knock-knock! made of lollipops and cake it is a nice, delicious house! Come in, Hansel and Gretel, you can eat here. I like sandwiches, I don’t like hamburgers Inside the house there is an old witch. Gretel I like pizza, I don’t like crisps She’s very bad and very hungry, too! I like cake, I don’t like orange juice She wants food, she wants a pizza I like ice cream, I don’t like apples a big pizza for the witch! I like bananas, I don’t like milk Hansel and Gretel are lost in the wood. They walk around and see a funny house Witch It’s lunchtime, it’s lunchtime! made of lollipops and cake. It is a nice, delicious house! Hansel I like sandwiches, I don’t like hamburgers I like pizza, I don’t like crisps Inside the house there is an old witch. I like cake, I don’t like orange juice She’s very bad and very hungry, too! I like ice cream, I don’t like apples The children play a trick on the witch I like bananas, I don’t like milk Then run away and never come back. Then run away and never come back! Witch It’s lunchtime, it’s lunchtime! Hansel +Gretel Do you like pizza? Do you like cake? Do you like pizza? Do you like cake? Witch Oh yummy, yummy, food for my tummy! Oh, yummy, yummy, food for my tummy! This time you’re going to need some things to play our game. They are things people see at least once a week: flyers with supermarket discounts and offers. Cut out the pictures of the food your children know in English and pretend to go shopping or to a restaurant! See you soon!

5 THE BREMEN BAND Unit Hey, there’s music in town! The musicians are all animals: a dog, a donkey, a cat and a rooster that sings at the top of its voice. They’re the Bremen Band, who have made their dream come true: they’ve formed a band, and they did it by combining forces. Other animals, you and the class are the audience. How can you resist a feel-good song? It’s just not possible! So let your pupils follow the most unlikely band in the world, and learn the names of animals, but above all learn by their example how to cope with life’s difficulties and shout: Never give up! Obiettivi di apprendimento Learning objectives Vocabulary Knowledge Cat, dog, rooster, donkey, fish Animals Communicative structures Simple classroom instructions There’s a…. Skills Here is… Don’t (cry)! Identifying animals Charlie is my dog. Identifying things by counting them Not now! Identifying musical instruments Recognising an instrument from its sound Recognising and reproducing L2 sounds and rhythms Expressing your feelings in L2 Intermediate goals in the development of competences Basic competences (English language Key competences skills axis) Communicating: identifying information; understanding messages and instructions Identifying and naming animals Learning to learn: applying strategies to correct your Identifying and naming musical instruments work Identifying and matching things, colours and Problem-solving: using logic leant to carry out more numbers complex tasks; recognising your own mistakes Recognising language elements while listening Collaborating and participating: respecting Listening to and understanding an illustrated story established rules in pair or group work; contributing read out loud by the teacher or on multimedia fairly to group work Singing and miming a song or a chant Planning: creatively transferring language learnt into action 114

5 Unit Life skills Creative thinking Interpersonal skills, dealing with stress Managing feelings Activities Recognising spoken language presented, and knowing how to use it to interact with other people in a game Singing and miming a song Recognising language elements while listening Understanding a story CLIL Make and play the maracas: following instructions to make a musical instrument: reusing language learnt in a Music: recognising different musical instruments and game learning how to make one: recognising and disguising musical instruments by their sound Living English Using the English language in real, authentic and emotionally realistic situations Subject links establishing the relationship between numbers, quantities and words; using symmetry to represent Learning to live together: learning to respect other something life forms Art and images: using colour creatively, drawing an Emotional education: expressing your feelings for animal and tastes in music and the animal world Technology: understanding and following instructions History: understanding whether actions and and procedures situations happen in succession or simultaneously Maths: recognising things through numbers; Support Resources Materials (for teaching methodology) Usual everyday classroom kit For Make and Play: empty toilet rolls, recyclable Story Garden 1 pp. 52-63 bottles, small pasta, adhesive tape Activity time pp. 92-93 Mr Green puppet 115 Audio CD 2 Flashcards Photocopiable worksheets 1-4 Flip Book Lapbook

THE BREMEN BAND We learn to 1 Listen and say. 2 • Interpret a picture Invite the class to listen to the audio and repeat the • Identify different animals and name them in English words, saying: Listen and say. Vocabulary Audio scrip 2 one – cat • cat, dog, rooster, donkey, fish, rabbit, hamster, two – dog tor toise three – rooster four – donkey Structures five – fish six – rabbit • Look, a… seven – hamster eight – tortoise Equipment and resources 2 Listen and find. 3 • Student’s book 1 • Audio CD 2 Start the audio and ask the class to do the activity. • Animal flashcards Pupils have to identify the animals named in the picture. • Mr Green puppet Say: Listen and point! Check that pupils are carrying • IWB if available out the activity correctly. • Photocopiable worksheet n. 1 Audio script 3 Pages 52-53 donkey tortoise Greet pupils with the welcome rhyme, and then using rooster hamster the Mr Green puppet, tell the class that today they are going to meet a very special music band, made up of Key competences: Communicating lovely animals. Show the class on the IWB, or hold the book up so Identifying information; understanding messages that everyone can see the image on page 52 and invite and instructions. pupils to name all the things they know the name for in English (boy, girl, flower,…). Allow them some time to look at the picture and invite pupils to make deductions and comments with questions such as: Who are the animals? What are they doing? Use the flashcards to introduce animal vocabulary. Tell the pupils that you are going to mime and make an animal sound and they are going to tell you which animal it is: Say the animal. Mime a dog playing the drums and say: Woof, woof… what is it? Elicit the answer: Dog! Mime a donkey playing the guitar and say: Hee-haw… what is it? Elicit the answer: Donkey! The vocabulary is presented in animated form in the Flip Book. In a later lesson, you can turn down the volume on the video and do a quick class revision of the vocabulary. 116

3 Listen and sing 4-5 5 Tell pupils that they are going to listen to a song by The Unit Bremen Band: Listen and look at me. During the first listening, accompany the singing by Photocopiable worksheet n. 1 can be used to miming each animal named and asking pupils to make reinforce vocabulary learnt or as a resource for fast the animal sounds with the choir. finishers. Play the audio again and ask pupils to point to the animals named and do the sounds again: Listen, point and say! Listen to the song for a third time and ask pupils to sing along with the audio. Say: Listen and sing! Finally, use the karaoke base and allow pupils to sing along. A pet band 4-5 Hey, look! A pet band is in town. Play, sing and dance around. There’s a cat [meow, meow] There’s a dog [woof, woof] There’s a rooster [cock-a-doodle-doo] There’s a donkey [Hee-haw] There’s a fish [glob, glob] There’s a rabbit [crunch, crunch] There’s a hamster [squeak, squeak] There’s a tortoise [ronf, ronf] Hey, look! A pet band is in town. Play, sing and dance around. There’s a cat [meow, meow] There’s a dog [woof, woof] There’s a rooster [cock-a-doodle-doo] There’s a donkey [Hee-haw] There’s a fish [glob, glob] There’s a rabbit [crunch, crunch] There’s a hamster [squeak, squeak] There’s a tortoise [ronf, ronf] 117

