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Contents Introduction For the student For the teacher Teach with Ollie Teacher’s i-solutions for the classroom Key competences Game Bank Student’s Book Contents Welcome! Unit 1 My school Unit 2 My face Unit 3 My family Unit 4 My friends Unit 5 My food Unit 6 My toys Unit 7 My pets Unit 8 My garden Festivals Maths End of Term Assessments End of Year Assessment End of Term Self-Evaluations Letters for home Student’s Book term covers

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Welcome to Learn with Ollie, an enjoyable and enriching environment for pre-primary children learning English. Ollie is a clever little owl who accompanies Annie and Timmy (Level 1), Mary and David (Level 2) and Lisa and Danny (Level 3) as they learn English and all about the world they live in. The early years of education are important not only on a linguistic level but also on a social, emotional, physical and cognitive development level. A positive learning experience in early childhood plays a major role in a child’s future success. Having the opportunity to learn a second language at a very young age not only helps children grow up with the awareness that there is more than one way of expressing ideas, solving problems, and viewing the world, but it can result in positive long-term cognitive benefits as well. Learn with Ollie aims to provide pre-primary children with the initial building blocks for future success in English. For this to happen, the three stages of language development need to be considered:

Pre-production

Early production

Speech emergence

Children understand the

Children begin

Children respond

language, but they are

to produce words

in short phrases

not ready to verbalise it.

and phrases.

and sentences.

Throughout the course, children are presented with content and tasks which encourage them to steadily move from comprehension to production. The content has been carefully planned and structured so that it promotes the development of essential skills in a fun and motivating way.

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For the student ES0000000027307 683354_Student-Book_1_46049

Student’s Book with Stickers, Pop-outs and Stories and Songs CD

PRE-PRIMARY

e.

Make a necklac

The Student’s Book contains 96 full-colour pages divided into a Welcome unit, eight main units and a Festivals section. Colourful and fun Unit Stickers offer a motivational element to the course. Also provided are Coloured Stickers, STUDENT’S BOOK

Hands-on activities come in the form of Pop-outs

2 My face

which help the children review content

Learn with Ollie

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POP-OUTS

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Happy and Sad Stickers and Reward Stickers.

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CP

:6

83

Stories and Songs

413

The Stories and Songs CD STORIES AND SONGS

contains all the stories and songs

TEACHER’S AUDIO CD 1

from the course for the children to enjoy at home.

© Sa

ntillana Educación, S.L.

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Let’s make

For the teacher Sing. Point and ES0000000027322 683505

a monster

jigsaw.

2

My face

trace.

_Teachers-Book_1_46

Teacher’s Book with Photocopiable Worksheets

116

Lesson 2 Extra Objectives

Describing faces Decorating biscuits

2 Let’s make a biscu

Vocabulary

Draw a circle on the board. Point to the circle your face to help and trace around them guess what it is. Ask: T: What’s this? T/C: A face.

Resources and Materia

ls

all the material and resources from the

Crayons

Preparation

course and offer carefully developed lesson

S.L. © Santillana Educación,

Small bowls

es Plastic knives for Includ blePaper plates spreading pia Teacher’s Audio Material Photoco rial Photocopiable Worksheet1,UnitCD21Maths (see Teacher’s Book page 252) mate

252

Unit 2 Maths

Photocopiable

Paper napkins Icing sugar Lemon juice or water Raisins

teacher’s notes. These notes integrate

Look and colour.

Repeat the proced ure with the eyes, then add a spot Finally, ask the for a nose. children what is missing and, add a string of when they tell spots for a smile you, and two more for ears. Tell the childre n that they are going to make out the biscuit a biscuit face. s (one per child) Give on paper napkin of raisins and s, and the bowls icing. Show them how to spread biscuit, using some icing on a plastic knife. the When all the childre them instructions n are ready, give to make the face on top of the the raisins: icing by adding Photocopiab

Teacher’s i-solution s1 Plain biscuits

My face

Maths

le © Santil lana

ears, eyes, mouth, nose, face a lot of, a few

The Teacher’s Book contains easy-to-follow

it face

Educación, S.L.

PRE-PRIMARY

T: Let’s make the eyes. Now the nose. Now the mouth… ES00000000 The children can 27322 68350 take their biscuit 5_TB_U2_54 Ask the children to s home or eat gather round 086.indd the day. them at the end and show them 83 paper plates. of two Put four biscuit s on each plate children. Encour and show the age them to repeat Let’s Play! with you: T/C: The same. Play Hide the plate. Ask the children to sit volunteer to stand in a circle and Put most of the choose a biscuits on one in the middle. Tell them to cover plate, leaving play 1.15 I am the other. Show just two on their eyes and happy. The childre the children and n sitting down say: behind their backs put their hands and pass a paper T: A lot of biscuit plate around s. A few biscuit while they all behind them s. sing the first verse. When the music Encourage them holding the plate stops, the child to point and repeat has to keep it hidden behind with you: child in the middle their back, and T/C: A lot. A few. tries to guess the who has the plate. guess ES0000000 correc 027307 ES0000000 When they tly, the027307 child683354_U who 2_23398_2 has the5040.indd Give out the Photoc plate then child in the middle 21 swaps with the opiable Maths . Continue until Worksheets. Ask several childre children to point the n have had a to the jar which If you have extra ES000000002732 turn. has ‘a lot of’ biscuit 2 683505_TB_U2_5time, choose Repeat with the s. 4086.indd 65 a game from jar which contain pages 16-17. the Game Bank, s ‘a few’ biscuit ask them to colour s. Then the lid of the jar which has biscuits. a lot of 683505_TB_U10.indd

252

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Copy one Photocop iable Worksheet per child. Mix a little water or lemon juice with icing sugar to make a thick icing that the children can spread on the biscuits. Put some of the icing mixture into small bowls (one for each group).

plans that ensure well-balanced classes.

Put the raisins into small bowls (one for each group).

Extra lessons and Photocopiable Worksheets

TEACHER’S BOOK

provide teachers with material if they

2B

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wish to devote more time to

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a particular unit or lesson.

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Flashcards and Flashcard Cube Teacher’s audio material

The key vocabulary is presented using full-colour photo

The two CDs provide all the audio material used

Flashcards. The inflatable Flashcard Cube provides

in the course – songs, stories, All about me! Posters

an instant way to use the Flashcards for games.

and phonics. Also included is a copy of the Stories

See the Game Bank in the Teacher’s Book

and Songs CD.

for game suggestions.

ES0000000046331 760343_Serigrafia_Teachers_1_CD1_49485 ES0000000046332 760354_Serigrafia_Teachers_1_CD2_49486 ES0000000027313 683413_Serigrafia_Student_1_46017

CP

CP

: 76

03

:6

83

413

43 CP

STORIES

: 76

03

54

TEACHER’S TEACHER’S AND SONGS AUDIO AUDIO CD 1 CD 2

© Sa

ntillana Educación, S.L.

© Sa

ntillana Educación, S.L.

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© Sa

TEACHER’S AUDIO CD 1

ntillana Educación, S.L.

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For the teacher Story Cards

e include all th Story Cards at rm fo e rg la The vel. ies for each le d original stor traditional an y comes as n of each stor io rs ve ed at An anim package. r’s i-solutions he ac Te e th part of

Posters and Poster Pop-outs The key vocabulary and language is presented and practised with attractively illustrated Posters which come with Poster Pop-outs. The All about me! lessons are supported by Posters showing photographs of real children in action in order that the children can readily identify with the activities depicted.

Ollie Puppet The Ollie Puppet can be used in a multitude of ways to engage the children and to bring the material to life. Lessons begin by waking up Ollie, saying ‘Hello!’ and using him to introduce the topic or revise the previous lesson. End the lesson by tidying up the classroom and saying ‘Bye-bye’ to Ollie.

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Teach with Ollie  Children are presented with and practise key language and concepts appropriate for their early years in English. The language is introduced through illustrations, games, songs and a variety of engaging activities. The vocabulary and language is recycled throughout each unit and provides the children with building blocks of knowledge.

Unit Overview

Lessons 1 and 2 5

1

2

6

My f

ace

10

Sing. Point and stick.

Sing. Point and trace.

11

2 3

4

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1

2 3

4

 Each Unit Overview provides a detailed list of the Objectives, Language and Vocabulary covered.

7

8

2 My face

NAME:

Touch your nose Touch, touch, touch your nose, Touch your nose like me. Touch, touch, touch your nose, Touch your nose like me.

 Key competences are referenced.

Touch, touch, touch your eyes, Touch your eyes like me. Touch, touch, touch your eyes, Touch your eyes like me. Touch, touch, touch your mouth, Touch your mouth like me. Touch, touch, touch your mouth, Touch your mouth like me.

 Resources and Materials list all the components and additional teaching aids used in each unit.

21

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5

 Simple, easy-to-follow instructions.

6

 Sticker activities offer a fun, dynamic element to the lesson.

7

  Song lyrics and audio transcripts are provided.

8

 Extra space for practising, reinforcing or extending the lesson content.

9

 List of key vocabulary for each lesson.

10

 Ollie icons for visual support.

11

 Tracing activities support children’s writing development.

Touch, touch, touch your ears, Touch your ears like me. Touch, touch, touch your ears, Touch your ears like me.

 Teacher’s i-solutions provides the option of comprehensive digital alternatives. 20

9

ears

eyes

mouth

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nose

face

Lesson 1

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Icons Count/Find/Look

Listen

Point

Glue

Sing

Match/Trace

Paint

Colour

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Lesson 3 Story

13

Lesson 4 Phonics

Look and point. Glue.

Look and stick. Listen.

12

å

A

15

23

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 Vocabulary, language and themes from the story are worked on in the Student’s Book.

Phonics ES0000000027307 ES0000000027307 683354_U2_23398_25040.indd 25

 B  oth original and traditional stories are depicted in the Story Cards and an animated version is included in the Teacher’s i-solutions.

2 My face Transcript

 Pop-outs provide a fun, hands-on activity to further exploit the story or unit content.

a… a… a… apple a… a… a… apple a… a… a… ant a… a… a… ant a… a… a… angry a… a… a… angry

14

NAME:

AAA

Make a necklace.

16

ååå

26

angry

ant

apple

Lesson 4

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Learn with Ollie 1

© Santillana Educación, S.L.

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25

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15

 Children begin to work with initial sounds and basic sound combinations in order to develop their literacy skills.

16

  Both lower and upper case letters are practised.

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Lesson 5 All about me! 17

 Ollie and the children learn about key values which help young children develop good character traits such as appreciating friends and family, looking after pets, learning to become more responsible and independent, developing healthy habits and so on.

18

 E  ach All about me! lesson is accompanied by a printed Poster and there is an accompanying video as part of the Teacher’s i-solutions.

18 All about me!

Look and point. Stick.

17

I have feelings

I have feelings

All about me!

2

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© Santillana Educación, S.L.

My face

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14/09/2015 16:17:18

Festivals  Halloween, Christmas, Valentine’s Day and Easter are all celebrated with fun activities.

20

 E  ach festival includes an original or traditional song or rhyme.

Make a spider.

GLUE

19

21

Halloween

20

GLUE

19 Sing. Point and paint.

NAME:

I’m a little pumpkin I’m a little pumpkin, fat and round. Here are my eyes and here is my mouth. Inside there’s a candle shining bright, Trick or treat! It’s Halloween night!

Festivals ES0000000027307 ES0000000027307 683354_UF_23398_25148.indd 89

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Learn with Ollie 1

© Santillana Educación, S.L.

Halloween

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21

90

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pumpkin

eyes

mouth

nose

orange

  Pop-outs provide creative, hands-on fun!

Halloween

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Additional Components 22

22

  T he Poster and Poster Pop-outs can be used to practise vocabulary and language.

23 2

2

My face

Photocopiable © Santillana Educación, S.L.

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23

My face

Let’s make a monster jigsaw.

Photocopiable © Santillana Educación, S.L.

Let’s make my face.

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  Each unit includes two Photocopiable Worksheets with lesson plans. These are designed to reinforce the content of Lesson 1 and Lesson 2, and Lessons 3, 4 and 5 respectively.

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Assessments   Children are assessed at the end of every term and at the end of the year. Each assessment reviews key language and vocabulary covered.

Trace and match.

24

  The activity types are those that have been seen during the course.

End of Term 3 Assessment

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© Santillana Educación,

S.L.

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Photocopiable © Santillana Educación, S.L.

24

Listen and trace.

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Letters for home

Self-Evaluations Self-Evaluation

27 Term 1

26

Term 2

Hello!

Term 1

This term I have learnt lots of things with Ollie!

Self-Evaluation

Term 3 I can… ✹ Say ‘Hello’ and ‘Bye-bye’. ✹ Name classroom objects. ✹ Name the parts of my face. ✹ Talk about how I am feeling.

Hello!

I have read these stories: ✹ Inside my backpack

This term I have

✹ I see monsters

gs with learnt lots of thin

Ollie!

✹ Recognise the number one.

I have practised saying these sounds:

•

Trace the number two.

•

•

Colour the apple red.

Colour the happy faces.

•

Trace the number three.

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265

•

Colour the cat orange.

•

Draw three spots on the ladybird.

•

Colour the happy faces.

✹ a for apple

‘Bye-bye’. ✹ Say ‘Hello’ and om objects. ✹ Name classro of my face. ✹ Name the parts

✹ Point to the table ✹ Put your finger on the table

I know about these values:

✹ Touch your nose

✹ I keep my classroom tidy

✹ Talk about how

✹ I am happy

✹ I have feelings

✹ Recognise the

I

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26

 At the end of each term, the children can assess their abilities in key concepts and skills by completing three exercises and then colouring in one, two or three happy faces depending on how well they feel they have completed the task.

7/7/16 9:47

stories:

ck

✹ Touch your nose

I have practised

ds: saying these soun

✹ s for snake ✹ a for apple

I know about these

values:

om tidy

✹ I keep my classro s ✹ I have feeling

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267

  At the end of each term, the children are provided with letters to take home. The letters detail the key concepts and skills covered.

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s: can sing these song

✹ I am happy

I have read these ✹ Inside my backpa ✹ I see monsters

I am feeling.

number one.

you? ✹ Hello! How are table ✹ Point to the on the table ✹ Put your finger 267

Santillana Photocopiable ©

Put a red sticker on Grandma. Put a blue sticker on Grandad.

I can…

✹ s for snake

Educación, S.L.

Photocopiable © Santillana Educación, S.L.

•

Photocopiable © Santillana Educación, S.L.

Photocopiable © Santillana Educación, S.L.

I can sing these songs: ✹ Hello! How are you?

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Teacher’s i-solutio ns

The unique Learn with Ollie Teacher’s i-solutions for the classroom includes fully interactive teaching and learning materials organised into step-by-step lesson plans . It provides teachers with a most effective, visual and easy-touse classroom resource. Quick lesson guides and tips for all the material are available at the click of a button.

Ollie

Teacher’s i-solutions for the classroom

ARY

Learn wit h

The uniq ue Learn classroo with Ollie m includes Teacher’ material s organise fully interactive s i-solutions for teac the d you with the mos into step-by-step hing and learn t effective ing classroo lessons. m , visual and easy It provides the materialresource. Quick -to-use are available lesson guid es and tips at the click for all of a butt It also prov on. Animated ides a variety of Aud Stor iovi ies, sual Mat All abou eria t me! lesso Animated Songs, Values videl, including ns and well -known os The Gam Action Son for the e g videos. own inte Generator offer s the ractive gam es to play possibility of crea ting your with the In My Wor children. ksheets persona area, you lised wor can edit ksheets material or create usin available your own in the cour g any of the pho projecte d, saved tocopiab se. These and prin le workshe ted. ets can be

Quick digital lesson guides to save time in class preparation.

a b

c c d

e

d  Fully interactive Posters and Flashcards.

Every lesson in the course is presented as a pathway so that the teaching sequence to follow is clear at a glance. All the teaching and learning materials in the course are included on this pathway. The activities are Tips provide quick instructions to make the most of the print worksheet and other material.

colour-coded to identify what is core material (green background) and what is optional material (white background). Teachers can therefore choose

e  Extra interactive games for continuous assessment.

activities according to their timetable.

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The Teacher’s i-solutions for the classroom also provides a variety of audiovisual material: Animated Stories, Values videos for the All about me! lessons and well-known Action Song videos. These are accessible both from the step-by-step lesson plans integrated within the teaching sequence, and from the main menu. To watch

The Game Generator is accessible from the main menu and offers the possibility of creating your own interactive games to play with the children. Use this resource for consolidation, revision or just for fun!

a complete section use the Play all function.

  Animated stories



In the My Worksheets area, you can edit or create your own personalised worksheets using any of the photocopiable material available in the course. These worksheets can be projected, saved and printed.

Values videos for the All About me! lessons.

2

4 5

6

3

1

 Open an existing worksheet to edit.

2

 Use any resource (picture, text or design element) to create or edit your worksheet.

3

 Use the toolbar to edit your worksheet.

4

 Project your worksheet and use the Richmond i-tools to complete it on the IWB.

5

 Print your worksheet so the children can complete it.

6

 Save your worksheet for future use or edition. You can also save it as a PDF.

1

  Popular Action Song videos to promote the development of total physical response from the children.

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Game Generator This tool allows you to create your own IWB games. Use the Game Generator to review key vocabulary at any time in the unit, or as a quick class filler. The games are also ideal as wrap-up activities.

Memory The children take a few seconds to memorise the position of words and pictures on the screen. Once the interactive

How to create a game

cards turn, the children tap the numbers to find the pairs.

  STEP 2

The Game Generator includes seven different

1

types of games. Choose the type of game and difficulty according to the children’s age

games:   STEP 1

2

 Tap the arrow to add the pictures to the game.

3

 This indicates the minimum number of items needed to create a game. Add more than the minimum to make the game more varied and challenging for the children.

4

  The pictures for the game appear in this area.

5

  If you want to delete a picture from your game, select it and tap

6

  Tap

1 2

take turns to find the pairs. Alternatively, this can be set as a competition between two teams. Open the

included in the same game. This is ideal for End of Term Reviews or an End of Year Assessment.

and skills development. Follow these simple instructions to create your

Choose two children to do the activity on the IWB. They

 Select the pictures for your game. You can choose pictures from different units to be

Richmond i-tools and set the timer. Give each team two or three minutes to do as much as possible when it’s their turn at the IWB. Teammates can help each other.

to start playing!

Simon says Touch

1 1

  Select the type of game you want to use

2

  Choose the number of items and the skills difficulty: a.  Pictures + audio b.  Pictures + words* with audio support c.  Pictures + words*

*B  oth upper case and cursive writing options are available. Tap

to start the game. The children look and

memorise the sequence as the pictures are highlighted. They touch the pictures to repeat the sequence. Touch to watch the sequence again. The number of pictures

2

in the sequence increases as they play. Choose a child to

3 4

play on the IWB. The rest of the class help their classmate

5 6

by repeating the sequence after they’ve seen it. Use the Richmond i-tools to write the words for the pictures on the screen if needed.

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Richmond i-tools This feature allows you to take the

What’s missing?

Teacher’s i-solutions and make it yours

The children look at the sequence of pictures, read the words and drag the correct word to complete the sequence. This type of game promotes the development of the children’s competence in Maths.

by inserting notes, hyperlinks and external files. It is also possible to write or paint on the Teacher’s i-solutions and in the zoom windows. By using the Richmond i-tools you can

Guess it! Choose at least four pictures to create the game. Divide the class into four teams.

easily add your own material for the classroom, or stress the important points of a unit or activity.

The teams take turns to play. A hidden picture appears on the screen. Touch

The Richmond i-tools allows for two

to start the game. As the timer runs on, the picture is revealed. The children from

levels of personalisation:

Team 1 say ‘Stop!’ when they know the answer. Stop the timer. If the answer is correct, give two points to the team and use the Richmond i-tools to write their score and the time record on the chart provided. If the answer is wrong, Team 2 has a go. Touch

again. Give a point to Team 2 if they answer correctly.

– On the main pages of the i-book, by adding reminders, general points or materials for the class. – On the zoom windows, by including materials or explanations to enrich a particular section.

What’s this? Choose at least four pictures to create the game. A picture appears inside a magnifying glass on the screen. The children see a detail of the picture and have to guess what it is. Allow them to say different possibilities. Tap

to see more of the picture until the children are

able to identify what the picture is or to validate the correct answer. This game is good for promoting the children’s attention to detail.

My notes This feature allows you to access blank pages on the Teacher’s i-solutions. Use My notes and the Richmond i-tools to add any content you consider relevant for your classes and keep it for future sessions. This content can be in the form of presentations, notes, expanded explanations, etc.

Match it!

Drag it!

The children match the pictures

The children drag words to

with the words. This game includes

corresponding pictures. This game

an interactive answer key. Use

includes an interactive answer key.

the feedback button for manually

Use the feedback button for manually

validating individual answers.

validating individual answers.

Everything you add or present in My notes is printable. Access to My notes is located at the top of every lesson plan or pathway on the Teacher’s i-solutions.

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Key competences for lifelong learning Key competences combine the knowledge, skills and attitudes necessary to develop and achieve success as well as being active in all areas of social and civic life. Each of the competences is equally important and for that reason there are many shared goals which support and underpin one another. The basic skills of language, literacy, numeracy and information and communication technologies provide the foundation blocks for critical thinking, creativity, taking initiative, problem-solving, decision-making and management of feelings. Learn with Ollie works on the following Key Competences as set out by the European Commission:

LC

  Linguistic competence This competence develops the use of language as a tool for communication. It involves understanding oral messages, communicating verbally, reading and writing. The games and activities in the series motivate children to speak right from the outset. The emphasis on understanding oral messages is developed by the stories, dialogues and songs where children learn to listen to extract relevant information. The ability to understand texts is systematically introduced and developed through the series.

MST

CAE

  Cultural awareness and expression This competence is developed through a wide range of fun songs, chants, stories and craft activities. The Pop-outs provide the children with the opportunity to be creative while practising language. There is also a strong emphasis on appreciation and enjoyment of culture by the inclusion of popular stories and festivals.

LL

  Learning to learn This competence means children develop and become aware of effective ways to organise and manage their own learning. The incorporation of End of Term Assessments and Self-Evaluations encourages the children to be responsible, aware learners who can reflect on their own progress. Throughout the course children are offered opportunities to build on prior learning, to apply their knowledge and to make use of guidance.

  Digital competence This competence involves the confident use of computers and other technology for learning, communication and recreation. Through the integration of digital and multimedia resources, the children develop familiarity and competence in this area. The children are encouraged to use the interactive material.

  Social and Civic competences This competence equips children with the necessary skills to participate fully in social and civic life. Collaboration and tolerance are developed throughout the course by the inclusion of pair and group work. Children learn about healthy lifestyles, empathise with characters in the stories and learn social rules through game playing.

 Mathematical competence and basic competences in Science and Technology This competence develops the ability to use numbers and mathematical reasoning to solve a range of problems and to use science to explain the natural world. The course provides plenty of opportunities for children to apply their mathematical thinking in everyday contexts. Children are made aware of the world around them and the effect human activity has on it.

DC

SCC

IE

  Sense of initiative and entrepreneurship This competence refers to the ability to turn ideas into actions. The skills to be able to work both proactively as a member of a team and individually are developed by activities which encourage children to use their imagination and to be creative.

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Game Bank Vocabulary Games Charades Mime a word from the target vocabulary. The child who guesses correctly can mime the next word. You can whisper this to them, show them a Flashcard or they can choose the word themselves.

Fruit salad Ask the children to sit in a circle. Stand in the middle and assign each child a word from the target vocabulary, for example if you want to review family members, say ‘You are a grandma’, ‘You are a sister’ etc. Make sure that there is more than one of each family member. Check that each child knows who they are before you begin by getting them to raise their hands when you call out their word. Demonstrate that when you call out the name of a family member, everyone who is this person must change places. If you call out ‘Fruit salad!’, everyone changes places. Play several times and when the children are confident with the vocabulary, sit in one of their places and let the child become the one who calls out the words.

I spy To review colours, for example, say ‘I spy with my little eye, something yellow’ and encourage the children to answer ‘A banana’. You can also use the unit Poster to review vocabulary from previous lessons.

Magic word Tell the children that Ollie is asleep and, to wake him, they have to say the magic word. Give them clues, for example the magic word could be a colour, a number, a job and so on. When they guess the right word Ollie wakes up.

Ollie says Ask the children to sit in a circle. Display the puppet and call out actions, for example ‘Ollie says… touch your nose’. The children do the action, touching their noses. If you call out an action without saying ‘Ollie says’, the children must not do the action and the teacher/class call out ‘Ollie didn’t say that!’

Escape the monster Thumbs up, thumbs down Hold up a Flashcard, point to the unit Poster or use an object in the classroom and make a correct statement about it, for example, ‘It’s a crayon’. Encourage the children to give you a thumbs up. Point to another item, this time making an incorrect statement, for example say ‘It’s a bird’ while holding up the fish Flashcard. The children give you a thumbs down. Continue making correct and incorrect statements and encourage the children to correct you if they are able.

What’s missing? Take six items from the classroom and hide them in a bag. Ask the children to sit in a circle and show them the items from the bag. Help them to name each item by modelling the vocabulary and encouraging them to repeat the words. Then put the items back in the bag. Now take out just five of the items and ask the children to identify the missing one. Play again, picking one or more different objects each time. This game can also be played with Flashcards.

Playground Games Parachute games There are various parachute games you can play. Take a parachute (or a large sheet) out into the playground. Tell the children to form a circle around the edges of the parachute, squat down and take hold of it. On the count of three, the children stand up and stretch their arms up over their heads creating a canopy. For the second game, have the children repeat this, but this time they all step forward as they lift the parachute into the air. It will billow up. Tell the children to let go and watch as it floats down. You could repeat this game, but this time as the parachute billows up, call out the names of two of the children. They run under the sheet and swap places before the parachute comes down. The parachute could also be used to make waves (of different sizes if you like, according to your instructions). Another option is to put a beach ball on the parachute and bounce it or make it move around on the canopy.

Line all the children up on one side of the playground. Get two volunteers to pretend to be monsters. The children have to run across the playground without being caught by the monsters. If they’re caught, they become a monster too. The children run back and forth across the playground trying to avoid the monsters until the last child remains.

Grandma’s footsteps Choose one child to be the leader or ‘Grandma’. Ask them to stand with their backs to everyone else and tell the rest of the class to stand about 20 paces away. The rest of the class move closer to the leader when her back is turned. When the leader turns around, anyone seen still moving must go back to the beginning. The child who reaches the leader and taps her on the shoulder is the winner. Then they are the leader and the game begins again.

Flashcard Games Flashcard Cube To review or learn vocabulary using the cube, model and drill the words first, encouraging the children to call out the words as you hold up the Flashcards, then put them in the cube. Always encourage the children to call out the word shown on top. The cube can be used in many different ways. You can put the number Flashcards in the cube and use it as you would a normal die, perhaps to decide who goes first in a game or who hands out the material. Alternatively, the children call out the object shown on top (for example, ‘dog’), or perform a task or action that you’ve assigned to that word (for example, ‘bark’). This can also be played in teams, with the first team calling out instructions for the second team, and so on, until each team has had a turn. You can use the Flashcard Cube to review colours. The children run to touch an object of the same colour as that shown on top. For variety, you can assign this task to different teams. To practise numbers, the children clap or jump the same number of times as that shown on the cube. Throw the cube in the air and before it falls, tell the children to guess which word will be on top when it lands. Divide the class into teams and have each one choose a word from the cube, then throw it to see whose word comes up first.

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Musical chairs Find the Flashcard Display the Flashcards around the room and call out their names in turn for the children to go to. For variety, you can add other instructions, for example, ‘Hop’ or ‘You are a duck’ and have the children do or mime that action while making their way to a Flashcard.

Pass the Flashcard Tell the children to sit in a circle. Hand out the Flashcards from the lesson to some volunteers. Play music and tell the children to pass the Flashcards around the circle. Stop the music and have the children mime or say what’s on their Flashcard, or ask them a question about it.

Reveal Put the Flashcards from the vocabulary set you want to practise in a pile. Take one and cover it with a piece of card. Slowly reveal it, encouraging the children to guess which one it is. Once the card is shown, model and drill the word. Use different intonation, speeds, volume and voices to make it fun. Repeat the procedure once or twice with all the Flashcards. You can also play using ‘binoculars’ or a ‘porthole’ by cutting holes in the card used to cover the Flashcard.

Whispers Ask the children to sit in a line. Whisper a word or phrase to the first child or show them a Flashcard. The child whispers the word or phrase into the ear of the child sitting next to them. The children whisper in turn to their neighbour until the end of the line. The last child to receive the message says it out loud. The game can also be played in teams, with two or more lines.

Music and Movement Games Follow the leader Ask the children to form a conga line. Play music and tell them to sing along and dance around the room. A variation is to have the children copy exactly what the leader does. You could be the leader first to give them some ideas. Suggestions are: hopping, putting their hands on their heads, jumping, running, skipping, doing silly walks, waving their arms about or being an animal.

Freeze! Play music and ask the children to dance. When the music stops, the children freeze in whatever position they find themselves in. To make the game more challenging, ask the children to freeze in specific poses: animals, shapes, letters or even yoga postures.

Honey bear Ask the children to sit in a circle and choose a volunteer to stand in the middle and be the bear. Tell them to cover their eyes and play some music. The children around the circle say ‘I wonder why a bear likes honey? Buzz, buzz, buzz, I wonder why (s)/he does. Go to sleep my bear!’ The child in the middle lays down and goes to sleep, and another child is chosen to take the ‘honey pot’ (usually plastic keys that rattle or a musical instrument). They return to their spot, rattle the keys, and everyone puts their hands behind their back and calls out ‘Wake up bear!’. The child in the middle wakes up and has to guess who has the honey pot. They stand in front of each child in turn and ask ‘Do you have my honey pot?’. The children respond and show their hands. The child who has the honey pot is the bear in the next round.

Hot, warm, cold! Ask a volunteer to leave the room or cover their eyes while another one hides an object in the classroom. The group helps the child to locate the object by telling the volunteer how close they are to the object: cold (far away), warm (getting closer) or hot (very close). An alternative is to hide a Flashcard and have everyone chant the word, louder as the child gets nearer to it and quieter as they move away.

Indoor basketball Ask the children to stand in a big circle and place a wastepaper basket or bucket in the middle. Give a child a soft ball or beanbag. The children take turns trying to get it in the bucket. If you want to practise a vocabulary set, divide the children into teams and put a Flashcard or a sign in front of several buckets. Call out a word. The first child to get the ball into the corresponding bucket wins a point for their team. Change the Flashcards several times and play until everyone has had a turn.

Make a line of chairs back to back in the middle of the classroom. Play music and tell the children to dance around the chairs. When you stop the music, the children sit down on a chair. After a few turns you can start to remove chairs one by one and the children who do not manage to sit on a chair can clap in time to the music and encourage their friends.

Relay races Have the children line up in teams and give the first child in each line a board pen. When you say ‘Go’ the first children in line run to the board and follow your instructions, for example, ‘draw a worm’, then run back to hand the pen to the second in line. Continue until everyone has had a turn.

Roll the ball Tell the children to sit in a circle. Select one child to start and tell them to call out another child’s name and roll the ball to them. The next child repeats the action. Make sure all the children have a turn. Instead of calling out a name, the child rolling the ball can call out an instruction e.g. ‘Jump!’ (the child receiving the ball does the action). Target vocabulary from the lesson can be used e.g. ‘Red!’ (the child receiving the ball has to run and touch something red in the room).

Shapes Put the children into teams and, depending on what you want to review, call out different concepts, for example ‘the letter S’, ‘number one’ or ‘triangle’. In their teams the children have to make the shape, number or letter, either on the floor or standing.

Sleeping lions Tell the children to roar like lions as loudly as they can. Have them roar several times more, but each time getting quieter and quieter, until they are whispering. Now tell them they are sleeping lions who must not move or make a sound. Walk around and try to spot anyone who moves. When you see someone moving, tell them to get up and help you catch other moving lions. The last one to wake up is the best sleeping lion.

Tightrope Draw a line on the ground with a piece of chalk or make a line with a length of masking tape. The children try to walk along the line as if they were balancing on a tightrope. You can make the game more challenging by asking them to walk backwards, walk like different animals or hop on one foot along the line.

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Contents Objectives Welcome!

1

My school  

Inside my backpack

Language

Vocabulary

•  Introducing Annie and Timmy •  Using greetings •  Introducing ourselves •  Distinguishing between boys and girls •  Identifying as a boy or a girl •  Recognising objects which are the same

•  I’m (Annie). •  How are you? •  I’m fine, thank you. •  Stand up. Sit down. •  Go to school. •  It’s the same.

•  Annie, Timmy •  hello, bye-bye •  boy, girl, school, teacher •  different, the same

•  Naming and reviewing classroom objects •  Following simple instructions •  Identifying things that are the same •  Listening to a story and joining in •  Phonics: Practising the initial sound s •  Values: Learning about keeping the classroom tidy

•  Point to the (table). •  Put your finger on the (table). •  The same. •  Look inside. •  Good (girl)! •  (We) keep (our) classroom tidy.

•  book, chair, crayon, glue stick, pencil, table •  point, tidy up, put away •  backpack •  school, scissors, snake •  toys

•  Naming the parts of the face •  Talking about feelings •  Listening to a story and joining in •  Number 1 •  Phonics: Practising the initial sound a •  Values: Learning about the importance of feelings

•  Touch your (nose). •  I am (happy). •  Make a (happy) face. • (The monster) is (sad).

•  ears, eyes, mouth, nose •  face, hair •  angry, happy, sad •  a lot of, a few •  monster •  up, down

I keep my classroom tidy

 

2

My face    

I see monsters

3

My family  

•  one •  ant, apple

I have feelings

The gingerbread man I love my family

 

•  Naming and reviewing the members of the family •  Practising greetings •  Identifying family members •  Listening to a story and joining in •  Phonics: Practising the initial sound p •  Values: Appreciating our family

•  This is (Mummy). •  How are you? •  Fine, thank you! •  I can (jump). •  This is me. This is my (mummy).

•  family •  mummy, daddy, brother, sister, baby •  grandad, grandma •  circle •  jump, run, swim •  fox, gingerbread man •  paintbrush, pencil, pineapple

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Objectives

4

My friends    

Two little blue birds I have friends

5

My food    

I’m a hungry fruit bat I eat healthy food

6

Three in the bed

Vocabulary

•  Recognising numbers 1 and 2 •  Distinguishing between one and two objects •  Distinguishing colours and shapes •  Sequencing colours and shapes •  Listening to a story and joining in •  Phonics: Practising the initial short i sound •  Values: Learning about having friends

•  How many are there? •  It’s number (one). •  It’s a (blue) (square). •  Hello! Bye-bye! •  (One) (blue) (bird). •  I have friends.

•  one, two •  circle, square, triangle •  blue, red, yellow •  bird(s); up, down •  come back, fly away •  igloo, iguana, ink •  friends

•  Naming and describing fruit

•  I like to eat (apples).

•  apple, banana, orange, pear

•  Understanding the difference between big and small •  Talking about preferences •  Listening to a story and joining in •  Phonics: Practising the initial sound t •  Values: Learning about the importance

•  A (red) (apple). •  (Annie’s) got (a banana). •  It’s a (big) (green) (pear). •  I want my lunch. •  (A sandwich) is good. •  I like (yogurt).

•  green, orange, red, yellow •  big, small •  bat, hungry •  one, two •  table, teacher, Timmy, train, tree, triangle, two •  doughnut, sweets, yogurt

of healthy eating

My toys  

Language

•  Put the (ball) in the box. •  (The boat) is (on) the (bed). •  Roll over. Ouch! Good night! •  I look after my toys. •  Please. Thank you.

•  Naming toys and describing where they are •  Putting toys away •  Listening to a story and joining in •  Number 3 •  Phonics: Practising the initial sound o •  Values: Learning about looking after our toys

•  ball, boat, car, clown, doll, robot, teddy, toy box •  in, on, under •  bed, chair, shelf •  one, two, three •  octopus, olive, ostrich

I look after my toys

 

7

My pets    

I love my pet I can look after pets

8

My garden    

Walking in the garden

•  Describing and recognising pets •  Talking about pet ownership •  Recognising animal sounds •  Reviewing the concept of the same and different •  Listening to a story and joining in •  Understanding what pets need •  Phonics: Practising the initial sound c •  Values: Learning about how to look after pets

•  I’ve got a (cat). •  (Timmy’s) got a (yellow) (dog). •  That’s a baby (cat). •  My (dog) can (run). •  The (cat) needs (food). •  I love my pet.

•  bird, cat, dog, fish, pet, rabbit •  baby •  bow wow, meow •  one, two, three •  car, caterpillar, clown, cow, crawl, crayon •  drink, food, home, love, exercise •  bird food, food bowl

•  Naming and identifying insects •  Reviewing numbers 1-3 •  Reviewing shapes •  Listening to a story and joining in •  Phonics: Practising the initial sounds a, c, i, o, p, s and t •  Values: Learning about respecting nature

•  Put the (bee) on the (flower). •  How many (spots)? •  Please be careful! •  It’s a (ladybird). •  I see a (black) (ant). •  Don’t step on the worm!

•  ant, bee, butterfly, caterpillar, ladybird, worm •  flower, grass, leaf •  spots •  one, two, three •  black, brown, red •  magnifying glass •  apple, crayon, igloo, octopus, pencil, snake, table

I respect nature

 

Festivals:

Halloween 

  Christmas 

  Valentine’s Day 

  Easter 

  19

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Welcome!

2

1 •  Using greetings

Objectives

Language

Vocabulary

3

•  Distinguishing between boys and girls

•  Introducing ourselves

•  Recognising objects which are the same

•  I’m (Annie).

•  Stand up.

•  How are you?

•  Sit down.

•  I’m fine, thank you.

•  Go to school.

•  Annie, Timmy

•  It’s the same.

•  boy, girl, school

•  boy, girl, teacher

•  hello, bye-bye

Key competences

•  Identifying as a boy or a girl

•  different, the same

LC

CAE

Resources with Stickers Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio terial 1, CD 1 Ma dio Teacher’s Au lcome Unit Flashcards 1, We

IE

LC

DC

SCC

IE

Materials A ball A box Classroom objects: glue sticks, pencils, crayons, etc. Construction paper Crayons Finger paints Glue Lolly sticks Sequins A stapler Tissue paper White label stickers

LC

DC

MST

SCC

DC

Teacher’s i-solutions All teaching and learning materials are organised into step-by-step lesson plans including: •  Quick lesson guides and tips •  Animated Songs •  Animated Story •  Values video for the All about me! lesson •  Interactive games Game Generator to create your own interactive games for consolidation, revision or just for fun. My worksheets section to edit or create your own personalised worksheets using any of the photocopiable material from the unit.

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Sing. Point and paint.

3

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Welcome!

NAME:

Hello, Ollie! Hello! I’m Ollie! How are you? Hello! I’m Ollie! Tu whit tu whit tu whoo!

Hello! How are you? Hello, Annie! How are you? Hello, Annie! I’m fine, thank you! Hello, Timmy! How are you? Hello, Timmy! I’m fine, thank you!

Bye-bye, Ollie! Bye-bye Ollie, Everybody bye-bye. Time to go! See you all next time!

4

22

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Annie

Timmy

hello

bye-bye

Lesson 1

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Welcome!

Lesson 1 Objectives Using greetings Introducing ourselves

Introduce yourself to the puppet, using your own name, then prompt the children to do the same:

Vocabulary Annie, Timmy hello, bye-bye

Language I’m (Annie). How are you? I’m fine, thank you.

Resources and Materials Teacher’s i-solutions 1

Puppet Teacher’s Audio Material 1, CD 1 Student’s Book 1 A ball Red finger paint

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

T: Hello, Ollie. I’m (Liz).

materials and put them away. Encourage the children to tidy up

T/C: Hello, Ollie. I’m (Sofia).

and join in with the song.

Let all the children introduce themselves to Ollie.

Ask the children to stand in a line facing you. When you say ‘Hello’ they take one step towards you; when you say ‘Bye-bye’ they take

Student’s Book Sit the children in a circle with their legs flat on the floor in a ‘V’ shape. Greet one child by name and introduce yourself: T: Hello, (Fernando). I’m (Liz). Then roll the ball to them and encourage them to respond:

one step back. If they are able, you can invite one of the children to take your place to give the instructions. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

C: Hello, (Liz). Ask the child to return the ball to you. Continue, rolling the ball to each child in random order, and encouraging them to reply to you if they are able, but without insisting. Open the Student’s Book at page 3. Point to the two pictures

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that this is Ollie. Tell them that he is a little owl and that owls sleep during the day so Ollie is sleeping. Count to three and tell the children to count with you to wake Ollie up. T: One, two, three… Wake up, Ollie! C: One, two, three… Wake up, Ollie! Move the puppet to make Ollie ‘wake up’. Greet Ollie and encourage the children to join in: T: Hello, Ollie! C: Hello, Ollie!

in turn and introduce the characters, encouraging the children to repeat their names with you: T/C: Annie… and Timmy. Play 1.2 Hello! How are you? Sing along with the track, saying the words clearly and pointing to each character in turn. Play the track again and encourage the children to join in. Encourage the children to repeat with you: T/C: Hello Annie. How are you? I’m fine, thank you! Continue with Timmy. Give out the red finger paint and let the children colour Annie and Timmy’s clothes with fingerprints.

Play 1.1 Hello, Ollie! Move the puppet and make Ollie sing and dance while the children listen. Play the song again and encourage the children to sing along.

Extra Activity Open the Student’s Book at page 4. The children make

Take the puppet over to individual children so that they can greet

a handprint in the frame. Play 1.3 Hello! How are you

him:

(Instrumental) while the children work.

T: Hello, (Lucia). C: Hello, Ollie.

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Welcome!

Lesson 1 Extra Objectives Using greetings Introducing ourselves

Vocabulary hello, bye-bye hand

Resources and Materials

Let’s make a hand flag

Let’s Play!

Play 1.2 Hello! How are you? Sing along with the song then

Ask the children to sit in a circle. Begin by saying ‘Hello’ and

repeat it, encouraging the children to join in.

showing the front of your hand flag. Hold it out in front of you and

Give out the pieces of construction paper (see Preparation) and crayons and show the children your hand flag. Show the children how to draw around their hand, helping where necessary.

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 Construction paper

Distribute the finger paints and let the children decorate their

Crayons

finished, the children can scrunch up small pieces of coloured

Coloured finger paints

tissue paper and glue those on the hand too. Alternatively, they

Glue

can use Coloured Stickers.

Tissue paper or Coloured Stickers Lolly sticks (one per child) White label stickers

Preparation

little bigger Cut the construction paper into rectangles a than a child’s hand. You will need one per child. r. Write each child’s name clearly on a white sticke x. (appro pieces small into paper Cut or tear the tissue balls. into ch scrun to en childr 8cm squared) for the Make a hand flag using your own hand as an example (see instructions opposite).

hand using whichever colours they wish. They do not need to colour it all in; they can just make fingerprints. When they have

Ask the children to come to the front of the class then stick a

ask the children to do the same: T/C: Hello. Repeat several times, then wave your flag around and say ‘Byebye’. Encourage the children to copy you: T/C: Bye-bye. Alternate the words and actions a few times, then invite one of the children to be the leader. Now ask two children to stand up and change places:

lolly stick to the back of each of their hand flags using their name

T: (Ana) and (Pablo), change places.

sticker.

Lead the children to demonstrate what you want them to do.

The children can take their hand flags home or you can display

Repeat with more children and ask them to say ‘Hello’ and

them in the classroom.

