The Frog: Teacher's guide by Eleanitz Project

THE FROG English

THE ADVENTURES OF HOCUS AND LOTUS

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THE FROG

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SUMMARY Lotus finds a frog in the park. The frog only croaks in reply to any questions so she calls it ‘Croaky’. She decides to take it home with her and she puts it in a box. Hocus comes homes and sees Lotus hiding the box behind her back. At first Lotus insists that there is nothing there but the frog croaks and jumps about and she is forced to admit that she has a frog in the box. She promises to look after Croaky. However, the next morning Croaky is silent and still. Lotus tries to feed him but to no avail. She thinks Croaky is dead and calls Hocus alarmed. Croaky is still alive but they decide that a box is not the best place for a frog and they let him go free in the park again.

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LEARNING OBJECTIVES The pupils will experience taking in a wild creature as a pet, reflecting on its situation and letting it free again. They will talk about their own pets and who looks after them. They will make a booklet about pets.

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COMMENTS The script in this format is rather easy. However, the topic is popular with children of this age and provides a good opportunity to work on personal information; about pets, preferences, looking after animals etc. You can also extend the drama difficulty: e.g. getting the pupils to act it out themselves, with masks, even to another class. Or change the drama to include a different pet.

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MATERIALS Poster Poster: The park. The house. Puppets: Lotus (both sides), Hocus, Croaky happy, Croaky sad, the box. CD • In the park • Little frog • You can’t have a frog • Help, help

Flashcards The new flashcards for this unit are: Pets, Box, Bread, Frog, Alive (frog), Dead (frog), House, Back, Pond, To hide, To feed, To drink ,To clean ,To look after, To set free Other useful flashcards: Park, Water, Behind, To see, To open, To wake up.

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THE FROG - SCRIPT ACT 1 One day, Lotus was walking in the park It was a lovely day.

The narrator: Lotus. walks through the park: zigzagging, stomping not too loud. Emphatically nonchalant (like when you whistle to show your innocence), hands behind her back, she skips and sings:

She continues singing.

The park is full of wild creatures. In the park, in the park. The park is full of wild creatures. In the park...

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Then she stops singing and asks:

Wild creatures...?

She looks left and right, a little frightened, listens with her hand to her ear for a moment, and shakes her head. Nothing. Then she starts skipping and singing again:

The park is full of wild creatures...

n a e l E Croaky:

Lotus stops skipping and singing immediately. She looks up in surprise, listens with their hands to her ears, look up at the trees, but hears nothing. She is about to skip on when she hears again.

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The park is full of little creatures. In the park, in the park. The park is full of little creatures. In the park...

Croaak!

What’s that?

Croaak!

Croaky:

Lotus looks around her again and asks:

What’s that strange noise?

She looks down. Right before her feet, there's an imaginary frog on the path. She thinks it is a sweet little creature

Aaah look! A frog. A little green frog!

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and says: She bends down and carefully picks up the frog with both hands, talking to it.

Hello... What's your name?

Croaky:

Croaak!

Lotus laughs and says: Contemplating, enjoying herself:

Croak? Hm... O.K. Your name is Croaky.

And she continues:

Hello Croaky. I'm Lotus Croaak...

Croaky: a little plaintively:

Lotus plants a kiss on the frog in her hands. She closes her hands carefully, allowing enough space for the frog.

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Come with me Come to my house.

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Lotus skips home, her hands cupped around the imaginary frog. At each skip, you can hear Croaky croaking:

Croaak! Croaak! Croaak!

Narrator:

Lotus took the frog and went back home.

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At home, Lotus opens both hands slightly, to show Croaky the house.

Look! This is my house. This is the sitting room – for relaxing. This is the kitchen – for cooking. This is the bedroom – for sleeping and this is the bathroom for washing and going to the toilet.

Lotus shows the box to Croaky and says.

And this box is your house.

She puts Croaky in his/her box and quickly and firmly puts a lid on it.

There!

Lotus picks up her box and holds it at eye level. She says to the box:

Stay in the box, Croaky.

Croaky: (crossly with a hand firmly over mouth)

Croaak! Croaak!

ACT 2

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Just at that moment, Hocus came home.

The narrator: Hocus is singing as he opens the door. He turns around to shut the door. At that moment, he calls out:

Tra la la la la Tra la la la la

Lotus quickly hides the box behind her back, holding the lid down firmly. She calls out in an exaggeratedly nonchalant manner:

Uh... Hello Hocus!

Hocus asks in suspiciously:

What are you hiding?

Lotus asks, hypocritically:

Hiding? Where?

Hocus points and says:

Behind your back.

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Lotus makes an innocent face and says:

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Oh, behind my back. Nothing. Nothing at all.

Hocus casts a sharp look at her and says:

I see a box.

Lotus laughs a little sheepishly and shows the box. But keeps the lid on tightly.

Oh, a box.

Hocus asks sternly:

What's in the box?

Lotus replies, insecurely:

Nothing.

Croaky: (croak quietly, with lips moving as little as possible and then make a ‘flop’ sound.)

Hocus asks, suspiciously:

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Hello Lotus!

Croaak! Flop! Flop? Lotus! What’s in the box?

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Croaky: (shake the box twice)

Flop! Flop!

Hocus is sure he has heard something:

Flop? Flop? Lotus! What’s in the box?

Hocus shakes his head.

Lotus gives in. She sighs, opens the box and says:

This is Croaky.

Hocus asks:

Who is Croaky?

Lotus nods, proudly:

My frog.

Hocus asks disbelievingly:

A frog? In that box? In our house?

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Lotus nods and replies enthusiastically:

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Yes!

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Hocus shakes his head and says:

No, No, No. You can’t have a frog. Who will look after it?

Lotus replies, firmly:

I will.