THE BREMEN BAND We learn to Extra activities • Complete a picture, by using symmetry to mirror When pupils have finished colouring in their • Write the names of different animals in English animals, invite them to ask and answer questions Vocabulary in pairs. Ask a pupil: What colour is your fish? • fish, tortoise, rabbit, cat, hamster, rooster, dog, Elicit the answer. Put pupils in pairs and ask them donkey to do the task. Communicative structures 5 Listen and check. 6 • What is it? • What colour is it? This listening will enable the class to check if they have completed the task and providing a chance to Equipment and resources consolidate pronunciation of the animal vocabulary. Say: Listen and check! • Student’s book 1 • Audio CD 2 Audio script 6 • Animal flashcards • IWB if available one – fish two – tortoise Page 54 three – rabbit four – cat Use flashcards to consolidate the animal vocabulary. Say five – hamster to the class: Look at me and say. Hold up one flashcard six – rooster at a time and ask: What is it? Elicit the answers. seven – dog eight – donkey 4 Complete, colour and write. Key competences: Learning to learn Ask the class to do the task, completing the missing half of the drawing. Pupils apply strategies to correct their own work. Say: Complete the animals! Then ask pupils to colour the pictures as they choose, saying: Colour! When all the pupils have completed and coloured the animals, but before writing the names, ask: Number one: what is it? Elicit the answer and continue in the same way with all the animals. Finally, ask the pupils to write the names of the animals: Now write the names. If pupils can’t remember how to write the words, suggest they copy them from page 53 of the book. Life skills: Interpersonal skills, managing stress For some pupils, guided drawing can cause stress, so explain that the drawings don’t need to be perfect - they’ll be lovely anyway. Allow pupils to help each other to improve their interpersonal skills. 118

5 Unit We learn to • Identify and match things with numbers • Trace words in English • Read intuitively • Recognise plural nouns Vocabulary • roosters, donkey, tortoises, cats, fish, dogs, rabbits, hamsters Equipment and resources • Student’s book 1 • Animal flashcards • IWB if available • Photocopiable worksheet n. 2 Page 55 Culture tips 6 Trace, read and match. English nouns are often in the singular form when translated into other languages, without S. Show the class page 55 on the IWB or by holding the book up for everyone to see. Ask pupils to look at the Teaching tips written words: what do they notice about them? Invite them to look at the last letters written in red. Ask them There are some exceptions to forming plural to guess, and listen to their ideas. Explain that the letter nouns in English, which can be confusing. For S at the end of some words makes a word plural. Say: now, just introduce the idea that in general you One cat, two cats! One dog, two dogs! can form a plural by adding an S to the end of a Now ask them to do the task. Say: Trace and read! word. But you can mention the fact that fish is an The reading is obviously intuitive. Finally, ask the class exception as it doesn’t change when plural. to count the animals and to match the words with the pictures. Say: Count the animals and match! Photocopiable worksheet n. 2 can be used to The digital version of the activity can be used as a reinforce plural forms, or as a resource for fast class assessment. finishers. Key competences: Problem solving Pupils can apply logic already learnt to carry out new and more complex tasks. 119

THE BREMEN BAND We learn to Audio script 7 • Recognise words by linking them with pictures one donkey five roosters • Link numbers, quantities and pictures two dogs six hamsters three cats seven tortoises Vocabulary four rabbits eight fish • cat, dog, rooster, donkey, fish, rabbit, hamster, Key competence: Problem solving tortoise • one, two, three, four, five, six, seven, eight Pupils can recognise their own mistakes. Equipment and resources Teaching tips • Student’s book 1 Nursery rhymes are very useful for learning • Audio CD 2 language in a fun way. In general they have a • IWB if available tune. If you don’t remember the tune of Round and round the garden, you can easily find it online. Page 56 You can use it to consolidate the vocabulary learnt in the unit, changing the text with the names of 7 Count and complete. Colour. different animals. Round and round the garden Using the IWB or holding up the book for everyone to Like a teddy bear (like a little dog – like a little see, show pupils the picture on page 56. rabbit…) Say: What a beautiful drawing! How many animals One step, two steps can you see? Tickle you under there! Ask pupils to look at the picture and to count the animals together. Ask: How many dogs can you see? Elicit the answer, emphasising the plural S. Say together with the pupils: Two dogs! It would be useful to look at the three ways the plural ‘s’ and ‘es’ are pronounced: cats /s/ rabbits /s/ dogs /z/ roosters /z/ donkeys /z/ hamsters /z/ tortoises /Iz/ Continue doing the activity together orally for all the other animals, emphasising the plural s each time. Then ask the class to do the task individually. When everyone has finished, say: Now let’s colour! 8 Listen and check. 7 Ask the class to do the task. Say: Listen and check. Ask pupils to swap books and to check each other’s work. 120

We learn to 5 • Reuse vocabulary and structures learnt in a Unit motivating context and in games When everybody understands the activity sufficiently Vocabulary and structures well and knows what to say, invite pupils to play. Say: OK everyone, let’s play The Do What I Say Game! • Animals Check pupils follow the rules of the game and work • Right! well together. • It’s your turn! Audio script: 8 Equipment and resources Girl Rabbit. Girl Right Tim! Now it’s your turn. • Student’s book 1 Boy Dog. • Audio CD 2 • IWB if available Key competences: Collaborating and Page 57 participating Pupils participate in games, respecting the rules Preparing the activity and avoiding conflict. In the Do What I Say Game a pupil says the name of an animal, and the others have to mime it. The pupil then chooses the best mime and that pupil chooses which animal the others have to mime. There are no rules for choosing the best mime, it is a matter of personal choice for each pupil. The teacher simply ensures that nobody is left out of the game and everybody gets a chance to play the role of leader. Use larger spaces, such as the gym or the playground, for this game if they are available to you. 9 Listen and play The Do What I Say Game. 8 Ask the class to look at the photos, saying: Look at the photos and to guess how the game is played. Listen to and discuss their ideas together. Then invite them to listen, saying: Listen! Stop the recording after each picture and ask pupils to repeat the sentences, saying: Repeat after the CD, please. Ask pupils to listen to the whole dialogue again, saying: Listen again! 121