‘Bye-bye’ as they pass each other in the middle of the circle. Repeat until all the children have had a turn. If you have extra time, choose a game from the Game Bank, pages 16-17.

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Point and stick.

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Welcome!

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NAME:

boy

girl

school

Lesson 2

17/12/2015 11:27:34

10/28/17 11:33 AM

Welcome!

Lesson 2 Objectives

Distinguishing between boys and girls

Use Ollie to show the girl and boy Flashcards. Point to the children and the Flashcards and say:

Vocabulary boy, girl, school

Language

T: Ollie can see girls… and boys. Display the two Flashcards on the board and say the words again,

T/C: Girl. Boy.

Go to school.

Call some children to the board and ask them to stand in front of

Resources and Materials

the appropriate Flashcard:

Student’s Book 1 Coloured Stickers

Preparation

child). Cut rows of Coloured Stickers (one row per

T: (Roberto), come here. You’re a (boy).

Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. T/C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Move the puppet and make Ollie sing and dance while the children listen. Play the song again and encourage the children to sing along. Greet Ollie and encourage the children to join in: T: Hello, Ollie! C: Hello, Ollie!

Then show the children how to put the Coloured Stickers on the dots. Repeat the instruction for each sticker along the way.

Extra Activity Open the Student’s Book at page 6. The children can make a design with more Coloured Stickers in the frame. Play 1.3 Hello! How are you? (Instrumental) while the children work.

When there are several children standing in line in front of each Flashcard, call the rest of the children forward one by one. They should be able to stand in the correct line. Play 1.2 Hello! How are you? Encourage the children to sing along. Play the track again, asking the girls to sing the first verse and the boys to sing the second. Now hold up the boy Flashcard and tell the boys to go to their places. Repeat with the girls.

Wake up Ollie and say ‘Hello’

T: Go to school Annie. Go to school Timmy.

encouraging the children to join in:

Stand up. Sit down.

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 l Flashcards 1, Welcome Unit: boy, girl, schoo

Ask the children to trace the line with their fingers, as you say:

T: (Boys), sit down.

Student’s Book Hold up the three Flashcards one by one and name them for the children to repeat: T/C: Boy. Girl. School. Continue, then name them wrongly for the children to correct:

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song. Display the three Flashcards around the room and tell the children to go to them: T: Go to the (boy). Use the Ollie puppet to give some instructions to the children: T/O: Boys stand up. Girls sit down. Girls stand up. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

T: School? C: No! T/C: Boy. Open the Student’s Book at page 5 and give each child a row of Coloured Stickers, allowing them to choose the colour they

Take the puppet to several individual children so that they can

want. Name the pictures on the page and encourage the children

greet him:

to point to them and say the words:

T: Hello, (Lucia).

T/C: Boy. Girl. School.

C: Hello, Ollie.

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10/28/17 11:33 AM

Welcome!

Lesson 2 Extra Objectives

Identifying as a boy or a girl

Let’s make a headband

Let’s Play!

Ask four boys and four girls to come to the front of the class,

Ask the children to sit in a circle and play 1.3 Hello! How are

then stand them in a line to make a pattern. Say it out loud for

you? (Instrumental). Pass the boy and girl Flashcards around

boy, girl

the children to repeat:

the circle. When you pause the music, the children holding the

Language

T/C: Boy, girl, boy, girl…

Hello, I’m (Amelia). I’m a (girl).

Invite other children to join the line, one by one, sometimes keeping

Resources and Materials

notice and correct you.

Vocabulary

the pattern and sometimes breaking it to see if the children will

Teacher’s i-solutions 1 Coloured construction paper

Show the children the Ollie puppet wearing the headband and

White label stickers

strips of construction paper and allow the children to choose the

Glue Coloured tissue paper A stapler Teacher’s Audio Material 1, CD 1 Flashcards 1, Welcome Unit: boy, girl

Preparation

enough Cut the construction paper into strips long rs. colou of y variet a Use to make headbands. child’s You will need one strip per child. Write each on the put to ready r name clearly on a white sticke strip of their choice. ox. 8cm Cut or tear the tissue paper into pieces (appr balls. squared) for the children to scrunch into a name Prepare a small headband for Ollie with balls paper tissue with it ate decor sticker and in a pattern.

tell the children that they are going to make one too. Give out the

Flashcards speak if they are holding the correct one: T/C: I’m (Laura). I’m a (girl). If the children are able, you could also teach them to say: T/C: I’m (Sara). I’m not a boy. If you have extra time, choose a game from the Game Bank, pages 16-17.

colour they want. Then give each child a sticker with their name on and help them to stick it to the headband. Distribute tissue paper and glue. Demonstrate how to roll the tissue paper into a ball and glue it onto the headband, leaving the name sticker visible. If the children are finding the gluing difficult, offer help or allow them to stick on smaller scraps of tissue. When the children are ready, staple the headbands together to fit each child’s head. With their headbands on, ask the children to stand in a long line, one behind the other. Demonstrate how to play a game to practise introductions: the first child turns around to talk to the second child and they introduce themselves: C1: Hello, I’m (Alex). C2: Hello, I’m (Carmen). (Alex) now runs to the back of the line and (Carmen) turns around to face and greet the child behind her. Continue until all the children have been at the front of the line. The children can wear their name headbands and take them home at the end of the day.

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Look and point. Stick.

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Welcome!

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NAME:

boy

girl

teacher

Lesson 3

17/12/2015 11:27:38

10/28/17 11:33 AM

Welcome!

Lesson 3 Objectives

Identifying as a boy or a girl Recognising objects which are the same

Vocabulary

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children

Extra Activity Open the Student’s Book at page 8. The children use thick

boy, girl, teacher different, the same

to wake Ollie up.

Language

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Put one of

It’s the same.

the red hats on Ollie’s head, and say:

Tidy-up and say ‘Bye-bye’

Resources and Materials

T: Look. What has Ollie got? Nice hat, Ollie!

Play 1.4 The tidy up song. Call on volunteers to collect the

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 A4 construction paper (blue and red) Student’s Book 1 Coloured Stickers (six per child) , pencils, Classroom objects (two of each): glue sticks pens pens, p felt-ti crayons, scissors,

Preparation

Make three paper hats for Ollie from A4 construction paper: one blue and two red.

C: One, two, three… Wake up, Ollie!

Give him a thumbs up and point at his hat so the children understand. Pick up another red hat and put it on his head. Say: T: It’s the same! Show the two hats side by side and repeat with the children: T/C: It’s the same! Display the three hats side by side and have Ollie look at each one in turn. Point to the hats and repeat with the children: T/C: The same. The same. Different.

crayons to draw coloured lines across the frame. Play 1.3 Hello! How are you? (Instrumental) while the children work.

materials and put them away. Encourage the children to tidy up and join in with the song. Ask the children to sit in a circle. Place the six different classroom objects in the circle, but add a seventh so that two of them are the same. Show the objects to the children. Ask for a volunteer to come forward and identify the objects which are the same. Encourage the child to hold up the two objects and say: C: The same. Repeat, changing the objects which are the same, until all the children who want to participate have had a turn.

Student’s Book

Display the puppet. Tell the class that Ollie is tired and he is going

Open the Student’s Book at page 7. Point to the characters and

back to sleep. Sing 1.5 Bye-bye Ollie!

greet them with the children:

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!

T/C: Hello, Annie! Hello, Timmy!

C: Bye-bye, Ollie! See you next time! Ssssh!

Point to the teacher and say: T/C: Hello, teacher! Run your finger along the top line, naming the pictures with the children: T/C: Timmy… Annie, Timmy, Teacher. Point to the two pictures of Timmy and say: T: Timmy and Timmy. The same. Repeat with the other two rows, encouraging the children to join in with you, pointing and naming. Give out the Coloured Stickers and repeat the process, showing the children how to put a sticker on the two pictures in each row which are the same.

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Welcome!

Lesson 3 Extra Objectives Using greetings Introducing ourselves Identifying as a boy or a girl

Vocabulary

boy, girl, school, teacher

Language Hello, I’m (Javier). I’m a (boy).

Resources and Materials

Teacher’s i-solutions 1 Construction paper (red, yellow and blue) Large and small sequins

Let’s make a name card

Let’s Play!

Hand out the name cards, small sequins and glue. Help the

Ask the children to sit in a circle and display the Flashcards.

children put glue on the letters of their name and then carefully

Teach the children an action for each Flashcard: when you show

stick sequins onto the letters. (If you prefer, they can just stick the

the girl, put your hands up; when you show the boy, put your hands

sequins on the first letter.)

on your knees; when you show the teacher, clap your hands; when

Give out the large sequins and show the children how to glue the sequins around the edge of the name card to make a border. Ask the children to sit in a circle and put all the name cards in a box. Pull your name card out, show it to the children, and say:

you show the school, stamp your feet on the floor. Play the game, showing the Flashcards slowly at first and then more quickly. Continue the activity, standing up and teaching different actions: when you show the girl, wave; when you show the boy, jump; when you show the teacher, run on the spot; when you show the school,

T: Hello!

stand on one leg.

Put your name card on the floor in front of you and continue with

If you have extra time, choose a game from the Game Bank,

Glue

each of the children, encouraging them to say ‘Hello!’

pages 16-17.

A box Flashcards 1, Welcome Unit

Collect up the cards and repeat the game, this time introducing

Preparation

strips. You Cut the construction paper into 30cm x 12cm s in name en’s childr will need one per child. Write the . cards large letters on the strips to make name elf. Make and decorate a name card for yours

yourself when you show your name card. T: Hello, I’m (Liz). Show each of the children’s names for them to identify and encourage them to introduce themselves: T: Hello, I’m (Javier). Collect up the cards and repeat the procedure, this time say: T: I’m a (teacher). Continue, this time with the children: T/C: I’m a (boy). I’m a (girl).

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Notes

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My school

2

1 • Naming classroom objects

4

3

• Reviewing classroom objects • Identifying things that are the same

A ll

Phonics

Story

• Practising the initial sound s

• Listening to a story • Responding to a story

• Learning about keeping the classroom tidy Worksheet 1B

Worksheet 1A

Objectives

5

about me

!

1

• Tidying up the classroom

•  Reviewing classroom objects

• Making a medal

•  Finding matching pairs Extra •  Maths: the same

Language Vocabulary

•  Point to the (table).

• Put your finger on the (table).

• Look inside.

• Good (girl)! • We keep our classroom tidy.

• book, chair, crayon, table

Key competences

•  book, chair, crayon, table

•  backpack, book, chair, crayon,

• school, scissors, snake

• put away (the toys), tidy up

glue stick, pencil, table

LC

CAE

DC

Resources d Pop-outs with Stickers an Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio Material 1, CD 1 Teacher’s Audio it 1 r Pop-outs 1, Un Poster and Poste Finger Pointer it 1 Flashcards 1, Un Flashcard Cube it 1 Story Cards 1, Un Worksheets 1, Photocopiable Teacher’s Book d 251 •  pages 43, 57 an

LC

CAE

MST

DC

LC

CAE

IE

DC

Materials

LC

LL

IE

DC

LC

SCC

DC

Teacher’s i-solutions

A beanbag

Paper piercers

All teaching and learning materials are organised

Blu-Tack

Pipe cleaners

into step-by-step lesson plans including:

Construction paper

Plasticine

•  Quick lesson guides and tips

Crayons

Realia: glue sticks, scissors,

•  Animated Songs •  Animated Story

Crepe paper

crayons, pencils, (picture)

Decorating materials: stars,

book, colouring book, chair,

•  Values video for the All about me! lesson

(small) backpack, toy snakes

•  Interactive games

glitter, felt-tip pens, etc. Drinking straws

Ribbon

Game Generator to create your own interactive

Finger paints

Scissors

games for consolidation, revision or just for fun.

Glue / glue sticks

Sticky tape

My worksheets section to edit or create your

A hole punch

Tissue paper or newspaper

own personalised worksheets using any of the

Lolly sticks

A wastepaper basket

photocopiable material from the unit.

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11/4/17 11:54 AM

Sing. Point and stick.

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1 My school

NAME:

Point to the table Point to the table, The table, the table. Point to the table, Point, point, point. Point to the chair, The chair, the chair. Point to the chair, Point, point, point. Point to the crayon, The crayon, the crayon. Point to the crayon, Point, point, point. Point to the book, The book, the book. Point to the book, Point, point, point.

10

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book

chair

crayon

table

Lesson 1

17/12/2015 11:27:45

11/4/17 11:54 AM

1

Lesson 1

My school

Objectives

Naming classroom objects

Vocabulary

book, chair, crayon, table

Language

Point to the (table).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 rs, Realia: a glue stick, a picture book, some scisso a crayon, a colouring book Student’s Book 1 Stickers 1, Unit 1 Flashcards 1, Unit 1: book, chair, crayon, table A beanbag

Preparation

realia Have an empty chair next to you. Have the y. clearl it nearby where the children can see

Wake up Ollie and say ‘Hello’

Student’s Book

Ask the children to sit in a circle. Show the puppet and tell the

Open the Student’s Book at page 9. Encourage the children to

children that Ollie is sleeping. Count to three and tell the children

point to Annie and Timmy and to greet them:

to wake Ollie up. C: One, two, three… Wake up, Ollie!

T/C: Hello, Annie. Hello, Timmy. Play 1.6 Point to the table and encourage the children to point

Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello,

to the objects on the page while they sing. Give out the Unit 1

Ollie! Tell the children to look at Ollie. Make the puppet ‘whisper’

Stickers and play the first verse again. Show the children how to

in your ear, and then say:

carefully peel off the table Sticker and put it in the appropriate

T: Ollie wants to sit down.

place on the page. Continue with the remaining Stickers.

Pretend that Ollie is trying to sit in inappropriate places, for example, on your shoulder, on various children’s heads, etc. Each time, encourage the children to repeat with you: T/C: N  o, Ollie! Not on (me)! No, Ollie! Not on (Rocío)!

Extra Activity Open the Student’s Book at page 10. Let the children draw a picture using different coloured crayons in the frame. Play 1.7 Point to the table (Instrumental) while the children work.

Continue taking Ollie all around the classroom, encouraging as many children as possible to join in. Hide Ollie behind your back, go over to the empty chair and whisper to the children:

Tidy-up and say ‘Bye-bye’

T: Where can Ollie sit?

Play 1.4 The tidy up song. Call on volunteers to collect the

When they see the chair, say:

materials and put them away. Encourage the children to tidy up

T: Yes, that’s right! Point to the chair. Encourage the children to point to the chair and show Ollie where to sit. Make Ollie fly to the chair and sit him down, then have him ‘whisper’ to you again, and say: T: Ollie wants to colour. Have Ollie pick up the glue stick, the scissors and the picture book. Each time, encourage the children to repeat with you: T/C: No Ollie, not (the book)! Hide Ollie behind your back again and ask the children to point to the correct object, the crayon.

and join in with the song. Ask the children to sit in a circle and have the Flashcards face up in the middle. Throw a beanbag to one of the children and ask them to throw it onto a Flashcard. Ask another child to pick up the Flashcard and take it to the real object. When they bring the Flashcard back, ask the class to name it. Continue until all children have had a turn to either throw the beanbag or take a Flashcard. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

Repeat the procedure, this time making Ollie try to colour in inappropriate places (on the table, on the children, on the board) before having the children point to the colouring book. Play 1.6 Point to the table. Point to the corresponding items in the classroom and encourage the children to sing along and join in.

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1

Lesson 1 Extra Objectives

Naming classroom objects Following simple instructions

Vocabulary

book, chair, crayon, table

Language Go to the (chair).

Resources and Materials

My school

Let’s make plasticine objects

Let’s Play!

Display the four Flashcards around the room and give the children

Divide the children into four groups and assign each group a

instructions to go to them:

Flashcard. Tell the children that you are going to give them

T: Go to the (chair). When the children are confident with the vocabulary, you can vary the activity by giving instructions just to the boys, the girls, or small groups, pairs or individuals:

instructions, and that they must follow the instructions only for their group: T: Books, (stand up). Chairs, (sit down). Crayons, (stand up). Tables, (sit down). After a while you can add more instructions:

Teacher’s i-solutions 1 Flashcards 1, Unit 1: book, chair, crayon, table

T: (Boys) go to the (book).

Plasticine Teacher’s Audio Material 1, CD 1

Give out plasticine and let the children soften and shape it as they

If the children are able, you can ask volunteers to take your place

like for a while. Then ask them if they can make a plasticine crayon.

and give the instructions.

(Rocío, Isabella and Juan), go to the (crayon).

If necessary, demonstrate and help. When everyone is ready, play the third verse of 1.6 Point to the table and sing along, encouraging the children to point to the crayons they have made.

T: Books, (say hello). Chairs, (say bye-bye).

If you have extra time, choose a game from the Game Bank, pages 16-17.

Roll up the plasticine again and ask the children to make a book. Demonstrate and help them with the shaping if necessary. Now that they can make cylinders and flat pieces, they will be able to make tables and chairs. Play 1.7 Point to the table (Instrumental) while they work. When the children have had a go at making each of the objects, get them to roll up their plasticine and choose one object to make to display in the classroom.

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Sing. Point and trace.

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1 My school

NAME:

Put your finger on the table Put your finger on the table, On the table, on the table. Put your finger on the table, Everyone. Put your finger on the chair, On the chair, on the chair. Put your finger on the chair, Everyone. Put your finger on the book, On the book, on the book. Put your finger on the book, Everyone. Put your finger on the crayon, On the crayon, on the crayon. Put your finger on the crayon, Everyone.

12

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book

chair

crayon

table

Lesson 2

17/12/2015 11:27:50

11/4/17 11:54 AM

1

Lesson 2 Objectives

Reviewing classroom objects Identifying things that are the same

Vocabulary

book, chair, crayon, table

Language

Put your finger on the (table). The same.

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 r Pointer; Poster and Poster Pop-outs 1, Unit 1: Finge book, chair, crayon, table A lolly stick Sticky tape Student’s Book 1 Crayons Flashcards 1, Unit 1: book, chair, crayon, table Blu-Tack

Preparation

Attach it Prepare the Finger Pointer Poster Pop-out. ate lamin and to a lolly stick using sticky tape, it if you wish.

My school

Wake up Ollie and say ‘Hello’

Student’s Book

Ask the children to sit in a circle. Have the Unit 1 Poster on display

Open the Student’s Book at page 11. Play 1.8 Put your finger

near the children. Show the puppet and tell the children that Ollie is

on the table again, pointing with one finger to the object at the top

sleeping. Count to three and tell the children to wake Ollie up.

of the page and with one finger to the object at the bottom of the

C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie look at each of the children and greet them. T/O: Hello, (Arturo)! Hello, (Mariana)! Then have Ollie ‘whisper’ in your ear and say:

page as you sing. Show the children how to make ‘writing fingers’ by pressing the first finger and thumb together in a pincer grip. Ask them to trace a line with their fingers from the table at the top to the same picture at the bottom. Tell the children to pick up a crayon or pencil using the pincer grip that they have just practised. Check they are holding their crayon or pencil correctly, then ask them to trace a

T: Ollie says ‘Where are Annie and Timmy?’

line between the tables again, starting at the arrow. Continue with

Encourage the children to point to the Unit 1 Poster and take

the remaining objects to complete the page.

them over to it.

Poster Use Ollie to point to Annie and encourage the children to greet her: T/C: Hello, Annie! How are you? Continue with Timmy and the teacher, encouraging the children

Extra Activity Open the Student’s Book at page 12. The children use thick coloured crayons to draw vertical lines in the frame. Play 1.9 Put your finger on the table (Instrumental) while the children work.

to join in. Show the children the Finger Pointer Poster Pop-out. Hold up the Finger Pointer and hold up your finger so they can see that they are the same:

Tidy-up and say ‘Bye-bye’

T: The same.

Play 1.4 The tidy up song. Call on volunteers to collect the

Then use the Finger Pointer to point to Annie and Timmy. Offer it

and join in with the song.

to some of the children to name objects on the Poster. See if they can find all the unit vocabulary on the Poster and also on the little poster on the classroom wall. If they find something on the little poster, point out that it is ‘the same’ as on the big one. Encourage them to name (in English) any other items they know. If any of the children are reluctant to speak, let them join in by pointing while the others speak. Play 1.8 Put your finger on the table and use the Finger Pointer to point to the objects on the Poster.

materials and put them away. Encourage the children to tidy up

Put the children into four teams and ask them to line up. Stick the four Poster Pop-outs on the board and give each team one of the matching Flashcards. The first member of each team runs to the board, matches the two images, then races back to hand the Flashcard over to the next member of their team. Continue until all the children have had a turn. As they match the images, encourage the children to call out: C: The same! Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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Lesson 2 Extra Objectives

Vocabulary point book, chair, crayon, table

Language Point (up). Point to (the teacher). The same.

Resources and Materials

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 Finger Pointer Construction paper (yellow or gold) Glue

stars, glitter, Decorating materials: e.g. Coloured Stickers, sequins Yellow crepe paper strips Lolly sticks or drinking straws Sticky tape Photocopiable Worksheet Unit 1 Maths (see Teacher’s Book page 251) Flashcards 1, Unit 1: book, chair, crayon, table

Preparation

construction Cut a star (about 12cm in diameter) from the crepe paper paper (you will need one per child). Cut the about need will (you ers stream into strips to make show to elf yours for star a ate three per child). Decor ite). oppos the children (see instructions Copy one Photocopiable Worksheet per child.

Let’s make a star pointer

Maths

Teach the children a pointing rhyme. Use the Finger Pointer to demonstrate the actions as you say the rhyme with them:

Point and match.

T/C: P  oint up, point down, point all around. Point to the teacher and then sit down. Encourage the children to join in as much as possible with the rhyme and the actions. Show the children the star pointer you made and tell them that they are going to make one too. Give out the construction paper, stars, glue and decorating materials, and then tell the children to decorate their stars. While they are working, hand out the strips of

Photocopiable © Santillana Educación, S.L.

Reviewing classroom objects Identifying things that are the same

My school

crepe paper, then when they are ready, show the children how to Unit 1 Maths

stick crepe paper streamers onto the back of the star. Finally, help each child to use sticky tape to attach the straw or lolly stick to the back of their star. When they have finished, repeat the rhyme. The children use their star pointers to do the actions. Repeat the rhyme several times, substituting the word ‘teacher’ for different children’s names and the classroom objects the children have learnt (book, chair, crayon and table). After the lesson, display the star pointers in a vase or jar and keep

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Give out the Photocopiable Maths Worksheets. Ask the children to look at the kites on the page. Ask the children to look at the first kite, then point to the other kites in turn, asking: T: Is it the same? Encourage the children to respond. When you reach the identical kite, encourage them to say:

them to use in future lessons.

C: The same!

Let’s Play!

The children match the identical kites with a crayon.

Play 1.6 Point to the table and let the children use their star

251

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Repeat the procedure with the remaining two kites.

pointers as they listen and sing along. Play What’s missing? (see Game Bank, pages 16-17). Ask the children to sit in a circle and tell them you are going to do some magic with your star. Put the four Flashcards face up in the middle and ask the children to turn around and face the other way. Quickly turn over one of the Flashcards and say: T: Abracadabra! Tell the children to turn around again and see if they can name the hidden card. If you have extra time, choose another game from the Game Bank, pages 16-17.

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My school

Photocopiable © Santillana Educación, S.L.

Let’s find the pairs.

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Photocopiable Worksheet 1A Objectives Reviewing classroom objects Finding matching pairs

Vocabulary

book, chair, crayon, table

Language

(Table) and (table). The same.

Resources and Materials Teacher’s i-solutions 1 Photocopiable Worksheet 1A Paper piercers or scissors Glue sticks Crayons

Let’s find the pairs

Let’s Play!

Ask the children to look at the board, and start to draw a sketch

Play Musical chairs (see Game Bank, pages 16-17). Make a line

of a book, chair, crayon or table. Start slowly and encourage the

of chairs back to back in the middle of the classroom. Play 1.7

children to guess what it is. Continue until the children have

Point to the table (Instrumental) or 1.9 Put your finger on the

guessed all four objects. Let some of the children come forward to

table (Instrumental) while the children dance around the chairs.

the board and have a go at drawing one of the objects for the rest

When you stop the music the children sit down on a chair. After

of the class to guess.

a few turns, you can start to remove chairs one by one and the

Give out the Photocopiable Worksheets and show the children how to pierce or cut along the dotted lines to separate the objects

children who do not manage to sit on a chair can clap in time to the music and encourage their friends.

on the right. Hand out the glue sticks and show them how to glue

If you have extra time, choose another game from the Game

each object next to the matching one. Encourage the children to

Bank, pages 16-17.

say with you:

Teacher’s Audio Material 1, CD 1

T/C: (Table) and (table). The same.

Preparation

When they have finished, the children can decorate their pictures

Copy one Photocopiable Worksheet per child.

My school

by drawing coloured spots on the objects with crayons.

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Look and point. Paint.

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Inside my backpack

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Look inside my backpack, What do you see? A pencil for you, And a pencil for me.

Look inside my backpack, What do you see? A crayon for you, And a crayon for me.

Look inside my backpack, What do you see? A glue stick for you, And a glue stick for me.

We’ve got our school things, It’s a lovely day. It’s time for school, Hip hip hurray!

backpack

crayon

glue stick

pencil

Lesson 3

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Lesson 3 Objectives Listening to a story Responding to a story

Vocabulary

Have Ollie find his own backpack and say: T: Let’s look inside Ollie’s backpack.

l, table backpack, book, chair, crayon, glue stick, penci

Show the backpack to the children and let them look inside.

Language

Story

Look inside.

Resources and Materials

Play 1.10 Story: Inside my backpack and act out the story with Ollie and his backpack. (You don’t need to show the Story Cards

My school

Pointer to point to the same object on the Poster. Repeat several times with different children. Next, choose a volunteer to stand up and turn around, facing away from the board. Use the Finger Pointer to point to one of the Poster Pop-outs, and then ask the class to name the object together: C: (Chair!)

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 two pencils, Realia: a small backpack for Ollie containing ns crayo two two glue sticks and

yet as the children will understand the story.) For the first three

Now ask the volunteer to come to the board and use the Finger

verses, take out the objects mentioned and give one to Ollie and

Pointer to identify the matching object on the Poster. If they

keep one for yourself. When you reach the fourth verse, put the

choose the correct object, encourage the class to say with you:

Story Cards 1, Unit 1 Student’s Book 1

backpack again, pointing to the relevant parts of the Story Cards.

Finger paints Poster and Poster Pop-outs 1, Unit 1 Blu-Tack

n, Flashcards 1, Unit 1: backpack, book, crayo l glue stick, penci

backpack on Ollie and make him ‘march to school’.

T/C: The same!

Display the four Story Cards and play 1.10 Story: Inside my Encourage the children to join in if they are able. Alternatively, watch the animated version of the story on the

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up

Teacher’s i-solutions.

and join in with the song.

Student’s Book

Display the Flashcards around the room and tell children to go to

Open the Student’s Book at page 13. Review the vocabulary by

them:

Wake up Ollie and say ‘Hello’

giving the children instructions:

T: Go to the (backpack).

Ask the children to sit in a circle. Show the puppet and tell the

T: Put your finger on the (school).

Repeat until the children have practised all the vocabulary.

children that Ollie is sleeping. Count to three and tell the children to

Point to the (book).

Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie!

wake Ollie up.

Ask the children to trace a line from the children to the school,

C: One, two, three… Wake up, Ollie!

using their fingers. Name the pictures on the page and encourage

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!

the children to repeat with you:

C: Bye-bye, Ollie! See you next time! Ssssh!

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie ‘whisper’ to you and say:

T/C: Boy, girl, backpack, book…

T: What’s that Ollie? Look inside the backpack?

Give out the finger paints and tell the children to paint the dots with

Pretend that Ollie is taking you over to the children’s backpacks (if they have them), or your own bag. Make Ollie look inside one, and say: T: No, Ollie! Not (Susana’s) backpack! Continue with several children’s backpacks and encourage the children to repeat with you: T/C: No, Ollie! Not (Eduardo’s) backpack.

their fingers, starting at the boy and girl and ending at the school.

Poster Display the Unit 1 Poster and stick the Poster Pop-outs on the board next to it. Use the Finger Pointer to point to the Poster Pop-outs in turn and ask the children to name them. Give a volunteer the Finger Pointer and whisper the name of one of the Poster Pop-outs to them. The child points to the correct one. Ask the class to name it, then call up another child to use the Finger

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Lesson 3 Extra Objectives

Listening to a story and joining in Acting out a story

Story

Pop-outs

Ask the children to sit in a circle and show them the realia. You

Hand out the

will need the backpack, two crayons, two glue sticks and two

Unit 1 Pop-outs

pencils. Open the backpack and invite six volunteers to come

and crayons.

Language

forward and put the objects inside. Encourage them to name them

Help the children

(Book) and (book). The same.

as they do so.

to name the

Resources and Materials

C: A (glue stick).

Vocabulary

l, table backpack, book, chair, crayon, glue stick, penci

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 , pencils Realia: an empty backpack, crayons, glue sticks Story Cards 1, Unit 1 Pop-outs 1, Unit 1 Crayons

pictures and ask them to colour

the backpack again. Show the corresponding Story Cards and

them.

Alternatively, watch the animated version of the story on the Teacher’s i-solutions. Call on two children and ask them to each take out a pencil from the backpack. Say the words from the story as you do so, and encourage them to join in if they are able: T/C: A pencil for you, and a pencil for me. Repeat the procedure with the glue sticks and crayons. Then tell the children to put the objects back in the backpack and ask one child to pick up the backpack and ‘march to school’. Repeat with

Play a game.

objects in the

Tell the children that they are going to listen to the story about play 1.10 Story: Inside my backpack.

My school

Learn with Ollie 1

When they are

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ready, show the children how to carefully

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pop out the pieces and play a game. The children turn the pieces over face down and mix them up, then they try to turn over two pictures which are the same. When they succeed, encourage them to say: T/C: (Book) and (book). The same. Have the children repeat the procedure until they find all the pairs. If you wish, you can tell the children to turn all the cards back over and play again.

the rest of the class: T/C: It’s time for school, hip, hip, hurray!

Let’s Play! Fill the backpack with glue sticks, pencils and crayons, making sure there is one object for each child. Ask the children to sit in a circle and show them the backpack. Pass the backpack around the circle in a clockwise direction and recite with the children: T/C: L ook inside my backpack, what can you see? Look inside my backpack, what can you see? When you finish the phrase, the child holding the backpack looks inside and takes out an object for the class to name. Put the object in the middle of the circle and continue chanting and passing the bag until all the children have had a turn. If you have extra time, choose a game from the Game Bank, pages 16-17.

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Look and paint. Listen.

S

fi Phonics

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Transcript s… s… s… snake s… s… s… snake s… s… s… school s… s… s… school s… s… s… scissors s… s… s… scissors

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school

scissors

snake

Lesson 4

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Lesson 4

My school

Objectives

Practising the initial sound s

Vocabulary

school, scissors, snake

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 Toy snakes Student’s Book 1 Finger paints

Preparation

Hide the toy snakes around the classroom.

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the

Transcript 1.11 Unit 1. Lesson 4. Phonics.

children that Ollie is sleeping. Count to three and tell the children

s… s… s… snake

to wake Ollie up.

s… s… s… snake

C: One, two, three… Wake up, Ollie!

s… s… s… school

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie

s… s… s… school

‘whisper’ to you and ‘hide’ behind your back. Say:

s… s… s… scissors

T: Ollie’s scared. He says there are snakes in the school!

s… s… s… scissors

Move your arm like a snake and hiss to demonstrate, then send the children to look around the classroom to find the snakes: T: Can you see any snakes in the school? As they bring each snake to you, do the arm movement and repeat together:

Extra Activity Open the Student’s Book at page 16. The children paint dots inside the outlines of the letters with finger paints, following the direction of the arrow.

T/C: s-s-s snake. When the children have collected all the snakes, say: T: Look Ollie. The snakes are not real!

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

Show a toy snake to Ollie and let the children pass them around.

materials and put them away. Encourage the children to tidy up

Draw a hollow upper case letter S on the board and add a snake’s

and join in with the song.

tongue and two eyes. Trace it with your writing fingers (pincer grip

Ask the children to sit in a circle and teach them actions for the

with your first finger and thumb), saying the ‘s’ sound. Show the

three words from the lesson.

children how to make the pincer grip, and then trace the shape in the air for them to copy. Encourage them to say the sound as they do so. Continue, using different body parts to trace the shape in the air, such as elbows, feet, shoulders and nose. This will help the children to remember the letter shape.

‘Snake’: the children slide along the floor like snakes. ‘Scissors’: the children mime cutting with their first and middle fingers. ‘School’: the children sit down cross-legged. Say the three words at random, emphasising the initial sound each time: T: s-s-s (snake)!

Student’s Book

Encourage the children to do the corresponding actions. After

Open the Student’s Book at page 15. Point to each picture

several rounds, mime the actions and encourage the children

and say the name, emphasising the initial sound. Encourage the

to say the words while they do the actions.

children to do the same. Say the sound again as you point to the letters. Then ask the children to trace a line from the school to the scissors using their writing fingers. Give out finger paints and play 1.11 Unit 1. Lesson 4. Phonics. Then tell the children to paint a line from the school to the scissors.

Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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Lesson 4 Extra

My school

Objectives

Practising the initial sound s

Vocabulary

school, scissors, snake

Resources and Materials

Teacher’s i-solutions 1 Pipe cleaners A4 coloured construction paper Decorating materials: crayons, felt-tip pens,

Let’s make a stripy snake

Let’s Play!

Draw an upper case S shape on the board and invite several

Play 1.7 Point to the table (Instrumental) and ask the children to

children to come to the board and try to copy it.

walk or dance around in a circle. Pause the music and say words

Ask the children to stand in a line and let them practise tracing the letter on each other’s backs, and then repeat with them tracing the letter on each other’s hands. Next, distribute the pipe

sound each time. When you say a word which has a different initial sound, tell the children to call out ‘Stop!’ and sit down:

cleaners and ask the children to bend them into an S shape. Give

T: s-s-s snake. s-s-s school. s-s-s scissors. b-b-b book.

the children time to play with them, then tell them to put the pipe

C: Stop!

cleaners to one side.

Coloured Stickers, glitter, glue Teacher’s Audio Material 1, CD 1

Give out the templates and tell the children that they are going to

Preparation

and show the children how to draw stripes across the snake’s

, upper Using a thick marker pen, draw a large, hollow eyes two Draw . paper A4 case letter S onto a piece of ate templ the Copy . and a tongue to turn it into a snake need will onto A4 coloured construction paper (you

from the unit which have the initial ‘s’ sound, emphasising the

make a snake. Draw the picture from the template on the board

Continue, starting the music again. If you have extra time, choose a game from the Game Bank, pages 16-17.

body. Hand out the decorating materials and give the children time to decorate their snakes. When they have finished, you can display the stripy snake pictures in the classroom or allow the children to take them home.

one copy per child).

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Look, point and stick. I keep my classroom tidy

All about me!

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NAME:

Lesson 5

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Lesson 5

My school

Objectives

Learning about keeping the classroom tidy

Vocabulary tidy up

As Ollie tidies away the toys, tell the children:

Student’s Book

T: Ollie can put away the toys.

Open the Student’s Book at page 17. Look at each picture in turn

Repeat the procedure, and this time name two or three children

and say:

put away (the toys)

and ask them to put away the pencils:

T: Good (girl)! She’s (putting away her coat).

Language

T: (Ana) and (Gerardo) can you put away the (pencils)?

Encourage the children to point to the picture and then repeat with

Good (girl)! We keep our classroom tidy.

Then say to the class:

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 All about me! Poster 1, Unit 1

T: (Ana) and (Gerardo) can put away the (pencils). Continue the procedure with the rest of the objects and different children until the classroom is tidy. Encourage the children to repeat with you:

you: T/C: Good (girl)! Give out the Happy Stickers and let the children stick one under each picture. Now watch the All about me! video on the Teacher’s i-solutions to consolidate what the children have learnt in this lesson.

T/C: We keep our classroom tidy.

Finger Pointer Student’s Book 1 Happy Stickers (three per child)

All about me! Poster Display the Unit 1 All about me! Poster and let the children look

Preparation

Open the Student’s Book at page 18. Give out crayons and

at it. Point out the picture of the tidy classroom at the bottom, and

show the children how to draw vertical lines starting at the

compare it to your tidy classroom.

arrow. Play 1.9 Put your finger on the table (Instrumental)

T: They keep their classroom tidy and we keep our classroom tidy.

while the children work.

lesson, The classroom needs to be untidy for this acks, backp ls, penci with several toys, books and rubbish all lying around near where you will wake up Ollie.

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie!

Use the Finger Pointer to point to the All about me! Poster and play 1.12 I keep my classroom tidy.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

Transcript 1.12 I keep my classroom tidy. Girl:

I tidy up. I put away the toys.

Boy:

I tidy up. I put away the pencils.

Children: We put away our backpacks and our coats. Girl:

I put away the books.

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have Ollie

Children: We keep our classroom tidy.

‘fly’ around and look at the messy classroom. Say:

Boy:

T: Look at the classroom!

Extra Activity

I put rubbish in the bin.

materials and put them away. Encourage the children to tidy up and join in with the song. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

Children: I keep my classroom tidy!

Make Ollie fly to each of the ‘untidy’ places you have prepared. Encourage the children to name the objects with you: T/C: A (pencil)! Ask Ollie to help tidy up:

If the children are able, you can make phrases and let them use the Finger Pointer to point to pictures on the All about me! Poster: T: Point to the girl (putting away books). Point to the (backpack).

T: Ollie, can you put away the toys?

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Lesson 5 Extra Objectives General revision Value: I keep my classroom tidy

Vocabulary

l, table backpack, book, chair, crayon, glue stick, penci bin, rubbish

Language

Let’s tidy up! Start by sending individual children to do some small jobs in the classroom. T: (Lucas) can you put away the (pencils)? (Rodrigo) can you put away the (toys)?

My school

Clear a space in the classroom and ask the children to stand in a circle. Play 1.6 Point to the table and 1.8 Put your finger on the table. Encourage the children to dance and sing along. If you wish, you can place the classroom objects in the middle of the circle and the children can point to the corresponding classroom items as they are mentioned in 1.6 Point to the table.

Comment on what the children are doing and praise them to help

While they are dancing, hide the paper balls all around the

the rest of the class notice what needs doing.

classroom. Then tell the children to sit in a circle and put the empty

Go to (the chair).

T: Good (boy), (Rodrigo)!

waste paper basket in the middle.

Resources and Materials

Continue, encouraging as many children as possible to participate.

Ask the children what goes in the bin and help them to answer

Let’s Play!

the classroom. Demonstrate by going to find one of the balls of paper.

Show the children the Flashcard Cube and the six Flashcards.

Choose one of the children and tell them to go and find some

Encourage the children to name the Flashcards and let them help

rubbish. Repeat until all the children have found a ball of paper,

you to put them in the cube.

and help by guiding them if necessary.

Next, show the children the classroom objects (realia) and display

When they are ready, the children can take turns trying to throw

them around the classroom, placing each one on a chair. Review

the rubbish in the bin. Ask them to stand in a circle with the bin in

the vocabulary by pointing to each in turn and naming it with the

the middle. Let each child have one throw, then continue around

children. Make sure to also revise ‘chair’. Put the children into five

the circle to the next child. Go around the circle and repeat until all

groups, and then assign each group a classroom object. As you

the children have thrown their ball of paper in the bin (or at least

assign the children their groups, they should go and stand next to

had several attempts).

Sit down. Stand up.

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 crayon, Flashcards 1, Unit 1: backpack, book, chair, glue stick, pencil Flashcard Cube stick, a pencil Realia: a backpack, a book, a crayon, a glue Tissue paper or newspaper A waste paper basket

Preparation

oom for the Have some items out of place in the classr children to tidy up. You Roll the tissue paper or newspaper into balls. child. will need at least one paper ball per

the corresponding item. T: (Juan) go to the (glue stick).

‘rubbish’ or ‘paper’. Ask the children if they can see any rubbish in

If you have extra time, choose a game from the Game Bank, pages 16-17.

When all the children are in their groups, roll the Flashcard Cube. Show the children which picture is on top and give that group an instruction: T: (Backpacks), stand up. Continue rolling and giving instructions: T: (Pencils), sit down. (Crayons), go to the (backpacks). (Books) shout (‘hurray!’). When the Flashcard Cube shows the chair Flashcard on top, everyone must go and sit on their chair, wait while you slowly count to three, and then return to their groups. Repeat the game several times.

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My school

Let’s make a medal.

Photocopiable © Santillana Educación, S.L.

A C N   I

T

ID

P Y  U

!

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1

Photocopiable Worksheet 1B Objectives Tidying up the classroom Making a medal

Vocabulary

tidy up, put away (the toys)

Language Good (boy)!

Resources and Materials

Let’s make a medal

Let’s Play!

Ask individual children to tidy up the classroom:

Ask the children to sit in a circle and give instructions to two

T: (Felipe) can you put away the (crayons), please? Good (boy)!

children at a time: T: (Joshua) stand up. (Maria) stand up. Change places. Sit down.

Tell the children that they are very good at tidying up, and that they

Make sure everyone has a turn. If the game is difficult for your

are going to make themselves a medal. Give out the medals and

class, begin by having them sitting in a circle of chairs, so that it’s

finger paint and tell the children to paint the star. When they have

easier for them to find the right place. From time to time call out:

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 Photocopiable Worksheet 1B

finished, hand out the tissue paper and glue. You can either let the

A4 construction paper Yellow finger paint

into balls. Once they have made enough small paper balls, show

Glue

make a border.

Coloured tissue paper A hole punch

When the children have finished, punch a hole in the top of each

Some ribbon

tie the medals around the children’s necks so that they can wear

Preparation

My school

children choose the colours they want, or give each child lots of different colours. Show them how to scrunch the tissue paper up the children how to glue them around the edge of their medal to

T: Everybody, change places. Everybody (including you) should move to a different place. If you have extra time, choose a game from the Game Bank, pages 16-17.

child’s medal and thread each one onto a piece of ribbon. Finally, them. The children can take their medals home to play with.

oom Have some items out of place in the classr for children to tidy up. ruction paper Copy the Photocopiable Worksheet onto const per child). and cut out the medals (you will need one Use as many es. squar 5cm x 5cm into Cut the tissue paper le. different colours as possib child). Cut the ribbon into 80cm lengths (one per

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Notes

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2

My face

• Naming the parts

•  Talking about feelings

of the face

4

3

• Listening to a story

• Practising the initial

• Joining in with a story

Worksheet 2A

A ll

Phonics

Story

sound a

• Learning about the importance of feelings

• Completing a face

Worksheet 2B

Term 1

parts of a picture

• Maths: a lot of and a few

Review and Assessment Consolidating

• Recognising different

Extra

Objectives

5

about me

!

2

1

•  Colouring inside lines

Vocabulary and Language

• Touch your (nose).

•  I am (happy).

•  The monster is (sad).

• face, ears, eyes,

• angry, happy, sad

• angry, happy, sad • monster •  up, down • one

•  I am (happy).