THE BREMEN BAND We learn to Audio script 9 • Listen to and interpret a cartoon by looking at the Mr Green Hello children, it’s storytime! Listen to pictures and the words associated with them • Act out a cartoon the story. Never give up! Vocabulary Donkey Oh, no! My guitar... • guitar, trumpet, drum Dog Oh dear! Structures Rooster Poor donkey! • Wait a minute! Don’t cry! Sing with me! • Sing with me, play with me… • Please stop! Chorus Stop, please! Stop! • Here is your… • Poor donkey! Cat Don’t cry! Play the trumpet with me! • Don’t cry! Chorus Stop, please! Stop! Equipment and resources Dog Don’t cry! Play the drum with me! • Student’s book 1 • Audio CD 2 Oh nooo! My drum... • IWB if available • Mr Green puppet Donkey I’m sorry. • Photocopiable worksheet n. 3 Ouch! Pages 58-59 STORY Rooster Wait a minute! 10 Listen to the story. 9 Here’s your guitar! Once again, Mr Green is going to take out a message for the class from his pocket: Never give up! is the Dog Wow! advice for this unit. With this piece of advice, Mr Green will encourage pupils not to lose heart or be put off by Cat Well done! difficulty, but to always try to find a solution to every problem. Donkey Great, thank you! Before starting the audio, say: Look at the pictures 11 Listen and sing. 10 and allow pupils time to look at and comment on the pictures. Then say to the class: Look and listen to Say: Now, listen and look at me! the story or: Let’s watch the cartoon and follow the First, listen to the song, accompanying it with mime methodology explained in the previous unit. and gestures and ask pupils to mime with you. There are quite a few new words, so repeat the Then ask pupils to listen a second time and sing along listening process several times to make sure everybody with the audio. understands and learns the lines. You will find the cartoon in animated form in the Flip Book, and this can be used before doing the comprehension work in the book, or as preparation for the acting out phase. 122

Unit 5 We are the Bremen 10 12 Act out the story. We are The Bremen Band We come from far away. Now invite the class to act out the cartoon, saying: The donkey? What can he play? Now, let’s act out the story. The guitar! Pupils can make simple accessories out of card to Din-din-din-din-din-din do represent the animals (donkey, cat or dog’s ears, Din-din-do-din-din do rooster’s comb). Din-din-din-din-din-din do Din-din-din-din-do For the musical instruments, hand out photocopiable worksheets n. 3 and ask pupils to cut them out and We are The Bremen Band colour them in, using the vocabulary for techniques We come from far away. and materials in a natural way. The cat? What can he play? At the end of the task, each pupil should have all the The trumpet! instruments to use as props when acting out the story. Pupils can also bring toy instruments from home to Tooty-tooty-tooty-to make the scene more realistic if they want to. Tooty-to-tooty-to Tooty-tooty-tooty-to Key competences: Collaborating and Tooty-tooty-to participating We are The Bremen Band Pupils interact with classmates, contributing in a We come from far away. constructive way to acting out a dialogue. The dog? What can he play? The drum! Boomdy-boomdy-boomdy-boom Boomdy-boom-boomdy-boom Boomdy-boomdy-boomdy-boom Boomdy-boomdy-boom We are The Bremen Band We come from far away. The rooster can sing Let’s sing together! La la, la la, la la, laaa La la, laaa, la la, laaa La la, la la, la la, laaa La la, la la, laaa. 123

THE BREMEN BAND We learnt to • Name some musical instruments • Recognise musical instruments from their sound Vocabulary • violin, guitar, trumpet, maracas, drum, cymbals, piano Communicative structures • I love music! Equipment and resources • Student’s book 1 • Audio CD 2 • IWB if available Page 60 CLIL Audio script 11 11 drum – one I love music! is Mr Green’s useful phrase. From this trumpet – two starting point, explain to pupils the importance of piano – three music in people’s lives: there’s music that makes us violin – four happy when we’re sad, and music that brings back cymbals – five happy memories. guitar – six Ask pupils what their favourite songs are, talk about maracas – seven yours and end by saying that, like Mr Green: I love music! Mr Green: I love music! Life skills: Managing feelings Specific competences Music stimulates and accentuates our feelings, so Recognising a musical instrument and the sound we can use it in class to help pupils get to know it makes. their own feelings. Explain to pupils that they are going to listen to different types of music and that 1 Listen and number. 11 they are going to express the feelings that they have while listening. Before doing the activity in the book, use the IWB if available to explain it. Extra activity Start the audio, saying: Listen! Ask pupils to guess which instruments they hear, stopping the audio before Another good game is to ask pupils to become an they hear the name and number of the instrument. animal and to dance as if they were that animal. Allow pupils time to guess or make deductions and You can ask pupils to randomly pick out a flashcard then continue the audio so they hear the name of the each, and then dance in the style of the animal on their instruments and the number to write in the circle. card. You can split the class into groups, or get them to Presenting the activity digitally will help pupils to do dance all together if you have a big enough space, such the next task. as a gym or a playground. Now invite pupils to open their books at page 60. Read the instructions and ask the class to to do the task, saying: Listen and number. 124

We learn to 5 • Make a musical instrument Unit Equipment and resources 1 Make and play The Sound Game. • Student’s book 1 When everybody has made the maracas say: OK • Small plastic bottles everyone, let’s play the sound game. • Pebbles / buttons / dried pasta... The game experiments with the different sounds that • Empty toilet rolls the maracas make depending on the materials in them. • Adhesive tape • Scissors Teaching tips Page 61 Make and play Using recycled materials is important to give pupils respect for the environment. Ask them to bring After talking about how important music is it should be little bottles, toilet and kitchen rolls from home. fun to turn the pupils into actual musicians, by making simple maracas that they will be able to use in key Key competences: Planning moments when they are playing games to help them remember new structures. Pupils creatively transfer language learnt into actions. To make the musical instruments, keep using the specific vocabulary for techniques and materials Life skills: Creative thinking (scissors, colour, cut). Pupils experiment with their own tastes and Procedure: creativity, by decorating the maracas themselves. • Ask pupils to fill the bottles to about a third with pebbles, buttons and dried pasta and put the lid on. • Cut the toilet rolls lengthwise and attach them to the bottles with adhesive tape. • Go around the class giving encouragement to pupils while they work, saying things like: Great! Beautiful! Well done! Extra activities If you want to make the maracas even more special and personalised, ask pupils to decorate them by sticking little pieces of tissue paper on the plastic bottles. Do this by using vinyl glue, but make sure it dries before using the maracas. If you don’t want to use plastic bottles, you can use kitchen rolls, which are a bit bigger than toilet rolls, and can be decorated more easily with coloured pencils or wax crayons. To close them, you just need to stick some card at both ends. 125