Language

Vocabulary Key competences

mouth, nose

LC

CAE

IE

DC

LC

Resources d Pop-outs with Stickers an Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio Material 1, CD 1 Teacher’s Audio it 2 r Pop-outs 1, Un Poster and Poste Finger Pointer it 2 Flashcards 1, Un be Cu rd ca Flash it 2 Story Cards 1, Un rksheets Photocopiable Wo 1, ok Bo r’s he Teac 252 and 259 •  pages 69, 83,

CAE

MST

DC

LC

CAE

IE

• angry, ant, apple

DC

LC

LL

DC

LC

SCC

LL

DC

Teacher’s i-solutions

Materials A beanbag Blu-Tack Building blocks A camera Construction paper Crayons Food ingredients: plain biscuits, icing sugar, lemon juice or water, raisins Glue Googly eyes Lolly sticks Magnetic letters Masking tape

•  angry, happy, sad

Mirrors (large and small) Paints and paintbrushes Paper piercers Paper plates Paper napkins Plastic knives Plasticine Scissors Small bowls Star pointers (from Unit 1) Sticky tape Tissue paper Wool

All teaching and learning materials are organised into step-by-step lesson plans including: •  Quick lesson guides and tips •  Animated Songs •  Animated Story •  Values video for the All about me! lesson •  Interactive games Game Generator to create your own interactive games for consolidation, revision or just for fun. My worksheets section to edit or create your own personalised worksheets using any of the photocopiable material from the unit.

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Sing. Point and stick.

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2 My face

NAME:

Touch your nose Touch, touch, touch your nose, Touch your nose like me. Touch, touch, touch your nose, Touch your nose like me. Touch, touch, touch your eyes, Touch your eyes like me. Touch, touch, touch your eyes, Touch your eyes like me. Touch, touch, touch your mouth, Touch your mouth like me. Touch, touch, touch your mouth, Touch your mouth like me. Touch, touch, touch your ears, Touch your ears like me. Touch, touch, touch your ears, Touch your ears like me.

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ears

eyes

mouth

nose

face

Lesson 1

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2

Lesson 1

My face

Objectives

Naming the parts of the face

Vocabulary face ears, eyes, mouth, nose

Language

Touch your (nose).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 A mirror Student’s Book 1 Stickers 1, Unit 2

hair, Poster and Poster Pop-outs 1, Unit 2: ears, happy eyes, happy mouth, nose Finger Pointer Blu-Tack

Wake up Ollie and say ‘Hello’

Show the children how to carefully peel off the Sticker and place it

Ask the children to sit in a circle. Show the puppet and tell the

on the picture. Continue with the rest of the Stickers.

children that Ollie is sleeping. Count to three and tell the children

When they have finished, play 1.13 Touch your nose again and

to wake Ollie up.

encourage the children to sing along and point to the parts of the

C: One, two, three… Wake up, Ollie!

face on the page.

Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello, Ollie! Tell the children to look at Ollie and make him fly over to the mirror. Pretend that Ollie is looking at his face and say: T: Look. Ollie is looking at his face. Look at your own face in the mirror, then pass it to the children.

Extra Activity Open the Student’s Book at page 20. The children draw and colour a smiley face in the frame. Play 1.14 Touch your nose (Instrumental) while the children work.

Point to your nose and say: T: This is my nose.

Poster

Encourage the children to point to their noses and repeat with you:

Display the Unit 2 Poster and ask the children to name anything

T/C: Nose! Repeat the procedure with your eyes, mouth and ears. Then practise the parts of the face, saying: T: Touch your (nose). Play 1.13 Touch your nose. Encourage the children to sing along and touch each part of the face as it is named.

they can see on it. Give the Finger Pointer to a child and help them to point to the parts of Annie’s face for the rest of the class to name. Repeat with another volunteer and the picture of Timmy. Display the Unit 2 Poster Pop-outs, and then place them on the third face in the wrong places. Invite volunteers to come forward to put them in the correct places. Encourage them to name the parts of the face as they do so.

Finish by reviewing all the parts of the face:

Tidy-up and say ‘Bye-bye’

T: O  n my face (draw around your face with your finger)

Play 1.4 The tidy up song. Call on volunteers to collect the

I’ve got a nose, a mouth, eyes and ears.

materials and put them away. Encourage the children to tidy up

Touch each part as you name it and encourage the children

and join in with the song.

to join in:

Ask the children to sit in a circle, and then start to make a slow

C: Face. Nose. Mouth. Eyes. Ears.

rhythm, clapping and tapping your legs without speaking. When

Student’s Book

still keeping the rhythm very slow. The rhythm could go something

Open the Student’s Book at page 19. Ask the children to point to the girl’s face and name the different parts: C: Face. Nose. Mouth. Eyes. Ears. Give out the Unit 2 Stickers, and say: T: Have you got a (nose)? Stick on the (nose).

everyone is joining in, add in actions of touching parts of your face, like this: Clap… tap… touch your eyes... clap… tap… touch your nose, etc. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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2

Lesson 1 Extra

My face

Objectives

Naming the parts of the face

Vocabulary

ears, eyes, mouth, nose face

Resources and Materials

Teacher’s i-solutions 1 Several small or handheld mirrors Plasticine Paper plates

Let’s make a paper plate face

Let’s Play!

Ask the children to sit in a circle. First, ask them to look at their

Review the parts of the face using the Flashcards. Ask the

friends’ faces and to point to the different parts of the face.

children to sit in a circle and pass the ears Flashcard around in a

T: Point to the (nose). Pass around the mirrors and let the children look at their own face, then ask volunteers to come to the board and draw a face. Remind them to include the eyes, nose, mouth and ears. Leave the drawings on the board as a model for the children to use later.

clockwise direction. Each child says the word and then passes the Flashcard on. Continue, passing the nose Flashcard around in an anti-clockwise direction, then repeat with the eyes and the mouth. Hold up any one of the Flashcards and name it correctly. Tell children to give you a thumbs up if it is correct. Then name one incorrectly and tell them to give you a thumbs down if it is wrong.

Give out the plasticine and let the children play with it for a while.

Continue to name the Flashcards, sometimes correctly and

Glue

Then give out the paper plates and glue. Explain that the plate

sometimes not, and encourage the children to correct you.

Lolly sticks Sticky tape

will be the face and that they are going to make the features with

Flashcards 1, Unit 2: ear, eyes, mouth, nose

plasticine. Demonstrate, showing them how to make the parts of the face and then show them how to glue them onto the plate.

If you have extra time, choose a game from the Game Bank, pages 16-17.

When they have finished, tape a lolly stick to the back of each child’s plate so that they can hold them up. Encourage the children to hold up their faces and talk to each other: C: Hello, I’m (Sofia). Bye-bye!

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Sing. Point and trace.

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2 My face

NAME:

I am happy I am happy, Happy as can be! Make a happy face, Look at me! I am sad, Sad as can be! Make a sad face, Look at me! I am angry, Angry as can be! Make an angry face, Look at me!

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angry

happy

sad

Lesson 2

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2

Lesson 2

My face

Objectives

Talking about feelings

Vocabulary angry, happy, sad

Language I am (happy).

Resources and Materials Teacher’s i-solutions 1

Puppet Teacher’s Audio Material 1, CD 1 Flashcards 1, Unit 2: angry, happy, sad Poster and Poster Pop-outs 1, Unit 2

Wake up Ollie and say ‘Hello’

Student’s Book

Ask the children to sit in a circle. Show the puppet and tell the

Open the Student’s Book at page 21. Tell the children to trace a

children that Ollie is sleeping. Count to three and tell the children

line with their finger from Annie to the happy girl on the right. Point

to wake Ollie up.

to the two faces and get the children to copy you. As they point,

C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Pretend that Ollie is sad. Say: T: Ollie, what’s wrong? Oh, no. Ollie is sad. Make an exaggerated sad face and say:

encourage them to say: T/C: They are happy. Repeat with the pictures of the sad and angry children. Hand out crayons and tell the children to trace along the lines with a crayon. Check that they are holding their crayon correctly (pincer grip between index finger and thumb) before they begin.

T: Now I’m sad.

Blu-Tack Student’s Book 1

Tell the children to make a sad face and take Ollie around to look at

Crayons

T: Now Ollie is happy! Make a happy face.

them. Repeat the procedure, pretending that Ollie is happy, and say:

Take Ollie around to look at the children again, then pretend that Ollie is angry.

Extra Activity Open the Student’s Book at page 22. The children use crayons to draw horizontal coloured lines across the page in the frame. Play 1.16 I am happy (Instrumental) while the children work.

T: Now Ollie is angry! Make an angry face. Show the children a frown and take Ollie around to look at the

Tidy-up and say ‘Bye-bye’

children again.

Play 1.4 The tidy up song. Call on volunteers to collect the

Display the three Flashcards and see if the children can name them. Play 1.15 I am happy. Point to the Flashcards and make

materials and put them away. Encourage the children to tidy up and join in with the song.

the appropriate face for each verse of the song, encouraging the

Display the three emotion Flashcards around the room and make

children to do the same and to join in with the words if they can.

Ollie give the children instructions:

Poster Display the Poster and ask individual children to come to the Poster. Ask:

T: Ollie says (happy)! If Ollie says ‘happy’, they skip or dance to the happy Flashcard with a smile on their face. If Ollie says ‘sad’, they put their head down, looking sad and walk slowly to the sad Flashcard. If

T: Are you (happy)?

Ollie says ‘angry’, they frown and stamp their way to the angry

C: Yes.

Flashcard.

Let the child choose the eyes and mouth for the emotion and stick

Display the puppet. Tell the class that Ollie is tired and he is going

them on the Poster. Repeat, until the children have found the

back to sleep. Sing 1.5 Bye-bye Ollie!

correct Poster Pop-outs for all the emotions. If the children are able, encourage them to say:

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

C: I am (happy).

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2

Lesson 2 Extra Objectives

Vocabulary

ears, eyes, mouth, nose, face a lot of, a few

Resources and Materials Teacher’s i-solutions 1 Plain biscuits Paper napkins

Let’s make a biscuit face Draw a circle on the board. Point to the circle and trace around your face to help them guess what it is. Ask:

Look and colour.

T: What’s this? T/C: A face. Repeat the procedure with the eyes, then add a spot for a nose. Finally, ask the children what is missing and, when they tell you, add a string of spots for a smile and two more for ears.

Icing sugar Lemon juice or water

Tell the children that they are going to make a biscuit face. Give

Raisins Small bowls

of raisins and icing. Show them how to spread some icing on the

Plastic knives for spreading Paper plates Teacher’s Audio Material 1, CD 1 Photocopiable Worksheet Unit 2 Maths

them instructions to make the face on top of the icing by adding

(see Teacher’s Book page 252)

Maths

out the biscuits (one per child) on paper napkins, and the bowls

Photocopiable © Santillana Educación, S.L.

Describing faces Decorating biscuits

My face

biscuit, using a plastic knife. When all the children are ready, give the raisins: T: Let’s make the eyes. Now the nose. Now the mouth… The children can take their biscuits home or eat them at the end of

252

Unit 2 Maths

683505_TB_U10.indd 252 7/7/16 9:55

Ask the children to gather round and show them two paper plates. Put four biscuits on each plate and show the children. Encourage them to repeat with you:

Crayons

the day.

Preparation

Let’s Play!

Put most of the biscuits on one plate, leaving just two on

Play Hide the plate. Ask the children to sit in a circle and choose a

the other. Show the children and say:

Copy one Photocopiable Worksheet per child. sugar to make Mix a little water or lemon juice with icing the biscuits. on d sprea a thick icing that the children can (one bowls Put some of the icing mixture into small for each group). Put the raisins into small bowls (one for each group).

T/C: The same.

volunteer to stand in the middle. Tell them to cover their eyes and play 1.15 I am happy. The children sitting down put their hands behind their backs and pass a paper plate around behind them while they all sing the first verse. When the music stops, the child holding the plate has to keep it hidden behind their back, and the

T: A lot of biscuits. A few biscuits. Encourage them to point and repeat with you: T/C: A lot. A few.

child in the middle tries to guess who has the plate. When they

Give out the Photocopiable Maths Worksheets. Ask the

guess correctly, the child who has the plate then swaps with the

children to point to the jar which has ‘a lot of’ biscuits.

child in the middle. Continue until several children have had a turn.

Repeat with the jar which contains ‘a few’ biscuits. Then

If you have extra time, choose a game from the Game Bank, pages 16-17.

ask them to colour the lid of the jar which has a lot of biscuits.

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2

My face

Photocopiable © Santillana Educación, S.L.

Let’s make my face.

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Photocopiable Worksheet 2A

My face

Objectives Completing a face

Let’s make my face

Let’s Play!

Ask the children to sit in a circle and distribute the mirrors.

Ask the children to stand in a circle and tell them they are going to

Encourage them to look carefully at their own face in the mirror

make a face. Tell them that the circle will be the face, then choose

and at their friends’ faces. Ask them to point to the parts of the

six volunteers to step outside the circle and have the others move

hair

face and say the words. If you wish, you can revise them using the

in to close the gaps. Position two children to sit cross-legged as

Resources and Materials

Poster and Poster Pop-outs or the Flashcards.

eyes, and one more as the nose. Then have two children lie down

Vocabulary

ears, eyes, mouth, nose, face

Teacher’s i-solutions 1 Several small or handheld mirrors Poster and Poster Pop-outs 1, Unit 2 (optional) (optional) Flashcards 1, Unit 2: ear, eyes, mouth, nose

Hand out the Photocopiable Worksheets and crayons, letting the

Photocopiable Worksheet 2A Crayons Googly eyes Tissue paper Glue A camera

children choose a crayon to colour in the face. When they have

outside the circle in a slightly curved position to make the ears, and one more lie down in the circle to make a smiling mouth.

finished, give each child two googly eyes and tell them to stick

Take a photo of the ‘face’ if you can, as the children will not be able

them on. Show them how to draw on a smile for the mouth with a

to see it. Continue the game, choosing another six children to make

red crayon.

a sad face, then six more to make an angry face. Show the children

When they are ready, let them choose tissue paper to make the hair, then show them how to glue it on top of the head. The

the photos you have taken after you finish the activities and encourage them to identify the feelings on the faces they made.

children can scrunch it up to make curly hair like Timmy’s or leave

If you have extra time, choose a game from the Game Bank,

it in long strips to make straight hair like Annie’s.

pages 16-17.

Preparation

Copy one Photocopiable Worksheet per child. children Cut the tissue paper into strips ready for the have you e Ensur e. pictur their to make hair for a variety of colours suitable for the children in your class.

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Look and point. Glue.

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2 My face

NAME:

I see monsters

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I look up. I look down. I see a sad monster in my town. ‘Monster, monster, go away!’ And the monster ran away.

I look up. I look down. I see a happy monster in my town. ‘Monster, monster, go away!’ And the monster ran away.

I look up. I look down. I see an angry monster in my town. ‘Monster, monster, go away!’ And the monster ran away.

I look up. I look down. I see monsters all around. They’re happy and sad, And angry too. ‘Oh dear me! What should I do?’

angry

happy

sad

monster

one

Lesson 3

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2

Lesson 3 Objectives Listening to a story Joining in with a story

Vocabulary angry, happy, sad monster

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up.

up, down

C: One, two, three… Wake up, Ollie!

one

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie.

Language

Walk around with Ollie, making him look at several of the children.

The monster is (sad).

Say:

Resources and Materials

T: Ollie is counting you. How many children are here?

My face

with the rest of the story, encouraging the children to participate as much as possible. Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

Student’s Book Write a large number one on the board, speaking as you write to demonstrate the correct way to form the number: T: Up and down. Now face the children and make a large number one in the air,

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 1 (finger Flashcards 1, Unit 2: angry, happy, sad; one,

Pretend to count the children silently, pointing at them, then stop

counting Flashcard) Story Cards 1, Unit 2

Pretend that Ollie whispers in your ear, then say:

the monster. Ask:

T: How many Ollies are there?

T: How many monsters are there?

Hold up one finger and encourage the children to repeat with you:

C: One.

T/C: One!

Ask the children to trace the number one with their index finger and

Put the number one Flashcards on the board. Tell the children

children how to scrunch up the tissue paper into small balls and glue

Student’s Book 1 Tissue paper Glue

Star pointers from Unit 1 (optional)

Preparation

t Cut the tissue paper into small pieces (abou 5cm squared).

and say: T: A lot of children.

to hold up one finger, like in the picture, and say the number again. Then give the children instructions to put their finger up or down to

reversed, and have them copy you as you say the words: T/C: Up and down. Open the Student’s Book at page 23. Ask the children to point to

thumb, then give out the pieces of tissue paper and glue. Show the them on the number one in the Student’s Book.

practise the number one:

Tidy-up and say ‘Bye-bye’

T: Put one finger up. Put one finger down. Up. Up. Down. Down.

Play 1.4 The tidy up song. Call on volunteers to collect the

Story Tell the children that they are going to listen to a story. Ask for four volunteers to come to the front and hold up the Story Cards. Point to Story Card 1 and ask the children what they can see. Give them prompts to help: T: One monster and… T/C: One boy.

materials and put them away. Encourage the children to tidy up and join in with the song. Display the Flashcards clearly around the room and give the children their star pointers from Unit 1 (alternatively, you can tell them to show you their index fingers to point). Give instructions for the children to point to the Flashcards. T: Look up, look down. Point to the (sad) face.

T: Is the monster happy?

Display the puppet. Tell the class that Ollie is tired and he is going

T/C: The monster is sad.

back to sleep. Sing 1.5 Bye-bye Ollie!

Play 1.17 I see monsters. Use gestures and expressions to help

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!

the children understand: look up and down, make a sad face,

C: Bye-bye, Ollie! See you next time! Ssssh!

pretend to shoo away a monster, etc. Continue in the same way

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Lesson 3 Extra Objectives Listening to a story Acting out and remembering a story

Vocabulary angry, happy, sad monster up, down

Let’s Play!

Encourage the child who is playing the boy to shout out:

Display the first three Story Cards around the room and have a

C: Monster, go away! Continue, choosing different children to act out Story Cards 2 and 3. For Story Card 4 you can take the role of the child and ask all the children to be monsters. Let them choose which emotion they

one

are going to act out and encourage them to tell you:

Language

C: I’m a (happy) monster.

I’m a (happy) monster. Monster, go away!

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 A beanbag Story Cards 1, Unit 2 Pop-outs 1, Unit 2 Crayons Glue Wool

group of children next to each one. Tell the children next to Story Card 1: T: You are sad monsters. Continue with the other two groups (angry and happy monsters). Then tell all the monsters to go to sleep.

Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

T: Go to sleep, monsters! Give more instructions to each group. Make sure that they

(She’s) happy.

Resources and Materials

My face

remember to be sad, angry or happy monsters as they follow your instructions:

Pop-outs

Make a necklace.

Hand out the

T: (Angry) monsters, (wake up). (Sad) monsters, (come here). (Happy) monsters, (stand up). (Angry) monsters, go to sleep.

Unit 2 Pop-outs, crayons, glue

Continue, changing the groups around so that the children get a

and wool. Help

chance to act out all the different emotions.

the children to

If you have extra time, choose a game from the Game Bank,

identify the two

pages 16-17.

characters by name and ask them to say

Story Ask the children to sit in a circle with their legs bent and give them a beanbag to pass around. Teach them the following actions: when you say ‘up’ the children stretch their arms up and pass the beanbag around; when you say ‘down’ they pass it under their legs. Continue around the circle several times. Tell the children that they are going to listen to the story about the

who is a boy and who is

Learn with Ollie 1

© Santillana Educación, S.L.

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a girl. Ask: T: Is Annie (happy)? Is she (angry)? Is she (sad)? C: She’s happy. Ask them to colour in the mouth and hair. If they have time they can also colour in the rest of the Pop-out.

monsters again. Show the Story Cards and play 1.17 Story: I see

When they have finished, show them how to pop out the

monsters.

template and pop out the small holes. Then ask them to

Act out the story with the children. Choose a child to be the boy and another to be the sad monster and show them how to act out Story Card 1. Tell the child who is the monster to act like a sad monster, and have them say:

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glue the two items back to back (with the small holes lined up; you may need to help them with this). Next, help the children to thread a length of wool through the small hole at the top so that they can wear their necklaces. The children can take their necklaces home to play with.

C: I’m sad.

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Look and stick. Listen.

A

å Phonics

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2 My face Transcript a… a… a… apple a… a… a… apple a… a… a… ant a… a… a… ant a… a… a… angry a… a… a… angry

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NAME:

AAA ååå angry

ant

apple

Lesson 4

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2

Lesson 4

My face

Objectives

Practising the initial sound a

Slowly write a large upper case A on the board, demonstrating the correct formation. Then trace it in the air for the children to copy

Extra Activity

Vocabulary

and encourage them to repeat with you:

Open the Student’s Book at page 26. Let the children use

angry, ant, apple

T/C: Down, down, across.

their fingers to trace the vertical lines from top to bottom,

Resources and Materials

Let the children practise tracing the upper case letter A with their

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 ; ant Flashcards 1, Units 2, 5 and 8: angry; apple Student’s Book 1 Coloured Stickers Magnetic letters

writing fingers (pincer grip with index finger and thumb) in different places, e.g. on the floor, on the wall, on each other’s hands, on each other’s backs, etc. Repeat the procedure with the lower case letter a.

Student’s Book

Wake up Ollie and say ‘Hello’

the upper case letter A on the page using their writing fingers. Repeat

Ask the children to sit in a circle. Show the puppet and tell the

ask the children to point to the correct picture.

with the lower case letter a. Say the three words in random order and

to wake Ollie up.

Play 1.18 Unit 2. Lesson 4. Phonics, and ask the children to point to

C: One, two, three… Wake up, Ollie!

the activity by letting some of the children say the words for the rest

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie and make

give out crayons. Have them hold their crayons in the air, check that they are holding them correctly, then tell them to trace over the lines. After tracing the dotted line, they can also make parallel lines on each side if they have time. Play 1.16 I am happy (Instrumental) while the children work.

T/C: Around, up, down and up.

Open the Student’s Book at page 25. Tell the children to trace over

children that Ollie is sleeping. Count to three and tell the children

encouraging them to say the ‘a’ sound as they do so. Then

the pictures as they hear the words. If they are able, you can extend of the class to point to.

him ‘whisper’ in your ear. Say:

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song. Ask the children to sit in a circle, and put the magnetic letters in the middle. Ensure that there are lots of letter A‘s. Choose individual children to come and find a letter A. When they find one, the rest of the class chants: T/C: a-a-a. Display the puppet. Tell the class that Ollie is tired and he is going

T: Ollie is saying ‘Aaaaaaaaah!’ Are you angry Ollie?

Transcript 1.18 Unit 2. Lesson 4. Phonics.

back to sleep. Sing 1.5 Bye-bye Ollie!

Stamp your foot and encourage the children to repeat with you:

a… a… a… apple

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!

a… a… a… apple

C: Bye-bye, Ollie! See you next time! Ssssh!

T: Everyone say ‘Aaaaaah!’ T/C: Aaaaaah! Make Ollie ‘whisper’ to you again, then say: T: Ah! Ollie’s not angry. He’s saying a sound. Look.

a… a… a… ant a… a… a… ant a… a… a… angry a… a… a… angry

Display the angry, ant and apple Flashcards, and point to them one by one, saying: T: a-a-a angry. a-a-a ant. a-a-a apple.

Tell the children to use their writing fingers to trace a line from the ant to the boy. Then give out Coloured Stickers and show them how to place them along the spots from left to right.

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2

Lesson 4 Extra

My face

Objectives

Practising the initial sound a

Let’s make a picture

Let’s Play!

Ask the children if they can remember any words that start with

Play Apples and ants. With the children sitting in a circle, choose

angry, ant, apple

the ‘a’ sound. You may need to show them the Flashcards to

a volunteer to start the game. Walk around the circle with the

remind them. If there are any children in the class whose names

volunteer, touching each child lightly on the shoulder and saying

Resources and Materials

begin with the ‘a’ sound, you can elicit those too:

the ‘a’ sound together.

T: What begins with a? a-a-a apple. a-a-a ant. a-a-a Alejandra.

Choose two children at random by touching them on the shoulder

Vocabulary

Teacher’s i-solutions 1 ; ant (optional) Flashcards 1, Units 2, 5 and 8: angry; apple Construction paper Paints (red, green and black) Paintbrushes

Preparation

one for each Draw a large apple on construction paper, ate and templ a as apple an child. Alternatively, draw child). per (one paper n photocopy it onto constructio for e outsid Leave enough space around the the children to make fingerprint ants.

Hand out the construction paper and tell the children they are going to paint an apple and some ants. Give out the paints and paintbrushes and let them start by painting the apple with red or green paint. When the children have finished, draw a simple ant shape on the board: three circles for the head, thorax and abdomen, six legs and two antennae. Hand out the black paint and show the children how to paint an ant using three thumb prints, then draw legs and antennae on with a pencil. Encourage the children to be as independent as possible but give help where needed.

and saying ‘apple’: T/V: a-a-a-a-apple, apple. Continue walking, and then choose two more children by touching them on the shoulder and saying ‘ant’: T/V: a-a-a-a-ant, ant. When you have chosen four children call out: T/V: Apples and ants! The two ‘apples’ change places with the two ‘ants’. Choose another child to walk around with you and continue until everyone has had a turn walking or changing places. If you prefer, three ants and apples can be chosen each time. If you have extra time, choose a game from the Game Bank, pages 16-17.

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Look and point. Stick. I have feelings

All about me!

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2 My face

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NAME:

Lesson 5

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2

Lesson 5

My face

Objectives

Learning about the importance of feelings

Vocabulary

All about me! Poster Display the Unit 2 All about me! Poster and let one of the

Extra Activity

children point to the pictures with the Finger Pointer. Describe

Open the Student’s Book at page 28. Ask the children to

each picture and ask the children to copy the expressions, helping

trace over the number one, first with their index finger and

Language

them by using gestures:

thumb, and then using a pencil, crayon or finger paints. Play

I am (happy).

T: She’s sad. Her head is down. Her mouth is sad. Her eyes are sad.

Resources and Materials

Play 1.19 I have feelings, pointing to each picture in turn.

angry, happy, sad

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 Several small or handheld mirrors All about me! Poster 1, Unit 2

Encourage the children to copy the expressions for each one.

1.16 I am happy (Instrumental) while they work.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

Transcript 1.19 I have feelings.

materials and put them away. Encourage the children to tidy up and join in with the song.

Boy:

This boy is playing. He is happy!

Girl:

Oh no, look at this girl. She is angry!

Ask one child to sit with their back to the others. Choose a

Boy:

Oh dear, this girl is sad!

volunteer to call out an emotion:

Girl:

Oh no! Look, this boy is angry!

Boy:

Look! This girl is in the pool. She is happy!

C: I am (happy)!

Girl:

This girl is playing in the park. She is happy!

Boy:

Sometimes I am happy!

Girl:

Sometimes I am sad.

incorrect guesses, change both children and continue the game.

Ask the children to sit in a circle. Show the puppet and tell the

Boy:

Sometimes I am angry!

Display the puppet. Tell the class that Ollie is tired and he is going

children that Ollie is sleeping. Count to three and tell the children to

Children:

I have feelings!

back to sleep. Sing 1.5 Bye-bye Ollie!

Finger Pointer Student’s Book 1 sad Happy and Sad Stickers (three happy and one per child)

Wake up Ollie and say ‘Hello’ wake Ollie up.

Ask the children which is their favourite picture on the

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Ask:

All about me! Poster and let them come forward to point to it.

Are you sad? Are you angry? Draw three simple faces on the board and repeat the names of the emotions. Make Ollie fly over to the happy face and say: T: Ollie is happy! Hand out the mirrors and ask the children to look at their faces. Tell them to make a happy face, and encourage them to look in the mirror so that they can see what changes they can see in their face when they smile. Repeat with a sad face and an angry face. Encourage them to exaggerate their expressions to make them very different. Then have them repeat the procedure in pairs, with the children observing their friend’s face. Finish by inviting volunteers to come to the front of the class to make a face for the rest of the class to guess how they are feeling.

correctly, they swap places, if not, they try again. If they have three

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!

C: One, two, three… Wake up, Ollie!

T: How are you feeling today Ollie. Are you happy?

The child at the front has to guess who spoke. If the child guesses

C: Bye-bye, Ollie! See you next time! Ssssh!

Student’s Book Open the Student’s Book at page 27. Give out the Happy and Sad Stickers. Point to the angry little girl and have the children point with you. Ask them how she feels: T: Is she happy? C: No. She is angry. If the children are able, you can let them decide which Stickers to use on their page and then check and talk about it together. Alternatively, you can discuss and point to each picture to ensure that they recognise the emotions before the children use their Stickers. Now watch the All about me! video on the Teacher’s i-solutions to consolidate what the children have learnt in this lesson.

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2

Lesson 5 Extra Objectives General revision Value: I have feelings

Vocabulary angry, happy, sad monster

My face

Let’s be good friends

Let’s Play!

Tell the children they are going to learn about feelings. The

Play 1.13 Touch your nose and 1.15 I am happy. Encourage the

objective of the activity is to make the children aware of others’

children to dance and sing along.

feelings and to develop strategies for dealing with them.

Show the Flashcards and give the children instructions to do an

Begin by inviting two children to sit at the front of the class and

action for each one: for the number one Flashcards they show

give them some building blocks to play with. Have plenty more

one finger; for the monster they roar; for happy they clap their

blocks available. Tell them that they are going to be happy, and

hands; for angry they stamp their feet and for sad they put their

Teacher’s i-solutions 1 Building blocks 1; monster Flashcards 1, Unit 2: angry, happy, sad; one,

ensure that they are smiling and making eye contact. Show the

hands over their face and pretend to cry.

Flashcard Cube Teacher’s Audio Material 1, CD 1

that as they are happy, they will share and play nicely. As you invite

one

Resources and Materials

class the happy Flashcard and explain that the children playing are happy. Invite one or two more children to join them, explaining more children to join, ask one of the original children to get some more toys so they can share. Let the children return to their places, then choose a child to sit and play with a few toys. Tell this child that they are going to be sad, and show the sad Flashcard to the class. Ask for a volunteer

Put the Flashcards in the Flashcard Cube and give it to one of the children. Tell the child to close their eyes, turn the cube over and then drop it. All the children must do the corresponding action for the Flashcard that lands on top. Repeat the game until all the children have had a chance to throw the cube. If you have extra time, choose a game from the Game Bank, pages 16-17.

to play with the sad child. Choose someone who you think will comfort the sad child and interact with them. Encourage them to do this and praise them and, if necessary, make suggestions that they build a model for the sad child or give them a hug. Invite some more children to join them, one by one, praising their efforts to help the sad child. Repeat the same scenario with an angry child. Offers of help might include bringing some different toys, trying to make eye contact, patting them on the back or playing alongside them quietly.

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2

My face

Photocopiable © Santillana Educación, S.L.

Let’s make a monster jigsaw.

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Photocopiable Worksheet 2B Objectives

Recognising different parts of a picture Colouring inside lines

Vocabulary monster

Resources and Materials Teacher’s i-solutions. Teacher’s Audio Material 1, CD 1 Story Cards 1, Unit 2 Photocopiable Worksheet 2B

Let’s make a monster jigsaw

Let’s Play!

Begin by playing 1.17 Story: I see monsters and displaying the

Play Cross the bridge. Make a line about four metres long on

Story Cards.

the floor with masking tape. Tell the children that they need to

Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

make noises to scare them and try to distract them. If the child

Give out Photocopiable Worksheet 2B and crayons and tell children

have finished, help them to cut along the dotted lines with either

per child.

on the ground next to the line. Explain that they are not allowed to touch the children while they are walking on the line, but they may

Masking tape sment Photocopiable Worksheet End of Term 1 Asses (see Teacher’s Book page 259) valuation Photocopiable Worksheet End of Term 1 Self-E

Copy one of each Photocopiable Worksheet

Choose four children to be the monsters, and ask them to crouch

going to make a picture of a monster for themselves.

to colour in the monster as carefully as they can, trying to stay

Preparation

walk along the line; if they step off, the monsters will catch them!

Ask the children if they like the monsters, and tell them they are

Crayons Paper piercers or scissors

(see Teacher’s Book page 264)

My face

inside the lines. Give a lot of praise for all their efforts. When they

walking steps off the line, the monster can gently tickle their ankles. (Choose children who won’t get too excited for this role!) Let the remaining children walk along the line one by one, trying not to fall off.

paper piercers or scissors. Once they have the pieces, the children

Play Monster chase. You can play this game either in the

can spread them around and then try to reassemble them into the

playground or in the classroom, if you have a large space. The

monster.

children all stand at one end of the room and one is chosen to

At the end of the class they can take their monster jigsaws home to play with.

be the monster. The monster stands in the middle and, at your signal, the children try to run to the other side of the room while the monster tries to touch them. If the monster touches them they become monsters too and try to catch the other children as they cross the room. If you have extra time, choose a game from the Game Bank, pages 16-17.

Review and Assessment The children can now check their progress with the End of Term 1 Assessment Photocopiable Worksheet (see Teacher’s Book page 259). Ask the children to identify Annie and Timmy and revise the vocabulary ‘girl’ and ‘boy’. Ask the children to identify the emotions ‘angry’, ‘happy’ and ‘sad’ and to match the pictures of Annie with the pictures of Timmy. If you have extra time, get the children to colour in the pictures. The children are also now ready to complete the End of Term 1 Self-Evaluation (see Teacher’s Book page 264). Ask them to complete the three exercises and then colour in one, two or three happy faces, depending on how well they feel they have completed the task.

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Notes

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My family

2

1 • Naming the members of the family

4

3

• Naming more members of the family

A ll

Phonics

Story

• Practising the initial sound p

• Listening to a story and joining in

• Appreciating our family • Reviewing names of members of the family

Worksheet 3A

Objectives

5

about me

!

3

•  Identifying the members of the family

• Making a gingerbread man

•  Making finger puppets

• Reviewing members of the

Worksheet 3B

family

Extra •  Maths: circle

Language

•  This is (Mummy).

• This is (Grandma).

• mummy, daddy, brother,

Vocabulary

•  grandad, grandma

• This is my (mummy).

• paintbrush, pencil, pineapple

•  fox, gingerbread man

• family

LC

• This is me.

• This is (Daddy).

•  mummy, daddy, brother, sister

sister, baby

Key competences

• I can (jump).

sister, baby, grandad, grandma

•  jump, run, swim

CAE

DC

Resources d Pop-outs with Stickers an Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio Material 1, CD 1 Teacher’s Audio it 3 r Pop-outs 1, Un Poster and Poste Finger Pointer it 3 Flashcards 1, Un

Flashcard Cube it 3 Story Cards 1, Un Worksheets 1, Photocopiable Teacher’s Book and 253 •  pages 95, 109

LC

CAE

MST

DC

LC

CAE

• mummy, daddy, brother, • family

IE

DC

LC

LL

DC

LC

SCC

IE

DC

Teacher’s i-solutions

Materials A bag (opaque) A beanbag Blu-Tack Children’s and teacher’s photos A cloth Construction paper Crayons Drinking straws

Kitchen utensils: measuring cups or a jug, plastic knives, big bowl, big spoon, chopping board, sharp knife Paints and paintbrushes Paper Paper piercers

book, glue stick, scissors Salt dough ingredients: flour, salt, water, powder paint (optional) Scissors A sealable plastic container or bag

Ag  ingerbread man biscuit (optional) Glue Googly eyes

Realia: paper, paintbrush, pineapple, pencil, plasticine, crayon,

Star pointers (from Unit 1) Sticky tape Tissue paper

All teaching and learning materials are organised into step-by-step lesson plans including: •  Quick lesson guides and tips •  Animated Songs •  Animated Story •  Values video for the All about me! lesson •  Interactive games Game Generator to create your own interactive games for consolidation, revision or just for fun. My worksheets section to edit or create your own personalised worksheets using any of the photocopiable material from the unit.

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Sing. Point and stick.

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NAME:

The finger song Daddy finger, Daddy finger, Where are you? Here I am! Here I am! How do you do? Mummy finger, Mummy finger, Where are you? Here I am! Here I am! How do you do? Brother finger, Brother finger, Where are you? Here I am! Here I am! How do you do? Sister finger, Sister finger, Where are you? Here I am! Here I am! How do you do? Baby finger, Baby finger, Where are you? Here I am! Here I am! How do you do?

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mummy

daddy

brother

sister

baby

Lesson 1

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3

Lesson 1

My family

Objectives

Naming the members of the family

Vocabulary family

mummy, daddy, brother, sister, baby

Language This is (Mummy).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 A drawing of Ollie’s family Student’s Book 1 Stickers 1, Unit 3 er, sister, baby Flashcards 1, Unit 3: mummy, daddy, broth A beanbag

Preparation

y, Draw a picture of a family of five owls: mumm daddy, brother, sister and baby.

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie!

Extra Activity Open the Student’s Book at page 30. Ask the children to draw their family in the frame. Play 1.21 The finger song (Instrumental) while the children work.

Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Say:

Tidy-up and say ‘Bye-bye’

T: Ollie’s got a picture. Let’s look.

Play 1.4 The tidy up song. Call on volunteers to collect the

Show the picture of the owl family to the class and point to the different members of the family as you say: T: L ook! This is Ollie’s family. Daddy, mummy, brother, sister and baby. Hold up your hand and repeat the names of the members of the family, indicating one for each finger, starting with your thumb. Ask the children to hold up one hand with the fingers outstretched and repeat the procedure, encouraging them to repeat with you: T/C: Daddy finger, Mummy finger… Play 1.20 The finger song and sing along with the children, pointing to each finger in turn.

Student’s Book

materials and put them away. Encourage the children to tidy up and join in with the song. Sit the children in a circle with the Flashcards face up and spread out in the middle. Let one of the children throw a beanbag onto one of the Flashcards and then sing the appropriate verse of The finger song together. T: Who is this? C: (Daddy). T: Let’s sing. (Daddy) finger, (Daddy) finger… Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

Open the Student’s Book at page 29. Tell the children that this is Timmy’s family. Help them to identify the members of the family: T: D  addy. Put your finger on Daddy. Mummy. Put your finger on Mummy. Continue with all the members of the family. Give out the Unit 3 Stickers, point at the picture of mummy and baby on the page and say: T: Who is this? T/C: Mummy and baby. Tell the children to carefully peel off the correct Sticker and fix it in the right place. Repeat the procedure with the picture of Timmy’s sister.

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Lesson 1 Extra

My family

Objectives

Naming the members of the family

Vocabulary

mummy, daddy, brother, sister, baby

Resources and Materials

Teacher’s i-solutions 1 er, sister, baby Flashcards 1, Unit 3: mummy, daddy, broth Teacher’s Audio Material 1, CD 1 A drawing of Ollie’s family (see Lesson 1) Measuring cups or jug

Let’s make an owl family

Let’s Play!

Display the Flashcards one by one and name them. Then practise

Display the Flashcards around the room and put the children into

the names of the members of the family by asking the children to

five groups, one for each Flashcard.

hold up their fingers:

groups, then give the children instructions to change places:

Play 1.20 The finger song. Have both your hands behind your

T: (Mummies), go to (brother). (Brothers) go to (sister).

back for the first two lines. On the third line, show your hands (one at a time) with the correct finger pointing. On the fourth line wiggle the correct fingers.

Flour

Show Ollie’s family picture again and tell the children that they are

Salt

going to make a model of Ollie and his mummy.

Water Powder paint (optional) Plastic knives A big bowl A big spoon A sealable plastic container or bag

Preparation

the salt Measure out the flour, salt and water to make will need You side. one to ients dough, and set the ingred one and salt part roughly two parts flour, one part water. Alternatively, look online for more recipe suggestions.

Tell the children to go to the Flashcard as you assign them to their

T: (Daddy). Show me your (Daddy) finger.

If the children are able, you can invite volunteers to try giving instructions. If you have extra time, choose a game from the Game Bank, pages 16-17.

Make salt dough with the children. Sit around a table with them and get them to help spoon the flour and salt into the big bowl. Let several volunteers stir it before you add the water. If you wish, you can invite them to help you add in a little water too and stir it in, being careful not to add too much. The salt dough is ready once it has a good, doughy consistency for kneading (the mixture should not be too wet). If you wish you can add some powder paint to the dough, kneading it in to colour the salt dough. Make sure the children are working on clean, smooth, flat surfaces. Give each child a handful of the mixture and show them how to roll and knead it. As they work with it, the mixture will become soft, elastic and good for modelling. Add more flour if necessary. When the dough is ready to work with, demonstrate how to make Ollie and his mummy. Make one big and one small ball, and use the plastic knife to put texture on the dough. Ask the children to make their own models of Ollie and his mummy, helping where necessary. If the children finish quickly, they can make models of more members of Ollie’s family. At the end of the session, collect together the salt dough from the children and put it all together in a sealed container or plastic bag. Keep this in the fridge, ready to reuse in Lesson 2 Extra.

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Sing. Point and colour.

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3 My family

NAME:

Hello, Grandma Hello, Grandma. Hello, Grandma. How are you? How are you? Hello, Grandma. Hello, Grandma. Fine, thank you! Fine, thank you! Hello, Grandad. Hello, Grandad. How are you? How are you? Hello, Grandad. Hello, Grandad. Fine, thank you! Fine, thank you!

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grandad

grandma

Lesson 2

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3

Lesson 2

My family

Objectives

Naming more members of the family

Introduce the Flashcards of grandad and grandma, and continue with the game:

Vocabulary grandad, grandma mummy, daddy, brother, sister, baby

Language This is (Grandma).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 er, sister, Flashcards 1, Unit 3: mummy, daddy, broth baby, grandad, grandma, family Student’s Book 1

Poster Display the Unit 3 Poster and Poster Pop-outs. Use the Finger

T: Ollie says ‘This is (Sister) and (Brother)’.

Pointer to help the children to place all the Poster Pop-outs

C: No!

correctly. Point to one of the Poster Pop-outs of the family and

Point to the pictures and name them, encouraging the children to repeat with you: T: No, Ollie! This is Grandma and this is Grandad. C: This is Grandma and this is Grandad. Pretend to talk to the grandma Flashcard:

elicit the name from the children, then let one child stick it on the Poster. T: This is… C: (Brother). T: Put (Brother) here. Continue until all the Poster Pop-outs are in place.

T: Hello Grandma, how are you? Put the Flashcard in front of your face and respond: T: Fine, thank you.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up

Crayons Poster and Poster Pop-outs 1, Unit 3 Finger Pointer

Repeat with the grandad Flashcard. Play 1.22 Hello, Grandma

Blu-Tack

Student’s Book

to make a family portrait. Choose seven children to represent

Open the Student’s Book at page 31. Ask the children to point to

themselves in the same positions as the photo.

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Show the Flashcards of the members of the family the children saw in Lesson 1 (mummy, daddy, brother, sister and baby), and pretend

and help the children to sing along.

grandma and grandad. Hand out crayons and ask the children to colour the pictures carefully, trying to stay inside the lines. Draw the children’s attention to the pictures again and encourage them to name and comment on anything they can see in the illustrations. Help them to say: T/C: A  nnie is making biscuits with Grandma. Annie is walking with Grandad. Ask if they like to do these things too.

that Ollie is identifying them. T: Ollie says ‘This is (Baby)’. Ollie says ‘This is (Brother)’.

the people in the picture and work with the children to arrange

T: You are Mummy. Sit here. You are Sister. Sit with Mummy. You are Grandma. Stand here… Check with the rest of the class that they agree with the arrangement, then pretend to take a photo of the group, asking them to smile for the camera. Repeat with other children. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

Open the Student’s Book at page 32. The children draw

to correct you:

a picture of something they like to do with their grandma

C: No, Ollie! This is (Daddy)!

Display the family Flashcard. Tell the children that they are going

Extra Activity

Continue, making some ‘mistakes’ and encouraging the children

T: Ollie says ‘This is (Sister)’.

and join in with the song.

or grandad in the frame. Play 1.23 Hello, Grandma (Instrumental) while the children work.

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Lesson 2 Extra Objectives

Vocabulary

mummy, daddy, brother, sister, baby grandma, grandad circle

Language

Let’s make a present for Grandma Give the children their star pointers from Unit 1 and display the Flashcards. Point to the Flashcards and name them either where necessary. When you are correct, the children raise their star and call out ‘Yes’. If you name them incorrectly, the children call out the right word. If they are able, you can let volunteers have a turn at naming the Flashcards.