THE BREMEN BAND We learn to • Listen and understand a series of photos which make up a story • Use English in familiar contexts Communicative structures • Hello, my name is… • My favourite (colour) is (red) • Charlie is my dog! • Not now! Equipment and resources • Student’s book 1 • Audio CD 2 • IWB if available • Photocopiable worksheets n. 4 Pages 62-63 Living English Audio script 12 Boy Hello, my name’s Tom. Pupils love their pets, even if they often get into My favourite colour is red. trouble. That’s what happens in this story, which will My favourite number is seven and... remind them of their own experiences, making English a more realistic part of their world. Boy Charlie is my dog. Dog I want to play. 1 Listen and say. 12 Boy Not now, Charlie! Dog Let’s go to the park. Show pupils pages 62 and 63 on the IWB or hold up Boy Not now, Charlie! the book so everyone can see the pictures. Dog I’m hungry. Say: Look at the pictures. Allow pupils time to look at Boy Not now, Charlie! and comment on the pictures. Ask pupils if any of their pets has ever caused an Boy Charlie!!! accident. Give them time to tell the story. Boy Oh no… Ask pupils to listen, saying: Listen and, showing one picture on the IWB at a time, start the audio. Extra activity Ask pupils to listen again, stopping the audio after each picture and asking them to repeat what they hear, Ask pupils to cut out and colour photocopiable saying: Now repeat after the CD, please. worksheet n. 4. These can be used as mini-flashcards for the games Bingo or Memory. The animated photo reportage in the Flip Book, Alternatively, use the flashcards if you have time should engage pupils even further in transposing the remaining at the end of lessons or as an activity for fast language learnt in class into their everyday lives outside finishers. the classroom. After this, you can turn down the volume and use the video as a quick class revision. 126

ACTIVITY TIME 5 Pages 98 - 101 Unit 1 Write the words. 5 ACTIVITY TIME Invite pupils to look at the words at the top of the Unit1 WRITE THE WORDS. page. You can invite a couple of volunteers to read out ROOSTER a word in turn, whilst classmates point to the correct TORTOISE CAT DOG HAMSTER picture. Then each pupil should write that word under RABBIT the picture. Alternatively, you can read out the words FISH DONKEY and the class can point to the pictures and write the words under the correct pictures. 1 ________ 2 ______ Answers: 1 tortoise, 2 rabbit, 3 cat, 4 hamster, 5 dog, 6 donkey, 7 fish, 8 rooster. 3 ___ 4 H_ _ _ _ _ _ 2 Look at page 104. Read and guess the pet. 5 ___ 6 ______ Invite pupils to look at the animals on page 104 again, 7 ___H 8 _______ and pay attention to the colours. Then read the riddles 98 WORKBOOK in each speech bubble and ask pupils to guess which 2 ACTIVITY TIME 5 animal is being described. LOOK AT PAGE 104. READ AND GUESS THE PET. Answers: 1 dog, 2 fish, 3 hamster, 4 rabbit. Unit 3 Read and match. IISTM’BSYLAFAACVKOAUNRDITWE HPIETTE. . ITIS’MSPYAINFKAVAONUDRYITEELLPOEWT .. Invite pupils to read a word out in turn, drawing 1 2 attention to the plural S if there is one. Classmates ITIS’SMBAYROFAWVNOUARNIDTEWPHEITTE. . point to the animal or animals names. Then they match MY FAVOURITE PET the words and pictures. IT’S A IS BLUE. Answers: 1 dog, 2 dogs, 3 rooster, 4 roosters, 5 hamster, 6 hamsters, 7 cat, 8 cats. . 4 Read and match. 3 4 2 Read one caption out loud at a time. Pupils look at the 5 ACTIVITY TIME 4 WORKBOOK cartoons and try to guess the right one, based on the animals in it. Then pupils should match each caption to Unit 99 the correct picture. 3 READ AND MATCH. ROHOELSLTOE!R 1 ROHOESLTLOER! S HDEOLLGO! 3 HDEOLGLOS! RHAEBLBLIOT!S 6 5 RHAEBLLBOIT! CAT 8 HCEALTLSO! 7 100 WORKBOOK 3 ACTIVITY TIME Unit 3 READ, DRAW AND COLOUR. MY ROBOT IS RED. MY KITE IS ORANGE. MY DRUM IS GREEN. 92 WORKBOOK 127

THE BREMEN BAND Photocopiable worksheet n. 1 Name : _______________________________________________________ Date : __________________________________ COLOUR AND COMPLETE. A BLUE ___________ A YELLOW ___________ A PINK ___________ AN ORANGE ___________ A BROWN ___________ A BLACK ___________ 128 The Story Garden | © ELI | Photocopiable

Photocopiable worksheet n. 2 5 Unit Name : _______________________________________________________ Date : __________________________________ WRITE THE WORDS IN THE CORRECT PLACE. __________________ DOG __________________ DOGS __________________ CAT __________________ CATS DONKEY __________________ DONKEYS __________________ HAMSTER HAMSTERS __________________ __________________ The Story Garden | © ELI | Photocopiable 129

THE BREMEN BAND Photocopiable worksheet n. 3 Name : _______________________________________________________ Date : __________________________________ 130 The Story Garden | © ELI | Photocopiable

Photocopiable worksheet n. 4 5 Unit Name : _______________________________________________________ Date : __________________________________ The Story Garden | © ELI | Photocopiable 131

THE BREMEN BAND Photocopiable worksheet n. 5 Name : _______________________________________________________ Date : __________________________________ VERY WELL WELL SO-SO I CAN REMEMBER ANIMAL NAMES I CAN WORK WITH A FRIEND I CAN READ ENGLISH I CAN WORK ALONE The Story Garden | © ELI | Photocopiable I CAN WORK IN GROUPS I CAN WRITE IN ENGLISH 132

The Story Garden • Letter to parents 5 Dear parents, Unit in città c’era una banda di improbabili ma super divertenti musicisti: i musicanti di Brema. Insieme al pubblico di persone e altri animaletti c’eravamo anche noi ed è così che abbiamo imparato i loro nomi in inglese con canzoni e giochi. Poi ci hanno raccontato una storia e insegnato un importante motto: Never give up! Ovvero non rinunciare: a tutto c’è una soluzione, soprattutto quando hai tanti amici, perché insieme tutto è più facile. Ecco il testo della canzone con cui abbiamo imparato i nomi degli animali. A pet band We are The Bremen Band We are The Bremen Band We come from far away. Hey, look! We are The Bremen Band The dog? What can he play? A pet band is in town. We are The Bremen Band The drum! Play, sing and dance around. We come from far away. Boomdy-boomdy-boomdy-boom The donkey? What can he play? Boomdy-boom-boomdy-boom There’s a cat [meow, meow] The guitar! Boomdy-boomdy-boomdy-boom There’s a dog [woof, woof] Din-din-din-din-din-din do Boomdy-boomdy-boom There’s a rooster [cock-a-doodle-doo] Din-din-do-din-din do We are The Bremen Band There’s a donkey [Hee-Haw] Din-din-din-din-din-din do We come from far away. Din-din-din-din-do The rooster can sing There’s a fish [glob, glob] We are The Bremen Band Let’s sing together! There’s a rabbit [crunch, crunch] we come from far away. La la, la la, la la, laaa There’s a hamster [squeak, squeak] The cat? What can he play? La la, laaa, la la, laaa There’s a tortoise [ronf, ronf] The trumpet! La la, la la, la la, laaa Tooty-tooty-tooty-to La la, la la, laaa. Hey, look! Tooty-to-tooty-to A pet band is in town. Tooty-tooty-tooty-to Play, sing and dance around Tooty-tooty-to What about a game to play with your children? Well, as the topic is animals, it’s easier and more fun for them and for us. You can play the animal sound game. Say the name of an animal and they have to make the right sound, or you can make the sound an animal makes and they have to say the name of the animal. Have fun and see you soon! The Story Garden | © ELI | Photocopiable

6 GOLDILOCKS AND THE BEAR FAMILY Unit Mmm... a family of bears are having a picnic. Oh and there’s a little girl in the distance with her golden-blonde curls! Most of the class will know this story, which is much loved by English-speaking children. So here you are with Mr Green and the class, catapulted into the world off Goldilocks, where we will meet some rather impolite characters, who have the bad habit of taking things without asking. Well, they are in for a bit of a shock! Who knows if in the end this little girl will learn to say please? Through this story the class will learn the names of family members and the rooms of a house, into which pupils will be able to enter…after asking permission, naturally! Obiettivi di apprendimento Learning objectives Vocabulary Knowledge Grandad, grandma, dad, mum, sister, brother Bedroom, bathroom, living room, kitchen The family and rooms of a house Living and non-living beings Communicative structures Simple classroom instructions Who is this/he/she? Skills This/He/She is… Dad is in the kitchen. Identifying family members and the rooms of a house Understanding and doing actions and movements Describing where things are in a space Matching members of a family with parts of a house Recognising and reproducing L2 sounds and rhythms Expressing affection Intermediate goals in the development of competences Basic competences (English language skills Key competences axis) Communicating: understanding messages and identifying information Identifying and naming family members and rooms Communicating in a foreign language: recognising of a house and applying simple grammar rules Locating someone in a house Learning to learn: using language learnt for Listening to and understanding an illustrated story new types of activities; assimilating rules through read out loud by the teacher or on multimedia repetition Singing and miming a song or a chant Cultural awareness and expression: learning the Recognising language elements while listening facts and characteristics of other cultures 134

6 Unit Life skills Managing stress Creative thinking Recognising and managing feelings Managing conflict Feeling empathy Activities Interpreting dialogues Preparing a photo Making deductions Singing and miming a song Acting out a story CLIL Make and play the family portrait game: following procedures to prepare a photo poster; reusing Environmental education: learning to respect the language learnt in a project environment and distinguishing between living and non-living things Living English Using the English language in real, authentic and emotionally realistic situations. Subject links Technology: using a collage to create a picture; working out how a piece of work is made Music: recognising different voices and matching Physical education: understanding gestures; moving them with different characters; recognising and to a rhythm; memorising and doing a sequence of reproducing a musical rhythm and tone movements; using the body and movement to act History: understanding whether actions and out real and imaginary communicative situations; situations happen in succession or simultaneously participating in a group game, respecting the rules Maths: recognising things by numbers; establishing and instructions the relationship between numbers and words Art and images: using colour creatively; showing preferences graphically; drawing people Support Materials Materials (for teaching methodology) Usual everyday classroom kits, coloured card, scissors, glue, felt-tip pens, family photos The Story Garden 1 pp. 64-75 Activity time pp. 94-95 Mr Green puppet Audio CD 2 Flashcards Photocopiable worksheets 1-3 Flip Book 135

GOLDILOCKS AND THE BEAR FAMILY We learn to Life skills: Recognising and managing feelings • Interpret an image • Name family members By introducing the bear family, we can also talk • Sing a song about the feelings each character shows. • Follow oral instructions By empathising with others’ feelings, pupils learn to recognise and acknowledge their own. Vocabulary 1 Listen and say. 13 • grandad, grandma, dad, mum, sister, brother • Goldilocks Invite the class to listen to the audio and repeat the words, saying: Listen and say! Structures Audio script 13 • Look! • This is… one – grandad four – mum • Come and see! five – brother two – grandma six – sister Equipment and resources three – dad • Student’s book 1 The vocabulary is presented in animated form in the • Audio CD 2 Flip Book. You can use it as reinforcement or as a class • Mr Green puppet assessment. • Family flashcards • Colours, scissors, glue and card 2 Listen and find. 14 • IWB if available Start the audio and ask the class to do the task. Pupils Pages 64-65 have to identify the names of the family member in the picture. Say: Listen and find! Greet pupils with the welcome rhyme, and then tell the class that today Mr Green is going to tell another amazing story. Use the IWB or hold up the book so everyone can see the picture of the bear family on pages 64 and 65. Ask pupils if they remember the story of Goldilocks and the Three Bears. Ask pupils what is happening in the picture. Then ask who the characters are and what they are doing. Ask pupils to look at the picture and to name all the things they already know how to say (the food vocabulary). Put on the Mr Green puppet and using the flashcards, introduce the family vocabulary. Say to the class: Look at me and say holding up the flashcards one at a time, ask: Who is it? Elicit an answer. Ask pupils to look at the picture and to identify each member of the family. Help them by pointing to a bear at a time and asking: Look: a bear! Who is it? It’s grandad. Continue until you have introduced the whole family. 136