Resources and Materials

along and join in with the words.

Play 1.22 Hello, Grandma and encourage the children to sing

Teacher’s i-solutions 1 Star pointers from Unit 1 er, sister, Flashcards 1, Unit 3: mummy, daddy, broth

Tell the children they are going to make a present for their grandma

baby, grandad, grandma Teacher’s Audio Material 1, CD 1

make a circle; show the children how to roll and flatten it into a

Salt dough (see Lesson 1 Extra) Photocopiable Worksheet Unit 3 Maths (see Teacher’s Book page 253)

hand. Help each child press their hand into the dough to make

Red crayons

later. The discs can then be dried in a warm place or baked in the

Copy one Photocopiable Worksheet per child. the children in Get out the salt dough you prepared with previously dough Lesson 1 Extra. If you did not make the 90 page or if you prefer to make a new batch, see for instructions.

Point and colour.

correctly or incorrectly, encouraging the children to correct you

Grandma, Grandad, how are you? Fine, thank you!

Preparation

Maths

using salt dough. Give each child a ball of dough and show them

Photocopiable © Santillana Educación, S.L.

Reviewing the members of the family Practising greetings

My family

how to roll and squeeze it to make it pliable. Then tell them to circle or disc shape just big enough to make an imprint of their a handprint (they will need to press down hard). Put each child’s initials on the back of their handprint so that they can identify them oven at a very low heat. When the salt dough is dry, the children can take their handprints home and give them to their grandma or another family member.

Unit 3 Maths

253

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Give out the Photocopiable Maths Worksheets and the red crayons. Remind the children of the dough circle they just made. Tell them the boy is looking for some circles. Ask: T: Can you see a circle? Encourage the children to point to the circles and say: C: Circle! When they have identified all of the circles, tell them to colour them red. Encourage the children to be careful and to try and stay inside the lines.

Let’s Play! Ask the children to sit in a circle. Pass the Flashcards around and have the children chant quietly: T/C: Grandma, Grandad, how are you? Fine, thank you! When they finish the chant, call out two Flashcards. The children holding those Flashcards change places: T: (Mummy) and (Sister), stand up and change places! Continue the game, chanting and passing around the Flashcards. If you have extra time, choose a game from the Game Bank, pages 16-17.

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My family

Photocopiable © Santillana Educación, S.L.

Let’s make finger puppets.

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Photocopiable Worksheet 3A Objectives

Identifying the members of the family Making finger puppets

Vocabulary

mummy, daddy, brother, sister, baby grandad, grandma

Language This is (Mummy). Is it (Mummy)?

Resources and Materials

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 Photocopiable Worksheet 3A

Let’s make finger puppets

Let’s Play!

Play 1.20 The finger song, hiding your hands and then revealing

Put the Flashcards in a bag and ask a volunteer to come forward

each finger in turn. Encourage the children to sing along and do

and choose one. Secretly look at it together and tell the child to

the actions.

hide it behind their back. Lead the rest of the class in trying to

Give out the Photocopiable Worksheets and ask the children to

T/C: Is it (Mummy)?

C: This is (Mummy).

When a child guesses correctly, the card is revealed and that child

Distribute crayons and let the children choose the colours they

gets to choose another Flashcard to continue the game.

want to use. While they are colouring, talk to them about what they

If you have extra time, choose a game from the Game Bank,

are doing, making comments and asking questions, for example:

pages 16-17.

T: Who is this? What colour is (Mummy’s) hair? This might be a good opportunity to cut out the bands for the

Glue

done so already. When the children have finished colouring, let

finger puppets from the Photocopiable Worksheets, if you haven’t them cut out some of the members of the family using paper piercers. If any children need help, you can cut out the pictures for

A bag

them with scissors. Hand out the glue and the bands, and show the

Preparation

children how to stick the faces of the members of the family onto

Copy one Photocopiable Worksheet per child. the Cut out the bands for the finger puppets on Photocopiable Worksheets.

guess the Flashcard:

name each of the pictures:

Crayons Paper piercers or scissors er, sister, Flashcards 1, Unit 3: mummy, daddy, broth baby, grandad, grandma

My family

the bands. Each face will be glued onto one of the strips. Then help them to adjust the bands to fit their fingers and glue them. Help the children to put their finger puppets on the correct fingers. T: S  how me Daddy. Now show me Daddy finger. Put Daddy on Daddy finger. Well done! Play 1.20 The finger song. Sing along and let the children act out the song using their puppets. At the end of the class they can take the puppets home to play with.

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Look and point. Trace.

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The gingerbread man Mummy made a gingerbread man. When she opened the oven door, he jumped out! ‘Stop!’ said Mummy. But the gingerbread man ran away!

‘I will carry you across the river,’ said the fox. ‘Thank you, Mr Fox!’ said the gingerbread man.

‘Stop!’ said Daddy. But the gingerbread man ran away!

So the fox carried the gingerbread man across the river.

‘Stop!’ said Brother and Sister. But the gingerbread man ran away!

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mummy

The gingerbread man came to a river. ‘Oh no!’ he said. ‘I can’t swim!’ A fox saw him. ‘I can swim,’ said the fox.

‘Here we are,’ said the fox. ‘Bye bye, gingerbread man!’ ‘Bye bye Mr Fox. Thank you!’ said the gingerbread man.

daddy

brother

sister

fox

gingerbread man

Lesson 3

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Lesson 3

My family

Objectives

Listening to a story and joining in

Vocabulary

mummy, daddy, brother, sister fox, gingerbread man jump, run, swim; thank you

Language I can (jump). This is (Daddy).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 nal) Flashcards 1, Unit 3: gingerbread man (optio nal) (optio it biscu A gingerbread man Story Cards 1, Unit 3 Student’s Book 1 Crayons Poster and Poster Pop-outs 1, Unit 3 Finger Pointer Blu-Tack

If you have a real gingerbread man, share it out for the children to

Then tell the children to use their index finger and thumb to trace

eat (remembering to check for allergies first).

a line to show where the gingerbread man ran. Give out crayons or pencils, make sure the children are holding their crayon or pencil

Story Display Story Card 1 and ask the children what they can see. They should be able to name the characters. Introduce some

Poster

more vocabulary using actions and encourage the children

Display the Unit 3 Poster with the Poster Pop-outs in the wrong

to copy you:

places. Tell the children that Ollie has put the people on the family

T: W  hat’s the gingerbread man doing? He’s jumping. Can you jump? Jump up and down, encouraging the children to do the same, saying: T/C: I can jump!

tree. If the children don’t notice anything is wrong, give them clues to help: T: Oh, look! Grandma is here. Where are Mummy and Daddy? Let the children come to the Poster and put the Poster Pop-outs in the correct places.

Display Story Card 2, and repeat the procedure:

Tidy-up and say ‘Bye-bye’

T: Is the gingerbread man jumping? No, he’s running. Can you run?

Play 1.4 The tidy up song. Call on volunteers to collect the

Point to Mummy and ask:

materials and put them away. Encourage the children to tidy up

T: Is Mummy happy? (No) Is the gingerbread man happy? (Yes) Repeat the procedure with Story Cards 3 and 4. Display Story Card 5 and ask: T: Is the gingerbread man happy? Why is he sad?

Wake up Ollie and say ‘Hello’

correctly, and ask them to trace the line.

He can’t swim. Can you swim?

and join in with the song. Display Story Cards 1, 3, 6, and 8. Point to Story Card 1 and say: T: Jump! Demonstrate and encourage all the children to join in. Repeat with the other Story Cards, teaching the children an action for each one: for Story Card 3, say ‘run’; for Story Card 6, say

Mime swimming and ask the children if they can see the fox.

‘swim’ and for Story Card 8, say ‘Thank you’ and tell the children

Display Story Cards 6, 7 and 8 and say:

to shake hands.

to wake Ollie up.

T: The fox can swim. Swim, swim, swim. Thank you!

When the children have learned the prompts and actions, display

C: One, two, three… Wake up, Ollie!

Play 1.24 Story: The gingerbread man. Display each Story Card

Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie ‘whisper’ in your ear, and then say: T: Ollie says he likes biscuits. Do you like biscuits? I like biscuits. Ollie says he’s got a biscuit to eat. Show the gingerbread man Flashcard or the gingerbread man biscuit. See if children can tell you what it is called and have them repeat the name with you: T/C: It’s a gingerbread man.

as you listen. Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

Student’s Book Open the Student’s Book at page 33. Look at the page with

the four Story Cards around the room. Call out the words or actions. The children go to the corresponding Story Card doing the action. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

the children and encourage them to identify the pictures of the characters from the story, pointing at them as they do so. T/C: This is (Daddy).

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Lesson 3 Extra Objectives

Listening to a story and joining in Acting out a story

Vocabulary

mummy, daddy, brother, sister fox, gingerbread man

Resources and Materials

Teacher’s i-solutions 1 Story Cards 1, Unit 3 Teacher’s Audio Material 1, CD 1 Pop-outs 1, Unit 3 Crayons Drinking straws Sticky tape er, sister, Flashcards 1, Unit 3: mummy, daddy, broth man d rbrea ginge baby, grandad, grandma,

Story

Pop-outs

Tell the children they are doing to read the story about the

Give out the Unit 3

gingerbread man again. Begin by displaying Story Cards 1 to 4

Pop-outs. Ask the

in the wrong order and help the children to put them in the correct

children to name

order. Give them prompts to help, using phrases from the story:

the characters

T: Mummy made a gingerbread man… ‘Stop!’ said Daddy…

in the picture:

Display the remaining Story Cards and repeat the procedure. Play 1.24 Story: The gingerbread man again and show the corresponding Story Cards as the children listen. Retell the story, encouraging the children to add in the missing words if they are able:

My family

Make a picture.

T: Who’s this? C: (Mummy). Hand out crayons, then let the children choose the colours

Learn with Ollie 1

© Santillana Educación, S.L.

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they want to use to colour the Pop-outs.

T: Mummy made a…

When they finish colouring, show them how to pop out the

C: Gingerbread man.

pictures and help them to use sticky tape to attach a straw

Continue the procedure for the rest of the story, using the Story

to the back of each one to make stick puppets.

Cards to prompt the children.

The children can act out the story in pairs using their

Alternatively, watch the animated version of the story on

17/12/2015 8:37:11

puppets, then take them home to play with.

the Teacher’s i-solutions.

Let’s Play! Play Whispers (see Game Bank, pages 16-17). Ask the children to sit in a line. Show a Flashcard to the first child in line, but don’t let the rest of the class see. The child whispers the word in the ear of the child sitting next to them, who whispers to their neighbour, and so on until the end of the line. The last child to receive the message says it out loud. Continue the game, changing the order of the children in the line for each Flashcard. If you have extra time, choose another game from the Game Bank, pages 16-17.

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Look and trace. Listen.

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P

π Phonics

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NAME:

Transcript p… p… p… pencil p… p… p… pencil p… p… p… pineapple p… p… p… pineapple p… p… p… paintbrush p… p… p… paintbrush

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paintbrush

pencil

pineapple

Lesson 4

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Lesson 4

My family

Objectives

Practising the initial sound p

Vocabulary

paintbrush, pencil, pineapple

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 pple, a pencil, Realia: a piece of paper, a paintbrush, a pinea rs scisso a crayon, a book, a glue stick, a pair of An opaque bag Student’s Book 1

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the

Transcript 1.25 Unit 3. Lesson 4. Phonics.

children that Ollie is sleeping. Count to three and tell the children to

p… p… p… pencil

wake Ollie up.

p… p… p… pencil

C: One, two, three… Wake up, Ollie!

p… p… p… pineapple

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie to

p… p… p… pineapple

show the bag and say:

p… p… p… paintbrush

T: What’s in your bag Ollie?

p… p… p… paintbrush

Begin by taking out a sheet of paper. Say: T: What’s this? It’s paper. p-p-p paper.

Finger paints

Encourage the children to repeat the word with you, emphasising

Preparation

the initial sound:

a bag Put the paper, paintbrush and pineapple in (such as a cotton tote bag).

T/C: p-p-p paper.

Check that the children are holding their pencils or crayons correctly, then ask them to carefully trace the writing pattern from the letters to the objects.

Extra Activity

Take each object out of the bag and repeat the procedure as you

Open the Student’s Book at page 36. Give out finger paints

show the paintbrush and the pineapple.

and either tell the children to paint the letters, following the

T/C: A paintbrush. p-p-p paintbrush. T: What are you going to paint?

direction of the arrows, or to make fingerprints to fill in the frame.

T/C: A pineapple. p-p-p pineapple. Practise the ‘p’ sound together. Hold the paper in front of your lips

Tidy-up and say ‘Bye-bye’

as you say the sound and exaggerate the breath so that the paper

Play 1.4 The tidy up song. Call on volunteers to collect the

moves. This will help the children to distinguish between the ‘p’ and

materials and put them away. Encourage the children to tidy up

‘b’ sounds. Pass the paper around the circle and let all the children

and join in with the song.

have a turn, while checking they are making the sound correctly. Another way to practise this is to tell them to hold their finger in front of their mouth like a candle and blow it out. Then have them make the ‘p’ sound and it should feel the same.

Student’s Book Draw an upper case letter P on the board and trace it in the air

Put all the realia into the bag and ask the children to sit in a circle. Pass the bag around and let volunteers have a turn at putting their hand into the bag and choosing an object without looking. Encourage the rest of the class to decide if the name of the object begins with the ‘p’ sound or not and to name the object: C: p-p-p (paper).

for the children to copy using their writing fingers. Let some of the

Display the puppet. Tell the class that Ollie is tired and he is going

children come to the board and try and write the letter. If you wish

back to sleep. Sing 1.5 Bye-bye Ollie!

you can repeat the procedure with the lower case letter p. Open the Student’s Book at page 35. Play 1.25 Unit 3. Lesson 4.

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

Phonics and ask the children to point to the objects as they hear the words.

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Lesson 4 Extra

My family

Objectives

Practising the initial sound p

Let’s Play!

Let’s paint a pineapple

Review the letter P. Sit the children in a circle and remind them

Display the pineapple where the children can see it clearly.

how to write the upper case letter P, demonstrating on the board.

Preferably, have all the children sitting around one table with the

Ask the children to trace the letter P on the floor in front of them,

pineapple in the middle. Show the children the paints and let

then on their own leg, and also on their friend’s hand. Ask them to

them decide what colour paints they would need to do a painting

Teacher’s i-solutions 1 Realia: a pencil, a piece of paper, a pineapple, a paintbrush, plasticine

stand up and trace the shape with their nose, their elbow, their foot

of a pineapple. Draw the children’s attention to the shape of

or any other body part they can suggest.

the pineapple and draw a simple oval shape on the board. Ask

A cloth Blank paper

again. Tell the children to hold their finger in front of their mouth

Paints

them if they can think of any words beginning with the ‘p’ sound.

Paintbrushes A chopping board

Play What’s missing? (see Game Bank, pages 16-17). Place the

activity difficult, paint or draw an outline of a pineapple on their

pineapple, the paintbrush and the pencil on the floor in front of

paper for them to fill in.

Vocabulary

paintbrush, paper, pencil, pineapple, plasticine

Resources and Materials

A sharp knife

Preparation

Note: Check if any children are allergic to pineapple before the class.

Continue reviewing the ‘p’ sound. Ask the children to sit in a circle like a candle and blow it out, making the ‘p’ sound. Finally, ask

the children and name them several times, emphasising the initial sound. Encourage the children to repeat the words with you. Cover the items with a cloth, then remove one of the items and take away the cloth. Ask: T: What’s missing?

the children to trace an oval in the air to practise. Add simple triangle shapes at the top to represent the leaves. Give out paints, paintbrushes and paper and let the children do a painting of a pineapple. Talk to the children and encourage them as they work, commenting on what they are doing. If some children find the

While the children’s paintings are drying, carefully peel and cut up the pineapple into small pieces, and give each child a piece to eat. If you have extra time, choose a game from the Game Bank, pages 16-17.

When the children have guessed, add the piece of paper and repeat the game. Repeat again, adding the plasticine.

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Look and stick.

I love my family

All about me!

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NAME:

Lesson 5

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Lesson 5

My family

Objectives

Appreciating our family Reviewing names of members

Wake up Ollie and say ‘Hello’

Student’s Book

Ask the children to sit in a circle. Show the puppet and tell the

Open the Student’s Book at page 37. Describe the pictures for

Vocabulary

children that Ollie is sleeping. Count to three and tell the children

the children to identify:

ad, grandma mummy, daddy, brother, sister, baby, grand

to wake Ollie up.

T: M  ummy is reading a book. The girls are holding the baby.

family

C: One, two, three… Wake up, Ollie!

Language

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie

Give out the three Happy Stickers and one Sad Sticker to each

This is me. This is my (mummy).

fly to your desk and pick up your photograph. Ask the children to

child and describe the pictures again, asking:

look at the picture as you describe it and point to the people:

T: Is that good? Put a (happy) face.

Resources and Materials

T: This is me. This is my (brother).

The children stick the Happy and Sad Stickers in the correct

of the family

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 Preparation) Children’s and teacher’s photographs (see All about me! Poster 1, Unit 3 Finger Pointer Star pointers from Unit 1 (optional) Student’s Book 1 sad per Happy and Sad Stickers (three happy and one child)

Display the children’s photographs and use Ollie to choose one. Encourage the child in the photo to tell Ollie about the different people in their family photograph.

The boys are with Grandad. Oh no! The boys are angry!

spaces. Now watch the All about me! video on the Teacher’s i-solutions to consolidate what the children have learnt in this lesson.

C: This is me. This is my (mummy). Continue, displaying more photos one by one, until all the children have had a turn.

All about me! Poster

Extra Activity Open the Student’s Book at page 38. Tell the children to trace the two lines from top to bottom with their writing fingers (pincer grip, index finger and thumb), starting at the

Display the Unit 3 All about me! Poster. Let volunteers use the

Blu-Tack

arrows. Check that the children are holding their pencils or

Finger Pointer or their star pointers from Unit 1 to choose and

crayons correctly, then let them trace over the lines. Play

Preparation

describe one of the pictures on the All about me! Poster:

themselves Ask the children to bring in a photograph of family. with one or more members of their immediate photos Write the children’s names on the back of their and collect them at the beginning of the class. er Bring in a photograph of yourself with a memb of your family.

1.21 The finger song (Instrumental) while the children work.

C: This is (Grandma). Play 1.26 I love my family, using the Finger Pointer to identify each picture as the children listen.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

Transcript 1.26 I love my family. Boy:

I love my baby brother.

Girl:

I love my grandma.

Girl:

I love my sister.

Boy:

I love my mummy and daddy.

Girl:

I love my grandad.

Boy:

I love my sister.

Girl:

And I love my little brother!

Children: I love my family!

materials and put them away. Encourage the children to tidy up and join in with the song. Let the children display their photographs in the classroom. Give each child a piece of Blu-Tack and let them stick them on the wall. Encourage the children to talk about their pictures as they stick them on the wall, then let the class have time to look at all the photos and talk to each other about them. C: This is me. This is my (brother and sister). Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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3

Lesson 5 Extra Objectives General revision Value: I love my family

My family

Let’s talk about our family

Let’s Play!

Put the children into groups and assign each member of the group

Put the Flashcards in the Flashcard Cube. Ask the children to sit

a different member of the family: mummy, daddy, brother, sister,

in a circle and let them take turns to gently throw the Flashcard

baby, grandad or grandma. Groups, or ‘families’, can be small or

Cube. If the Flashcard that lands on top is mummy, daddy,

large (up to seven), depending on your class. You can use this as an

grandma or grandad, ask the children what they like to do with that

opportunity to demonstrate that families are different. Make sure

person. If the baby Flashcard lands on top, all the children pretend

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 Coloured Stickers (optional)

the children know who is in their ‘family’; if you think they may find

to cry like a baby. If the family Flashcard lands on top, the children

this difficult, you can make it easier by sticking the same Coloured

should find their ‘family’ from the previous game and give them a

Sticker on the hands of members of the same ‘family’.

big group hug before returning to their places.

Flashcard Cube grandad, Flashcards 1, Unit 3: mummy, daddy, baby,

When you are ready, play 1.21 The finger song (Instrumental)

If you have extra time, choose a game from the Game Bank,

or 1.23 Hello, Grandma (Instrumental) quietly. Give the children

pages 16-17.

Vocabulary

ad, grandma

mummy, daddy, brother, sister, baby, grand family

Resources and Materials

grandma, family

instructions, demonstrating the actions each time to help them understand: T: Dance! Jump! Hop! Skip! Crawl! Periodically, pause the music and call out: T: Family! When you call out ‘Family!’, they must find their ‘family’ and get together for a big hug.

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3

My family

Photocopiable © Santillana Educación, S.L.

Let’s make a gingerbread man.

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Photocopiable Worksheet 3B Objectives Making a gingerbread man Reviewing members of the family

Vocabulary gingerbread man

Resources and Materials

Teacher’s i-solutions 1 Flashcards 1, Unit 3: gingerbread man Story Cards 1, Unit 3 Photocopiable Worksheet 3A

My family

Let’s make a gingerbread man

Let’s Play!

Show the Flashcard and ask the children if they can remember

Play 1.20 The finger song and 1.22 Hello, Grandma. Encourage

what it is.

the children to sing along with the music and do the actions.

C: It’s a gingerbread man.

Play 1.21 The finger song (Instrumental) and ask the children to

Show the Unit 3 Story Cards and briefly retell the story to the children.

dance around. Pause the music and call out names of members of the family. If you call out one name, e.g. ‘mummy’ or ‘grandad’, the children sit down alone. If you call out two names, e.g. ‘mummy

Tell them they are going to make a colourful paper gingerbread

and daddy’ or ‘sister and brother’, they find a partner to hold hands

man. Give out the Photocopiable Worksheets. Put the tissue paper

with and sit down together. Repeat, calling out one or two names of

Construction paper Brightly coloured tissue paper

squares on the table and show the children how to roll the tissue

family members.

Glue

tissue balls ready before they start gluing. When the children are

Googly eyes Paper piercers or scissors (optional) Teacher’s Audio Material 1, CD 1

ready, hand out glue and tell them to spread it carefully over the

Preparation

onto Copy one Photocopiable Worksheet per child, construction paper. roll some of Cut the tissue paper into 4cm squares and some them into balls so that the children will have

paper into balls. Make sure they have a good supply of coloured

picture, staying inside the lines and avoiding the eye area. Then

If they find this very easy, you can say three names, e.g. ‘grandad, mummy, daddy’, and see if the children are able to get themselves in a group of three, hold hands and sit down.

stick lots of different coloured paper balls onto the picture. Give

If you have extra time, choose a game from the Game Bank,

out the googly eyes and help the children to put them in the right

pages 16-17.

place. If there is time, they can cut out the figure using either scissors or paper piercers, if not, they can cut it out at home.

ready-made for the activity.

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Notes

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4 My friends • Recognising numbers 1 and 2 • Distinguishing between one

4

3

• Distinguishing colours and shapes

Story

Phonics

• Listening to a story and joining in

• Practising the initial

A ll

• Learning about having friends

short i sound

Worksheet 4B

• Sequencing colours and shapes

and two objects

5

about me

!

2

1

• Making a friendship tree

Worksheet 4A

Objectives

•  Recognising shapes •  Distinguishing between 1 and 2 Extra •  Maths: up and down

Language

•  How many are there?

• It’s a (blue) (square).

• Hello!

•  One (boy).

• I have friends.

• Bye-bye!

•  Two (children).

Vocabulary Key competences

• one, two

•  circle, square, triangle

•  two •  bird •  come back, fly away

•  blue, red, yellow

LC

CAE

MST

DC

Resources d Pop-outs with Stickers an Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio terial 1, CD 1 Ma Teacher’s Audio it 4 r Pop-outs 1, Un Poster and Poste Finger Pointer it 4 Flashcards 1, Un be Flashcard Cu it 4 Story Cards 1, Un rksheets Photocopiable Wo 1, ok Teacher’s Bo 5 and 254 •  pages 121, 13

LC

CAE

MST

DC

LC

CAE

IE

• igloo, iguana, ink

• friends • blue, red, yellow

DC

LC

LL

IE

DC

LC

SCC

DC

Teacher’s i-solutions Materials A bag A beanbag Blu-Tack Board pens Collage materials: tissue paper, sequins, confetti, etc. Construction paper Crayons Dried beans Finger paints

All teaching and learning materials are organised Glue Googly eyes Magnetic letters Paper Paper piercers Plasticine Scissors Star pointers (from Unit 1) Sticky tape (optional) A toy iguana

into step-by-step lesson plans including: •  Quick lesson guides and tips •  Animated Songs •  Animated Story •  Values video for the All about me! lesson •  Interactive games Game Generator to create your own interactive games for consolidation, revision or just for fun. My worksheets section to edit or create your own personalised worksheets using any of the photocopiable material from the unit.

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Sing. Stick. Trace and match.

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4 My friends

NAME:

Show me one One, one, show me one. One, one, show me one. One, one, show me one. Show me one like this. One! Two, two, show me two. Two, two, show me two. Two, two, show me two. Show me two like this. Two!

40

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one

two

Lesson 1

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4

Lesson 1 Objectives

Recognising numbers 1 and 2 Distinguishing between one and two objects

Vocabulary one, two

Count again, moving the two children together as you do so:

Poster

T: One girl. One boy. Two children.

Display the Unit 4 Poster and ask the children to look for the

Repeat several times, encouraging the children to hold up the corresponding number of fingers:

Language

T: One girl. One boy. Two children.

One (boy).

Play 1.27 Show me one. Encourage the children to sing along

How many are there? Two (children).

and show the correct number of fingers.

Resources and Materials

Student’s Book

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 Student’s Book 1 Stickers 1, Unit 4 Poster 1, Unit 4

Finger Pointer or star pointers from Unit 1

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the

My friends

Open the Student’s Book at page 39. Ask the children to look at the picture on top and ask:

things which there are only one of (e.g. boy, girl, teddy, book, car). Let them use the Finger Pointer or their star pointers (from Unit 1) to identify the objects. Encourage them to say: C: One (boy). Repeat the procedure, but this time tell the children to identify the things they can see two or more of (e.g. children, circles, eyes, ears, fingers). Encourage and prompt them where necessary.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

T: How many children are there? One child or two children?

materials and put them away. Encourage the children to tidy up

Repeat with the second picture, encouraging the children to

and join in with the song.

answer. Then give out the Unit 4 Stickers and show the children

Ask the children to sit in a circle and play 1.27 Show me one.

how to carefully peel them off and stick them in the correct places.

Sing along, encouraging the children to join in and copy your

Write a large number 2 on the board, describing the movement as

actions as you raise first one, and then two arms above your head.

you write:

Play the track again and sing along with the children, this time

T: Around, down and across.

Ask the children to stand up, and then play the song a third time.

holding out one, and then two fists at arm’s length in front of you.

children that Ollie is sleeping. Count to three and tell the children

Trace the number in the air for the children to copy. Ask them to

Teach the children more actions: for ‘one’, they try to hop on

to wake Ollie up.

use their writing fingers (pincer grip with thumb and first finger) to

one leg while holding out their other leg in front of them; for ‘two’,

trace the number in the air, following your example. Then ask them

they hop from one leg to another. They may find this easier

to trace over the number in the Student’s Book with either a

holding hands.

pencil or a crayon, starting at the arrow.

Display the puppet. Tell the class that Ollie is tired and he is going

Play 1.27 Show me one, and encourage the children to point to

back to sleep. Sing 1.5 Bye-bye Ollie!

the correct picture. Then ask them to draw a line matching the

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!

C: One, two, three… Wake up, Ollie! Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Tell the children that Ollie wants to count. Point to yourself and to Ollie, and say: T: One teacher. One owl.

number 2 with the picture of the two children.

C: Bye-bye, Ollie! See you next time! Ssssh!

Call forward a boy and a girl to stand next to you and say: T: One girl. One boy. Repeat with the children, holding up one finger each time and encouraging the children to do the same. T/C: One girl. One boy. One teacher. One owl.

Extra Activity Open the Student’s Book at page 40. Tell the children to draw and colour two circles in the frame. Play 1.28 Show me one (Instrumental) while the children work.

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4

Lesson 1 Extra

My friends

Objectives

Reviewing numbers 1 and 2

Vocabulary one, two

Let’s make number cards Show and name the number Flashcards. Ask the children to match

Ask the children to sit in a circle and play 1.27 Show me one as

the fingers with the numbers: hold up the number one Flashcard

they pass around the Flashcards. Pause the music and ask:

and encourage the children to point to the corresponding finger

Language

counting Flashcard. Repeat with number two.

It’s number (one).

Ask one child to come to the front, and ask another two to hold

Resources and Materials

hands. Get the class to count the two groups of children with you

Teacher’s i-solutions 1 ing Flashcards 1, Units 2 and 4: 1, 2 (finger count Flashcards), one, two A4 construction paper Dried beans

Let’s Play!

and then hold up the corresponding number of fingers. Then give the two number Flashcards to individual children and ask them to match them to the correct group by taking the Flashcard and standing next to that group. Let all the children have a turn. Distribute the number one cards (see Preparation) and remind the

T: Who’s got number one? Ask the two children to stand up, and then tell everyone to give one clap and say together: T/C: One and one, change places. Repeat with number two, then start the music and play the game again. When the children have learnt the rules of the game, you can vary it by saying: T/C: One and two, change places.

Glue

children how to trace over the number with their first finger and

Coloured Stickers Teacher’s Audio Material 1, CD 1

thumb. Hand out the beans and glue, then tell the children to glue

If you have extra time, choose a game from the Game Bank, pages

some beans along the number, following the direction of writing.

16-17.

Preparation

and a large Draw a large number 1 on a sheet of paper per number 2 on another. Copy one of each sheet . paper n ructio child onto const

Check that they remember that this is the number one, and ask them to stick one Coloured Sticker on the back. Repeat the procedure with the number two cards. When they have both cards in front of them, write either number 1 or number 2 on the board and ask the children to hold up the corresponding card. Ask a volunteer to close their eyes, and then pass them one of the completed number cards to identify by touch; help them to find the beans and gently run their fingers over them to identify the number. Let several children have a turn. Encourage them to say the numbers: T: Close your eyes. What is it? C: It’s number (one).

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Sing. Look and colour.

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4 My friends

NAME:

Point to red Point to red, point to red. Can you point to something red? Point to red, point to red. Can you point to something red? Point to blue, point to blue. Can you point to something blue? Point to blue, point to blue. Can you point to something blue? Point to yellow, point to yellow. Can you point to something yellow? Point to yellow, point to yellow. Can you point to something yellow?

42

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circle

square

triangle

blue

red

yellow

Lesson 2

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4

Lesson 2

My friends

Objectives

Distinguishing colours and shapes Sequencing colours and shapes

Draw a square in the air and encourage the children to join in and say with you:

Vocabulary

circle, square, triangle blue, red, yellow

Language

ask the children to sing along and point to the crayons.

Make Ollie ‘whisper’ to you again, and say:

Open the Student’s Book at page 41 and show the children how

T: Ollie says he’s got two squares. Use Ollie to show the blue triangle Poster Pop-out, and say:

Resources and Materials

T: Ollie, that’s not a square. It’s a triangle.

Puppet Teacher’s Audio Material 1, CD 1 Poster and Poster Pop-outs 1, Unit 4 Finger Pointer or star pointers from Unit 1

Give out red, blue and yellow crayons. Play 1.29 Point to red and

T/C: It’s a square. Down, across, up and across.

It’s a (blue) (square).

Teacher’s i-solutions 1

Student’s Book

Encourage the children to join in and say with you: T/C: It’s a triangle. Show the blue circle, square and triangle Poster Pop-outs

to run their finger along the top line of illustrations from left to right as you ‘read’ the sequence of shapes and colours: T: Blue circle, yellow square, blue circle, yellow square. Encourage the children to say what comes next: C: Blue circle. Tell them to colour the circle with their blue crayon. Continue with the remaining two sequences.

and name them again.

Blu-Tack Student’s Book 1 Crayons (red, blue and yellow)

Poster Display the Unit 4 Poster and Poster Pop-outs. Have the Poster

Open the Student’s Book at page 42. The children choose

Preparation

Pop-outs in separate colour groups and teach the children the

a shape to draw in the frame and colour it blue, red or yellow.

three colours: red, blue and yellow. Invite individual children to

Play 1.30 Point to red (Instrumental) while the children work.

r Have the blue circle, square and triangle Poste class. the Pop-outs to hand to begin

point to the colours: T: (Juan) point to red.

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the

Play 1.29 Point to red. Encourage the children to join in with the words and actions.

children that Ollie is sleeping. Count to three and tell the children

Hold up one of the Poster Pop-outs, name it, and then ask

to wake Ollie up.

the children to identify the matching shape on the Poster,

C: One, two, three… Wake up, Ollie!

Extra Activity

using the Finger Pointer or their star pointer (from Unit 1). The red square and the red circle will be most difficult for the

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song. Play 1.29 Point to red. Invite individual children to point to appropriately coloured objects around the classroom.

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have Ollie

children to find as they are only partially visible, so leave these till

Display the puppet. Tell the class that Ollie is tired and he is going

‘whisper’ to you, and show the circle Poster Pop-out. Say:

last. Encourage the children to find the correct colours and shapes,

back to sleep. Sing 1.5 Bye-bye Ollie!

T: Ollie says he’s got a circle! Can you draw a circle? Trace a circle in the air and encourage the children to do the same. Then use Ollie to show the blue square Poster Pop-out. Say: T: Ollie, that’s not a circle. It’s a square.

giving them prompts to help: T: It’s a blue circle. Where is the blue circle?

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

That’s a yellow circle. Where is the blue circle? When they are confident naming the colours, ask individual children to put the Poster Pop-outs on the Poster, naming one for them to choose and guiding them to find the correct shape and place it on the Poster. T: (Mateo), put the (red) (circle) on the poster.

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4

Lesson 2 Extra Objectives

Recognising shapes Distinguishing between 1 and 2

Maths

Let’s Play! Show the children the red triangle Poster Pop-out and ask:

Vocabulary

circle, square, triangle blue, red, yellow

T: What’s this?

Look and colour.

C: A triangle. T: What colour is it?

up, down

C: Red.

Language

It’s a (blue) (circle).

Encourage the children to repeat with you:

Resources and Materials

T/C: It’s a red triangle.

Photocopiable Worksheet Unit 4 Maths (see Teacher’s Book page 254) Crayons Poster Pop-outs 1, Unit 4

Preparation

Copy one Photocopiable Worksheet per child.

Display the red triangle Poster Pop-out somewhere visible in

Photocopiable © Santillana Educación, S.L.

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 Flashcards 1, Unit 4: blue, red, yellow Plasticine (blue, red and yellow)

My friends

254

the classroom, then repeat the procedure with the other Poster Pop-out shapes.

Unit 4 Maths

Next, give the children instructions:

683505_TB_U10.indd 254 7/7/16 9:55

Ask the children to sit in a circle, and then give them instructions to stand up and sit down, demonstrating

T: Go to the (blue) (square). If the children are able, after a few turns you can ask volunteers to

the first few times to help them understand. Then give

give the instructions.

instructions to the girls and boys separately:

If you have extra time, choose a game from the Game Bank,

T: (Girls) (stand up).

pages 16-17.

Repeat the game, this time with the instructions ‘Hands up’

Let’s make coloured shapes

and ‘Hands down’.

Review the three colours. Display the colour Flashcards around

Give out the Photocopiable Maths Worksheets. Ask the

the room and play 1.29 Point to red. Encourage the children to

children to look at the birds together:

sing along and point to the colours. Hand out the plasticine, giving some of each colour to every child and ask the children to point to the three different colours in front of them: T: Point to (blue). Allow the children to play with the plasticine for a while, then show them how to make the shapes (circle, square, triangle). Encourage the children to make several shapes in different colours, and then

T: How many birds are up? One, two birds are up. How many birds are down? One, two birds are down. Encourage the children to repeat with you: T/C: One, two birds up. One, two birds down. Give out crayons and ask the children to draw a circle around the birds which are up, and to colour in the birds which are down.

to name their shapes before rolling up the plasticine and starting again. C: It’s a (blue) (circle).

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4

My friends

Photocopiable © Santillana Educación, S.L.

Let’s make a shape crown.

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4

Photocopiable Worksheet 4A Objectives Recognising shapes Distinguishing between 1 and 2

Vocabulary

circle, square, triangle blue, red, yellow

Language It’s a (triangle).

Resources and Materials Teacher’s i-solutions 1 Poster Pop-outs 1, Unit 4 Photocopiable Worksheet 4A

Construction paper Scissors or paper piercers Crayons (blue, red and yellow) Glue

, confetti, Collage materials: tissue paper, sequins, glitter small plastic shapes, etc. Flashcards 1, Units 2 and 4: 1, 2

My friends

Let’s make a shape crown

Let’s Play!

Display three of the Poster Pop-outs (different shapes) on the

Ask the children to stand in a circle with the Flashcards on the

board and name them with the children.

floor in the middle. Gently throw the beanbag to one of the children

Ask individual children to close their eyes or to put their hands behind their backs and give them one of the Poster Pop-outs to identify by touch. T: What is it? C: It’s a (triangle). Repeat with several children.

and ask them to throw it onto the Flashcards. If the beanbag lands on a number one Flashcard they clap once, and if it lands on a number two Flashcard they clap twice. After a few turns you can give the children additional instructions: as well as clapping they can jump, hop, stamp their feet, sit down or raise their arms. If you have extra time, choose a game from the Game Bank, pages 16-17.

Give out the Photocopiable Worksheets and scissors or paper piercers. Ask the children to point to the individual shapes and to name them. Then ask the children to cut out the crown, helping where necessary. Hand out crayons and ask them to colour in the circles: one blue, one red and one yellow. Then distribute glue and collage materials and let them decorate the rest of the crown. When the children have finished, give out the headbands and help them to glue the bottom of the crown onto the headband. Write

(finger counting Flashcards), one, two A beanbag

the children’s names on their headbands, then adjust and staple

Preparation

The children can take their crowns home at the end of the class.

the headbands to fit around each child’s head.

Copy one Photocopiable Worksheet per child. headbands Cut long strips of construction paper to make (one per child). You may wish to cut out the crown templates for your children before class.

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Trace and stick.

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4 My friends

NAME:

Two little blue birds

44

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Two little blue birds sitting on a wall. One named Peter. One named Paul.

Fly away, Paul. Bye-bye! Let’s go!

Fly away, Peter. Bye-bye! Off you go!

Come back, Peter. Hello, Peter! Come back, Paul. Hello, Paul!

two

bird

come back

fly away

Lesson 3

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4

Lesson 3

My friends

Objectives

Listening to a story and joining in

Vocabulary two; bird come back, fly away blue, red, yellow

Language Hello! Bye-bye!

Resources and Materials

Talk to Ollie and say:

Student’s Book

T: Ollie, you’re a bird.

Distribute blue, red and yellow crayons, making sure every child

Display the boy, girl, teacher and bird Flashcards on the board and stand in front of the teacher Flashcard. Call a boy and a girl forward to stand in front of their Flashcards, and put Ollie in front of the bird Flashcard.

has one of each colour, and practise the names of the colours: T: Show me your (red) crayon. Open the Student’s Book at page 43. Draw a circle on the board and ask the children to find the circle on the page. Ask the children

Change places with the boy, girl and puppet, and then ask for

what colour it is and get them to find their blue crayon. Tell them

volunteers to come forward and put you all back in the correct

to trace over the circle starting at the arrow, and make sure that

places.

they are holding the crayon correctly (using the pincer grip). Repeat with the remaining shapes, revising the colours and shapes. Finally,

Teacher’s i-solutions 1

Story

give each child a Coloured Sticker and tell them to stick it on the

Puppet Teacher’s Audio Material 1, CD 1 teacher; bird; Flashcards 1, Units Welcome and 4: boy, girl,

Display Story Card 1. Encourage the children to say anything they

picture of the two birds.

blue, red, yellow Story Cards 1, Unit 4 Student’s Book 1 Crayons (blue, red, yellow) Coloured Stickers

can about it, giving them prompts to help. T: I can see a bird. Is there one bird? C: Two birds. T: Are the birds red? C: No. Blue. Play 1.31 Two little blue birds and pause the track after the first part. Point to each bird as you say their names. Play the first part of the track again, encouraging the children to join in.

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have Ollie

Display Story Card 2. Using gestures, help the children to say: T/C: One bird up, one bird down. Wave your hand, dismissing Peter, and encourage the children to

T: Ollie has a question. Is Ollie a girl?

T/C: Bye-bye!

Repeat the question with ‘boy’ and ‘teacher’, encouraging the children to respond each time: T/C: No! Ollie’s not a (teacher).

materials and put them away. Encourage the children to tidy up and join in with the song. Play 1.27 Show me one and let the children choose what to show as they sing along (e.g. index finger, little finger, thumb, palm, fist, arm, leg, etc.). Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

T/C: Fly away! Bye-bye! Repeat the procedure with Story Cards 3 and 4:

T/C: No! Ollie’s not a girl.

Play 1.4 The tidy up song. Call on volunteers to collect the

say with you:

‘whisper’ to you and say:

Shake your head and encourage the children to say with you:

Tidy-up and say ‘Bye-bye’

Come back! Hello! Play 1.31 Two little blue birds again, this time using your two index fingers to represent the two birds, and encourage the children to join in with the actions and words. Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

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4

Lesson 3 Extra Objectives Listening to a story Re-telling and acting out a story Reviewing numbers and colours

Vocabulary two bird blue, red, yellow

Story

Pop-outs

Display the number 1, blue and bird Flashcards in a row, and see

Hand out the

if the children can ‘read’ them. Point to the Flashcards one by one

Unit 4 Pop-outs

and help them to say with you:

and blue crayons

T/C: One blue bird.

and ask the children to colour

Using the blue pen, draw a simple picture of a blue bird on the

their birds. Ask

board. Continue, showing other combinations of Flashcards for

if they can

the children to ‘read’ (the third Flashcard should always be the

remember the

bird) and draw a picture each time to help them understand.

two birds’ names.

Teacher’s i-solutions 1 Flashcards 1, Units 2 and 4: 1, 2 yellow (finger counting Flashcards), bird, blue, red, ) yellow and blue Board pens (red,

Display the Unit 4 Story Cards in the wrong order. Play 1.31

When they finish

Story Cards 1, Unit 4 Teacher’s Audio Material 1, CD 1 Pop-outs 1, Unit 4

your index fingers to represent the two birds. Encourage the

Language (One) (blue) (bird).

Resources and Materials

My friends

Learn with Ollie 1

© Santillana Educación, S.L.

4 My friends

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Two little blue birds and ask the children to put the Story Cards

colouring, show

in the correct order.

them how to pop out the shapes and stick their fingers

Play 1.31 Two little blue birds again and act out the story using

through the holes. Let them play with their puppets in small

children to join in with the actions and to say ‘Bye-bye’, ‘Hello’,

groups. Play 1.31 Two little blue birds again and let the children act out the story with their finger puppets, using

‘Come back’, ‘Fly away’ and any other words from the story that

the phrases you taught them previously.

they can remember.

The children can take their finger puppets home to play

Alternatively, watch the animated version of the story on the

17/12/2015 8:37:12

with at the end of the class.

Teacher’s i-solutions.

Let’s Play! Put the children into pairs and tell them they are two little blue birds. Ask them to fly around the classroom, watching you. Have the Story Cards on the table next to you. When you show Story Card 1, they must hold hands and sit down. If you show Story Card 2 or 4, one must sit while the other flies around them. If you show Story Card 3, they both fly away and hide. If you have extra time, choose a game from the Game Bank, pages 16-17.