6 Unit Check that pupils are doing the task correctly and A family picnic 15-16 repeat the listening as many times as necessary. A family picnic, come and see. Audio script 14 This is my family, sing with me. He is my grandad dad grandad She is my grandma mum grandma He is my dad She is my mum Key competences: Communicating He is my brother She is my sister Pupils understand a message, identifying the And who’s this? This is me. information. A family picnic, come and see. This is my family, sing with me. Language Tips He is my grandad She is my grandma In English there are different affectionate terms for He is my dad family members: mum-mummy / dad-daddy / She is my mum grandad-grandpa / grandma-granny. He is my brother If these people are being spoken to, we use She is my sister capitals: And who’s this? This is me. Hello, Mum / Dad. In this unit only one form is introduced to avoid complicating things for pupils learning to write the words, but don’t be afraid of using the other terms passively. 3 Listen and sing.. 15-16 Invite pupils to draw, colour and cut out their family members, saying: Draw, colour and cut out your family: your mum, your dad, your brother… Then say: Now, listen and look at me! Start the audio of the song and hold up a flashcard each time a family member is mentioned. Listen again. This time pupils have to hold up the correct drawing of their family member when they hear the words. Listen for a third time and invite pupils to sing along this time. Then they can also sing along again just to the karaoke base. 137

GOLDILOCKS AND THE BEAR FAMILY We learn to • Write the names of family members • Match words with pictures Vocabulary • grandad, grandma, mum, dad, sister, brother Structures • He is… • She is… Materials • Student’s book 1 • Audio CD 2 • IWB if available Page 66 17 Teaching tips 4 Write. Listen and check. Allow pupils to copy the vocabulary from the Show pupils page 66 on the IWB, or hold up the book books, as in the first year they might not be able for everyone to see and say: Open your book at page 66. Move around the class helping pupils to open their to remember the words written in L2 on their own. books at the correct page if necessary. Some of the class may try to do this work Before starting the next task, revise the new family autonomously and this should be encouraged, without pointing out any errors, by saying: I’m vocabulary using the flashcards. Hold up one at a sorry. Try again! time and ask: Who is it? Elicit the answer. Now ask 5 Listen and point. 18 the whole class to do the task. Pupils have to write the Ask the pupils to look at the scene and say: Look at name of the family members in the correct boxes. Say: page 66 and to tell you what they can see. Ask who the Write! people in the photos are. Then invite pupils to do the task, saying: Listen and point. If anyone can’t remember how to write the words, ask them to copy them from the previous pages. You can listen and check their work later, saying: Listen and check! Audio script 17 Audio script 18 one – grandad Girl He is my dad. two – mum He He is my brother. three – grandma Boy She is my mum. four – brother She She is my sister. five – dad six – sister 138

6 We learn to Unit • Describe our family • Ask who somebody is photo and ask the questions: Who is he? Or Who is she? Their partner has to answer: He is my (dad) or Vocabulary She is my (sister). • grandad, grandma, mum, dad, sister, brother Key competences: Communication in a Structures foreign language Pupils recognise the use of male or female third • Who is he? person singular pronouns. • He is my… Learning to learn: Pupils assimilate a rule through a game and through repetition. Using the following resources and equipment Extra activity • Student’s book 1 The use of the third person singular personal pronoun • Photos of members of the family can be difficult because of the difference between the • Photocopiable worksheet n. 1 male, female and neutral forms. Without going into • Mr Green puppet complicated, detailed explanations, try to get pupils to differentiate automatically through the game. Using Page 67 the puppet, Mr Green, again, play the game Mr Green says… When pupils hear the pronoun he they should 6 Draw, complete and say. point at a boy, when they hear the pronoun she they should point at a girl, when they hear the pronoun it Show the class the frames on page 67 and ask the they should point at an object in class. pupils to draw each member of their family, focusing Photocopiable worksheet n. 1 can be used to help on what is written under the frames. Where they see reinforce the use of the personal pronouns, or as a HE they should draw a male member of their family, resource for fast finishers. and where they see SHE, a female member of their family. 139 Go around the class praising pupils on their drawings, then ask the class to complete the sentences, saying: Complete. Check they know how to write the words, or suggest that they look for them in the previous pages if they need to. When they have all finished the task, ask pupils to read our their completed sentences: Read! 7 Ask a friend. Ask pupils to bring some photos of their families to school. Show them the activity at the bottom of the page and read out the dialogue between two children. Ask the class to read it out a few times too, first all together and then in pairs. When everyone is ready for the speaking activity, tell pupils that you are going to play a game: play some background music and ask them to walk around the classroom freely with a photo of one of the members of their family in their hand. When the music stops, they should stop and find the classmate nearest to them. Then in turn, they should point to their classmate’s

GOLDILOCKS AND THE BEAR FAMILY We learn to • Understand and name rooms in a house • Describe the position of things in a space • Complete a sentence in English Vocabulary • bedroom, bathroom, living room, kitchen Structures • Mum is in the (kitchen). Resources • Student’s book 1 • Audio CD 2 • IWB if available Page 68 19 Audio scrip 20 One: Mum is in the bathroom. 8 Listen and say. Two: Dad is in the living room. Three: Grandma is in the bedroom. Using the IWB or holding up the book so that everyone Four: Grandad is in the kitchen. can see, show pupils the picture and say: Look! The bear family is at home. Maths competences Ask pupils what they can see in the picture, who is in Pupils will learn to describe the position of things in a space. the living room, what he/she is doing, doing the same Culture tips for all the rooms. The best-known British family is the royal family. Revise the family vocabulary by naming different Queen Elizabeth II is the sovereign who has reigned longest in the history of the United characters and asking pupils to point to them: Kingdom. The Queen is the only person in the UK who is allowed to drive without a driving Mum, dad, grandma, grandad. licence or a number plate on the car, but in Start the activity, by saying: Listen and say. official ceremonies she uses a royal carriage, like Cinderella when she went to the Prince’s ball. Audio script 19 bedroom bathroom living room kitchen 9 Complete. Listen and check. 20 Before doing the activity in the book, model the task on the IWB if available, or in the book. Point to the first sentence and read the first part, asking pupils to complete it and read the whole sentence. Introducing the activity in its digital form will help pupils to memorise the new structures. Now invite pupils to open their books at page 68, and ask the class to do the task, saying: Complete. When all the pupils have finished, check their answers with the audio, saying: Listen and check! 140