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Look and trace. Listen.

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I

^ Phonics

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4 My friends

NAME:

Transcript i… i… i… igloo i… i… i… igloo i… i… i… ink i… i… i… ink i… i… i… iguana i… i… i… iguana

46

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igloo

iguana

ink

Lesson 4

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4

Lesson 4

My friends

Objectives

Practising the initial short i sound

Write a lower case letter i on the board and then an upper case I. Say the short ‘i’ sound as you write the two letters and encourage

Vocabulary igloo, iguana, ink

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 A bag

the children to repeat it with you. Ask the children to trace the lower case letter in the air with you, and then have them trace it on their tables, on the walls, on their hands or on their legs. As they write, encourage them to say the short ‘i’ sound: C: i-i-i…

Student’s Book

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song. Ask the children to sit in a circle and put the magnetic letters in the middle. Ensure that there are lots of the letter i. Choose individual children to come and find a letter i. When they find one, the rest of the class chants: T/C: i-i-i.

A toy iguana Student’s Book 1

Open the Student’s Book at page 45 and point to the letters at the top of the page. Ask the children to trace over them with their

Repeat the procedure with the other letters the children have

Magnetic letters

writing fingers. Play 1.32 Unit 4. Lesson 4. Phonics and encourage

learnt so far: s, a and p.

Preparation

Bring in a toy iguana and put it in the bag before class.

them to copy you, pointing to the objects as they are named.

back to sleep. Sing 1.5 Bye-bye Ollie! Transcript 1.32 Unit 4. Lesson 4. Phonics. i… i… i… igloo

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie to show the bag and make him look inside. Then make Ollie jump back as if he is scared. Have Ollie ‘whisper’ in your ear, and say: T: What’s in the bag, Ollie? Let’s see!

Display the puppet. Tell the class that Ollie is tired and he is going

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

i… i… i… igloo i… i… i… ink i… i… i… ink i… i… i… iguana i… i… i… iguana

Play 1.32 Unit 4. Lesson 4. Phonics again and encourage the children to repeat the words. Then give out crayons or pencils, check that the children are holding them correctly, and tell them to trace the writing pattern from left to right, starting at the arrow.

Open the bag and let some of the children look inside. Then take out the toy iguana and say: T: It’s an iguana! i-i-i iguana.

Extra Activity Open the Student’s Book at page 46. Remind the children

Let the children pass the iguana around and have them repeat with

how to say the short ‘i’ sound, and practise together. Hand out

you:

finger paints and show the children how to make dots with

T/C: i-i-i iguana.

their fingertips along the letters, following the direction of the arrows. Encourage the children to say the short ‘i’ sound as they make each fingerprint.

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4

Lesson 4 Extra

My friends

Objectives

Practising the initial short i sound

Let’s make an iguana

Let’s Play!

Draw an upper and lower case letter i on the board and ask if

Tell the children that they are going to be iguanas. Let them crawl

the children can remember what sound the letters represent.

around the room for a while pretending to be iguanas, then play a

iguana

Encourage the children to chant the short ‘i’ sound together:

game. Tell the children that you are going to give them instructions

Resources and Materials

C: i-i-i…

Vocabulary

Teacher’s i-solutions 1 Green construction paper

and that they must listen very carefully. They should only follow the instruction if you begin the sentence with the word ‘iguanas’.

Invite the children to come to the board and try to copy one of the

If you don’t say ‘iguanas’, they must not do the action. Give them

letters.

instructions and see if you can catch them out:

Glue

When all the children have had a turn, draw a large hollow outline

T: Iguanas stand up. Iguanas sit down. Iguanas clap. Jump.

Blank paper (one sheet per child) Googly eyes (two per child)

of an upper case letter I on the board. The letter represents the

Red crayons

tail, and a small semicircle at the top as a head. Draw on eyes and

Scissors

Preparation

iguana’s body and its four legs. Add a triangle at the bottom as a

If you have extra time, choose a game from the Game Bank, pages 16-17.

a tongue and ask the children if they can guess what it is.

x 3cm strips Cut the green construction paper into 15cm (three strips per child). Cut triangles (4 x 4 x 4cm) and semicircles n paper (4cm diameter) from the green constructio

C: Iguana!

(one of each per child).

and legs of the iguana). Help the children to arrange the pieces

Tell the children they are going to make their own iguana. Give each child a sheet of blank paper and three strips of green construction paper to form an upper case letter I (the body correctly, then hand out the glue and let them stick the strips of paper onto the blank paper. Give each child a head and a tail (the semicircles and triangles you prepared earlier, see Preparation) and show them how to glue these on too. Finally, give each child two googly eyes to glue onto the head. When they have stuck all the pieces in place, hand out red crayons and show them how to draw a red line for the tongue.

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Look, point and stick.

I have friends

All about me!

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4 My friends

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NAME:

Lesson 5

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4

Lesson 5

My friends

Objectives

Learning about having friends Ask the children:

Student’s Book

Vocabulary

T: Are you Ollie’s friend?

Open the Student’s Book at page 47 and ask the children to look

friends blue, red, yellow

Pass Ollie around and let the children give him a hug. Tell the

Language

each other:

children that Ollie is happy now. Ask them if they are friends with

T: (Hugo), are you (Eduardo’s) friend? Give him a hug.

Resources and Materials

Repeat with several children.

Finger Pointer or star pointers from Unit 1 Student’s Book 1 Happy Stickers (four per child)

Preparation

see it. Display Story Card 1 where the children can

All about me! Poster Display the Unit 4 All about me! Poster and read the title aloud.

Get the children to point to the picture with you as you describe it, and then repeat the procedure with the rest of the pictures. Next, give each child four Happy Stickers. Point to the pictures again and ask: T: Do you do this with your friend? Put on a happy sticker.

Point to each of the pictures and give the children a chance to

The children stick a Happy Sticker on the activities they do with

speak before commenting on them.

their friends.

T: They’re running. She’s giving her friends a hug. They’re playing. They’re talking.

Now watch the All about me! video on the Teacher’s i-solutions to consolidate what the children have learnt in this lesson.

Ask volunteers to come and point to their favourite picture using the Finger Pointer or their star pointers from Unit 1. As the children choose a picture, describe again what the friends are doing in the picture.

Wake up Ollie and say ‘Hello’

T: I can see a boy and a girl. They are friends. They are playing in the sand.

I have friends.

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 Story Cards 1, Unit 4: Story Card 1 All about me! Poster 1, Unit 4

at the pictures. Point to the first picture and say:

Play 1.33 I have friends and point to the corresponding pictures.

Extra Activity Open the Student’s Book at page 48 and give out crayons or pencils. Ask the children to trace over the number 2. Play 1.30 Point to red (Instrumental) while the children work.

Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie ‘fly over’ to the Story Card and look at the two birds. Have Ollie ‘whisper’ to you, then say: T: Ollie is sad. Why are you sad, Ollie? You haven’t got a friend? Point to the birds on the Story Card and say:

Transcript 1.33 I have friends. They are friends. They are running in the park.

Boy:

They are friends. They are playing together at home.

Girl:

They are friends. They are playing at school.

Boy:

They are friends. They are playing on the slide.

Girl:

They are friends. They are playing with their toys.

Display the All about me! Poster. Review the colours the children

Boy:

They are friends. They are talking and having fun.

have learnt by asking them to point to something red, blue or

Girl:

I have friends, do you?

yellow in any of the pictures. You can call up individual children to

Boy:

Yes, I do! I have friends!

participate and get them to point using the Finger Pointer or their

T: I am your friend, Ollie!

Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song.

star pointer.

T: Two birds. Peter and Paul. Peter and Paul are friends. Give Ollie a big hug and say:

Tidy-up and say ‘Bye-bye’

Girl:

Point to some of the pictures again and ask the children simple questions: T: Are they happy or sad? Is this a boy or a girl?

Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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4

Lesson 5 Extra Objectives General revision Value: I have friends

Vocabulary

Let’s be friends!

Let’s Play!

Play some friendship games. Ask the children to stand in a row.

Play 1.27 Show me one and 1.29 Point to red. Encourage the

Take the first child and have them stand opposite the second. Tell

children to dance and sing along.

one, two blue, red, yellow circle, square, triangle

the first child to give the second child a high five and say ‘Hello,

Language

child repeats this with all the children in the line, then stands at the

We are friends!

Resources and Materials

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 1 Poster Pop-outs 1, Unit 4

My friends

friend!’ (You could also ask them to wave, shake hands or give them a hug; whichever you think they will find more fun.) The first end of the row. When they have finished, repeat the procedure with

Display the Poster Pop-outs around the classroom where they are clearly visible to the children, but with the reverse (white) side on display. Put the colour and shape Flashcards in the Flashcard Cube and have the number Flashcards in a bag.

the next child in the line, and continue until all the children have

Give one child the Flashcard Cube to throw and tell them to

had a turn.

choose a friend. The child rolls the Flashcard Cube and the friend

Ask the children to hold hands and stand in a big circle. Start this game by taking one child by both hands and walking them to the

; circle, Flashcards 1, Units 2 and 4: blue, red, yellow square, triangle; one, two

middle of the circle. As you walk, say:

Flashcard Cube

Spin around with the child for a few seconds and encourage them

A bag

to repeat the sentence with you. You and the first child then each

T: We are friends!

choose another child from the circle and say again: T/C: We are friends!

takes a number Flashcard from the bag. If a colour lands on top, the two friends have to find one or two objects (depending on the chosen number Flashcard) of that colour in the classroom. If a shape comes up, they must go and touch the correct number of that shape. Afterwards the friend chooses another friend and rolls the Flashcard Cube. Continue until all the children have had a turn. If you have extra time, choose a game from the Game Bank, pages 16-17.

Take the two new children to the middle and dance around in a circle holding hands. The other children are standing in a circle around you but not moving. Continue the game until all the children have joined the new circle.

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4

My friends

Photocopiable © Santillana Educación, S.L.

Let’s make a friendship tree.

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4

Photocopiable Worksheet 4B

My friends

Objectives

Making a friendship tree

Vocabulary hand tree

Resources and Materials

Let’s make a friendship tree

Let’s Play!

Ask the children to sit in a circle. Begin by telling them to show

Put the children into three teams by giving each child a red,

you their hands. Tell them to hold hands with each other and then

yellow or blue Coloured Sticker. Display the Poster Pop-outs

to lift up their arms gently until they are over their heads. Next, tell

at one end of the room and have the children in their teams at

them to let go of each other’s hands and move their arms down

the other end.

to shoulder height straight in front of them, fingers spread and

Teacher’s i-solutions 1 Photocopiable Worksheet 4B ) Finger paints (blue, red, yellow and brown paper n Large sheets of constructio

with their own thumbs touching. Finally, ask the children to lean

Sticky tape (optional) Scissors

Have the children sit at their tables and give out the Photocopiable

Glue

hands, staying inside the lines. Tell them to colour one hand blue,

Poster Pop-outs 1, Unit 4 Coloured Stickers (blue, red and yellow)

Preparation

Copy one Photocopiable Worksheet per child. ruction Tape or glue together two large sheets of const it. on e outlin paper and draw a simple tree trunk

forward with their thumbs still touching, and put their hands flat on the floor and try to make a circle on the floor made of their hands all touching.

Worksheets and finger paints. Encourage the children to paint the one red and one yellow. While they work, encourage them to talk

Tell the children they are going to have a relay race. The first child in each team will run to collect one of their colour shapes and bring it back to their team, followed by the second and third team members. The next child will then run back, returning one of the shapes to the other side of the room. Continue until each child has had a turn to run. If you have extra time, choose a game from the Game Bank, pages 16-17.

about what they are doing and which colours they are using. If any of the children finish early, bring them over to the outline of the tree trunk and let them paint it brown. When the hands are completed, collect them and leave them to one side. When the paint is dry, cut the hands out, distribute glue, and let the children stick them on the tree trunk to look like a tree canopy. Display the tree in the classroom. You may want to make name labels to identify the children’s hands when they are on the tree. Alternatively, write their names on the hands before they stick them on the tree.

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Notes

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5

My food

• Naming and describing fruit

Objectives

4

3

A ll

Phonics

Story

•  Naming and describing fruit

• Listening to a story

• Practising the initial

•  Understanding big and small

• Responding to a story

• Learning about the

sound t

and joining in

5

about me

!

2

1

eating

Review and Assessment

Worksheet 5B

Consolidating

importance of healthy

Worksheet 5A

Term 2

•  Talking about healthy

• Making fruit

Vocabulary

food

Extra

and Language

• Maths: big and small

Language

Vocabulary

• I like to eat (apples).

• (Annie’s) got (a banana).

• Iwant my lunch.

•  (A sandwich) is good.

•  A (red) (apple).

• I’m (big).

• (One) (big) (banana).

•  I like yogurt.

• A (big) (green) (pear). • apple, banana,

• apple, banana,

orange, pear

orange, pear

• green, orange,

• bat, hungry • apple, banana, orange, pear • one, two • big, small

• big, small

red, yellow

Key competences

LC

CAE

DC

Resources d Pop-outs with Stickers an Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio and CD 2 Material 1, CD 1 Teacher’s Audio it 5 r Pop-outs 1, Un Poster and Poste Finger Pointer it 5 Flashcards 1, Un be Cu rd ca Flash it 5 Story Cards 1, Un rksheets Photocopiable Wo 1, ok Bo r’s he Teac 1, 255 and 260 •  pages 147, 16

LC

CAE

MST

DC

LC

CAE

IE

DC

• table, teacher, train

yogurt

LC

LL

IE

DC

LC

SCC

LL

DC

Teacher’s i-solutions

Materials Blu-Tack Chalk A cloth bag (closable) Construction paper Crayons Finger paints Fruit: apples, bananas, oranges, pears Glue Kitchen utensils: sharp knife, chopping boards, plastic cutlery, etc. Newspaper

• doughnut, sweets,

Paints and paintbrushes Paper Paper piercers and scissors Plasticine (optional) Realia: fruit, backpack, lunch boxes, toy train, healthy and unhealthy food Sandwich ingredients Small balls or beanbags Sticky tape A stapler Tissue paper

All teaching and learning materials are organised into step-by-step lesson plans including: •  Quick lesson guides and tips •  Animated Songs •  Animated Story •  Values video for the All about me! lesson •  Interactive games Game Generator to create your own interactive games for consolidation, revision or just for fun. My worksheets section to edit or create your own personalised worksheets using any of the photocopiable material from the unit.

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Sing. Point and paint.

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5 My food

NAME:

I like to eat I like to eat apples. I like to eat apples. I like to eat apples. So I grow big and strong. I like to eat bananas. I like to eat bananas. I like to eat bananas. So I grow big and strong. I like to eat pears. I like to eat pears. I like to eat pears. So I grow big and strong. I like to eat oranges. I like to eat oranges. I like to eat oranges. So I grow big and strong.

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apple

banana

orange

pear

green

orange

red

yellow

Lesson 1

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5

Lesson 1

My food

Objectives

Naming and describing fruit

T: Would you like some fruit, Ollie? I’ve got some fruit in my backpack. (Amelia), bring my backpack, please!

Vocabulary

apple, banana, orange, pear green, orange, red, yellow

Language

I like to eat (apples). A (red) (apple).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 pear, Realia: a red apple, a banana, an orange, a a backpack Student’s Book 1

) Finger paints (red, green, orange and yellow s, apple big Poster and Poster Pop-outs 1, Unit 5: bananas, oranges and pears Blu-Tack pear Flashcards 1, Unit 5: apple, banana, orange,

Preparation

Put the fruit in the backpack and place it where the children can see it.

Take out each piece of fruit one at a time and say: T: What’s this? Yummy! It’s a (banana)!

T/C: It’s a (banana). Continue with the other pieces of fruit. When you have introduced all the fruits, pick up one of them, rub your tummy and mime eating. Say: T: Yummy! I like to eat (apples).

comment on it. Show the children the Poster Pop-outs and put two pieces of fruit in each lunch box. Ask: T: What has (Annie) got? C: (Annie’s) got a (banana). (Annie’s) got a (pear).

what is in it. Allow volunteers to put pieces of fruit in the lunch Offer the fruit to Ollie and pretend he is eating it. Repeat with all

boxes and repeat the activity.

the pieces of fruit. Play 2.1 I like to eat. When you sing the line ‘So I grow big and

Tidy-up and say ‘Bye-bye’

strong’, stretch your arms up and flex your biceps. Encourage the

Play 1.4 The tidy up song. Call on volunteers to collect the

class to do the same.

materials and put them away. Encourage the children to tidy up

Student’s Book Open the Student’s Book at page 49. Hold up the apple (realia)

children that Ollie is sleeping. Count to three and tell the children

to help understanding. Alternatively, have the children point to

to wake Ollie up.

the pictures of the fruit on page 49 of the Student’s Book. Next,

Rub your tummy to demonstrate what you mean, then point to

Display the Unit 5 Poster and give the children the opportunity to

with a sheet of paper and ask the children if they can remember

Ask the children to sit in a circle. Show the puppet and tell the

T: Ollie says he is hungry.

Poster

T/C: Yummy! I like to eat (apples).

Repeat with all the pieces of fruit, holding them up each time

in your ear, and say:

2.2 I like to eat (Instrumental) while the children work.

When they have named all the fruit, cover one of the lunch boxes

T: Point to the apple.

Ollie! Tell the children to look at Ollie. Pretend that Ollie whispers

and colour a picture of their favourite fruit in the frame. Play

Encourage the children to repeat with you:

Wake up Ollie and say ‘Hello’

Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello,

Open the Student’s Book at page 50. The children draw

Encourage the children to repeat with you:

and say:

C: One, two, three… Wake up, Ollie!

Extra Activity

name the pieces of fruit and say the colours, encouraging the children to say them with you: T/C: A red apple.

and join in with the song. Display the Flashcards around the classroom and ask the children to point to each one. If you have space, ask them to run to each one in turn. T: Point to the (pear)! Run to the (apple)! Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

Give out finger paints and let the children paint the fruits with their fingers, using the correct colours. When they finish, play 2.1 I like to eat again, encouraging the children to join in with the words and actions.

your backpack. Ask one of the children to bring it to you:

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Lesson 1 Extra

My food

Objectives

Identifying fruit through taste and smell

Vocabulary

apple, banana, orange, pear green, orange, red, yellow

Language

Let’s taste some fruit

Let’s Play!

Ask the children to sit in a circle. Show them the fruit and ask them

Display the Poster Pop-outs: use two apples, two pears, one

to name them and say what colours they are. Put two of each fruit

orange and one banana. Ask the children to stand at one end of

in the bag and pass it around, inviting some of the children to put

the classroom while you stand at the other. Tell them to listen

their hand in, feel around and try to name the fruit:

carefully as you make true and false statements about the fruit.

T: (Daniel). What is it?

It’s a (yellow) (banana). I like to eat (apples).

C: A (banana)?

Resources and Materials

T/C: It’s a (yellow) (banana).

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 2 A cloth bag which can be closed Fruit: apples, pears, bananas and oranges (four or more of each) pear Flashcards 1, Unit 5: apple, banana, orange, A sharp knife Four plastic bowls A roll of kitchen towel Chopping boards Plastic knives Serving spoons Plastic cups and spoons (one per child) as, Poster Pop-outs 1, Unit 5: big apples, banan oranges and pears

Preparation

and put Cut up one of each fruit just before the class . Cover each the cut-up pieces separately into four bowls children the that so towel n kitche of bowl with a piece it. see can’t can smell the fruit but Note: Before the class, check if any of the ients children have allergies and modify the ingred if necessary.

T: Take it out. Let’s see.

Play 2.1 I like to eat. Place one of each fruit in the middle of

They take one step towards you if the statement is true, and they stand still if the statement is false, for example: T: The apple is red. I’ve got two pears. The orange is green. If you have extra time, choose a game from the Game Bank, pages 16-17.

the circle and encourage the children to sing along, point to the fruit and do the actions. Display the Flashcards in different parts of the room and invite a volunteer to come forward and smell one of the bowls (see Preparation). The child guesses which fruit is inside and goes to stand next to the Flashcard of that fruit. When a few children have had a turn, reveal the fruit and see if they were correct. Repeat the game with more children. Make sure each child smells at least two of the bowls. When you have finished, let them smell all of the bowls and try to name the fruit. If you wish, you can distribute chopping boards and plastic knives and let the children peel and divide the oranges and peel and slice the banana, while you cut up the apple and pear. When the fruit is ready, ask the children to taste some pieces with their eyes closed, and see if they can identify them. Finally, hand out plastic cups and spoons and help the children to serve themselves a small portion of each fruit, and then let them try each one. Encourage them to say: T/C: Yummy! I like to eat (apples).

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Sing. Stick and trace.

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5 My food

NAME:

Big and small Big and small, Big and small. Now I’m big! Now I’m small! Big and small, Big and small. Now I’m big! Now I’m small!

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banana

orange

pear

big

small

Lesson 2

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5

Lesson 2 Objectives

Naming and describing fruit Understanding the difference between big and small

Vocabulary

apple, banana, orange, pear

My food

Wake up Ollie and say ‘Hello’

Student’s Book

Ask the children to sit in a circle. Show the puppet and tell the

Open the Student’s Book at page 51. Give out the Unit 5 Stickers

children that Ollie is sleeping. Count to three and tell the children

and ask the children to name the fruit. Help them to peel off the

to wake Ollie up.

banana Sticker and place it correctly, then tell the children to use their writing fingers to carefully trace the zigzag line from the big

big, small green, orange, yellow

C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Pretend that

two fruits. Give out yellow, green and orange crayons and revise

Language

Ollie is whispering to you and is trying to hide. Say:

the colours. Remind the children how to hold their crayons, using

(Annie’s) got (a banana).

T: Ollie doesn’t want to play. He’s scared.

the pincer grip, then ask them to trace over the lines using the

I’m (big). It’s a (big) (green) (pear).

Mime to demonstrate as you say:

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Poster and Poster Pop-outs 1, Unit 5 Blu-Tack Student’s Book 1 Stickers 1, Unit 5 Crayons (green, orange and yellow) pear Flashcards 1, Unit 5: apple, banana, orange,

T: O  llie says you are very big and he is very small! Don’t be scared, Ollie! Children, show Ollie you can be small, too. Show the children how to crouch down and make themselves as small as possible. Make Ollie come out of hiding and look at them, then say: T: Now let’s be big. Hold Ollie up in the air and stretch out your arms and legs,

banana to the small banana. Repeat the procedure with the other

corresponding colours. Play 2.3 Big and small again, and ask the children to point to the big and small pieces of fruit while they sing.

Extra Activity Open the Student’s Book at page 52. The children draw and colour a picture of a big fruit and a small fruit in the frame. Play 2.4 Big and small (Instrumental) while the children work.

and encourage the children to do the same. Practise the new vocabulary, using Ollie to give the children instructions: T: Ollie says (big). The children stretch up high or crouch down small, depending on Ollie’s instructions. Play 2.3 Big and small. Encourage the children to sing along and do the actions.

Poster Display the Unit 5 Poster with all the Poster Pop-outs in place.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song. Place the Flashcards in the four corners of the room and put the children into four groups, naming one for each Flashcard. Give each group instructions:

Give instructions to the children to put the fruit in the lunch boxes:

T: (Apples), sit down. (Bananas), come here.

T: Timmy’s got two big bananas. Annie’s got one small orange.

When they are responding confidently, make the game more

If they are able, you can let some of the children give the instructions.

difficult. Continue to give instructions, changing around the groups: T: Apples and bananas, change places. Once they have changed groups, they must listen for instructions for their new Flashcard. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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5

Lesson 2 Extra Objectives

Vocabulary

apple, banana, orange, pear green, orange, red, yellow ladybird

Language

It’s a (green) (pear).

Resources and Materials

Teacher’s i-solutions 1 pear Flashcards 1, Unit 5: apple, banana, orange, Four small balls or beanbags White A4 construction paper (two per child) Paints (green, orange, red and yellow) Paintbrushes A stapler Newspaper

Let’s make big paper fruit Ask the children to sit in a circle. Display the Flashcards and review the names of the fruit. Pass the four balls or beanbags

Point and match. Colour.

around; when you call out ‘Stop!’ the four children holding them must say what their favourite fruit is: T: (Juan). What’s your favourite fruit? C: (Apple). Continue until all the children have had a chance to speak. Encourage the children to name as many different fruits as possible. Tell the children that they are each going to paint a picture of their favourite fruit. Show them the fruit shapes (see Preparation) and ask each child to choose two which are the same. Hand out the paints and paintbrushes and tell the children to paint their pictures.

Unit 5 Maths

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While they are working, walk around and ask questions. Encourage

7/7/16 9:55

the children to tell you the name of the fruit and the colour they

Hand out the Photocopiable Maths Worksheets. Ask

are using.

the children to look at the picture and teach the new vocabulary ‘ladybirds’. Encourage the children to say the

Photocopiable Worksheet Unit 5 Maths (see Teacher’s Book page 255)

C: It’s a (green) (pear).

Preparation

them together around the edges, leaving a small section open.

d be roughly Draw four large fruit shapes (each one shoul enlarge the A4 size). You can either draw your own or Teacher’s Book fruit on Photocopiable Worksheet 5A (see s onto white A4 shape fruit large the page 147). Photocopy child will Each out. them cut construction paper and need two of the same fruit. Copy one Photocopiable Worksheet per child.

Maths

Photocopiable © Santillana Educación, S.L.

Talking about preferences Painting fruit

My food

word with you:

When the paint is dry, hold the fruit shapes back to back and staple Give out the newspaper. Show the children how to scrunch up

T: Look, these are ladybirds. T/C: Ladybirds.

small pieces of newspaper and stuff them inside their fruit shapes.

Ask them to point to the big ladybirds. Ask how many there

Finally, staple the opening shut. Write the children’s names on their

are and count them together.

fruit and collect them to use in the guessing game.

T: How many big ladybirds are there? T/C: One, two. Two big ladybirds.

Let’s Play! Play a guessing game. Sit the children on the floor and tell them to

Repeat with the small ladybirds.

close their eyes. Choose a volunteer to come to the front and give

Give out red crayons and check that the children are

them their fruit (that they made earlier) to hold behind their back.

holding them correctly, then ask them to draw a line from

Then let the other children take turns to guess what fruit they are

one small ladybird to the other small ladybird. Tell them to

holding and what colour it is.

colour the big ladybirds carefully, encouraging them to stay

C1: A (red) (apple)?

C3: A (yellow) (banana)?

C2: No.

C2: Yes!

inside the lines.

The child who guesses correctly then comes to the front and holds their fruit behind their back for the others to guess. Continue until all the children have had a turn. If you have extra time, choose a game from the Game Bank, pages 16-17.

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5

My food

Photocopiable © Santillana Educación, S.L.

Let’s make big and small fruit.

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5

Photocopiable Worksheet 5A

My food

Objectives

Making big and small fruit

Vocabulary

apple, banana, orange, pear big, small

Resources and Materials

Teacher’s i-solutions 1 Photocopiable Worksheet 5A ) Finger paints (red, green, orange and yellow

Let’s make big and small fruit

Let’s Play!

Give out the Photocopiable Worksheets. Ask the children to look

Put the children in pairs and give out the Poster Pop-outs, one

at the worksheet and name the four pieces of fruit. Hand out

per pair. The pairs walk around looking for a partner: for example,

the finger paints and let them decorate the fruit with appropriate

the children with the big orange look for the pair with the small

colours; they can fill the shapes with colour or just make

orange. Encourage the children to name and describe their fruit

fingerprints. Help the children to cut out the four fruit shapes

as they look for their partners.

with either scissors or paper piercers, then hand out the sheets of construction paper (see Preparation) and glue. Read the words at the top of the paper and show the children how to glue their

C: Big orange. C2: Small orange.

pictures onto the left side of the paper. Ask what they think should

After everyone has had a turn, check that the children can name

be on the right side of the page. If the children guess correctly,

their fruit correctly and play the game again. This time, the children

Glue

praise them, otherwise read out the word for them. Hand out

can look at the fruit Poster Pop-out you give them, but they must

Crayons Poster Pop-outs 1, Unit 5

crayons and tell them to draw and colour four small pieces of

hide it behind their back and find their partners only by speaking.

fruit in the right hand column to match the big pieces of fruit.

Scissors or paper piercers A3 construction paper (one sheet per child)

Preparation

Display the children’s work in the classroom.

If you have extra time, choose a game from the Game Bank, pages 16-17.

Copy one Photocopiable Worksheet per child. sheet of A3 Draw a vertical line down the middle of a write ‘big’ side left the of construction paper. On top Make l’. ‘smal and on top of the right side, write one copy per child.

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Look and point. Colour.

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5 My food

NAME:

I’m a hungry fruit bat

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bat

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I’m a hungry fruit bat, I want my lunch. One big banana, Munch, munch, munch!

I’m a hungry fruit bat, I want my lunch. One big pear, Munch, munch, munch!

I’m a hungry fruit bat, I want my lunch. Two small apples, Munch, munch, munch!

I’m a hungry fruit bat, I want my lunch. Two small oranges, Munch, munch, munch! What a yummy, yummy lunch!

hungry

apple

banana

orange

pear

one

two

big

small

Lesson 3

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5

Lesson 3

My food

Objectives

Listening to a story and joining in Responding to a story

Vocabulary bat, hungry apple, banana, orange, pear

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up.

Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

Student’s Book Open the Student’s Book at page 53 and give out crayons. Tell

one, two

C: One, two, three… Wake up, Ollie!

big, small

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie

Language

‘whisper’ to you. Say:

I want my lunch. (One) (big) (banana).

T: What’s wrong Ollie? Does your tummy hurt?

C: One banana.

Rub Ollie’s tummy and your own. Say:

Tell the children to colour in the square with the correct number.

Resources and Materials Teacher’s i-solutions 1

Puppet Teacher’s Audio Material 1, CD 1 and CD 2 a, Realia: a lunch box containing one big banan apples small two es, orang one big pear, two small Story Cards 1, Unit 5 Student’s Book 1 Crayons Poster and Poster Pop-outs 1, Unit 5

T: Oh! You want your lunch! You’re hungry!

the children to look at the page and ask them to point to the banana. Ask: T: How many bananas are there? One banana or two bananas?

Continue with the other illustrations in the same way.

Show the children the lunch box and offer it to Ollie. Say:

Poster

T: Here is your lunch box!

Display the Poster with some of the big and small Poster Pop-

Hold up each fruit and encourage the children to name and describe it with you: T/C: One big banana…

outs in each lunch box. Lead the children in making up new verses for the story: T/C: I’m a hungry (Annie). I want my lunch. One (big) (orange), munch, munch, munch!

Continue naming all the fruit and ‘feeding’ it to Ollie.

Story

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

Display Story Card 1. Let the children tell you what they can see,

materials and put them away. Encourage the children to tidy up

then tell them the animal is a bat. Say:

and join in with the song.

T: Look. A bat. It’s a fruit bat. It eats fruit.

Use the pieces of fruit (realia) to make true or false statements:

Tell them the fruit bat is hungry, and encourage them to rub their

T: I’ve got one (big) (orange).

tummies and repeat with you:

If the statement is true, the children give you a thumbs up, if it is

T: I’m hungry! I want my lunch.

false, they give you a thumbs down. If you wish, you can make the

Display Story Card 2 and help the children to describe the fruit.

children move around more by asking them to stand up for a true

Continue with the remaining Story Cards. Use number, colour and

statement and sit down for a false one, or run towards you for a

size prompts to help them.

true statement and run away from you for a false one.

T: How many (bananas) are there? One or two? Is it (green)? Are

Display the puppet. Tell the class that Ollie is tired and he is going

they (big) (apples) or (small) (apples)? Play 2.5 Story: I’m a hungry fruit bat and ask the children to point to each picture as they hear it mentioned. Play the track

back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

again and encourage them to join in.

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5

Lesson 3 Extra

My food

Objectives Acting out and retelling a story

Vocabulary bat, hungry apple, banana, orange, pear one, two big small

Language

Story

Pop-outs

Review the vocabulary from the story I’m a hungry fruit bat using

Give out crayons and

the Flashcards. Hold up each Flashcard in turn and as you do so,

the Unit 5 Pop-outs

encourage the children to say the words and do actions: they point

and tell the children

to something in the classroom of the appropriate colour for ‘green’

to colour in the bat,

and ‘orange’, they pretend to eat and say ‘munch, munch, munch’

encouraging them to

for the fruit, they pretend to fly for ‘bat’, and they make themselves

stay inside the lines.

big or small when they hear the words.

They do not need to

I’m a hungry fruit bat. I want my lunch.

Display the Story Cards and refer back to them as you do the

(Two) (small) (apples). Munch, munch, munch!

the story. Ask five children to come to the front of the class. Choose

Resources and Materials Teacher’s i-solutions 1 Flashcards 1, Unit 5 Story Cards 1, Unit 5

Teacher’s Audio Material 1, CD 2 Poster Pop-outs 1, Unit 5 Pop-outs 1, Unit 5 Crayons

following activity. Tell the children that they are going to act out one child to be the bat and four children to be fruit trees. Give the ‘fruit trees’ the appropriate Poster Pop-outs for the story (one big banana, two small apples, one big pear, two small oranges). Play 2.5 Story: I’m a hungry fruit bat and guide the children in acting out the story. The child who is the bat ‘flies’ to the appropriate tree for each verse and pretends to eat the ‘fruit’. Encourage the rest of

Make the story.

use black; they can make it as colourful as they like. Help the children to choose

Learn with Ollie 1

© Santillana Educación, S.L.

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appropriate colours to decorate the fruit. Then show

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them how to carefully pop out the pieces and help them to thread the strip through the slots. Encourage the children to use their Pop-outs to retell the story in small groups. C: (Two) (small) (apples). Munch, munch, munch!

the class to join in with the story and help. Repeat the procedure with different volunteers. Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

Let’s Play! Ask the children to sit in a circle. Pass the fruit and the bat Flashcards around the circle in a clockwise direction and play 2.2 I like to eat (Instrumental). When you pause the music, the children holding the Flashcards stand up, and then the child holding the bat Flashcard chases the children holding the fruit Flashcards around the outside of the circle. As soon as they catch someone, everybody says: C: Munch, munch, munch! Ask the children to sit back down in their places, and play again. Repeat the game several times, making sure that all the children have a turn at running around the circle. If you have extra time, choose a game from the Game Bank, pages 16-17.

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Trace and stick. Listen.

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5 My food

NAME:

Transcript t… t… t… table t… t… t… table t… t… t… teacher t… t… t… teacher t… t… t… train t… t… t… train

56

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† †

† † table

teacher

train

Lesson 4

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5

Lesson 4

My food

Objectives

Practising the initial sound t

Vocabulary table, teacher, train Timmy, triangle, two

Resources and Materials

Say to Ollie: T: T he children are right, Ollie. That’s not Annie, it’s Timmy. t-t-t Timmy. Encourage the children to repeat with you: T/C: t-t-t Timmy.

Extra Activity Open the Student’s Book at page 56. The children trace over the writing pattern, first with their writing fingers and then with a crayon.

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2

Point to the toy train and say:

Student’s Book 1 Realia: an apple, a toy train Poster Pop-outs 1, Unit 4: triangle

Repeat the procedure, showing each item and encouraging the

materials and put them away. Encourage the children to tidy up

children to repeat each time:

and join in with the song.

T/C: t-t-t train. t-t-t triangle. t-t-t two. t-t-t table.

Tell the children to listen to you carefully. If you say a word starting

Finally, point to yourself and say:

with the ‘t’ sound, they should stand up and repeat it. If you say

Flashcards 1, Unit 4: two Coloured Stickers

Preparation

at page 49) Have the apple and a Student’s Book (open ut, near Ollie. Have the triangle Poster Pop-o y. the Flashcard and a toy train on a table nearb

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie!

T: What else does Timmy like? Let’s see… his train. t-t-t train.

T/C: t-t-t teacher.

Student’s Book Draw an upper case letter T on the board and trace it in the air for

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

any other word, they should stay seated. T: Table. T/C: Table. (The children stand up) T: Chair. (The children remain seated and stay silent)

the children to copy. Ask the children to use different body parts to

Use the following words in random order: train, car, teacher,

trace the letter, e.g. fists, elbows, shoulders and feet. As they repeat

mummy, triangle, circle, two, one. The children do not need visual

the sound, encourage the children to move in different ways, e.g.

prompts for this as they are practising their listening skills.

stand up, sit down, look up and look down. Repeat the procedure with the lower case letter t. Open the Student’s Book at page 55. Ask the children to trace over the letters with their writing fingers (pincer grip with thumb and first finger), following the direction of the arrows. Then check

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Show the

that they are holding their crayons correctly and ask the children to

apple and say:

carefully trace over the letters.

T: Look. What has Ollie got?

Distribute Coloured Stickers. Play 2.6 Unit 5. Lesson 4.

C: An apple.

Phonics. The children stick a Coloured Sticker on the pictures as

T: Ollie says he likes apples.

they hear the words.

Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

And Ollie says Annie likes apples. Point to the picture of Timmy eating an apple and see if the children can correct Ollie. Repeat the phrase if necessary:

Transcript 2.6 Unit 5. Lesson 4. Phonics. t… t… t… table

T: Annie likes apples.

t… t… t… teacher

C: No! Timmy!

t… t… t… train

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5

Lesson 4 Extra

My food

Objectives

Practising the initial sound t

Vocabulary tree apple, orange, pear

Resources and Materials

Teacher’s i-solutions 1 Blue construction paper (four large sheets) Sticky tape ) Brown construction paper (one large sheet Scissors or paper piercers Glue Chalk (white and yellow) , Coloured tissue paper: white, yellow, brown green dark green and light Blank paper (one sheet per child) Crayons Plasticine (optional)

Preparation

together to Tape two sheets of blue construction paper need one for make the background for the poster (you will shapes from T letter case upper each team). Cut two large be made each can these ; the brown construction paper bottom the at T letter from two long rectangles. Glue the of hes branc lower of each poster to form the trunk and draw to the tree. At the top of each poster, use chalk Cut the outline of a white cloud and a yellow sun. ). 15cm x 15 x. (appro es squar into the tissue paper

Let’s make two tissue trees

Let’s Play!

Put the children into two teams (one for each poster) and ensure

Draw an upper case T shape on the board and invite several

you have enough table space for all the children to work at once.

children to come to the board and try to copy it.

Give each team a large sheet of construction paper with a letter T on it (see Preparation) and tell them that they are going to make a tree. Encourage the children to say the new vocabulary with you, emphasising the initial sound:

Then ask the children to stand in a line and let them practise tracing the letter on each other’s backs. Repeat, this time with the children tracing the letter on each other’s hands. If you have time, you can give the children some plasticine and ask them to mould

T/C: t-t-t tree.

it into a T shape.

Divide each team into three groups and hand out the glue and

If you have extra time, choose a game from the Game Bank,

coloured tissue paper. The first group will be working at the top

pages 16-17.

of their poster, gluing yellow and white tissue paper onto the sun and cloud. The second group will be working at the bottom of their poster, using brown tissue paper to add texture to the trunk and branches of the tree. The third group will be working in the middle of their poster, using green tissue paper to make the leaves of the tree. Demonstrate by loosely scrunching up a piece of green tissue paper and gluing it around the ‘branches’ of the T shape. After the children have been working for a while, change the groups around so that all the children have a chance to work on each part of the poster. When the posters are finished, put them to one side and hand out blank paper and crayons. Ask each team to choose a fruit for their tree (an apple, a pear or an orange) and to each draw and colour one piece of their chosen fruit. Help the children to cut out their fruit using either scissors or paper piercers and tell them to glue the fruit on the tree. Encourage the children to talk about their trees as they are working and to decribe the fruit. C: It’s an (apple tree). It’s a (red apple). Display the trees in your classroom.

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Look and stick.

I eat healthy food

All about me!

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5 My food

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NAME:

Lesson 5

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5

Lesson 5 Objectives

Learning about the importance of healthy eating

Continue naming all the food, encouraging the children to name it with you:

Vocabulary

doughnut, sweets, yogurt

Language (A sandwich) is good. I like (yogurt).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 (yogurt, juice, Realia: a lunch box filled with healthy food a lunch box and fruit) of piece a , carrot a a sandwich, crisps, nut, dough a ts, (swee filled with junk food

My food

Student’s Book Open the Student’s Book at page 57 and give out green and

C: (A doughnut). Then make Ollie ‘whisper’ in your ear. Say: T: You want to see my lunch box? OK. Show and name the items one by one, saying:

yellow Coloured Stickers. Ask the children to look at each picture in turn and ask: T: Is this healthy food? Does it make you big and strong? If they have difficulty answering, give them clues. Tell them to put a green Coloured Sticker on the healthy food. Point to the other

T: A (sandwich). A (sandwich) is good for lunch.

food and tell them:

Encourage the children to repeat the words with you as you take

T: It’s nice, but it isn’t good for you. A little bit is OK.

out all the healthy food, then say:

Tell the children to put a yellow sticker on the other food.

T: I eat healthy food.

All about me! Poster

Extra Activity

a fizzy drink, a chocolate bar) All about me! Poster 1, Unit 5

Display the Unit 5 All about me! Poster. Let several children

Open the Student’s Book at page 58. Check that the children

come forward and give them the Finger Pointer to point to a

are holding their crayons or pencils correctly, then tell them to

Finger Pointer Student’s Book 1 Coloured Stickers (yellow and green)

picture. Encourage them to say what they can see and say what

trace over the numbers.

they like to eat. If they are reluctant to speak, prompt them: T: Yummy. (Pasta). I like (pasta). T/C: I like (pasta).

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children

Play 2.7 I eat healthy food and point at each picture in turn.

Now watch the All about me! video on the Teacher’s i-solutions to consolidate what the children have learnt in this lesson.

Play the track again, pausing it and encouraging the children to

Tidy-up and say ‘Bye-bye’

repeat each sentence.

Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up

to wake Ollie up.

and join in with the song.

C: One, two, three… Wake up, Ollie!

Transcript 2.7 I eat healthy food.

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie and show

Girl:

I am eating an apple. I like to eat apples.

have to listen carefully for the word ‘doughnut’. Ask the children to

them the lunch box filled with junk food. Say:

Girl:

I am eating watermelon. Yummy!

walk around the room while you say the names of the food they

Boy:

I am drinking milk. I like to drink milk.

have learnt in class. When you say ‘doughnut’ they must join hands

Boy:

I am eating soup. I am eating healthy food!

with two friends to make a circle like a doughnut, spin around and

Boy:

I am eating yogurt. I like to eat yogurt.

then sit down together. When everyone is sitting, start again.

Boy:

We are eating pasta. Yummy!

T: Look. What has Ollie got? Is this your lunch box, Ollie? Open the lunch box and say: T: Can we see your lunch, Ollie? Oh!

Children: I eat healthy food!

Tell the children they are going to play a game. Tell them that they

Display the puppet. Tell the class that Ollie is tired and he is going

Show and name the unhealthy foods as you take them out of the

back to sleep. Sing 1.5 Bye-bye Ollie!

box:

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!

T: (Sweets). (Sweets) are not good for lunch.

C: Bye-bye, Ollie! See you next time! Ssssh!

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5

Lesson 5 Extra Objectives General revision Value: I eat healthy food

My food

Let’s make a sandwich

Let’s Play!

Ask the children if they can remember the names of the healthy

Display the four big fruit Poster Pop-outs around the classroom

foods they learnt in the last lesson (Lesson 5). Give them prompts

and put the four fruit Flashcards and the bat Flashcard in the

sandwich

if necessary and give them lots of praise when they name an item.

Flashcard Cube. Tell the children that you are going to throw the

bat

Tell them that today they are going to make a sandwich, which

Flashcard Cube. If the bat lands on top they must ‘fly’ around

is part of a healthy lunch. Show and name all the ingredients,

the room like bats. If one of the pieces of fruit lands on top, they

one, two

encouraging the children to repeat after you:

must run to the corresponding fruit Poster Pop-out, saying its

Language

T/C: (Bread.)

(Bread), please. Thank you.

Hand out the plates and knives, and ask the children to take one

Resources and Materials

you and say:

Vocabulary apple, banana, orange, pear

Teacher’s i-solutions 1 jam, cheese, Sandwich ingredients: sliced bread, butter, will eat) class your (or other ingredients you know Paper plates Plastic knives and small spoons Sandwich bags Flashcards 1, Unit 5 Flashcard Cube big fruits Poster Pop-outs 1, Unit 5: one of each of the

Preparation

children have Note: Before the class, check if any of the sary. allergies and modify the ingredients if neces r is Slice some cheese and make sure the butte soft enough for the children to spread.

and pass the rest on. Start by passing a plate to the child next to

T: A plate.

name. If the blank side of the Flashcard Cube lands on top, the children must shout out ‘Sandwich!’, choose two friends and stand squashed together like a sandwich. Make sure the children are paying attention and looking at you each time you roll the Flashcard Cube. When the children are confident with the game, ask them some

Encourage the child to say ‘thank you’ and repeat the name as

questions as they play. When they pretend to be sandwiches, ask

they pass the item on:

the person in the middle what kind of sandwich it is. When they go

C: Thank you. A plate. When all the children have a plate and a knife, encourage them to politely ask you for the ingredients for the sandwich:

to the fruit, ask a few children if they like that fruit. When they fly like bats, ask them what animal they are. T: (What’s in your sandwich)? C: (Cheese).

T: Bread, please.

T: Do you like (apples)?

T/C: Bread, please.

C: (Yes!)

T: One or two slices?

T: What animal are you?

T/C: Two, please. Thank you.

C: A bat!

Hand out the butter and help the children to spread it if necessary.

If you have extra time, choose a game from the Game Bank,

Then ask the children if they would like jam or cheese:

pages 16-17.

T: (Sara), would you like jam or cheese? C: Cheese, please. Encourage the children to keep using ‘please’ and ‘thank you’. When the children have made their sandwich, show them how to cut it in half or into quarters. Let the children put their finished sandwiches in a sandwich bag, ready to eat later.

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5

My food

Photocopiable © Santillana Educación, S.L.

Let’s make a lunch box.

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5

Photocopiable Worksheet 5B

My food

Objectives

Talking about healthy food

Vocabulary

apple, banana, sandwich, water, yogurt lunch box

Language

It’s a (yellow) (banana).

Resources and Materials

Teacher’s i-solutions 1 y and Realia: a lunch box and a selection of health yogurt, unhealthy options, e.g. a bottle of water, a doughnut, a sandwich, an apple, a banana; sweets, a crisps, a fizzy drink Photocopiable Worksheet 5B Crayons Scissors or paper piercers Glue

sment Photocopiable Worksheet End of Term 2 Asses (see Teacher’s Book page 260) valuation Photocopiable Worksheet End of Term 2 Self-E (see Teacher’s Book page 265)

Preparation

Let’s make a lunch box Ask the children to sit in a circle and show them the lunch box. Show the rest of the realia and invite volunteers to come forward and pack the lunch box with healthy options. Encourage the class to name the foods as they choose them. C: Banana, apple, water… Repeat, letting several children have a turn. Remind the children that some foods taste nice, but they are not good for us so we shouldn’t eat them all the time. T: They taste nice, but they don’t make us big and strong.

When the children are confident with the game, mix them up and ask them to sit in a circle. Name each of the foods in turn and ask them to change places: T: (Sandwiches), (stand up) and change places. You can add more instructions once they are confident: T: (Yogurts), (stand up), (clap) and change places. When you say ‘lunch box’ everyone has to listen to the instruction and do the actions. If you have extra time, choose a game from the Game Bank, pages 16-17.

Give out Photocopiable Worksheet 5B and tell the children that they are going to choose food to make a healthy lunch box. Name the food from the worksheet, encouraging the children to repeat the words with you, then hand out crayons and ask them to colour

Review and Assessment

the food. While they work, walk around asking questions and

The children can now check their progress with the End of

encouraging the children to talk about what they are doing.

Term 2 Assessment Photocopiable Worksheet (see Teacher’s

T: What’s this?

Book page 260). Ask the children to identify the three shapes.

C: It’s a (yellow) (banana).

T: Point to the (triangle).

If there is time, they can also colour the lunch box. When they have

Hand out blue, red and yellow crayons and review the three

finished, hand out scissors or paper piercers and ask them to cut

colours by asking the children to hold them up:

out the pictures along the dotted lines. Give help where necessary,

Copy one of each Photocopiable Worksheet

then hand out glue and tell the children to stick the food in the

per child.

lunch box. If you have any fast finishers, they can draw another item of their choice in the lunch box. If your children bring lunch boxes to school you can ask them to compare their own with the one they have made.

T: Show me your (yellow) crayon. Give the children instructions to trace the shapes: T: Show me your (yellow) crayon. Trace the (triangle) (yellow). If you have extra time, get the children to colour in the pictures.

Let’s Play!

The children are also now ready to complete the End of

Ask the children to suggest names of healthy foods that they like.

Term 2 Self-Evaluation (see Teacher’s Book page 265). Ask

Divide them into six groups, and name each group as one of the

them to complete the three exercises and then colour in one,

healthy foods the children suggested. Give the children simple

two or three happy faces, depending on how well they feel

instructions:

they have completed the task.

T: (Sandwiches), (stand up). (Apples), dance. (Bananas), clap your hands.

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Notes

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6

My toys

• Naming toys

• Describing where toys are using prepositions of place

• Putting toys away

A ll

Phonics • Practising the initial sound o

• Listening to a story and joining in

• Learning about looking Worksheet 6B

• Counting to 3

•  Making a toy shop

5

about me

after our toys

• Acting out a story

Worksheet 6A

Objectives

4

3

Story

!

2

1

• Counting objects

•  Reviewing prepositions of place

• Recognising numbers 1 to 3

Extra •  Maths: Reviewing the same, different and a lot of

Language

Vocabulary Key competences

•  Put the (ball) in the box.

• Ollie’s (on) the (table).

•  It’s (not) a (ball).

• The (car) is (under) the (bed).

• ball, car, doll, robot,

•  boat, car, clown, robot, teddy bear •  in, on, under •  bed, chair, shelf, table, toy box

teddy, toy box •  in

LC

CAE

IE

DC

Resources d Pop-outs with Stickers an Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio d CD 2 terial 1, CD 1 an Ma Teacher’s Audio 6 it Un r Pop-outs 1, Poster and Poste Finger Pointer it 6 Flashcards 1, Un be Flashcard Cu it 6 Story Cards 1, Un rksheets Photocopiable Wo 1, ok Teacher’s Bo 7 and 256 •  pages 173, 18

LC

CAE

MST

DC

• One, two, three. • Roll over! • Ouch! • Good night!

• Put the (doll) in the toy box. • I look after my toys.

•  one, two, three

• octopus, olive, ostrich

LC

robot, teddy bear

CAE

IE

DC

LC

LL

IE

DC

LC

SCC

MST

DC

Teacher’s i-solutions

Materials Acrylic paints A blanket A blindfold Blu-Tack A box Children’s own toys Construction paper Counters or buttons Crayons Crepe paper Decorating materials: pom-poms, pipe cleaners, glitter, etc. Empty milk cartons

• ball, boat, car, clown, doll,

•  bed

Glue / glue sticks Googly eyes A long piece of ribbon or rope A mat Paints and paintbrushes Paper piercers Plasticine Realia: small toys, chair, box, teddy bear, bowl of pitted olives, three small balls Scissors Small boxes Toilet roll tubes

All teaching and learning materials are organised into step-by-step lesson plans including: •  Quick lesson guides and tips •  Animated Songs •  Animated Story •  Values video for the All about me! lesson •  Interactive games Game Generator to create your own interactive games for consolidation, revision or just for fun. My worksheets section to edit or create your own personalised worksheets using any of the photocopiable material from the unit.

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Sing. Point and match.

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6 My toys

NAME:

Put the ball in the box Put the ball in the box, in the box. Put the ball in the box, in the box. Put the ball in the box, Put the ball in the box, Put the ball in the box, in the box. Put the car in the box, in the box. Put the car in the box, in the box. Put the car in the box, Put the car in the box, Put the car in the box, in the box. Put the robot in the box, in the box. Put the robot in the box, in the box. Put the robot in the box, Put the robot in the box, Put the robot in the box, in the box. Put the doll in the box, in the box. Put the doll in the box, in the box. Put the doll in the box, Put the doll in the box, Put the doll in the box, in the box. Put the teddy in the box, in the box. Put the teddy in the box, in the box. Put the teddy in the box, Put the teddy in the box, Put the teddy in the box, in the box.

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ball

car

doll

robot

teddy

toy box

in

Lesson 1

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6

Lesson 1 Objectives Naming toys Putting toys away

Vocabulary

ball, car, doll, robot, teddy, toy box in

Language

Put the (ball) in the box. It’s (not) a (ball).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Realia: small toys for Ollie (a ball, a car, a doll, a robot, a teddy)  ox for Ollie’s toys and decorating material Ab (see Preparation) Student’s Book 1 Crayons bear Flashcards 1, Unit 6: ball, car, doll, robot, teddy

Preparation

Ollie’s toy Bring in a box (such as a shoe box) to use as catalogues from toys of es pictur with box. Decorate this glitter and rs, sticke as such ial, and other decorating mater of Ollie’s rest the put and sequins. Put the ball on a chair for the chairs and toys around the classroom on tables him. to children to find. Have Ollie’s toy box next box to show Note: In Lesson 2 Extra you can use this toy making their own the children as an example, as they will be hout toy boxes. Ollie’s toy box will be used throug ies. activit and s lesson other the unit in various

My toys

Wake up Ollie and say ‘Hello’

Student’s Book

Ask the children to sit in a circle. Show the puppet and tell the

Open the Student’s Book at page 59. Ask the children to point to

children that Ollie is sleeping. Count to three and tell the children

and name the different objects on the page. Help them to identify

to wake Ollie up.

which ones are fruit and which are toys. Point to the toy box and

C: One, two, three… Wake up, Ollie!

explain that they should draw lines from the toys to the box. Give out crayons and check that the children are holding them correctly,

Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello,

then play 2.8 Put the ball in the box and encourage the children

Ollie! Tell the children to look at Ollie. Make Ollie put his head down

to draw the line as each toy is mentioned.

and say: T: Ollie’s sad. What’s wrong, Ollie? Encourage the children to repeat the question with you: T/C: What’s wrong, Ollie?

Check their answers together. Point to the items in turn and ask: T: Is the (ball) in the box? C: Yes. T: Is the (banana) in the box? C: No.

Pretend Ollie whispers in your ear and say: T: No toys? Where are your toys, Ollie? Show the children the empty toy box and say: T: O  llie has lost his toys! Let’s help him find them. Look on the chair.

Extra Activity Open the Student’s Book at page 60. The children draw and colour a picture of a colourful ball in the frame. Play 2.9 Put the ball in the box (Instrumental) while the children work.

Direct Ollie to look on a chair to find the ball, and then say: T: Look! It’s a ball!

Tidy-up and say ‘Bye-bye’

Encourage the children to repeat with you:

Play 1.4 The tidy up song. Call on volunteers to collect the

T/C: It’s a ball.

materials and put them away. Encourage the children to tidy up

Direct the children to the tables and chairs where the remaining toys are and ask them to bring them to you. Encourage them to name each toy. Play 2.8 Put the ball in the box and ask different children to put each toy in the box as it is named. Play the track

and join in with the song. Put one of the Flashcards in Ollie’s toy box and pass it around the circle. When you call out ‘Stop!’ the child holding the box looks inside. The other children then ask questions to identify the

again and repeat the procedure, asking different children to put the

Flashcard:

toys in the box and encouraging the rest of the class to sing along.

T/C: Is it a car? Is it a doll? Help the child to respond: T/C: No, it’s not a (car).Yes, it’s a (doll). Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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6

Lesson 1 Extra

My toys

Objectives

Making a model toy

Vocabulary

ball, car, doll, robot, teddy

Language

Let’s make a robot

Let’s Play!

Show the robot Flashcard and see if the children can name it.

Display the Flashcards around the classroom. Call out the names

Tell them that they are going to make a robot. Give out the milk

of the toys. The children go to the corresponding Flashcard.

cartons, paints and paintbrushes and let the children choose a colour to paint their robot. Help them if necessary and make sure

T: (Ball)!

I’ve got a (doll).

they have their name or initials written on the bottom. Then put the

When the children are confident with the game you can make

Resources and Materials

painted milk cartons to one side and play a game while the cartons

the instructions more complex. Help the children at first by

are drying.

demonstrating the actions, then when they recognise the words,

Teacher’s i-solutions 1 Empty milk cartons (one per child) Acrylic paints Paintbrushes s, teddies Poster Pop-outs 1, Unit 6: balls, car, doll, robot bear Flashcards 1, Unit 6: ball, car, doll, robot, teddy Construction paper Glue

Ask the children to get in pairs or groups of three. Get them to sit in a circle in their groups and give each group a Poster Pop-out or Flashcard to hold. Walk around the inside of the circle, holding one of the pictures, and say: T: I’ve got a toy, you have too. I’ve got a (car). What about you?

T: Jump to the (ball)! Run to the (robot)! If you have extra time, choose a game from the Game Bank, pages 16-17.

Point to a group of children and encourage them to name their toy.

Large googly eyes (two per child) ers, glitter, Decorating materials: pom-poms, pipe clean etc. tti, small plastic shapes, confe

C: I’ve got a (doll).

Preparation

two for the legs. Show them how to fold the strips in a concertina

milk Ask the children to each bring an empty clean carton from home. strips. Cut the construction paper into 30cm x 3cm child. per strips You will need four

allow them to do it alone:

When the milk cartons are dry, hand out the construction paper strips and glue. Give each child four strips: two for the arms and style, then help them to glue them onto the body of their robot. Give each child two googly eyes and tell them to stick them on. Then distribute the decorating materials and let the children decorate their robots however they wish. The children can take their robots home with them at the end of the day.

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Sing. Point and stick.

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6 My toys

NAME:

I love my teddy bear I love my teddy bear, My teddy bear, my teddy bear. I love my teddy bear, It’s my favourite toy. I love my car, My car, my car. I love my car, It’s my favourite toy. I love my robot, My robot, my robot. I love my robot, It’s my favourite toy. I love my boat, My boat, my boat. I love my boat, It’s my favourite toy. I love my clown, My clown, my clown. I love my clown, It’s my favourite toy.

62

170

boat

car

clown

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robot

teddy bear

in

on

under

bed

chair

shelf

toy box

Lesson 2

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6

Lesson 2

My toys

Objectives

Describing where toys are using prepositions of place

Demonstrate to show the children what you mean. When their eyes are closed, put Ollie on a chair and say:

Vocabulary

Student’s Book Open the Student’s Book at page 61. Help the children to identify

boat, car, clown, robot, teddy bear in, on, under bed, chair, shelf, table, toy box

T: Open your eyes! We can see you, Ollie! Ollie’s on the chair.

the toys and describe where they are.

Encourage the children to repeat with you:

T: Point to the (boat). The (boat) is (on) the (shelf).

Language

Repeat the game, putting Ollie under the chair and sitting in

Ollie’s (on) the (table). The (car) is (under) the (bed).

Resources and Materials Teacher’s i-solutions 1

Puppet Teacher’s Audio Material 1, CD 1 and CD 2 fit inside Realia: a chair, a box big enough for Ollie to (see Lesson 1) , doll, Flashcards 1, Unit 6: ball, bed, boat, car, clown robot, teddy bear, toy box; in, on, under Poster and Poster Pop-outs 1, Unit 6 Blu-Tack Student’s Book 1 Stickers 1, Unit 6

Preparation

shown in Have the Flashcards in the box, ready to be bear, teddy , the following order: ball, car, doll, robot toy box, bed, boat, clown, in, on, under.

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Pretend that Ollie whispers to you and say: T: Ollie wants to play! Ollie says he’s going to hide. Close your eyes.

T/C: Ollie’s on the chair.

the box. Next, ask Ollie: T: What have you got in the box, Ollie? Take the Flashcards out one by one and name them with the children. Begin with the toys (ball, car, doll, robot, teddy bear) and then name the other words for the children to repeat (toy box,

T/C: The (boat) is (on) the (shelf). Continue with all the toys. Give out the Unit 6 Stickers and ask the children: T: Where’s the teddy bear? Help them to answer correctly, then show them how to carefully peel off the Sticker and stick it on the picture. Repeat the procedure with the remaining toys.

bed, boat, clown, in, on, under).

Poster Display the Unit 6 Poster and help the children to name the parts of the room by making Ollie fly and land on the Poster. Encourage the children to repeat with you:

Extra Activity Open the Student’s Book at page 62. The children draw and colour their favourite toy in the frame. Play 2.11 I love my teddy bear (Instrumental) while the children work.

T: Look! Ollie’s on the table. T/C: Ollie’s on the table.

Tidy-up and say ‘Bye-bye’

Continue, naming the chair, bed and shelf. Play 2.10 I love my

Play 1.4 The tidy up song. Call on volunteers to collect the

teddy bear and show each Poster Pop-out as it is named.

materials and put them away. Encourage the children to tidy up

Encourage the children to sing along, naming the toys.

and join in with the song.

Put the Poster Pop-outs on the Poster, placing some of them ‘in’,

Show the preposition Flashcards one by one and name them

‘on’ or ‘under’ the furniture, and encourage the children to repeat

with the children. Tell the children that when they see ‘on’ they

with you:

must jump up, when they see ‘in’ they must curl up in a ball as if

T/C: The (ball) is (under) the (table).

they are inside a box and when they see ‘under’ they should lie flat

Call volunteers to come forward and give them the remaining

the word, encouraging the children to say the words while they

Poster Pop-outs, then give them instructions to put them on the Poster: T: Put the (ball) (on) the (chair). As the language is challenging, the children may need some help in placing them correctly, so ask the children to repeat each time as you guide them:

on the floor. Show the Flashcards in random order and call out do the actions. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

T/C: On the chair.

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Lesson 2 Extra Objectives

Let’s make a toy box Ask the children to sit in a circle. Show the realia (the small toys)

Vocabulary

and have the toy box to hand. Review the names of the toys. Call

toy box ball, boat, car, clown, doll, robot, teddy bear,

on volunteers and ask them to put the toys in, on or under the box.

Resources and Materials

T: (Juan), put the (ball) (in) the box, please.

Teacher’s i-solutions 1 Realia: small toys (ball, boat, car, clown, doll, robot, teddy bear) Small boxes (one per child)

Ask the children to sit down, and then give out the boxes, paints and paintbrushes. Let them choose their own colours to paint the box. After the children have finished painting their boxes, put them to one side to dry. While the boxes are drying, you can do the

Paintbrushes

Maths Photocopiable Worksheet activity or choose a game from

Glue

the Game Bank, pages 16-17.

Toy catalogues Scissors or paper piercers Photocopiable Worksheet Unit 6 Maths (see Teacher’s Book page 256)

When the paint is dry, let the children decorate their boxes with

Unit 6 Maths 7/7/16 9:55

Keep and display the children’s boxes in the classroom until you

Give out the Photocopiable Maths Worksheets and ask the

have finished teaching this unit, as the children can use them for

children if they can name the toys.

other activities.

Ask if the two toy boxes are the same or different, in order

Let’s Play!

Preparation

to listen carefully, and then give them instructions to perform

paper piercers. Copy one Photocopiable Worksheet per child.

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decorating materials and/or small pictures of toys from catalogues.

Crayons Coloured Stickers e.g. a shoe Ask the children to each bring in a small box, in Lesson used you box toy ple exam box. Show them the toys of es pictur some out 1. If you wish, you can cut y, the ativel Altern use. to from catalogues for the children or rs scisso using children can cut them out themselves

Point and stick. Colour.

(Lucía), put the (teddy) (under) the box, please.

Paints

stickers, Decorating materials: sequins, glitter, small confetti, small shapes, etc.

Maths

Photocopiable © Santillana Educación, S.L.

Decorating a small toy box Reviewing the concepts the same, different and a lot of

My toys

Ask the children to stand up and walk around the room. Tell them different actions related to the toys: T: Walk like a robot! Bounce like a ball! Drive your car! Hug your teddy! Dance like a clown! When they have practised several times, put the children into small

to elicit ‘different’. Point to the box at the bottom and ask how many toys are in the box. Encourage the children to answer: C: One. Ask how many are in the box at the top. Start to count them and say: T: One, two, three… a lot! There are a lot of toys!

groups. Then whisper an instruction to each group and tell them to

Encourage the children to repeat the sentences with you.

act it out for the other groups to guess.

Next, hand out crayons and give each child a Coloured

If you have extra time, choose a game from the Game Bank, pages 16-17.

Sticker. Ask them to point to the box with a lot of toys, then tell them to put their sticker on that box. Finally, ask them to point to the box with only one toy and tell them to colour it.

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My toys

FOLD

FOLD

FOLD

FOLD

FOLD

FOLD

Photocopiable © Santillana Educación, S.L.

Let’s make toys.

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Photocopiable Worksheet 6A Objectives Making a toy shop Reviewing prepositions of place

Vocabulary

ball, boat, clown, monster, robot, teddy bear in, on, under

Language

Put the (ball) (in) the box. The (teddy) is (in) the box.

Resources and Materials

Teacher’s i-solutions 1 Realia: a teddy bear, a box (see Lesson 1) Photocopiable Worksheet 6A Crayons Scissors or paper piercers Extra) Children’s decorated boxes (see Lesson 2 Teacher’s Audio Material 1, CD 2 Blu-tack

Preparation

Copy one Photocopiable Worksheet per child.

My toys

Let’s make toys

Let’s Play!

Begin by reviewing the prepositions of place. Put the teddy bear

Play 2.9 Put the ball in the box (Instrumental). Call out the

on a table at the front of the class, along with the toy box you

name of one of the toys from the Photocopiable Worksheet at

made for Ollie in Lesson 1. Hold up the teddy bear and ask the

the beginning of each verse. The children sing along and put the

children to identify it, then do the same with the box. Practise

corresponding toy cut-out (from the worksheet) in the box.

prepositions by putting the teddy bear in different positions and encourage the children to say where the teddy is each time. C: The teddy is (in) the box.

T: (Ball!) T/C: Put the (ball) in the box, in the box… Draw a large table and an open box on the board and invite

Say true and false sentences about the location of the teddy bear.

the children to stick two of their toy cut-outs on the board with

Put the teddy under the box and say:

Blu-tack. Help the rest of the class to talk about the toys:

T: The teddy is in the box.

T/C: (Enrique’s) (teddy) is under the table. His (robot) is in the box.

Encourage the children to respond:

Repeat several times to allow different children to have a turn.

C: No! The teddy is under the box.

If you have extra time, choose a game from the Game Bank,

Distribute the Photocopiable Worksheets and crayons. Ask the

pages 16-17.

children what toys they can see, then let them colour the toys however they wish. Hand out scissors or paper piercers and ask the children to carefully cut along the dotted lines. When they are ready, demonstrate how to fold back the tab so that the toys stand up. Give the children instructions to put their toys on, in and under their decorated boxes from Lesson 2 Extra if they have made them, or alternatively they can put them in other classroom locations: T: Put the (robot) (in) the (box). If the children are able, you can let volunteers give instructions to the rest of the class: C: Put the (ball) (under) the (box).

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Look and trace. Match.

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Three in the bed

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There were three in the bed, And the little one said, ‘Roll over! Roll over!’

So they all rolled over and one fell out. Teddy hit the floor and shouted, ‘Ouch!’

So they all rolled over and one fell out. Dolly hit the floor and shouted, ‘Ouch!’

There was one in the bed, And the little one said, ‘I’m lonely! I’m lonely!’

There were two in the bed, And the little one said, ‘Roll over! Roll over!’

So she picked up her toys and put them back to bed. There were three in the bed, And the little one said, ‘Good night!’

one

two

three

bed

Lesson 3

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Lesson 3 Objectives

Listening to a story and joining in Acting out a story Counting to 3

Vocabulary

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to

one, two, three

wake Ollie up.

bed

C: One, two, three… Wake up, Ollie!

Language

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie to

One, two, three.

show the Poster Pop-outs. Say:

Roll over! Ouch! Good night!

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 doll, Poster and Poster Pop-outs 1, Unit 6: balls, robots, teddies Blu-Tack Finger Pointer Story Cards 1, Unit 6 Student’s Book 1 Crayons

T: Look. What has Ollie got? Let’s see.

My toys

Show Story Card 3 and ask the same questions, inviting the children to suggest what they think has happened. Repeat the procedure with Story Cards 5 and 7. Play 2.12 Story: Three in the bed and display the corresponding Story Cards. Play the track again and encourage the children to join in or repeat any words they can, pausing the CD when appropriate. Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

Show the Poster Pop-outs and encourage the children to name

Student’s Book

them and count with you and Ollie:

Draw a large number three on the board and trace it in the air for

T/C: O  ne doll. One, two teddies. One, two, three robots.

the children to copy (using their writing fingers). Then ask them to

One, two, three balls.

show you three fingers and count them:

Count to three and hold up three fingers, encouraging the children

C: One, two, three.

to do the same.

Open the Student’s Book at page 63. Ask the children to trace

T: Show me three fingers. One, two, three.

over the number three, starting at the arrow, first with their writing

C: One, two, three.

fingers and then with a crayon. Ask the children to count how many are in the bed in each picture, then tell them to draw a line to

Poster Display the Unit 6 Poster and have the Poster Pop-outs nearby.

match the number three to the picture with three in the bed.

A mat

Give individual children instructions to put the Poster Pop-outs

Tidy-up and say ‘Bye-bye’

A blanket

on the Poster:

Play 1.4 The tidy up song. Call on volunteers to collect the

T: P  ut (one) (ball) (on) the (bed). Put (two) (robots) (under)

materials and put them away. Encourage the children to tidy up

the (table). When all the toys are on the Poster, invite different children to come and count each type of toy with the Finger Pointer. Then ask different volunteers to come forward and count how many toys are in each place. T: How many toys are (on) the (bed)?

and join in with the song. Use the mat and blanket to let the children act out the story, reading it aloud for them. Choose one child to be the little girl, one to be the teddy and one to be the doll. Repeat the activity several times with different groups of three children. Encourage the rest of the class to join in as much as they can:

C: One, two.

C: Roll over! Roll over!

Story

Good night!

Show Story Card 1 and tell the children that the little girl and

Display the puppet. Tell the class that Ollie is tired and he is going

her toys are in bed. Ask how many dolls, how many teddies and how

back to sleep. Sing 1.5 Bye-bye Ollie!

many girls they can see. Then count how many are in the bed in total. T/C: One, two, three.

Ouch!

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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Lesson 3 Extra Objectives

Listening to a story and joining in Commenting on a story

Story

Pop-outs

Use the number Flashcards to revise numbers one, two and three.

Distribute the

Show one, two, and then three fingers and ask the children to say

Unit 6 Pop-outs

the numbers. Then show the finger counting Flashcards and ask

bed

and crayons and

the children to hold up the same number of fingers. Continue,

give the children

Language

showing the number Flashcards, and asking them to show the

time to colour

The (ball) is (under) the (bed).

same number of fingers. Hold up one, two or three fingers and ask

some of the

Resources and Materials

the children to clap or stamp the correct number of times, then

objects. Hand

repeat with the number Flashcards.

out sheets of

Vocabulary one, two, three

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 2 r counting Flashcards 1, Units 2, 4 and 6: 1, 2, 3 (finge Flashcards); one, two, three Story Cards 1, Unit 6 Pop-outs 1, Unit 6 Crayons A4 construction paper (one sheet per child) Glue sticks

Display the Story Cards in the wrong order and ask individuals or groups to sequence them correctly. When they have finished, play 2.12 Story: Three in the bed and let the children join in with some of the words if they can. Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

My toys

Make a picture.

construction paper, then show the children

Learn with Ollie 1

© Santillana Educación, S.L.

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how to carefully pop out the pieces and lay them on the construction paper. Then give instructions where to put the toys: T: Put the (teddy) (on) the (chair). If the children are able, let them work in pairs and give instructions to their partner. Finally, give out glue sticks and let them stick the toys where they like, then ask them to describe the position of the three toys. C: The (ball) is (under) the (bed)…

Let’s Play! Put the children in groups of three and assign each child a character from the story. Let the children work together to practise acting out the story. Get the groups to act out the story for the rest of the class to watch. If you have extra time, choose a game from the Game Bank, pages 16-17.

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Transcript o… o… o… octopus o… o… o… octopus o… o… o… olive o… o… o… olive o… o… o… ostrich o… o… o… ostrich

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octopus

olive

ostrich

Lesson 4

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Lesson 4

My toys

Objectives

Practising the initial sound o

Add some eyes and eight tentacles to the circle you drew on the board, turning it into an octopus. Encourage the children to say

Vocabulary

with you:

Transcript 2.13 Unit 6. Lesson 4. Phonics. o… o… o… octopus

octopus, olive, ostrich

T/C: o-o-o octopus.

o… o… o… octopus

Resources and Materials

Draw another circle on the board and add a neck, head, beak, tail

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Realia: a bowl of olives (pitted)

o… o… o… olive

and legs to make an ostrich and say:

o… o… o… olive

T/C: o-o-o ostrich.

o… o… o… ostrich

Student’s Book 1 s) A long piece of ribbon or rope (approx. 3 metre

board. Repeat together:

Show the children the olives and draw a sketch of an olive on the

o… o… o… ostrich

T/C: o-o-o olive. Point to each of the ‘o’ words (Ollie, octopus, ostrich and olives)

Extra Activity

Wake up Ollie and say ‘Hello’

in random order and encourage the children to name them,

Open the Student’s Book at page 66. Check that the children

Ask the children to sit in a circle. Show the puppet and tell the

emphasising the initial ‘o’ sound. Finally, call on individual children

are holding their crayons correctly, then ask them to trace

to make the ‘o’ sound and then let them all eat an olive.

over the letters following the direction of the arrows.

to wake Ollie up.

Student’s Book

children work.

C: One, two, three… Wake up, Ollie!

Draw an upper case letter O on the board and then trace it in the

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have the

air for the children to copy. Check that they are drawing the letter

children that Ollie is sleeping. Count to three and tell the children

Ollie puppet hold a board pen and use him to draw a circle on the board. Say: T: o-o-o. Make circles with your finger around your mouth and emphasise

Play 2.11 I love my teddy bear (Instrumental) while the

in an anti-clockwise direction. Ask the children to trace the letter

Tidy-up and say ‘Bye-bye’

on their own hand and on their own leg, then ask them to sit in a

Play 1.4 The tidy up song. Call on volunteers to collect the

circle and tell them to trace it on each other’s backs.

materials and put them away. Encourage the children to tidy up

Draw several large lower case letter o’s on the board at a height

and join in with the song.

the children can reach and invite volunteers to come and erase

Show the children how to make a large upper case letter O on

the letters with a tissue or small board eraser, following the same

the same and repeat with you:

the floor with the ribbon or rope. Undo the shape, and then invite

direction as the writing.

individuals or small groups of children to come forward and do the

T: o-o-o.

Open the Student’s Book at page 65. Ask the children to trace

Ask the children if they can think of any words beginning with the

over the letters at the top of the page following the direction of

Display the puppet. Tell the class that Ollie is tired and he is going

‘o’ sound. If they do not guess Ollie’s name immediately, prompt

the arrow, first with their writing fingers and then with a pencil or

back to sleep. Sing 1.5 Bye-bye Ollie!

them by making Ollie bounce around excitedly.

crayon (check that the children are holding their crayons correctly).

the shape and sound of the letter o. Encourage the children to do

T/C: Ollie! o-o-o Ollie.

Play 2.13 Unit 6. Lesson 4. Phonics and ask the children to listen carefully and circle each picture using their writing fingers when

same. Repeat with the lower case letter o.

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

they hear the word. Play 2.13 Unit 6. Lesson 4. Phonics again and ask them to trace over the circles with their pencil or crayon.

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Lesson 4 Extra

My toys

Objectives

Practising the initial sound o

Vocabulary octopus

Resources and Materials Teacher’s i-solutions 1 Toilet roll tubes (one per child) Blue paint Paintbrushes

Let’s make an octopus

Let’s Play!

Ask the children to sit in a circle. Show them the octopus you made

Write an upper and lower case letter o on the board and ask the

earlier and ask them what it is:

children how many words they can think of beginning with the ‘o’

C: Octopus! Tell the children that they are going to make their own octopus. Begin by giving out the toilet roll tubes, paints and paintbrushes and ask the children to paint their tube blue. While the paint is drying, give out scissors and blue crepe paper

Blue crepe paper Scissors (optional)

and show the children how to cut strips to make tentacles for their

Glue

strips you have cut previously: see Preparation)

Googly eyes (two per child)

octopus. Each child will need eight strips. (Alternatively, use the

When the tubes are dry, hand out the glue and show the children

sound. If they struggle, give them some clues. Examples of words could include: ostrich, octopus, olive, Ollie, on, orange, etc. Ask the children to suggest actions for each of the ‘o’ words, for example: moving like an octopus or an ostrich, eating an orange, and so on. Ask the children to stand up and walk around the classroom. Give them instructions to hop, jump, dance, run, etc. Clap your hands to be sure you have their attention, then call out one of the ‘o’ words. T: Dance. Hop. Run. (Clap hands) Octopus!

Preparation

how to glue the tentacles onto the bottom of the tube. Give each

The children trace a large letter o in the air, then they do the

child two googly eyes and show them how to glue them onto their

appropriate action for the word you named, and repeat the word.

to class. paper If you wish, you can cut strips of blue crepe for the (approx. 15cm x 2cm) to make the tentacles en cut octopus. Alternatively, you can let the childr rs. scisso with elves the strips thems Make an octopus as an example to show the

painted tube to make the octopus’s face. Display the octopuses in

roll tube Ask the children to each bring an empty toilet

the classroom and allow the children to take them home when you have finished teaching the unit.

If you have extra time, choose a game from the Game Bank, pages 16-17.

children (see instructions opposite).

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Look and stick.

I look after my toys

All about me!

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NAME:

Lesson 5

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Lesson 5

My toys

Objectives

Learning about looking after our toys

Show the children the empty box. Have Ollie fly around the classroom looking for his toys, and encourage the children to tell

Vocabulary

ball, boat, car, clown, doll, robot, teddy bear

you where he is looking: T/C: Where are Ollie’s toys? Not (in) the (box). Not (under) the (chair). Not (on) the (shelf).

Language

Put the (doll) in the toy box. I look after my toys.

Continue making sentences using the vocabulary the children have

Resources and Materials

‘find’ one of the toys, and then say:

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Realia: small toys for Ollie (a ball, a car, a doll, a robot, a teddy) A box for Ollie’s toys (see Lesson 1) All about me! Poster 1, Unit 6 Finger Pointer Student’s Book 1 sad Happy and Sad Stickers (three happy and two stickers per child) A blindfold

Preparation

toys in Put the empty toy box next to Ollie. Hide the the bin, in e.g. inappropriate places in the classroom, , in the ledge w under a storage box, outside on a windo look d corridor outside the classroom. The toys shoul a bit dirty and abandoned. If one of the toys so can be dismantled, take some pieces off it that it looks broken.

learnt and the prepositions in, on and under. Finally, help Ollie to

T: H  ere’s the (ball). Put the (ball) in the toy box. Oh dear! Ollie, this (ball) is (wet).

Student’s Book Open the Student’s Book at page 67 and give out the Happy and Sad Stickers. Give the children time to look at the pictures, then point to the first picture and say: T: I love my teddy bear. That’s good. Tell the children to put a Happy Sticker under the picture. Continue with the other pictures. For the broken car and the discarded teddy bear, ask the children to use a Sad Sticker. Now watch the All about me! video on the Teacher’s i-solutions to consolidate what the children have learnt in this lesson.

Continue finding more toys and put them away in the box. Each time make comments: T: T his (car) is wet. This (robot) is broken. This (doll) is dirty. Ollie, you should look after your toys. That’s not good. Play 2.10 I love my teddy bear. Have Ollie take each toy in turn and hug it as it is mentioned in the song, with the children joining in and singing. If Ollie’s toys are different from those mentioned, play 2.11 I love my teddy bear (Instrumental) and sing new verses.

All about me! Poster Display the Unit 6 All about me! Poster. Play 2.14 I look after my toys and let some of the children use the Finger Pointer to point to each picture in turn. At the end of the recording, ask the children: T: Do you look after your toys?

Extra Activity Open the Student’s Book at page 68 and ask the children to identify the number. Give out pencils or crayons and check that the children are holding them correctly before they trace over the numbers. Play 2.9 Put the ball in the box (Instrumental) while the children work.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song. Ask the children to sit in a circle, and then give a child one of Ollie’s toys. Invite a volunteer to sit in the middle of the circle and blindfold them. The other children pass the toy around the circle

Transcript 2.14 I look after my toys.

until the blindfolded child says ‘Stop!’ Whoever is holding the toy hides it behind their back and all the other children put their hands

Girl:

I look after my toys. I keep my toys in a box.

Wake up Ollie and say ‘Hello’

Girls:

We look after our toys. We look after our dolls.

Ask the children to sit in a circle. Show the puppet and tell the

Girl:

I look after my toys.



I put my toys away in the box.

Boy:

I look after my toys.



I put my toys away after I play with them.

Display the puppet. Tell the class that Ollie is tired and he is going

Boys:

I look after my toys. I play with my toy tractor.

back to sleep. Sing 1.5 Bye-bye Ollie!

Girl:

I look after my toys. I love my teddy bear!

children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Say: T: Ollie’s sad. What’s wrong Ollie? Where are your toys, Ollie?

Children: I look after my toys!

behind their back too. The child in the middle takes off the blindfold and tries to guess who is holding the toy. When they guess correctly, choose a different volunteer and continue the game. Play several times.

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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Lesson 5 Extra Objectives General revision Value: I look after my toys

My toys

Let’s share and look after our toys

Let’s Play!

Ask the children to sit in a circle with their toys. Invite each child to

Ask the children to sit in a circle and put the box and the three

come to the front of the class or the middle of the circle to show

small balls in the middle. Put the Flashcards in the Flashcard

Please. Thank you.

their toy to their friends. Ask simple questions about the toy to

Cube.

Language

T: (Ana), what have you got?

Flashcard Cube to show the children the number Flashcard, and

Please, can I play with your toy?

C: A (teddy).

check that they can name it.

Resources and Materials

T: What colour is your (teddy)?

Vocabulary

Teacher’s i-solutions 1 Children’s own toys

Teacher’s Audio Material 1, CD 2 Realia: a box, three small balls Flashcard Cube ; Flashcards 1, Units 2, 4 and 6: one, two, three in, on, under

Preparation

from Ask the children to each bring in a small toy . lesson home for this

encourage each child to speak:

C: (Blue).

Roll the Flashcard Cube until a number lands on top. Hold up the

C: (Three.)

T: What’s his name?

Next, pass the Flashcard Cube to a child and let them roll it until

C: (Tickly Bear).

they get a preposition word. Have the children identify that too:

When everyone has had a chance to show their toy, explain to the

C: (On.)

children that they are going to share their toys. Play 2.9 Put the ball in the box (Instrumental) and ask the children to pass the toys around the circle. When you pause the music, say together with the children: T/C: Please, can I play with your toy? Each child keeps the toy they are holding and can play with it for a few minutes. Before starting the music again, hold up several toys one at a time and ask whose they are. Then help the child who has been playing with that toy to say ‘Thank you!’ to the toy’s owner.

Finally, ask another child to place the correct number of balls in the correct position in relation to the box: for example, if the Flashcard Cube shows the number ‘three’ and the preposition ‘on’, the child puts three balls on top of the box.) Continue until all the children have participated by rolling the cube or by placing the balls. If you have extra time, choose a game from the Game Bank, pages 16-17.

Talk to the children about sharing and taking care of their own and their friends’ toys.

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6

My toys

Photocopiable © Santillana Educación, S.L.

Let’s make a number line.

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6

Photocopiable Worksheet 6B Objectives Counting objects Recognising numbers 1 to 3

Vocabulary one, two, three

Resources and Materials Teacher’s i-solutions 1 Photocopiable Worksheet 6B Scissors or paper piercers

A4 construction paper (one sheet per child) Glue Plasticine (red, yellow and blue) Small pompoms (six per child) doll, Flashcards 1, Unit 6: ball, boat, car, clown, robot, teddy bear Counters or buttons

My toys

Let’s make a number line

Let’s Play!

Distribute the Photocopiable Worksheets and scissors or paper

Display the Flashcards of the toys around the classroom and

piercers. Help the children to cut out the number cards along

divide the children into four teams. Give each team three counters

the dotted lines. When they have finished, give out the sheets of

or buttons. Tell the children to line up and listen carefully. Call out a

construction paper and glue. Tell the children to glue the three

number from one to three and the name of a toy:

numbers onto the sheet of construction paper in the correct order. Give out the plasticine and show the children how to fill in each

T: One. Teddy.

number with a different colour of plasticine, then count the dots

The first member of each team picks up the correct number

under the numbers together. Next, give out the pompoms and ask

of counters and runs to put them next to the corresponding

the children to glue the correct number of pompoms under each

Flashcard. If they place the correct number by the right card they

number.

get a point. Continue until everyone has had a turn and all the toys have been named. If you have extra time, choose a game from the Game Bank, pages 16-17.

Preparation

Copy one Photocopiable Worksheet per child.

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Notes

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7

My pets

• Describing pets

• Naming animals

• Talking about pet ownership

• Recognising and imitating animal sounds

A ll

Phonics • Practising the initial sound c

• Listening to a story

after pets

• Understanding what

Worksheet 7B • Identifying suitable homes

• Reviewing the concept

•  Reviewing numbers 1-3 •  Reviewing colours and pets

5

about me

• Learning about how to look

and joining in pets need

Worksheet 7A

Objectives

4

3

Story

!

2

1

for pets

of the same

Extra •  Maths: the same

Language Vocabulary Key competences

•  I’ve got a (cat).

• That’s a baby (cat)!

•  (Timmy’s) got a (yellow) (dog).

• I love my pet.

• (He) needs (food).

• Ollie loves his pet.

• I can look after pets.

• It’s the same. • cat, dog

•  bird, cat, dog, fish, rabbit •  baby

• pet

•  bird, cat, dog, fish

• cat, cow, crayon

• bird, cat, dog, fish, rabbit,

•  pet

spider

•  orange, yellow

LC

CAE

• pet IE

DC

Resources d Pop-outs with Stickers an Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio d CD 2 terial 1, CD 1 an Ma Teacher’s Audio 7 it Un r Pop-outs 1, Poster and Poste Finger Pointer it 7 Flashcards 1, Un be Flashcard Cu it 7 Story Cards 1, Un rksheets Photocopiable Wo 1, ok Teacher’s Bo 3 and 257 •  pages 199, 21

LC

CAE

MST

DC

LC

CAE

IE

DC

LL

DC

LC

SCC

DC

Teacher’s i-solutions

Materials A bag Blu-Tack Children’s soft toy cats and dogs Construction paper Cotton wool balls Crayons Decorating materials: glitter, etc. Drinking straws Glue Googly eyes Lolly sticks Masking tape or sticky tape Materials for constructing a den Paint and paintbrushes

LC

Paper Paper piercers and scissors Photos of the children’s pets Pipe cleaners Post-it notes Realia: various toys animals, crayons, board pen, pencil, bag, cat food, water bowl, cushion, cat’s toy, box with a lid, toy food, cup and bed A stapler Tissue paper Wool

All teaching and learning materials are organised into step-by-step lesson plans including: •  Quick lesson guides and tips •  Animated Songs •  Animated Story •  Values video for the All about me! lesson •  Interactive games Game Generator to create your own interactive games for consolidation, revision or just for fun. My worksheets section to edit or create your own personalised worksheets using any of the photocopiable material from the unit.