6 Unit We learn to • Reuse vocabulary and structures learnt in a motivating context and in a game • Say yes, no and cheer Vocabulary • family • rooms Structures • Mum is in the bedroom • Where are you? • Here I am. Resources • Student’s book 1 • Audio CD 2 • IWB if available • Photocopiable worksheets n. 2-3 Page 69 21 Hand out photocopiable worksheet n. 2 to pupils, with family members and the rooms of a house. 10 Listen and play The Bear Family Game. Pupils should colour and cut out the characters and place them in any rooms of their choice, without their Invite pupils to look at the pictures on page 69, which classmates seeing them. Then using the structures presented in the dialogue, classmates should guess show children playing The Bear Family Game and ask where they are. This can be played in pairs. them to work out how to play the game. After listening Life skills: Managing conflict to pupils’ ideas, tell then that the aim of the game is to Sometimes when they play, pupils can fall out with each another. If this happens, don’t intervene work out where the family member are in the house. immediately with authority, but leave them some Listen once, saying: Listen! And start the audio. Stop it time and space to work things out for themselves. You could ask each person to tell you what after each dialogue and ask pupils to repeat the lines, happened from their point of view, asking how it saying: Repeat after the CD, please. made them feel and how they think the situation Listen to the whole text again, saying: Let’s listen could be resolved. again! Help them to find a constructive solution to stop arguments before they are even get started. Audio script 21 Photocopiable worksheet n. 3 can be used to Girl 1 Dad is in the bedroom. reinforce vocabulary learnt, or as a resource for fast finishers. Boy 1 No. Boy 2 Dad is in the kitchen. Girl 2 Yes. Girl 1 & boy 2 Hurray! When everybody feels confident to speak, you can start the game. 141

GOLDILOCKS AND THE BEAR FAMILY We learn to • Listen to and understand a cartoon by looking at the pictures associated to the words • Act out a cartoon Vocabulary and structures • We’re home! • I’m hungry! • What a mess! • Let’s look in (the bedroom). Resources • Student’s book 1 • Audio CD 2 • Mr Green puppet • IWB if available Pages 70-71 STORY Audio script 22 The message that Mr Green will pull out of his pocket Mr Green Hello children, it’s storytime! for this unit is: Always ask first. Listen to the story. Often when pupils are focused on themselves, they Always ask first! take classmates’ games or start activities without asking Dad We’re home! permission, and don’t worry about the consequences. Goldilocks I’m hungry! This story teaches them how important it is to respect Oh no! My milk... my cake! other people’s things and to always ask permission Oh, dear... What a mess! before using them. Cat Miaow! Goldilocks Oh, Penny! 11 Listen to the story. 22 Let’s look in the bathroom! Oh, dear... What a mess! Before starting the audio, say: Look at the pictures Let’s look in my bedroom! and give pupils time to look at and comment on the Mmm... Who are you? cartoon. Then say to the class: Look and listen to Ahhh! the story or: Let’s watch the cartoon and follow the Bear Argh! methodology described on page 21. Cat Miaow! The animated cartoon on the Flip Book, can be viewed before doing the comprehension work on the cartoon Life skills: Empathy itself, or to test pupils’ memories in preparation for the acting out stage. Pupils recognise the frustration that Goldilocks feels when she finds herself in the opposite role to that of the classical fairytale i.e. with the bears using her things. 12 Listen and sing. 23 Say: Now, listen and look at me! Start the audio and accompany it with mime and gestures. 142

Goldilocks 23 6 Goldilocks is a little girl… And she’s back home again (twice) Unit Goldilocks is hungry now 13 Act out the story. and into the kitchen she goes. But… no cake for her, no cake for her. Invite pupils to act out the cartoon, saying: Now, let’s Poor Goldilocks! act out the story. Form small acting groups and make sure all pupils get Goldilocks is a little girl… the chance to take part. And she’s back home again. (twice) Encourage the shyest pupils, perhaps by giving them shorter parts to avoid causing them any stress. They Goldilocks is bored now should gradually start to enjoy themselves and find role and into the living room she goes. playing more natural. But… no TV for her, no TV for her. Poor Goldilocks! Civic and social competences Goldilocks is a little girl… Pupils will start to empathise with the characters’ And she’s back home again (twice) feelings as they get into the roles. Goldilocks is dirty now Life skills: Managing stress and into the bathroom she goes. But… no shower for her, no shower for her. If pupils start with smaller and secondary roles, they Poor Goldilocks! will learn to manage the stress involved in acting. Goldilocks is a little girl… And she’s back home again (twice) Goldilocks is tired now and into the bedroom she goes. But… no bed for her, no bed for her. Poor Goldilocks! Goldilocks is a little girl… And she’s back home again (twice) 143

GOLDILOCKS AND THE BEAR FAMILY We learn to • Distinguish between living and non-living things • Use English to talk about science Vocabulary • Living, non-living Structures • I love nature Resources • Student’s book 1 • Audio CD 2 • IWB if available Page 72 CLIL 2 What is living? Tick. I love nature is Mr Green’s useful phrase. In fact, this Before doing the activity in the book, give an example CLIL page links English to environmental education of the task using the IWB, if available. Show the first and will help pupils to understand the importance of photo, asking pupils to decide if it is living or non- respecting nature and all living things. living, and mark with a tick √. Presenting the activity in its digital form will make it Specific competences: learning appropriate more fun and engaging for pupils. Ask pupils to do the task on page 72 of their books. rules for respecting the environment. Key competences: Learning to learn 1 Listen and say. 24 Pupils revise vocabulary learnt and use it to do Show the class page 72 on the IWB or holding up the a new task. book so that everyone can see it. Ask pupils to look at the photos of the bear and the teddy bear. Ask them 3 Listen and check. 25 what the difference is between the two and invite them to give you other examples using the subject-specific Now ask pupils to listen carefully and to check their language living and non-living. work. Say: Now, listen and check! Give a few examples of the task to the class: point at a pupil and say: Living. Audio script 25 six – non-living Then point at a desk and say: Non-living. seven – living Listen once, saying: Listen. one – living eight – living Then listen again, saying: Listen and say. Pupils should two – living nine – non-living repeat the words this time. three – non-living four – non-living Audio script 24 five – non-living bear – living – teddy bear – non-living Mr Green: I love nature! Teaching Tips 144 To help the class to understand the concept of living and non-living bring some magazines into class and ask pupils to cut out pictures of both. Then make a class poster with two columns: they should stick living things on one and non-living things on the other.