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Sing and point. Colour.

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7 My pets

NAME:

Point to the cat Point, point, point to the cat, Point to the cat with me. Point, point, point to the cat, Point to the cat with me. Point, point, point to the dog, Point to the dog with me. Point, point, point to the dog, Point to the dog with me.

70

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cat

dog

pet

Lesson 1

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7

Lesson 1 Objectives Describing pets Talking about pet ownership

Vocabulary cat, dog pet

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up.

orange, yellow

C: One, two, three… Wake up, Ollie!

Language

Move the puppet to make Ollie ‘wake up’ and sing 1.1

I’ve got a (cat). (Timmy’s) got a (yellow) (dog).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Realia: a soft toy cat and dog for Ollie, a soft toy cat or dog for you Children’s soft toy cats or dogs Student’s Book 1 dog Poster and Poster Pop-outs 1, Unit 7: cat, r Finger Pointe Blu-Tack

Preparation

class. Ask the children to bring a toy cat or dog into

My pets

Extra Activity Open the Student’s Book at page 70. The children draw and colour a picture of a cat or dog in the frame. Play 2.16 Point to the cat (Instrumental) while the children work.

Hello, Ollie! Tell the children to look at Ollie. Show the toys and say:

Poster

T: L ook. What has Ollie got? Ollie’s got two pets.

Display the Unit 7 Poster and ask the children what they can see

Ollie’s got a cat. Ollie’s got a dog. Point to the toy cat and dog and repeat with the children: T/C: Ollie’s got a cat. Ollie’s got a dog. Ask the children to go and get their toys and sit back down in the circle. Repeat the procedure, introducing Ollie’s animals again. Then introduce your own cat or dog and encourage the children to do the same: T: I’ve got a (cat). What have you got, (Luis)? C: I’ve got a (dog).

in the pet shop. Let individual children come to the front to name items while using the Finger Pointer. Ask how many cats and dogs there are and let the children come forward and count them. Then put the cat and dog Poster Pop-outs in place and ask them to count again. Have Ollie ‘fly’ to the Poster with his two soft toy pets and encourage the children to help him put them next to the correct cages. Finally, invite the children to come forward and do the same with their toy animals.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

Ask the children to put the toy animals in the middle of the circle

materials and put them away. Encourage the children to tidy up

and categorise them into two groups:

and join in with the song.

T: Put the (cats) here.

Ask the children to sit in a circle. Tell them to show their animals

Play 2.15 Point to the cat. Encourage the children to sing along and point to the corresponding group of toys.

again and give them to you: T: What have you got? C: I’ve got a (cat).

Student’s Book

T: Can you give me your (cat), please?

Open the Student’s Book at page 69. Ask the children what they

Tell the children to close their eyes, and then hide the toys around

can see. Point to the page and say:

the classroom. When you give the signal, the children open their

T: Annie’s got a cat. Timmy’s got a dog.

eyes and go to find the toys. If you have a large class, you can ask

Ask the children to point to the two animals. Then give out orange

class hide the toys. When they have found the toys, repeat with the

and yellow crayons and give the children instructions to colour the animals: T: Annie’s got an orange cat. Timmy’s got a yellow dog. When they finish colouring, play 2.15 Point to the cat again. Encourage the children to sing along and point to the animals.

half of the children to wait outside and let the other half of the other group. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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7

Lesson 1 Extra

My pets

Objectives Recognising pets

Vocabulary cat, dog

Let’s make imaginary pets

Let’s Play!

Show the children your decorated cat or dog template and

Ask one of the children to think of an imaginary pet, using the

describe it to the children:

ones on display as a guide. Encourage the rest of the class to ask

pet

T: I’ve got a (cat). My (cat) is (blue).

Language

Explain that real (cats) aren’t (blue), but imaginary pets can be

I’ve got a (cat). My (cat) is (blue).

Resources and Materials

Teacher’s i-solutions 1 Cat or dog templates (see Preparation) Construction paper e and yellow) Coloured tissue paper (blue, green, red, orang

any colour that they want. Tell the children that they are going to make their own imaginary pets. Show the animal templates and let the children choose one, then show the children the tissue paper squares. Let them choose the colours they want. Give out glue and show the children how to glue the tissue paper squares onto their pet shapes so that they overlap. Make sure they cover the whole animal.

Glue

When they have finished, give out googly eyes, pipe cleaners and

Googly eyes (two per child) Pipe cleaners Small pom-poms (one per child) Watered-down glue solution (optional)

pom-poms. Show the children how to use the pipe cleaners to

T/C: Have you got a cat? C: Yes. T/C: Have you got a green cat? T: No. T/C: Have you got a blue cat? C: Yes. Continue until they have guessed correctly, then let more children have a turn. If you have extra time, choose a game from the Game Bank, pages 16-17.

make whiskers and glue on pom-poms to make noses. Ask the children to describe their animals:

Paintbrushes (optional)

C: I’ve got a (green) (cat).

Preparation

If you wish, you can have the children paint over the tissue paper

cat or dog Cut the tissue paper into 5cm squares. Make can use templates for the children to decorate. (You enlarged, Book, nt’s Stude the of 69 page the pictures on one need will You .) paper n ructio and copied onto const

questions to guess which pet it is:

squares with a watered-down glue solution to create a shiny effect. Display the imaginary pets around the classroom.

per child. nal). Make a watered down glue solution (optio example an as Before the class, decorate a template using coloured tissue paper (see instructions opposite).

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Sing. Stick and match.

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7 My pets

NAME:

I’m a little cat I’m a little cat, I say ‘Meow!’ I’m a little dog, I say ‘Bow wow!’ I’m a little bird, I say ‘Chirp chirp!’ I’m a little fish, I say ‘Blurp blurp!’

72

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bird

cat

dog

fish

rabbit

baby

Lesson 2

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7

Lesson 2 Objectives Naming animals Recognising and imitating animal sounds

Vocabulary

bird, cat, dog, fish, rabbit baby

Language That’s a baby (cat)!

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 cat, Poster and Poster Pop-outs 1, Unit 7: bird, dog, fish, rabbit Blu-Tack Student’s Book 1 Stickers 1, Unit 7 Flashcards 1, Unit 7

My pets

Wake up Ollie and say ‘Hello’

Student’s Book

Ask the children to sit in a circle. Show the puppet and tell the

Open the Student’s Book at page 71. Ask the children to name

children that Ollie is sleeping. Count to three and tell the children

the animals at the top of the page. Explain that these are the

to wake Ollie up.

mummy animals and that they have lost their babies. Tell the

C: One, two, three… Wake up, Ollie!

children that they are going to help them to find them. Give out the Unit 7 Stickers and start by asking the children to find the

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have Ollie

baby rabbits. Show them how to carefully peel off the Sticker

whisper to you, and then say:

and put it in the correct place, then continue with the other two

T: Ollie says he is a baby.

Stickers. Ask the children to trace a line with their writing fingers from each mummy animal to its babies, starting with the rabbit.

Pretend to listen to Ollie and say:

Then give out pencils or crayons, make sure the children are

T: Woof, woof? That’s not a baby, Ollie. That’s a baby dog!

holding them correctly, and ask them to match the two rows by

Ask the children to pretend to be baby dogs. Then repeat the

drawing connecting lines.

game, pretending that Ollie says ‘meow’. Encourage the children to repeat after you:

Extra Activity

T/C: That’s not a baby. That’s a baby cat!

Open the Student’s Book at page 73. The children draw

Let the children pretend to be cats for a while, then continue with

and colour a picture of a baby animal in the frame. Play

a bird (‘chirp chirp’) and a fish (‘blurp blurp’). Finish with a human

2.18 I’m a little cat (Instrumental) while the children work.

baby noise (‘goo goo’), and say with the children: T/C: That’s right, Ollie. That’s a baby! Let the children pretend to be babies, then play 2.17 I’m a little cat. Encourage the children to join in with the animal noises.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up

Poster

and join in with the song.

Display the Unit 7 Poster and name the five animal Poster Pop-

Display the animal Flashcards and encourage the children to

outs. Ask the children to make the appropriate sound for each animal, and then get them to jump and say ‘Boing, boing!’ for the rabbit. Ask volunteers to come forward and put the Poster Popouts in the correct place on the Poster. Tell the children to close

name them, first slowly and then more quickly. Play 2.17 I’m a little cat and ask the children to dance around. When you stop the music, hold up a Flashcard and encourage the children to name and imitate that animal. Start the music again and repeat the

their eyes while you move some of the Poster Pop-outs. When

procedure with a new Flashcard.

they open their eyes, ask what’s wrong. Invite individual children to

Display the puppet. Tell the class that Ollie is tired and he is going

come to the Poster and put the animals in the correct place.

back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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7

Lesson 2 Extra Objectives

Vocabulary

bird, cat, dog, fish, rabbit

Resources and Materials Teacher’s i-solutions 1 Paper plates (one per child)

Paintbrushes Orange paint Flashcards 1, Unit 7: bird, cat, dog, fish, rabbit Construction paper (orange and black) Glue or a stapler Lolly sticks (one per child) Masking tape or sticky tape Black wool Glue

Photocopiable Worksheet Unit 7 Maths (see Teacher’s Book page 257) Realia: two crayons, a board pen, a pencil; two toy cats, a toy dog, a toy rabbit

A bag

Preparation

make Prepare the material to make cat masks and ite). oppos one as an example (see instructions the eye holes. Cut two circles from each paper plate for paper to make Cut out triangles from orange construction circles from the cat ears (two per child). Cut out small per child). (one noses make to paper n black constructio x. 10cm). (appro ers whisk the for wool Cut lengths of black child. per heet Works Copy one Photocopiable

Let’s make cat masks

Maths

Tell the children that they are going to make cat masks. Hand out the paper plates, paintbrushes and orange paint, and tell the

Look and point. Circle.

children to paint their paper plates. Leave them to dry and play a game. Use the Flashcards to review the names of the animals, and then teach the children an action for each one: for the rabbit they make bunny ears and hop, for the cat they pretend to wash behind their ears, for the fish they pretend to swim and blow bubbles, for the dog they stick out their tongue and pant, and for the bird they pretend to fly. Show the Flashcards one at a time and tell the children to do the action. Then show a Flashcard secretly to a child or small group of

Photocopiable © Santillana Educación, S.L.

Naming and imitating animals Reviewing the concept of the same

My pets

children and tell them to act it out for the rest of the class to guess. When the paper plates are dry, give out the orange triangle ears and help the children to glue or staple them onto the plate. Help them to fix the lolly stick to the back of the mask with tape. Finally, show them how to glue on the nose and add wool for whiskers. When they have finished, let the children move around the classroom holding their masks in front of their faces while pretending to be cats.

Let’s Play! Put the Flashcards into a bag. Choose a volunteer to say

Unit 7 Maths

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683505_TB_U10.indd 257 7/7/16 9:55

Show the children the two crayons, the pencil and the board pen from the realia. Ask: T: Which are the same? Encourage the children to point to the crayons, and then say: T: Yes, they are the same.

‘Stop’ and start passing the bag around the circle. When the

Repeat with the toy animals (or any other combination of

volunteer says ‘Stop’, the child holding the bag has to remove the

classroom objects).

Flashcards one by one. Encourage the class to name them. Then put the Flashcards back in the bag and choose another volunteer and pass the bag around again. When it passes you, remove one of the Flashcards without showing it. When the child calls ‘Stop’, have the class name the Flashcards they see, and ask them which one is missing. When the children guess correctly, put the missing Flashcard back in the bag, remove another, and continue with the

Give out the Photocopiable Maths Worksheets and tell the children to look at the pictures at the top and to put their finger on the first picture. Tell them to look for something that is the same. When they find the spoon, tell them to draw a circle around it and to cross out the other two pictures on that row.

game.

Encourage them to say with you:

If you have extra time, choose a game from the Game Bank,

T/C: The same.

pages 16-17.

Repeat the procedure with the remaining rows.

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7

My pets

Photocopiable © Santillana Educación, S.L.

Let’s make a pet puzzle.

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7

Photocopiable Worksheet 7A Objectives Reviewing numbers 1-3 Reviewing colours and pets

Vocabulary one, two, three cat, dog, fish blue, green, orange, red, yellow bone

Language

Let’s make a pet puzzle

Let’s Play!

Ask the children to sit in a circle and begin by reviewing numbers

Place a chair in front of the class and ask a volunteer to sit on the

one to three with them. Hold up between one and three fingers

chair, facing away from the other children. Tell them that they are

and tell the children to clap that number of times: e.g. hold up three

going to be a dog. Show the children the paper bone and tell the

fingers and the children clap three times. Start with the numbers in

children that dogs like bones. Place the paper bone under the chair

order, and then show them one to three fingers at random.

and tell the volunteer to close their eyes. Choose a child to sneak

Write the numbers one, two and three on the board and continue the game, pointing to the numbers in random order. Continue,

How many (fish) are there?

changing the children’s activity to jumping, stamping and nodding.

Resources and Materials

If they are able, you can choose volunteers to come forward and

Teacher’s i-solutions 1 Photocopiable Worksheet 7A

show or point to the number. Give out the Photocopiable Worksheets and ask the children to

Crayons Scissors or paper piercers White construction paper (one sheet)

identify the animals and count them together.

Preparation

T: How many (fish) are there?

Copy one Photocopiable Worksheet per child. ruction Cut out a paper bone shape from the const paper.

My pets

T: What’s this?

up and quietly take the bone back to their seat and sit on it. Lead the class in chanting: T/C: D  oggy, doggy, where’s your bone? Somebody took it from your home! Give the ‘dog’ three chances to guess who has the bone. Then choose another child to be the dog and another to take the bone. If you have extra time, choose a game from the Game Bank, pages 16-17.

C: (A fish). T/C: One, two, three. Give out crayons and tell the children how to colour the numbers: T: P  oint to number one. Find your (blue) crayon. Colour the number one (blue). Encourage the children to colour as carefully as they can and stay inside the lines. If there is time, you can repeat the procedure with the animals: T: Point to the (dog). Find your (red) crayon. Colour the dog (red). Hand out scissors or paper piercers and show the children how to cut out the pictures and numbers along the dotted lines. When they have the separate pieces in front of them, ask them to find the number one and then to find the picture with one pet. Continue with the other numbers. After the class they can take the puzzle home to play with.

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Match and colour.

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7 My pets

NAME:

I love my pet

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I love my cat and my cat loves me. My cat drinks milk, 1, 2, 3.

I love my fish and my fish loves me. My fish can swim, 1, 2, 3.

I love my dog and my dog loves me. My dog can run, 1, 2, 3.

I love my bird and my bird loves me. My bird can sing, 1, 2, 3.

bird

cat

dog

fish

Lesson 3

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7

Lesson 3 Objectives

Listening to a story and joining in Understanding what pets need Reviewing the concept of the same

Vocabulary bird, cat, dog, fish pet

Language I love my pet. Ollie loves his pet. It’s the same.

Resources and Materials

Move the toy cat and meow. Say: T: What does your cat want, Ollie?

Ask the children to match the animals to their objects, as in the example, using first their writing fingers and then a pencil or crayon. Check that they are holding their pencils or crayons

Open the bag and take out the cat food. Offer the food to the cat

correctly (pincer grip using the index finger and thumb) before

and say:

they begin. When they have finished, give out crayons and tell

T: No, the cat doesn’t want food.

the children to colour the animals as carefully as possible, staying inside the lines.

Continue, offering the water bowl, the cushion and the cat’s toy. Each time, shake your head and say:

Poster

T: No, the cat doesn’t want a drink. No, the cat doesn’t want

Display the Unit 7 Poster and name the five animal Poster Pop-

to sleep. No, the cat doesn’t want to play.

outs with the class. Ask volunteers to come forward and put the Poster Pop-outs in the correct place on the Poster. Encourage

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 water bowl, Realia: a bag, a toy cat, a tin of cat food, a

Make Ollie pick up the cat and give it a cuddle. Say:

a small cushion, a cat’s toy Story Cards 1, Unit 7

T/C: Ollie loves his pet.

pets they are for.

Student’s Book 1 Crayons Poster and Poster Pop-outs 1, Unit 7

Story

T: Which pet is this for?

Blu-Tack Photos of the children’s pets

Preparation

pet if they Ask the children to bring in a photo of their have one. toy in Put the cat food, water bowl, cushion and cat’s Ollie. to next the bag. Have the bag and the toy cat

Wake up Ollie and say ‘Hello’

My pets

T: Ah! The cat wants a cuddle! Ollie loves his pet. Encourage the children to say with you:

Show Story Card 1 and invite the children to come and point to details in the picture relating to food, drink, sleep and play. T: Can you see (cat food)? Come and show me.

them to name the animals as they place them: C: (Rabbit) and (rabbit). It’s the same. Show the remaining Poster Pop-outs and ask the children which

C: The (rabbit). Call different volunteers forward to place the Poster Pop-outs on the Poster.

Tell the children that they are going to listen to a story about pets.

Tidy-up and say ‘Bye-bye’

Play the first section of 2.19 Story: I love my pet. Play the section

Play 1.4 The tidy up song. Call on volunteers to collect the

again and encourage the children to join in. Then display the three remaining Story Cards and play the whole track. Draw the children’s attention to each picture in turn, making sure that they understand what the children in the story are doing. Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

Ask the children to sit in a circle. Show the puppet and tell the

materials and put them away. Encourage the children to tidy up and join in with the song. If any children have brought in photos of their pets, give them time to show their photos to the class. Encourage the others to ask them questions: T/C: What’s your cat’s name? What colour is your dog?

children that Ollie is sleeping. Count to three and tell the children

Student’s Book

Ask the children who have not brought in photos what their

to wake Ollie up.

Open the Student’s Book at page 73. Ask the children if they can

favourite pet is.

C: One, two, three… Wake up, Ollie!

name the animals. Point to the objects and tell the children that we

Display the puppet. Tell the class that Ollie is tired and he is going

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Pretend that Ollie whispers to you and show the toy cat. Encourage the children to name the animal and say: T: Look. This is Ollie’s cat.

need these things to look after pets. Point to each item in turn and ask which pet it is for: T: Which pet is this for? C: The (bird).

back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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Lesson 3 Extra

My pets

Objectives

Listening to a story and joining in Answering questions about a story

Vocabulary bird, cat, dog, fish pet

Language I love my (bird).

Resources and Materials

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 2 Post-it notes Story Cards 1, Unit 7 Pop-outs 1, Unit 7

Story

Let’s Play!

Show the children one of the Story Cards from I love my pet

Put the children into two groups: rabbits and fish. Ask the children

for a few moments and tell them to look at it carefully. Then turn

to stand up and play 2.16 Point to the cat (Instrumental) or 2.18

the Story Card around, stick a Post-it note over one significant

I’m a little cat (Instrumental). Ask the children to dance, then stop

detail, show it to the children again and ask what you have hidden.

the music and call out an instruction for each group:

Repeat the procedure with either the same Story Card or a

T: (Rabbits), sit down! (Fish), point to something (red).

different one.

Start the music again and continue the game, pausing the music

Tell the children that they are going to listen to the story again.

and giving instructions using vocabulary the children have learnt,

Show the corresponding Story Cards and play 2.19 Story:

for example:

I love my pet. Encourage the children to participate and join in

T: (Rabbits), (jump) (three) times! (Fish), touch your (noses).

with the story. Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

Glitter Sequins Drinking straws Masking tape or sticky tape

(Rabbits), go to sleep! (Fish), draw a (circle) with your finger. Continue giving instructions, focusing on actions, numbers, colours,

Cotton wool balls Glue

(Rabbits), stamp your feet! (Fish), clap your hands.

Pop-outs

shapes, etc. If the children are able, you can choose volunteers to give instructions for the rest of the class to follow.

Make stick puppets.

Hand out the

If you have extra time, choose a game from the Game Bank,

Unit 7 Pop-outs

pages 16-17.

and ask the children what animals they can see. C: A  fish. A rabbit. Show the children how

Learn with Ollie 1

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to carefully pop out the template and distribute cotton wool balls, glitter and glue. Show them how to decorate their Pop-outs: first they glue cotton wool onto the rabbit to make fur, then they glue glitter and sequins onto the fish to make scales. Help them to tape a drinking straw to the back of the Pop-outs so they can hold up their pet stick puppets. Ask them to jump around the room like a rabbit, holding their rabbit puppet and then to swim around like a fish, holding their fish puppet. At the end of the lesson, the children can take their Pop-outs home to play with.

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Look and trace. Listen.

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Transcript c… c… c… crayon c… c… c… crayon c… c… c… cat c… c… c… cat c… c… c… cow c… c… c… cow

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cat

cow

crayon

Lesson 4

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7

Lesson 4

My pets

Objectives

Practising the initial sound c

Vocabulary

Repeat the procedure with the toy cow:

Tidy-up and say ‘Bye-bye’

T: O  llie says this is a rabbit. That’s not a rabbit, Ollie.

Play 1.4 The tidy up song. Call on volunteers to collect the

That’s a cow. c-c-c cow.

materials and put them away. Encourage the children to tidy up

cat, cow, crayon

T/C: That’s a cow. c-c-c cow.

and join in with the song.

Resources and Materials

Point to the three objects and encourage the children to name

Display the Flashcards and ask the children to identify them.

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Realia: a crayon, a toy cat, a toy cow

them with you, emphasising the initial sound:

Encourage them to emphasise the initial sound each time they say

Student’s Book 1 ; cat Flashcards 1, Units 1, 6 and 7: crayon; car, clown

to come to the board and copy it. Ask the whole class to trace

T/C: c-c-c crayon. c-c-c cat. c-c-c cow. Write an upper case letter C on the board and invite volunteers

the word, then display the Flashcards around the room and give the children instructions to look at, point to, or go to them. T: (Go to) the (cat).

the letter in the air using their writing fingers, while they say the

Ask the children to sit in a circle, then go around the circle

‘c’ sound.

assigning children to groups: cats, crayons, clowns and cars. Give instructions to different groups to change places:

Wake up Ollie and say ‘Hello’

Student’s Book

Ask the children to sit in a circle. Show the puppet and tell the

Open the Student’s Book at page 75. Ask the children to show

children that Ollie is sleeping. Count to three and tell the children

you their writing fingers, then ask them to trace over the upper

to wake Ollie up.

and lower case letter c at the top of the page and then trace over

C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. T: Look. What has Ollie got? Let’s see. What have you got Ollie? Hold up the crayon and have Ollie whisper to you. Say: T: Ollie says he’s got a pencil.

the letter patterns below using either a pencil or a crayon. Ask the children to look at the pictures and name them, then listen to 2.20 Unit 7. Lesson 4. Phonics. The children point to the pictures as they hear the words.

T: (Cows), change places. If the children are confident playing the game, you can tell them to move like cows, crayons or clowns as they change places. For the crayons, encourage the children to trace the letter c in the air before they change places. You can also tell two groups to change places: T: (Cows) and (cats), change places. Display the puppet. Tell the class that Ollie is tired and he is going

Transcript 2.20 Unit 7. Lesson 4. Phonics.

back to sleep. Sing 1.5 Bye-bye Ollie!

c… c… c… crayon

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!

If the children do not immediately correct Ollie, prompt them

c… c… c… cat

C: Bye-bye, Ollie! See you next time! Ssssh!

and encourage them to repeat:

c… c… c… cow

T: That’s not a pencil, Ollie. That’s a crayon. c-c-c crayon. T/C: That’s a crayon. c-c-c crayon. Show the toy cat and make Ollie ‘whisper’ to you again. Repeat the

Extra Activity

procedure, saying:

Open the Student’s Book at page 76. Ask the children to

T: Ollie says this is a dog. That’s not a dog, Ollie.

trace over the letters, first with their writing fingers and then

That’s a cat. c-c-c cat.

with a pencil or crayon.

T/C: That’s a cat. c-c-c cat.

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7

Lesson 4 Extra

My pets

Objectives

Practising the initial sound c

Let’s make a wall painting

Let’s Play!

Tell the children to sit in a circle and ask them to think of as many

Put the children into two teams. Ask each team to line up, standing

words as they can beginning with the ‘c’ sound. Help them by

one in front of the other and holding onto each other’s waists.

reminding them of the words from this unit and, each time they

Draw a picture of a caterpillar on the board, or show them the

make a correct suggestion, draw a sketch of the word on the

caterpillar Flashcard from Unit 8. Tell the children that they are

Teacher’s i-solutions 1 White paper (a roll or multiple sheets)

board. If you wish, you can invite some of the children to come

going to be a caterpillar too. The child at the front of the line will be

forward and try to copy your picture on the board.

the head of the caterpillar and the others will be the body. Let the

Paints

Tell the children that they are going to make a wall painting. Show

Paintbrushes Flashcards 1, Unit 8: caterpillar (optional)

them the paper on the wall and ask each child to choose a picture

Vocabulary

car, cat, caterpillar, clown, cow, crayon

Resources and Materials

Preparation

the wall Fix a long length of paper (from a roll) onto , paper of roll a have not do at child height. If you paper white of s you can tape several sheet together instead.

to draw from the examples on the board. Put them into groups according to the picture they have chosen and hand out the painting material.

children practise moving slowly around the room, staying together. After a while, tell them they are going to have a caterpillar crawl race: the child at the front of the line gets down onto the floor, crawls through the legs of the rest of the caterpillar, then stands up at the back of the line and holds onto the waist of the last child in line. The children repeat the procedure until the original child is

Help each group to get started painting their section of the

at the front again. Have a practice run, and then once they have

collaborative wall painting. As each child finishes painting their

understood what to do, the two teams can have a race to see who

chosen object, let them move to another section of the mural

finishes first.

and paint a different object. Comment on the painting while the children are working and

If you have extra time, choose a game from the Game Bank, pages 16-17.

encourage the children to describe what they are painting.

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Look and stick. I can look after pets

All about me!

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NAME:

Lesson 5

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7

Lesson 5

My pets

Objectives

Learning about how to look after pets

T: Y  ou have to look after your pet, Ollie. What does your pet need? He needs food.

Vocabulary

bird, cat, dog, fish, rabbit, spider pet

(He) needs (food). I can look after pets.

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Realia: a toy spider, a box with a lid; toy food, a toy cup, a cushion or a toy bed All about me! Poster 1, Unit 7 Finger Pointer Student’s Book 1 Happy and Sad Stickers (three happy and one sad per child)

Preparation

Put the toy spider in the box.

and Sad Stickers. Encourage the children to comment on each

suggest what else the pet needs. Prompt and mime if necessary,

picture, asking:

care for the spider, offering it a drink and putting it to bed. Have the children repeat with you: T/C: He needs a drink. He needs a bed.

children that Ollie is sleeping. Count to three and tell the children

T/C: He needs love. Make Ollie give the spider an enthusiastic hug. Say: T: Be gentle, Ollie! Make Ollie hug or stroke the spider very gently, then say:

All about me! Poster Display the Unit 7 All about me! Poster and allow the children

Extra Activity Open the Student’s Book at page 78. Check that the children are holding their pencils or crayons correctly and ask them to trace over the numbers on the page. Play 2.16 Point to the cat (Instrumental) while they work.

to consolidate what the children have learnt in this lesson.

Tidy-up and say ‘Bye-bye’

and point to the corresponding pictures with the Finger Pointer

Play 1.4 The tidy up song. Call on volunteers to collect the

as you listen to the recording.

materials and put them away. Encourage the children to tidy up and join in with the song.

Transcript 2.21 I can look after pets.

I can feed my cat.

Boy:

I can feed my rabbits.

Girl:

I can look after my fish.

Boy:

I can take my dog for a walk.

T: Ollie says he’s got a new pet. What is your pet, Ollie? Is it a cat?

Boy:

I can look after my rabbit.

Encourage the children to make more suggestions to guess Ollie’s

Children: I can look after pets!

box then pretend that Ollie whispers in your ear, and say:

(because they are big) but the baby doesn’t.

to look at it and identify the pets. Play 2.21 I can look after pets

Boy:

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Show the

the picture of the baby, point out that the children know what to do

Now watch the All about me! video on the Teacher’s i-solutions

I love my dog.

C: One, two, three… Wake up, Ollie!

The children put the Stickers under the pictures. When they get to

T: Very good, Ollie. You can look after your new pet.

Girl:

to wake Ollie up.

T: Is that good?

Finish by saying:

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the

Open the Student’s Book at page 77 and give out the Happy

Have Ollie offer the spider the toy food, then see if the children can showing the toy cup and cushion or toy bed to help. Have Ollie

Language

Student’s Book

Play 2.18 I’m a little cat (Instrumental) and let the children dance. When you pause the music, give instructions for the children to do actions: T: Swim like fish! Run like dogs! Fly like birds! Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

new pet. Next, open the box and let the children look inside. Say: T: Your new pet is a spider! Ask a few of the children to repeat the word ‘spider’, then say:

Read the phrases from the transcript aloud in random order and allow volunteers to come forward and point to the corresponding picture with the Finger Pointer.

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Lesson 5 Extra Objectives General revision Value: I can look after pets

My pets

Let’s see some animals

Let’s Play!

If you have access to a pet which can be easily and safely

Review the vocabulary by holding up the Flashcards in turn

transported, bring it into class for the children to see, along with

and asking the children to name them. Put the Flashcards in the

its food, water, toys, etc. Alternatively, you could take the children

Flashcard Cube and divide the children into teams. Each team

pet

out to a place where they can see some animals, for example a

takes it in turns to roll the cube and look at the animal which lands

Resources and Materials

local park with an animal enclosure. The idea is for them to observe

on top, making sure that the other teams don’t see it. They then

people caring for animals, giving them food and water, and for the

mime their animal for the other teams to guess.

Vocabulary

bird, cat, caterpillar, dog, fish, rabbit

Teacher’s i-solutions 1 Story Cards 1, Unit 7 Flashcards 1, Unit 7

Flashcards 1, Unit 8: caterpillar Flashcard Cube

children to see the animals’ home environment, how they eat, drink, exercise and sleep. If possible, take some photographs of what the children have seen (with the pet owners’ permission) so

If you have extra time, choose a game from the Game Bank, pages 16-17.

that you can make a classroom display on your return. Use the Unit 7 Story Cards to remind the children of what animals need, either before or after you see the animals.

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7

My pets

Photocopiable © Santillana Educación, S.L.

Let’s match the pets to their homes.

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7

Photocopiable Worksheet 7B

My pets

Objectives

Identifying suitable homes for pets

Vocabulary cat, dog, fish, rabbit

Let’s match the pets to their homes

Let’s Play!

Begin by reminding the children that pets need a place to live. Use

Tell the children that they are animals and that they are going to

Story Cards 1, 3 and 4 from I love my pet (see Lesson 3) to show

make themselves a home. Let the children make dens. Provide

the children the different homes for the different pets.

material for them to make their dens with: old sheets, curtains

Language

Hand out the Photocopiable Worksheets and ask the children

The (dog) lives here.

to identify the pets and to tell you which home belongs to each

Resources and Materials

animal.

or towels, cardboard boxes, pegs, chairs, etc. Let small groups of children set up their dens in different corners of the classroom or outside in the playground. Encourage them to use the materials to make a den big enough to hide in. If you are lucky enough to

Teacher’s i-solutions 1 Story Cards 1, Unit 7 Photocopiable Worksheet 7B

T: Which pet lives here?

have access to an outdoor wooded area, they can also use natural

C: The (dog) lives here.

materials to construct their shelter.

Distribute crayons and give the children instructions to decorate

Crayons Scissors or paper piercers

If you have extra time, choose a game from the Game Bank,

the animals’ homes:

pages 16-17.

Glue

s, Materials for constructing a den: old sheet chairs pegs, , boxes curtains or towels, cardboard

Preparation

Copy one Photocopiable Worksheet per child.

T: Find your (blue) crayon. Colour the (dog’s) home (blue). Ask several children what colours they want to colour the animals and let them all choose which ones to use. Walk around the class while they work and ask questions, encouraging the children to tell you about their work. T: What colour is your (dog)? C: (Yellow.) When they have finished, give out scissors or paper piercers and help the children to cut out the animals. Distribute glue and tell them to glue the pets in their homes. The children can take their work home at the end of the class.

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Notes

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8

My garden

•  Reviewing numbers 1-3

• Naming common insects

• Practising the initial sounds a, c, i, o, p, s

and joining in • Distinguishing between

• Recognising circles

A ll

Phonics

• Listening to a story

Worksheet 8A

and t

5

about me

•  Learning about

Review and Assessment

respecting nature Worksheet 8B

big and small objects

• Reviewing colours and numbers 1-3

Objectives

4

3

Story

!

2

1

Consolidating

• Learning to respect

vocabulary and

nature

language from

• Reviewing colours

Extra

Term 3 and Units 1-8

• Maths: circle, square, triangle • Put the (butterfly)

Language

•  It’s a (ladybird).

(on) the (flower).

•  Please be careful.

• (Ladybirds) live outside.

•  Don’t step on me.

• It’s a (ladybird).

•  A (black) (ant).

• Don’t step on the (worm)!

• ant, bee, butterfly,

Vocabulary Key competences

caterpillar • flower, grass, leaf

LC

CAE

MST

DC

Resources d Pop-outs with Stickers an Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio d CD 2 terial 1, CD 1 an Ma Teacher’s Audio 8 it Un r Pop-outs 1, Poster and Poste Finger Pointer it 8 Flashcards 1, Un be Flashcard Cu it 8 Story Cards 1, Un rksheets Photocopiable Wo 1, ok Teacher’s Bo 3 26 d an 258, 261, 262 •  pages 225, 239,

• one, two, three

•  ant, ladybird, worm

• ladybird, spots

•  black, brown, red

• black, red

•  big, small

LC

CAE

MST

DC

LC

CAE

IE

• apple, crayon, pencil, snake, table

DC

LC

LL

DC

• animal, ant, butterfly, flower, grass, ladybird, nature, playground, outside LC

SCC

LL

DC

Teacher’s i-solutions

Materials A bag

Glue

pencil, toy snake,

All teaching and learning materials are organised into

Blu-Tack

Googly eyes

table, nature

step-by-step lesson plans including:

Board pens

Magnifying glasses

books

•  Quick lesson guides and tips

Bowls for water

Masking tape

A ribbon

•  Animated Songs

Chalk

Paints and

Scissors or paper

•  Animated Story

Construction paper

paintbrushes

piercers

•  Values video for the All about me! lesson

Crayons

Paper

A small ball

•  Interactive games

Egg cartons

Pipe cleaners

Smooth stones

Game Generator to create your own interactive

An empty jar with a lid

Pom-poms

Sticky tape

games for consolidation, revision or just for fun.

Empty water bottles

Realia: a real ant,

Towels

My worksheets section to edit or create your

Wooden clothes

own personalised worksheets using any of the

Felt-tip pens

ladybird and worm,

Finger paints

an apple, a crayon,

pegs

photocopiable material from the unit.

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Sing. Point and stick.

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8 My garden

NAME:

Butterfly, butterfly Butterfly, butterfly, Where can it be? Point to the butterfly, 1,2,3. Caterpillar, caterpillar, Where can it be? Point to the caterpillar, 1,2,3. Ant, ant, Where can it be? Point to the ant, 1,2,3. Bee, bee, Where can it be? Point to the bee, 1,2,3.

80

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ant

bee

butterfly

caterpillar

flower

grass

leaf

Lesson 1

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8

Lesson 1

My garden

Objectives

Naming common insects

Vocabulary

ant, bee, butterfly, caterpillar flower, grass, leaf

Language

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children

C: One, two, three… Wake up, Ollie! Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello,

Resources and Materials

Poster Pop-out and say:

bee, butterfly, caterpillar Blu-Tack Student’s Book 1 Stickers 1, Unit 8 Chalk or masking tape

again, and encourage the children to sing along and point to the corresponding pictures on the page.

to wake Ollie up.

Put the (butterfly) (on) the (flower).

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Poster and Poster Pop-outs 1, Unit 8: ant,

When all of the Stickers are in place, play 2.22 Butterfly, butterfly

Ollie! Tell the children to look at Ollie. Use Ollie to show the butterfly

Extra Activity Open the Student’s Book at page 80. The children draw and colour a picture of a butterfly in the frame. Play 2.23 Butterfly, butterfly (Instrumental) while the children work.

T: What have you got, Ollie? It’s a butterfly! Encourage the children to repeat with you: T/C: A butterfly. Make Ollie take the butterfly and stick it on the Unit 8 Poster. Encourage the children to repeat with you: T/C: Put the butterfly in the garden. Repeat the procedure with the Poster Pop-outs of the ant, bee and caterpillar. When all four Poster Pop-outs are in place, ask four children to go to the Poster and retrieve them: T: (David), bring me the (ant), please. Ask the four children to stand at the front holding their Poster Pop-outs. Play 2.22 Butterfly, butterfly. Ask the children holding the corresponding Poster Pop-outs to step forward when they hear the name of their insect, and encourage the rest of the class to point and sing along.

Poster Display the Unit 8 Poster and put the four Poster Pop-outs next to it. Ask a pair or small group of children to find one of the Poster Pop-outs and then give instructions for them to place it correctly on the Poster: T: Find the (butterfly). Put the (butterfly) (on) the (flower). Repeat with the other insects. If they are confident, you can let the children have a go at giving the instructions. Leave the Poster Pop-outs on the Poster for the final activity.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song. Draw a line on the floor with chalk or masking tape and tell the

Student’s Book Open the Student’s Book at page 79. Ask the children to point to and name the insects. Then have them do the same for the other elements on the page (flower, grass, leaf): T: This is a (flower). Put your finger on the (flower). T/C: (Flower). Give out the Unit 8 Stickers and show the children how to carefully peel off the bee and stick it on the page. Continue with

children to stand on one side of it. Make statements about where the insects are on the Poster. If the statements are true, the children jump over the line, if they are false, they stay where they are. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

the other three insects.

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8

Lesson 1 Extra Objectives Naming insects Reviewing colours Noticing symmetry

Vocabulary

ant, bee, butterfly, caterpillar blue, green, orange, red, yellow

Resources and Materials

Let’s make a butterfly

Let’s Play!

Review the vocabulary the children have learnt: show the

Let each child choose a coloured crayon. Ask them to walk

Flashcards one by one and have the children name them. Start

around the room holding their crayon, and then play 2.23

off slowly and gradually speed up. Then call out the names of the

Butterfly, butterfly (Instrumental). When the music stops, call out

insects and ask the children to move like them: for the butterfly

one of the target colours:

they flap their arms gracefully like wings, for the bee they buzz

T: Yellow!

around, for the caterpillar they creep slowly along the floor and for

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 2 illar Flashcards 1, Unit 8: ant, bee, butterfly, caterp (one per child) A3 sheets of coloured construction paper per child) A3 sheets of contrasting coloured paper (one

the ant they crawl around quickly.

Paints

T/C: Red, green, blue…

Paintbrushes ) Crayons (blue, green, orange, red and yellow

Hand out the paintbrushes and tell the children to listen carefully

Preparation

construction Cut out a butterfly shape from the coloured paper for each child. Make sure you fold each line sheet of construction paper down the centre before cutting.

My garden

The children find the others who have the same colour as them and sit down together in a group. Ask each group to name their

Tell the children they are going to make a butterfly picture. Give out

colour, then tell the children to exchange crayons with someone

the butterfly shapes (see Preparation) and paints, and encourage

in a different group and play the game again.

the children to name the colours with you:

If you have extra time, choose a game from the Game Bank, pages 16-17.

to you. Begin by asking them to paint a thick line of paint down the centre fold of the butterfly, demonstrating if necessary. Then encourage them to choose different colours to paint thick spots of paint on just one of the wings. Make sure that they leave the other wing blank. Before the paint has time to dry, show them how to fold the paper along the centre line and press the two halves together gently, in order to transfer the paint to the other wing. When they open the wings they should have an identical pattern of dots on both sides. Mount the children’s butterflies on contrasting coloured paper and display them in the classroom. Note: to make this activity more difficult, you can give the children instructions how to paint their butterfly using the numbers and colours they have learnt during the course, for example: T: Paint (one) (red) spot. Paint (two) (blue) spots…

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Sing. Trace and paint.

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8 My garden

NAME:

The ladybird The ladybird is black and red, Black and red, black and red. The ladybird is black and red, With two antennae on her head.

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one

two

three

ladybird

spots

black

red

Lesson 2

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8

Lesson 2

My garden

Objectives

Reviewing numbers 1-3

Vocabulary one, two, three ladybird, spots

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up.

Invite individual children to put the ladybirds wherever they like on the Poster, and then continue with the remaining Poster Popouts. Ask the class to name each Poster Pop-out, and then let a child put it on the Poster.

black, red

C: One, two, three… Wake up, Ollie!

Student’s Book

Language

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Pretend that

Open the Student’s Book at page 81. Ask the children to trace

Ollie whispers to you and say:

the number one with their writing fingers and then to put one

It’s (a ladybird).

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Flashcards 1, Unit 8: ant, bee, butterfly, caterpillar, flower, ladybird, leaf Poster and Poster Pop-outs 1, Unit 8 Blu-Tack Student’s Book 1 Black finger paint A bag

Preparation

Hide the ladybird Flashcard near Ollie.

T: Ollie says he’s got something beautiful. Show the flower Flashcard and ask Ollie: T: Is it a flower?

finger on the ladybird’s spot. Continue with the numbers two and three and the other ladybirds. Then tell them to trace the numbers with a pencil or crayon, making sure they are holding their pencils correctly. Finally, hand out black finger paints and let the children paint the spots on each ladybird.

Make Ollie shake his head, then repeat with the leaf Flashcard. Pretend that Ollie whispers to you again, and say: T: Ollie says it’s got legs. Show the ant Flashcard, and say: T: Is it an ant? Show Ollie what an ant looks like. Encourage the children to crawl around on the floor like ants.

Extra Activity Open the Student’s Book at page 82. The children draw and colour a picture of a ladybird with one, two or three spots, in the frame. Play 2.25 The ladybird (Instrumental) while the children work.

Make Ollie shake his head again, and repeat the procedure with the caterpillar Flashcard. Pretend that Ollie whispers to you again, and then say:

Tidy-up and say ‘Bye-bye’

T: Oh! Ollie says it can fly.

Play 1.4 The tidy up song. Call on volunteers to collect the

Show the children the butterfly Flashcard. Encourage them to fly

and join in with the song.

like a butterfly, then repeat with the bee Flashcard. Finally, say: T: Ollie says it’s black and red.

materials and put them away. Encourage the children to tidy up

Tell the children to sit in a circle and have the three ladybird Poster Pop-outs in the middle. Show each one in turn and ask

Encourage the children to guess, then show the ladybird

the children to show you the corresponding number of fingers.

Flashcard that Ollie was ‘hiding’, and encourage the children

Put the three Poster Pop-outs in the bag, shake it up and choose

to repeat with you:

one. Ask the children to guess which one you have, indicating the

T/C: It’s a ladybird! Play 2.24 The ladybird. Encourage the children to sing along and use their fingers to mime the two antennae.

Poster Display the ladybird Poster Pop-outs. Count them with the children, then count the spots on each one.

number of spots with their fingers. Give a big cheer and clap each time someone guesses correctly. You can vary between asking the whole class, asking a small group and asking individuals. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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8

Lesson 2 Extra

My garden

Objectives

Vocabulary one, two, three ladybird, head, spots

Let’s make a ladybird stone Draw a simple ladybird, line by line, on the board. Begin by drawing a circle and eliciting the name of the shape.