6 Unit We learn to • Make a family portrait • Recycle creatively Communicative structures • This is my (mum). Equipment and resources • Student’s book 1 • Coloured card, scissors, glue, felt pens • Varies materials for recycling • Family photos Page 73 Make and play 1 Make and play The Family Portrait Game. Pupils will enjoy making a family portrait. Make sure When all the pupils are ready, say: OK everyone, let’s they can do it freely and happily. play The Family Portrait Game. Continue to use the specific language for techniques The game consists of presenting your family to and materials in a natural way (scissors, glue, stick, classmates by opening windows. cut out) Pets can also be included. By now, many pupils not only recognise the words but will also be able to use them. Life skills: Creative thinking Praise effort and willingness to experiment. For this activity, you should make sure you have everything Allow as much freedom as possible for pupils in you need ahead of time, and invite pupils to work in their choice of materials and decoration. groups. Give them recycled materials such as pieces of cloth, coloured paper, ribbons and buttons to use. Procedure: You can also ask them to bring things from home, explaining what they will be used for. • Ask pupils to glue a rectangle onto a piece of Write it in their diaries so that parents and coloured card for the door and as many squares for guardians know about this request. windows as they have family members. • Ask them to stick the photos of their family members in the windows. • Ask them to stick the house on a larger piece of card, which will be the background. • Ask them to make a roof. • Ask pupils to write the words My family and to decorate their house however they want. 145

GOLDILOCKS AND THE BEAR FAMILY We learn to Audio script 26 Boy Hi, my name’s Ricky. This is my grandad… • Listen and understand a series of photographs Boy … and this is my family: • Use English in familiar contexts My grandad, my dad, my mum, my grandma, my sister and ME! Vocabulary Boy Oh... this is Coco, my rabbit. Boy We like picnics! • garden, rabbit Boy My mum, my sister and my grandma like • family, grandad, dad, mum, grandma, sister, me jumping! Boy We like playing football! My dad is a champion! Structures Boy But… where’s my rabbit? Quick, run! Boy Ah, here she is! Coco likes carrots. • My name is… • This is my family. Key competences: Cultural knowledge and • We like picnics. • We like playing football. expression • Where’s my rabbit? Here she is! Pupils will learn about the characteristics of other cultures. Materials Culture tips • Student’s book 1 • Audio CD 2 British people tend to love gardens and gardening • IWB if available and in their houses there is often a lawn, a piece of land covered in grass, in front in front or behind the Pages 74-75 Living English house. The grass is cut and cared for, and if there are children, it is not unusual to find a swing made of Most pupils enjoy talking about their family tyres or a tree house in the garden. experiences because it is where they feel safe. London is the greenest capital in the world. Hyde Park Organising a picnic or another outdoor activity with is possibly the most loved park with its 4,000 trees and their parents or grandparents will be a happy occasion. the Serpentine Lake, an artificial lake, which looks like On these pages, pupils can compare their family a snake. experiences with those of English-speaking children, experiencing a similar emotional impact. Don’t present new words before listening, but get pupils used to guessing from context. 1 Listen and say. 26 Ask pupils to look at the photos, saying: Look at the photos and to guess what they are doing and where they are. Listen and discuss pupils’s guesses. Then start the audio, saying: Listen! At the end, invite pupils to mime the different situations without talking, saying: Mime the story. Listen again, stopping the audio after each scene and asking pupils to repeat the sentences they hear, saying: Repeat after the CD, please. The animated photo reportage in the Flip Book, should further engage pupils and transfer the language learnt in class into their everyday lives outside school. You can turn down the audio and use the video as a quick class revision later on. 146

ACTIVITY TIME 6 Pages 102 - 105 Unit 1 Write the words. 6 ACTIVITY TIME Invite pupils to look at the words at the top of the Unit1 WRITE THE WORDS. page. You can invite a couple of volunteers to read out GRANDAD a word in turn, whilst classmates point to the correct MUM SISTER GRANDMA picture. Then each pupil should write that word under the picture. Alternatively, you can read out the words BROTHER DAD and the class can point to the pictures and write the words under the correct pictures. 1 2 3 _______ _______ _______ _______ Answers: 1 grandad, 2 grandma, 3 grandad, 4 grandma, 5 mum, 6 dad, 7 sister, 8 brother. 4 2 True or false? Complete the smileys. 5 ___ 6 ___ THIS IS Invite pupils to work alone. When they have all finished the task, invite a couple of volunteers to read MY FAMILY. a sentence in the speech bubble in turn. If it’s true, classmates say: Yes! If it is false, they say: No! 7 ______ They should then correct the false sentences. 8 _______ 3 Write the words. 102 WORKBOOK 2 TRUE OR FALSE ACTIVITY TIME 6 ? COMPLETE THE SMILEYS. Invite pupils to look a the words at the top of the page. Unit You can invite a couple of volunteers to read out a SHE IS MY GRANDMA. word in turn, whilst classmates point to the correct HE IS MY GRANDAD. room. Then each pupil should write that word in the correct place. HE IS MY DAD. SHE IS MY SISTER. Answers: 1 bathroom, 2 bedroom, 3 living room, 4 6 ACTIVITY TIME WORKBOOK 103 kitchen. Unit 4 True or false? Complete the smileys. 3 WRITE THE WORDS. Invite pupils to work alone. When they have all BEDROOM BATHROOM 1_ _ _ _ _ _ _ _ finished the task, invite a couple of volunteers to read KITCHEN LIVING ROOM 3 ______ a sentence. If it’s true, classmates say: Yes! If it is false, ____ they say: No! They should then correct the false sentences. 4 TRUE OR FALSE ? COMPLETE THE SMILEYS. 5 Answer 104 123456AAAGAACRBSRADAICROTONODBGDIOSOIMTSITSIEANIIRNISNITSITHISTNIHENHIENTKETHBITBHTEAHECETLEDHBHIRVEBARNOIETON.ODHOGMRRMROO..OOOOMMM.. . WORKBOOK Ask pupils to do this task orally. Ask one question at a time and invite the class to answer. ACTIVITY TIME 6 Then ask pupils to try and answer the questions by writing the name of the room after the preposition in. Unit Answers: 1 In the bedroom. 2 In the kitchen. 3 In the bathroom. 4 In the living room. 5 In the bedroom. 2 _______ 4 _______ 5 ANSWER. . 1 WHERE IS THE DOG? . 2 WHERE IS THE CAKE? . 3 WHERE IS THE TORTOISE? . 4 WHERE IS THE SCOOTER? . 5 WHERE IS DAD? WORKBOOK 105 147

GOLDILOCKS AND THE BEAR FAMILY Photocopiable worksheet n. 1 Name : _______________________________________________________ Date : __________________________________ COMPLETE. CHOOSE HE - SHE - IT. ________ IS MY DOG. ________ IS MY MUM. ________ IS MY GRANDAD. ________ A BOOK. ________ IS MY SISTER. ________ IS MY BROTHER. 148 The Story Garden | © ELI | Photocopiable

Photocopiable worksheet n. 2 6 Unit Name : _______________________________________________________ Data : __________________________________ The Story Garden | © ELI | Photocopiable 149