C: A circle.

circle, square, triangle

Draw a line across the top, cutting off a small segment for the

Resources and Materials

head, then a line down the middle from there. Add spots, eyes and

Paints (black, red and white) Paintbrushes Sheets of A5 paper (one per child)

Point and trace. Colour.

T: What’s this?

black, red

Teacher’s i-solutions 1 Board pens (red and black) Teacher’s Audio Material 1, CD 2 per child) Smooth stones at least 6cm in diameter (one

Maths

antennae. Explain what you are doing as you draw: T: One, two, three spots. One, two antennae. One, two eyes. Photocopiable © Santillana Educación, S.L.

Reviewing shapes and numbers 1-3

If you have a red board pen, colour the ladybird red with black spots. Play 2.24 The ladybird and sing along, pointing to the different colours, the head and the antennae. Give out the stones, paints and paintbrushes and show the children

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Unit 8 Maths

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White (PVA) glue (optional) Photocopiable Worksheet Unit 8 Maths (see Teacher’s Book page 258)

how to paint the stone red. Let the red paint dry, then show them

Distribute the Photocopiable Maths Worksheets. Ask

how to paint one end of the stone black to make the head, draw

the children to point to the circles. Give out crayons and

a line down the middle, and paint black spots on the wings. Paint

remind the children to hold them with their index finger

Coloured chalk

on two white spots for the eyes. Put the finished ladybirds on the

and thumb as they trace the circles. They can then colour

named pieces of paper and put them to one side to dry. While the

the circles. Continue with the squares and the triangles,

paint is drying you can do the Maths Photocopiable Worksheet or

giving instructions to complete and colour each shape with

choose a game from the Game Bank, pages 16-17.

a different colour.

Preparation

stone Ask the children to each bring an oval-shaped into class. . Write each child’s name on a piece of A5 paper child. per heet Works ble Copy one Photocopia

You can keep the collection of stone ladybirds in your classroom or the children can take them home to use as paperweights. If you wish, you can apply a thin coat of watered down white glue

Let’s Play!

to make a glaze when all the paint is completely dry. It is advisable

Take the children outside and draw large shapes on the ground

that you do this, rather than the children.

with different coloured chalk. Give the children instructions to move about on the shapes like insects: T: Fly like a butterfly on the circle. Crawl like an ant on the square. Buzz like a bee on the triangle. If you have extra time, choose a game from the Game Bank, pages 16-17.

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8

My garden

Photocopiable © Santillana Educación, S.L.

Let’s make a caterpillar.

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8

Photocopiable Worksheet 8A Objectives Recognising circles Reviewing colours and numbers 1-3

Vocabulary caterpillar circle one, two, three blue, green, red, yellow

Language

I’m a caterpillar. You’re a caterpillar.

Resources and Materials

Let’s make a caterpillar

Let’s Play!

Ask the children to sit in a circle. Hand out the Flashcards and

Play a game. Choose one child to be the caterpillar’s head. Let

play 2.23 Butterfly, butterfly (Instrumental). The children pass the

them walk around the classroom touching other children saying:

Flashcards around the circle in a clockwise direction. When you stop the music, the children holding the Flashcards stand up and mime the insect for the rest of the class to guess. When you finish the game, leave the caterpillar Flashcard on display.

The child they choose then holds onto their waist and they continue walking and asking other children to join them. When there are five children in a line, you can start another caterpillar, and then another, until all the children are part of a caterpillar. Play again with different children leading, and this time have all the

Photocopiable Worksheets and crayons and ask the children to

caterpillars start at once.

colour the circles.

caterpillar, ladybird Photocopiable Worksheet 8A

Ask the children to trace the numbers with their writing fingers,

Crayons Coloured Stickers (six per child) Scissors or paper piercers A4 construction paper (one sheet per child)

the stickers and stick them over the numbers: one sticker on the

Sticky tape Pipe cleaners (two per child)

paper and glue and tell the children to glue on the circles to make

Copy one Photocopiable Worksheet per child.

C: I’m a caterpillar. I’m a caterpillar… You’re a caterpillar.

Tell the children they are going to make a caterpillar. Give out the

Teacher’s i-solutions 1 Teacher’s Audio Material 1, CD 2 Flashcards 1, Unit 8: ant, bee, butterfly,

Preparation

My garden

T: Find your (green) crayon. Colour the circles (green).

If you have extra time, choose a game from the Game Bank, pages 16-17.

then give out Coloured Stickers. The children carefully peel off number one, two on the number two and three on the number three. When they are ready, give out scissors or paper piercers and help them to cut out each circle. Give out the construction a caterpillar. Make sure they place the pieces in the correct order from left to right before gluing them in place. When they have finished they can stick pipe cleaners on to the head with sticky tape to make antennae.

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Look and point. Match.

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8 My garden

NAME:

Walking in the garden Walking in the garden, What do I see? I see a black ant looking up at me. ‘Please Mr Giant,‘ the ant says to me, ‘Please be careful! Don’t step on me!‘

Walking in the garden, What do I see? I see a red ladybird looking up at me. ‘Please Mr Giant,‘ the ladybird says to me, ‘Please be careful! Don’t step on me!‘

Walking in the garden, What do I see? I see a brown worm looking up at me. ‘Please Mr Giant,‘ the worm says to me, ‘Please be careful! Don’t step on me!‘

Creeping around the garden, Very carefully. I see all my friends looking up at me. ‘Thank you, Mr Giant,‘ my friends say to me, ‘Thank you, Mr Giant, for creeping carefully!‘

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ant

ladybird

worm

black

brown

red

Lesson 3

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8

Lesson 3 Objectives

Listening to a story and joining in Distinguishing between big and small objects

Vocabulary ant, ladybird, worm black, brown, red big, small

Language

Please be careful. Don’t step on me. A (black) (ant).

Resources and Materials Teacher’s i-solutions 1

Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Realia: an ant, a ladybird and a worm Magnifying glasses (one per 4-5 children) Flashcards 1, Unit 8: ant, ladybird, worm Story Cards 1, Unit 8 Student’s Book 1

Preparation

for the children If possible, bring in real creatures to class of the three all or one in to look at. You can bring ate separ in them Have . creatures from the lesson . earth or s containers with air holes and leave

Wake up Ollie and say ‘Hello’ Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Say: T: Look. What has Ollie got? Let’s see. Use Ollie to show the creatures. Give the children time to look at them with the magnifying glasses. Show the Flashcards and name the creatures with the children: T/C: Ant. Ladybird. Worm.

My garden

Show the Story Cards again one at a time, repeating the story but missing out the names of the creatures for the children to complete. T: I see a black… looking up at me. C: Ant! Encourage the children to say with you: T/C: Please be careful. Don’t step on me. Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

Student’s Book Open the Student’s Book at page 83. Tell the children to point

Show the ant Flashcard and make Ollie ‘whisper’ to you. Say:

to the ant, then ask them to find the ant inside the magnifying

T: Ollie says he’s scared because the ant is very big. No, Ollie!

glass. Ask them to draw a line to join the two ants, first with their

Compare the size of Ollie and some of the children with the real

are holding their pencils correctly before they begin (pincer grip

ant. Say:

writing fingers, and then with a pencil or crayon. Check that they between index finger and thumb). Encourage the children to point

T: We are very big. The ant is very small.

to the two pictures and repeat with you:

Repeat with the other creatures if you have them. Remind the

T/C: A black ant and a black ant.

children that we use a magnifying glass to make small things, like

Repeat the procedure with the ladybird and the worm.

the little creatures, look bigger. Put the creatures in a safe place and remember to put them back outside after the class.

Tidy-up and say ‘Bye-bye’

Story

Play 1.4 The tidy up song. Call on volunteers to collect the

Show Story Card 1 and ask the children what they can see. Elicit the words ‘boy’ and ‘ant’. Tell the children that the boy is big and

materials and put them away. Encourage the children to tidy up and join in with the song.

the ant is small. The ant is scared that the boy will step on him.

Play 2.25 The ladybird (Instrumental) and tell the children to

Encourage the children to say with you:

pretend to be giants and to walk around the room using big steps.

T/C: Please be careful. Don’t step on the ant. Briefly show the remaining Story Cards, asking what the children can see each time. Play 2.26 Walking in the garden while displaying and pointing to the corresponding Story Cards. Explain that the small creatures think that the boy is a giant.

When the music stops they all stand still with one foot in the air, like the boy in the story. Tell the children to line up, and then, if it's possible, take them outside. Bring the small creatures back to their natural environment and carefully let them go. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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8

Lesson 3 Extra Objectives

Listening to a story and joining in Retelling and acting out a story Recognising insects

Story

Pop-outs

Call on volunteers to come forward and give each one a

Display the

Flashcard, encouraging the rest of the class to name them as you

Flashcards

ant, bee, butterfly, caterpillar, ladybird, worm flower, leaf

hand them out. When they all have a Flashcard, ask the volunteers

of the butterfly,

to stand at the front of the class in a line. Remind them to hold up

the bee and

their Flashcards and keep them visible. Ask the other children to

the caterpillar,

Language

walk around the classroom and chant with you:

and ask the

Vocabulary

I see (an ant) looking up at me.

T/C: Walking in the garden, what do I see? I see…

Resources and Materials

Use the Finger Pointer to indicate one of the Flashcards. The

Teacher’s i-solutions 1 Flashcards 1, Unit 8

Finger Pointer Teacher’s Audio Material 1, CD 2 Story Cards 1, Unit 8 Pop-outs 1, Unit 8 Crayons Wooden clothes pegs White (PVA) glue

My garden

Make clothes peg insects.

children to name them. Give out crayons and

Learn with Ollie 1

© Santillana Educación, S.L.

8 My garden

child holds up the Flashcard and the other children complete the

the Unit 8

rhyme:

Pop-outs and ask the children to colour them in carefully.

T/C: … (an ant) looking up at me.

Let them look at the Flashcards to choose appropriate

Continue until the children have identified all the Flashcards.

tell the children to carefully pop out the shapes from the

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colours. When they have finished decorating their creatures,

Display the Story Cards and play 2.26 Walking in the garden.

page, and then help them to write their name or initials on

Encourage the children to join in with the last two lines of Story

the back of each one. Give out wooden clothes pegs and

Cards 1 to 3. When you get to Story Card 4, show the children

glue and show the children how to fix the pegs to the back

how to creep carefully, and then encourage them to copy you.

of the pictures. Put the clothes peg insects to one side and

Alternatively, watch the animated version of the story on the Teacher’s i-solutions.

17/12/2015 8:37:18

wait for the glue to dry. The children can take their clothes peg insects home with them at the end of the class.

Let’s Play! Tell the children that they are going to retell the story about the insects in the garden. Ask seven children to come to the front of the room to play the roles of the boy and the creatures. Give each of the children playing the creatures one of the Flashcards (ant, bee, butterfly, ladybird, caterpillar and worm). Help the characters introduce themselves, for example: T/C: I’m a boy. I’m big. I’m a brown worm. I’m small. Play 2.26 Walking in the garden or read the story aloud. Lead the children in acting out the story. Encourage the rest of the class to join in when they can. If you have extra time, choose a game from the Game Bank, pages 16-17.

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Look and trace. Listen.

fi π

© † ^ π

† fi å ø Phonics

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8 My garden

NAME:

Transcript s… s… s… snake s… s… s… snake c… c… c… crayon c… c… c… crayon t… t… t… table t… t… t… table p… p… p… pencil p… p… p… pencil a… a… a… apple a… a… a… apple

CAT 86

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apple

crayon

pencil

snake

table

Lesson 4

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8

Lesson 4 Objectives

My garden

Reviewing the initial sounds a, c, p, s, and t

Give the children the opportunity to remember the letter sounds and to write the letters if they can. If they volunteer but are unable

Vocabulary

apple, crayon, pencil, snake, table

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 , Realia: an apple, a crayon, a pencil, a toy snake a table Student’s Book 1

to write a letter correctly, guide their hands to make the correct lower case letter shape under the picture. Continue with the other words. If the children don’t volunteer, write the letters yourself. When you have finished, put the realia on a table and ask the class to name the objects again, emphasising the initial sound. Rub the pictures off the board but leave the letters in place. Ask volunteers to pick up the objects and hold them up to the corresponding letters on the board.

Student’s Book Open the Student’s Book at page 85. Ask the children to listen

Wake up Ollie and say ‘Hello’

carefully and play 2.27 Unit 8. Lesson 4. Phonics. Ask the children

Extra Activity Open the Student’s Book at page 86. Help the children to say the three letter sounds under the picture. Demonstrate how they can blend the sounds together to make a word: T: c-a-t. Cat. Check that they are holding their pencils correctly, then ask them to trace over each of the letters. When they have finished, they can colour the cat.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

to point to the pictures as they hear the corresponding words, then

materials and put them away. Encourage the children to tidy up

tell them to look at the snake. Ask them to look at the two letters

and join in with the song.

under the snake and to find the letter corresponding to the ‘s’

Play I spy, (see Game Bank, pages 16-17). Put the realia on the

sound. Sound out both letters to help them:

table and give clues using the initial sounds:

T: s-s-s. p-p-p. s-s-s snake.

T: I spy with my little eye something beginning with (‘s’).

Check that they are holding their pencils correctly and ask them

C: (Snake!)

T: Look. What has Ollie got? Let’s see.

to trace the circle around the letter s. Continue with the other

Repeat with all of the realia.

Show the realia one by one, for the children to name.

pictures and sounds, then play 2.27 Unit 8. Lesson 4. Phonics

Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie.

C: Crayon. Apple. Pencil. Table. Snake. Then hold up the crayon and draw a simple sketch of a crayon on the board. Say: T: This is a crayon. c-c-c crayon. Repeat the procedure with the other items, drawing a simple sketch of each one. Pretend that Ollie whispers to you, and then say:

again to check answers.

Transcript 2.27 Unit 8. Lesson 4. Phonics.

Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

s… s… s… snake s… s… s… snake c... c… c… crayon c... c… c… crayon t… t… t… table

T: Ollie wants to do some writing.

t… t… t… table

Offer the board marker to Ollie, make him whisper to you again,

p… p… p… pencil

and say:

p… p… p… pencil

T: Ollie doesn’t know the letters. Can you help him?

a… a… a… apple a… a… a… apple

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8

Lesson 4 Extra Objectives

My garden

Reviewing the initial sounds a, c, i, o, p, s, and t Reviewing numbers and colours

Vocabulary caterpillar head one, two, three black, blue, brown, green, orange, red, yellow

Resources and Materials Teacher’s i-solutions 1 Egg cartons Paints Paintbrushes Felt-tip pens Pom-poms (four per child) Pipe cleaners Googly eyes (two per child) Scissors Glue Sticky tape Seven empty water bottles A small ball

Preparation

s to school. Ask the children to bring in some egg carton carton into egg each of m Before the class, cut the botto will need child Each sections (one section for each egg).

Let’s make an egg carton caterpillar

Let’s Play!

Tell the children that they are going to make a caterpillar. Give

Set up the water bottles like skittles. Let the children take turns

out the egg carton sections, paints and paintbrushes. Tell the

rolling a ball at the skittles and seeing how many they can knock

children to choose one section to be the caterpillar’s head and

over. Encourage each child to put the skittles upright again for

to paint it green.

the next player, and to say the sounds on the bottles they have

T: Find the green paint. Paint the head green. Give each child a felt-tip pen, and show them how to write the

knocked over. C: (a-a-a. c-c-c.)

numbers 1, 2 and 3 on the remaining three sections. Alternatively,

If you have extra time, choose a game from the Game Bank,

the children can draw one, two and three dots.

pages 16-17.

When they have finished, give them instructions to paint the remaining three sections: T: Find the (yellow) paint. Paint number one (yellow). Hand out the glue, googly eyes, pom-poms and pipe cleaners. The children glue a pom-pom to the top of each egg carton section. Show them how to glue the googly eyes onto the head to make the caterpillar’s face, and to stick on pipe cleaners using sticky tape to make the antennae. Finally, ask the children to assemble their caterpillar in the correct order and help them to stick the parts of the body together using sticky tape. When they have finished, the children can then take their caterpillars home.

four sections. on each Make skittles. Write one of the phonics letters a little empty water bottle (A, C, I, O, P, S and T). Put r harde them make to bottle each in water or sand to knock over.

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Look and point. Paint.

I respect nature

All about me!

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NAME:

Lesson 5

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8

Lesson 5

My garden

Objectives

Learning about respecting nature

Wake up Ollie and say ‘Hello’

Student’s Book

Ask the children to sit in a circle. Show the puppet and tell the

Open the Student’s Book at page 87. Ask the children to point to

children that Ollie is sleeping. Count to three and tell the children

the boy on his way to the playground, and the living things he will

to wake Ollie up.

pass on his way. Encourage the children to name them:

outside

C: One, two, three… Wake up, Ollie!

C: It’s a (ladybird).

Language

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie

Tell them to trace a path with their fingers, making sure they don’t

to show the jar, saying:

touch the living things. Give out finger paints and show the children

Vocabulary

animal, ant, butterfly, flower, grass, ladybird, playground

(Ladybirds) live outside. It’s a (ladybird). Don’t step on the (worm)!

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 An empty jar with a lid All about me! Poster 1, Unit 8 Finger Pointer Student’s Book 1 Finger paints A ribbon (approx. 6 metres long) Flashcards 1, Unit 8

nature

T: Look. What has Ollie got? Let’s see. Pretend that Ollie whispers to you, and then say: T: Ah. Ollie wants to put a ladybird in here. No, Ollie. Ladybirds live outside. Have the children repeat with you: T/C: No, Ollie! Ladybirds live outside. Repeat the procedure with flower and caterpillar.

All about me! Poster

how to make footsteps with their index and middle fingers, staying on the path but avoiding the living things. Now watch the All about me! video on the Teacher’s i-solutions to consolidate what the children have learnt in this lesson.

Extra Activity Open the Student’s Book at page 88. Check that the children are holding their pencils correctly, and then ask them to trace over the numbers. Play 2.23 Butterfly, butterfly (Instrumental) while the children work.

Display the Unit 8 All about me! Poster. Tell the class that the children in the pictures are all outside. Ask the children what they can see in the Poster and encourage them to comment on it. Play 2.28 I respect nature and let one of the children use the Finger Pointer to point to the pictures. Play the track again, pausing to let the children repeat what they have heard.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song. Take the children and Ollie outside into the playground and place

Transcript 2.28 I respect nature.

the ribbon on the floor. Place the Flashcards at intervals along the ribbon. Tell the children that they are going to walk along the

Girl:

I can see a ladybird. It’s red.



It has got black spots.

Boy:

I can see a butterfly. It’s beautiful!

Girl:

I can see a flower.

Girl:

I like to smell the flowers.

Boy:

I’m looking for animals in the water.



What will I see?

T/C: B  e careful. There’s a (worm). Don’t step on the (worm)! Well done!

Boy:

I’m outside. I’m looking for animals too.

Display the puppet. Tell the class that Ollie is tired and he is going

Boy:

I’m looking for animals in the grass.

back to sleep. Sing 1.5 Bye-bye Ollie!



What will I see?

Children:

I respect nature.

ribbon, but that they must be very careful not to tread on anything. The children walk along the ribbon, carefully stepping over each Flashcard. When everyone has walked along the line, choose one or two children to walk it again and encourage the rest of the class to comment on what they are doing:

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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8

Lesson 5 Extra Objectives General revision Value: I respect nature

Vocabulary

My garden

Let’s go outside

Let’s Play!

Display the Unit 8 All about me! Poster and remind the class

Ask the children to sit in a circle. Play 2.22 Butterfly, butterfly and

what the children in the pictures are doing. Discuss how the

2.24 The ladybird and pass around the bag of Poster Pop-outs.

outside magnifying glass

children are all respecting nature by looking, and not taking or

Pause the music and ask the child holding the bag to put their

breaking anything. Ask the children to line up, and then say:

hand inside and choose one. First they hold it up for the rest of the

Language

T: Let’s go outside to see some living things.

It’s a (red) (butterfly).

Resources and Materials

Take the children into the school grounds or to a nearby park. Put them into groups, giving each one a magnifying glass to share, and

Teacher’s i-solutions 1 All about me! Poster 1, Unit 8 to share Magnifying glasses, enough for the children

let them observe nature. Praise them for good behaviour and for

A camera (optional) the children Age-appropriate nature books, enough for

Go back to the classroom and ask the children to sit in a circle. Ask

to share Teacher’s Audio Material 1, CD 2 Poster Pop-outs 1, Unit 8: ant, bee, butterfly, caterpillar, ladybird, worm A bag

Flashcards 1, Unit 8: ant, bee, butterfly, caterpillar, ladybird, worm

being careful. If possible, take photos of the expedition which you can later display in the classroom.

the creature to the Poster Pop-out. If they succeed, the children all act out that creature. Continue the game, playing the music and passing the bag until all the Poster Pop-outs have been chosen. If you have extra time, choose a game from the Game Bank, pages 16-17.

them to tell you what they saw on their walk: C: A (flower). A (worm)… Show one of the nature picture books, pointing out the living things they have seen and commenting on interesting features such as the colours or sizes. Allow the children to ask questions. Then, reminding them to hold the books carefully, let the children choose a book to share with a friend. Encourage them to talk about what

Flashcard Cube

they see in the pictures, for example:

Preparation

C: It‘s a big worm.

Put the Poster Pop-outs in a bag. Put the Flashcards in the Flashcard Cube.

class to name, then they roll the Flashcard Cube to try to match

It‘s a red butterfly.

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8

My garden

Photocopiable © Santillana Educación, S.L.

Let’s respect nature.

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Photocopiable Worksheet 8B Objectives Learning to respect nature Reviewing colours

Vocabulary

black, blue, brown, green, orange, red, yellow ant, bee, butterfly, caterpillar, ladybird, worm

Let’s respect nature Explain to the children that they are going to pretend to walk carefully in the garden with insects all around their feet. Get the children to take their shoes off and line up barefoot and place a sheet of A3 construction paper on the floor in front of the first

Language

child. Let them choose the colour paint they want to use, and

Resources and Materials

C: Blue, please.

The (ant) is (black).

Teacher’s i-solutions 1 , A3construction paper (grey, brown or green child) per one sheet

My garden

encourage them to name it:

Then paint the soles of their feet and help them to make four

Review and Assessment The children can now check their progress with the End of Term 3 Assessment Photocopiable Worksheet (see Teacher’s Book page 261). Ask the children to identify the pets and revise the vocabulary ‘circle’. Hand out black, blue, brown, green and orange crayons and review the colours by asking the children to hold them up:

footprints on the paper. Repeat the procedure with each child,

T: Show me your (green) crayon.

one at a time. After each child has had a turn, wash their feet in

Give the children instructions to trace the circles:

Paint

a bowl of water and dry them. While the children are waiting for

Bowls of water Towels Photocopiable Worksheet 8B

their footprints to dry, give out the Photocopiable Worksheets and crayons. Ask the children to name the creatures, and then ask which colours they are going to use to colour them.

If you have extra time, ask the children to colour in the

Crayons Scissors or paper piercers

T: What colour is the (ant)?

pictures:

C: The (ant) is (black).

T: Colour the (dog) (black).

When they have finished, distribute scissors or paper piercers and

The children are now ready to complete the End of Term 3

help the children to cut out their creatures.

Self-Evaluation (see Teacher’s Book page 266). Ask them to

When the footprints are dry, let the children glue their creatures

complete the three exercises and then colour in one, two or

Glue

Flashcards 1, Unit 8: ant, bee, butterfly, caterpillar, ladybird, worm sment Photocopiable Worksheet End of Term 3 Asses 261) (see Teacher’s Book page valuation Photocopiable Worksheet End of Term 3 Self-E (see Teacher’s Book page 266) sment Photocopiable Worksheet End of Year Asses (see Teacher’s Book pages 262-263)

Preparation

Copy one of each Photocopiable Worksheet per child.

around the footprints on the paper. (If you prefer you can make the

T: Show me your (green) crayon. Find the dog. Trace the circle (green).

three happy faces, depending on how well they feel they have

footprints on a large sheet of paper beforehand and cut them out,

completed the task.

ready for the children to use.) Arrange the sheets of paper to make

To consolidate what the children have learnt over the course,

a long path of footprints and display them around the classroom.

use the End of Year Assessment (see Teacher’s Book pages

Let’s Play!

262-263). For page 262, ask the children to identify the three shapes. Check they are holding their pencil or crayon correctly

Show the Flashcards one by one and encourage the children

and ask them to carefully trace over them. Finally, tell them to

to shout out the names of the creatures. Give the children

look at the three butterflies and to match them with the three

instructions to do an action for each one: for the ant they scurry

shapes. For page 263, ask the children to identify the three

around on their hands and feet; for the bee they buzz about; for

numbers and to trace over them. Then ask them to name the

the butterfly they flap their arms gracefully like wings; for the

toys, count them and match them with the numbers. If you

caterpillar they crawl along the floor; for the ladybird they fly

have extra time, the children can colour their worksheets.

around with their arms like small wings and for the worm they wriggle about on the floor. Display the Flashcards around the classroom. Call out the names of the creatures. The children go to the Flashcard, imitating the corresponding creature.

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Notes

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Festivals

Objectives

V

Christmas

Easter

tin e’s D a

• Learning about Halloween

• Talking about Christmas

• Talking about Valentine’s Day

• Learning about Easter

• Reviewing parts of the face

• Reviewing shapes

• Reviewing names of members

• Reviewing numbers 1-3

of the family

• Trick or treat!

• Follow the star.

• This is a heart.

• How many hot cross buns are there?

•  I love you, (Mummy).

Language

Vocabulary

a le n

y

w H a ll o e e n

• Halloween, pumpkin, spider

• Christmas

• Valentine’s day, heart

• eyes, mouth, nose

• star

• mummy, daddy, brother, sister, baby

• Easter, hot cross buns, raisins

• orange

Key competences

LC

CAE

Resources with Pop-outs Student’s Book 1 Ollie Puppet ns 1 Teacher’s i-solutio terial 1, CD 1 Ma Teacher’s Audio and CD 2 stivals Flashcards 1, Fe

IE

DC

LC

CAE

IE

DC

LC

Materials Acrylic paints Blu-Tack Butter A candle and matches Cotton wool balls Decorating materials: glitter, crayons, sequins, etc. Finger paints Glue Hot cross buns Paints and paintbrushes Paper hearts

Paper plates and a knife Pipe cleaners Plasticine A pumpkin A scarf Self-adhesive magnetic tape A sharp knife Small containers Small empty juice cartons Sweets Tissue paper A torch

CAE

IE

DC

LC

CAE

MST

DC

Teacher’s i-solutions All teaching and learning materials are organised into step-by-step lesson plans including: •  Quick lesson guides and tips •  Animated Songs •  Interactive games Game Generator to create your own interactive games for consolidation, revision or just for fun. My worksheets section to edit or create your own personalised worksheets using any of the photocopiable material from the course.

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Sing. Point and paint.

Halloween

NAME:

I’m a little pumpkin I’m a little pumpkin, fat and round. Here are my eyes and here is my mouth. Inside there’s a candle shining bright, Trick or treat! It’s Halloween night!

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pumpkin

eyes

mouth

nose

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orange

Halloween

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Festivals

Halloween Objectives

Halloween, pumpkin, spider eyes, mouth, nose orange

Pop-outs

T: Look. What has Ollie got? Let’s see.

Tell the children

Use Ollie to show the pumpkin, and ask the children if they know what it is. Repeat the word together: T/C: Pumpkin.

Language

Let the children touch the pumpkin, then show them the pumpkin

Trick or treat!

Flashcard. Explain that for Halloween night we can make a lantern

Resources and Materials

from a pumpkin and put a candle inside. If the children don’t

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 A pumpkin Flashcards 1, Festivals: pumpkin Student’s Book 1 Paints (red and yellow)

already know about it, you can also explain the tradition of trick or treating. Leave the pumpkin and the pumpkin Flashcard on display.

Make a spider.

they are going to make a Halloween spider. Draw a picture

GLUE

Vocabulary

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie and say:

GLUE

Learning about Halloween Reviewing parts of the face

of a spider on the board and teach them the new word. Hand out the Halloween

Learn with Ollie 1

© Santillana Educación, S.L.

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Pop-outs and help

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Play 2.29 I’m a little pumpkin. Sing along and encourage the

and then hand out the plasticine. Show the children how to

children to do the actions: they can curl up in a ball to make

roll it into thin sausages to make ‘legs’ for their spider. When

themselves short and round, point to their eyes and mouths,

they are ready, hand out glue and show them how to glue the

and hold out their hands at the end as if asking for a treat.

plasticine legs onto the spider’s legs. Give the children the

Paintbrushes Small containers to mix the paint Pop-outs 1, Halloween

Student’s Book Open the Student’s Book at page 89. Ask the children to identify

have finished, help them to glue the legs behind the body and

Black plasticine

the pumpkin, then review the parts of the face:

thread a pipe cleaner through the hole. Hang the spiders up to

Glue Black tissue paper Pipe cleaners

T: Point to the (eyes).

at the Flashcard and the pumpkin on display and tell them that

Some sweets

Show them how to mix the red and yellow paint together to make

es. Cut the tissue paper into 2cm x 2cm squar

they are going to mix the paints together to make the right colour. orange paint, drawing their attention to how the colours change. Encourage them to name the new colour with you: T/C: Orange.

Wake up Ollie and say ‘Hello’

When they have made their orange paint, ask them to paint their pumpkins.

Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children to wake Ollie up. C: One, two, three… Wake up, Ollie!

tissue paper squares and show them how to glue them onto the spider’s body. Finally, glue on the eyes. When the children

decorate the classroom or let the children take them home at the end of the class.

Hand out the paints and paintbrushes. Ask the children to look

A sharp knife A candle and matches

Preparation

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the children to carefully pop out the pieces of the spider,

Extra Activity Open the Student’s Book at page 90. The children make an orange handprint in the frame. Play 2.30 I’m a little pumpkin (Instrumental) while the children work.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the materials and put them away. Encourage the children to tidy up and join in with the song. Carve the pumpkin to make a pumpkin lantern. Light the candle inside and teach the children to say: T/C: Trick or treat! Give the children some sweets to celebrate Halloween. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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Sing. Look and glue.

Christmas

NAME:

Twinkle, twinkle, little star Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star, How I wonder what you are.

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Christmas

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star

Christmas

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Festivals

Christmas Objectives

Talking about Christmas Reviewing shapes

Vocabulary Christmas, star

Language Follow the star.

Resources and Materials

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Flashcards 1, Festivals: star

Wake up Ollie and say ‘Hello’

Pop-outs

Ask the children to sit in a circle. Show the puppet and tell the

Hand out the

children that Ollie is sleeping. Count to three and tell the children

Christmas

to wake Ollie up.

Pop-outs and

C: One, two, three… Wake up, Ollie!

tell the children

Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie

going to make

‘whisper’ to you and say: T: Ollie says he’s looking for a star. Can you see a star? Draw a star on the board to teach the new vocabulary, then encourage the children to look around the classroom to find the

Student’s Book 1

star Flashcard. When they find it, praise them and then make

Glue

Ollie ‘whisper’ to you again. Say:

star stickers, Decorating materials: glitter, crayons, small sequins, tissue paper, paints, etc.

T: Ollie says he knows a song about a star.

Make Christmas decoratio

ns.

that they are Christmas decorations to hang in the classroom or

Learn with Ollie 1

© Santillana Educación, S.L.

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on a Christmas tree. Ask

Christmas

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them to carefully pop out the templates. Give out the glue and decorating materials. Tell the children that they can decorate their Christmas decorations however

Play 2.31 Twinkle, twinkle, little star. Teach the children actions

they wish. Remind them that they should be bright and shiny.

to go with the song: line one, twinkling fingers; line two, palms

When the decorations are complete, help the children to thread

A torch

upturned in a gesture of surprise; line three, pointing up at the sky:

a pipe cleaner through the top of each one. You can then use

Preparation

line four, making a diamond shape with their index fingers and

them to decorate the classroom or Christmas tree and then

thumbs of both hands. For lines five and six they repeat the actions

allow the children to take them home.

Pop-outs 1, Christmas Pipe cleaners

Hide the star Flashcard in the classroom for the children to find.

for lines one and two. Play 2.31 Twinkle, twinkle, little star again, and encourage the children to sing along and do the actions.

Student’s Book

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

Open the Student’s Book at page 91 and ask the children to point

materials and put them away. Encourage the children to tidy up

to the big star. Hand out glue and glitter and show the children how

and join in with the song.

to put glue on the star and then sprinkle it with glitter. Help where necessary, encouraging the children to be careful with the glue and stay within the outline of the star.

Play Follow the star with the torch. If possible, close the shutters and play in the dark. Move carefully through and around the classroom and furniture, shining the torch and asking individual children to follow you. Encourage the children to chant with you.

Extra Activity Open the Student’s Book at page 92. The children use crayons to colour the frame black and stick on star stickers to make a picture of the night sky. Play 2.32 Twinkle, twinkle, little star (Instrumental) while the children work.

T: (Cristina), follow the star. (Hugo), follow the star. T/C: Follow the star. Continue until all the class are in a line following the ‘star’. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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Sing. Look and point. Paint.

Valentine’s Day

NAME:

Little hearts Little hearts, Can you see? Little hearts, Point with me. One for Daddy, One for Mummy, One for Baby too. One for Sister, One for Brother, And here is one for you!

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heart

mummy

daddy

brother

sister

baby

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Valentine’s Day

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Festivals

Valentine's Day Objectives

Talking about Valentine’s Day Reviewing names of members of the family

Draw a star on the board, then point to the heart Flashcard and draw a heart. Say:

Vocabulary Valentine’s day, heart mummy, daddy, brother, sister, baby

Language This is a heart. I love you, (Mummy).

Resources and Materials Teacher’s i-solutions 1

Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Flashcards 1, Festivals: heart er, sister, baby Flashcards 1, Unit 3: mummy, daddy, broth Six paper hearts Blu-Tack Student’s Book 1 Red finger paints Pop-outs 1, Valentine’s Day ns, Decorating materials: crayons, glitter, sequi etc. tti, confe , tissue paper, paints Self-adhesive magnetic tape A scarf to use as a blindfold

Preparation

Make six paper hearts.

T: This is a heart. Invite the children to come and draw more hearts on the board. Repeat together with the children: T/C: This is a heart. Explain that on Valentine’s Day we can give hearts to our friends and family to show that we love them. Display the family Flashcards on the board and name the

to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie to show the heart Flashcard and pretend that he whispers to you. Say: T: Look. What has Ollie got? Let’s see. Ollie says he has found a star. That’s not a star, Ollie.

Valentine’s Day Pop-outs. Draw some hearts on the board and give the children some ideas on how they could decorate them, e.g. drawing

Learn with Ollie 1

© Santillana Educación, S.L.

Valentine’s Day

spots, stripes or

T/C: Mummy, daddy…

concentric heart shapes inside the outline. Let the children

Play 2.33 Little hearts. Sing along with the rhyme and put the

and let the children decorate their hearts, encouraging them

paper hearts (see Preparation) in the correct places, using Blu-Tack to stick them above or next to the corresponding Flashcard. Give the final heart to Ollie. Remove the hearts and play 2.33 Little hearts again. Pause after each family member and ask one of the children to place a heart next to that picture. Say with the rest of the class: T/C: I love you, (Mummy).

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to be creative. When they have finished, show the children how to carefully pop out the heart shapes and help them to fix a piece of self-adhesive magnetic tape to the back of each. They can then take their heart magnets home as gifts for their families.

Tidy-up and say ‘Bye-bye’ Play 1.4 The tidy up song. Call on volunteers to collect the

Open the Student’s Book at page 93. Ask the children to point to

materials and put them away. Encourage the children to tidy up

and name the members of the family. Play 2.33 Little hearts and

and join in with the song.

ask them to sing along and point to the pictures of the members decorate the heart outline with their fingerprints.

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suggest their own ideas, too. Hand out the decorating materials

Student’s Book

Tell the children to sit in a circle and ask for a volunteer to sit in the middle, blindfolded. Play 2.33 Little hearts and ask the children to pass the heart Flashcard around the circle. When you pause the track, the child holding the Flashcard hides it behind

Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children

Make heart magnets.

Hand out the

members of the family together:

of the family. Give out red finger paints and ask the children to

Wake up Ollie and say ‘Hello’

Pop-outs

Extra Activity

their back. Tell all the children to put their hands behind their backs and then remove the blindfold from the child in the middle.

Open the Student’s Book at page 94. The children paint a

The child in the middle must guess who is holding the Flashcard.

heart shape in the frame with finger paints.

Repeat the game with different volunteers. Display the puppet. Tell the class that Ollie is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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Sing. Count and circle. Glue.

Easter

NAME:

Hot cross buns Hot cross buns! Hot cross buns! One a penny, Two a penny, Hot cross buns!

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raisins

Easter

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Festivals

Easter Objectives

Learning about Easter Reviewing numbers 1-3

Vocabulary

Easter, hot cross buns, raisins

Language

Show the hot cross buns and say:

Pop-outs

T: Ollie has got hot cross buns for Easter.

Explain to the

Explain that on holidays we sometimes eat special food. Show the children one of the buns and point to the different parts. Say:

children that the Easter bunny brings Easter

How many hot cross buns are there?

T: Mmm, delicious. It’s got a cross. And it’s got raisins.

eggs and that

Resources and Materials

Display the hot cross buns Flashcard and ask the children to

they are going

Teacher’s i-solutions 1 Puppet Teacher’s Audio Material 1, CD 1 and CD 2 Hot cross buns Flashcards 1, Festivals: hot cross buns Butter

Paper plates and a knife for spreading Student’s Book 1 Glue Black tissue paper Pop-outs 1, Easter

point to the crosses and the raisins. Ask them to count the hot cross buns: T: How many hot cross buns are there?

Make an Easter bunny.

to make a bunny because it is Easter. Learn with Ollie 1

© Santillana Educación, S.L.

Easter

T/C: One, two, three.

Give out the

Play 2.34 Hot cross buns and sing along with the children.

paint their empty juice carton. Next, give out the Easter Pop-outs

Encourage them to hold up the corresponding number of fingers when they hear the numbers in the song.

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acrylic paints and paintbrushes and tell the children to

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and crayons and tell the children to colour their bunny using whatever colours they like. Then show the children how to pop

Cut up the hot cross buns and spread some butter on the pieces.

out the pieces of the template and assemble them in the shape

Give each child a little piece to try.

of a bunny. The toes should face upwards, so the bunny looks as if it is sitting down. Show them how to glue the pieces onto their painted juice carton and give them a ball of cotton wool each

Small empty juice cartons (one per child) Acrylic paints

Student’s Book

Paintbrushes Cotton wool balls (one per child)

hot cross buns they can see, then tell them to say and circle the

Preparation

C: Two.

Tidy-up and say ‘Bye-bye’

Ask the children to think about the hot cross buns they have just

Play 1.4 The tidy up song. Call on volunteers to collect the

tried and see if they can tell you what is missing from the ones in

materials and put them away. Encourage the children to tidy up

the picture.

and join in with the song. Play 2.35 Hot cross buns (Instrumental)

C: Raisins.

and ask the children to dance. Pause the music and call out:

Give out glue and the squares of black tissue paper. Show

T: One bunny!

the children how to scrunch the tissue into small balls and glue the

The children put their hands on their heads like bunny ears and

children Bring in some hot cross buns. Check if any class. the e have allergies befor 4cm x 4cm. Cut the tissue paper into squares, approx. juice empty small a Ask the children to each bring carton to class.

Wake up Ollie and say ‘Hello’

Open the Student’s Book at page 95. Ask the children how many

to wake Ollie up. C: One, two, three… Wake up, Ollie! Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. T: Look. What has Ollie got? Let’s see.

children can take their Easter bunnies home to play with.

correct number below:

‘raisins’ onto the hot cross buns.

hop once. Continue calling out numbers one to three at random, with the children hopping the corresponding number of times. Let

Ask the children to sit in a circle. Show the puppet and tell the children that Ollie is sleeping. Count to three and tell the children

to glue to the back of the carton to make the bunny’s tail. The

Extra Activity

some of the children have a turn calling out the numbers while the rest of the class do the actions.

Open the Student’s Book at page 96. The children draw

Display the puppet. Tell the class that Ollie is tired and he is going

and colour a picture of a hot cross bun in the frame. Play

back to sleep. Sing 1.5 Bye-bye Ollie!

2.35 Hot cross buns (Instrumental) while the children work.

T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time! C: Bye-bye, Ollie! See you next time! Ssssh!

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Point and match.

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Look and colour.

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Point and colour.

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Look and colour.

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Unit 4  Maths

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Point and match. Colour.

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Point and stick. Colour.

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Unit 6  Maths

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Look and point. Circle.

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Point and trace. Colour.

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Unit 8  Maths

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Look and match.

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Listen and trace.

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End of Term 2  Assessment

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Listen and trace.

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Trace and match.

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Trace. Count and match.

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• Are you a girl or a boy?

Term 1

• Trace a line.

• Trace the number one.

•  Colour the happy faces.

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Self-Evaluation

Stick on a Coloured Sticker.

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Self-Evaluation

• Put a red sticker on Grandma.

Term 2

•  Trace the number two.

• Colour the apple red.

•  Colour the happy faces.

Put a blue sticker on Grandad.

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• Trace the number three.

Term 3

• Colour the cat orange.

• Draw three spots

•  Colour the happy faces.

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Self-Evaluation

on the ladybird.

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T erm 1 Hello! This term I have learnt lots of things with Ollie!

I can… ✹  Say ‘Hello’ and ‘Bye-bye’. ✹  Name classroom objects. ✹  Name the parts of my face. ✹  Talk about how I am feeling.

I have read these stories: ✹  Inside my backpack ✹  I see monsters

✹  Recognise the number one.

I have practised saying these sounds:

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I can sing these songs: ✹  Hello! How are you?

✹  s for snake ✹  a for apple

✹  Point to the table ✹  Put your finger on the table

I know about these values:

✹  Touch your nose

✹  I keep my classroom tidy

✹  I am happy

✹  I have feelings

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T erm 2 Hello! This term I have learnt lots of things with Ollie!

I can…

✹  The finger song

✹  p for pencil

✹  Hello, Grandma

✹  i for iguana

✹  Show me one

✹  t for table

✹  Name the members of the family.

✹  Point to red

✹  Count to two.

✹  I like to eat

✹  Name three shapes.

✹  Big and small

✹  Recognise three colours. ✹  Name and describe fruit. ✹ Recognise the difference between big and small objects.

I have practised saying these sounds:

I know about these values: ✹  I love my family ✹  I have friends

I have read these stories: ✹  The gingerbread man ✹  Two little blue birds ✹  I’m a hungry fruit bat

✹  I eat healthy food

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I can sing these songs and chants:

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T erm 3 Hello! This term I have learnt lots of things with Ollie!

I can… ✹  Name my toys. ✹  Describe where my toys are. ✹  Count to three. ✹  Name pets. ✹  Understand how to care for pets.

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✹  Identify insects.

I can sing these songs and chants: ✹  Put the ball in the box ✹  I love my teddy bear ✹  Point to the cat ✹  I’m a little cat

I have practised saying these sounds:

✹  Butterfly, butterfly

✹  o for octopus

✹  The ladybird

✹  c for cat

I have read these stories:

I know about these values:

✹  Three in the bed

✹  I look after my toys

✹  I love my pet

✹  I can look after pets

✹  Walking in the garden

✹  I respect nature

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Term 1

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Name:

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Term 2

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Name:

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Term 3

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Name:

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