Hocus doesn't believe it and asks:

And who will feed it?

Lotus replies, firmly:

I will!

Hocus asks:

And who will clean the box?

Lotus replies firmly:

I will!

Hocus asks:

Every day?

Lotus nods:

Every day.

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Well, OK If you take care of Croaky every day, then he can stay.

Hocus gives in and says: Lotus cheers and jumps:

He can stay! Hurray, hurray!

She strokes Croaky and puts him in the box. She gives him a kiss.

ACT 3

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The narrator:

The next day, Lotus opened the box.

Lotus says softly:

Croaky?

Then she calls out:

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Goodnight Croaky.

Croaky! Wake up!

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But Croaky doesn't respond. Lotus shakes the box up and down. Then she Croaky, eat some grass. Drink some water. tries to dive him some grass and water:

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Pause. No response. Lotus stops to think. The she puts her hand to her mouth in alarm:

Lotus calls out:

Oh no! Croaky? Croaky’s dead!

Hocus! Come quickly! Croaky’s dead!

Hocus comes running back:

Let me see.

Croaky: (The teacher croaks very weakly with her hand not too tightly on her mouth)

Croa-ak...

Hocus says relieved:

No, he’s alive.

Lotus immediately looks happy:

They pet/stroke the imaginary frog in the box and say:

He's alive! He's alive!

Croaky! Poor Croaky!

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Lotus opens the imaginary box and lets the frog hop off:

You don’t like your box. Come on Croaky. We’re going to set Croaky free in the park again. Goodbye Croaky!

Croaak croaak! Hocus and Lotus wave after Croaky and call out:

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Bye Croaky! Bye bye!

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FORMAT ACTIVITIES FOR ‘THE FROG’ – CHART FORMAT DRAMA Acting out and repeating the story all together. ACTIVITIES TO GO OVER THE FORMAT With Story Pictures Participating in telling the format using the storybook pictures.

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GENERALISING ACTIVITIES Songs & Rhymes • Memorising and producing songs, rhymes and chants related to the format. • In the park Listen to the teacher: teacher storytelling. • Help, help Participate in story telling: negotiating dialogues with • Little frog, little frog the teacher.

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Tell the story: small group storytelling using pictures. With Poster Dialogue Participating in telling the format with the teacher using a Recovering and generalising dialogues from the format. stage and puppet characters. • Role plays. • Listen to the teacher: teacher storytelling. • Variations of story.

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Participate in story telling: negotiating dialogues with the teacher.

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Talking about pets.

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Tell the story: pupils taking roles. With Song Listening to and singing the song of the format in class and at home. • In the park • You can’t have a frog

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n a e l E With Storybook Reading the text in the storybook. • Follow the teacher reading aloud. • Read the story aloud or silently.

With Individual Puppets Telling the format using a small stage and puppet characters.

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Vocabulary- Grammar Memorising, using and generalising key vocabulary and structures from the format.

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Games with flashcards: Pelmanism. Dinocroc. Pictionary. Etc..

Guessing game. Reading & Writing Introduction to written English: functions and code.

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What are they saying? Read, cut out and match bubbles and pictures. (PB) Dictionary: Read and match (PB). What do you know? Read, talk and draw. (PB) Spelling words. Group and write. (PB)

The Pets book. (PB) Other activities

Participate in story telling: negotiating dialogues with the teacher.

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Tell the story at home. With Story CD Listening to the audio recording of the story. • Listen to the CD. • Listen to the CD and play with the puppets • Listen to the CD and follow the pictures. Self-assessment. Reflecting on the unit, reading the statements and responding with a drawing. • What do you think: Read and draw. (PB)

Ritual / Conversation Initiating conversation on topics related to the format or of personal interest. • Pets • Telling fibs (lies)

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GENERALISING ACTIVITIES (For a description of the Activities to go over the Format, see the Teacher’s Guide ‘Practical Application 2’)

SONGS AND RHYMES

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IN THE PARK Aim:

To reproduce a song in the format

Material:

Text:

The park is full of little creatures in the park, in the park The park is full of little creatures in the park, in the park

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The park is full of wild creatures in the park, in the park The park is full of wild creatures in the park, in the park

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Procedure: -

This little song for Lotus to sing in the park is on the CD to give you an idea of a possible tune. Introduce it when you are doing the drama.

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______________________________________________________________________ LITTLE FROG, LITTLE FROG, TURN AROUND Aim:

To reproduce a song with actions.

Material:

Text:

Little frog, little frog, turn around Little frog, little frog, touch the ground Little frog, little frog, jump in the air Little frog, little frog, go to your chair

Procedure:

This is a skipping rhyme but it can be played as a circle game. First teach the song. Say the song with appropriate actions. Say the song again line by line getting the pupils to say it after you. Add the tune. Ask the pupils to sing line by line after you. Use the song to play a game. Have all the pupils sitting on chairs in a circle. Through dipping choose one pupil to be in the middle. This is the little frog. All the pupils sing the song and the little frog does the actions.

English

On the last line ‘ go to your chair’, the little frog returns to his/her place and another little frog is chosen. ______________________________________________________________________

YOU CAN’T HAVE A FROG Aim:

To reproduce a song

Material:

Text:

No, no, no, you can’t have a frog Who will look after it? No, no, no, you can’t have a frog Get it out of the house Please, please, let me keep him I’ll look after him

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No, no, no, you can’t have a frog Who will feed it? No, no, no, you can’t have a frog Get it out of the house Please, please, let me keep him I’ll feed him

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No, no, no, you can’t have a frog Who will clean the box? No, no, no, you can’t have a frog Get it out of the house Please, please, let me keep him I’ll clean the box Every day? OK Then he can stay HOORAY! He can stay. HOORAY!

n a e l E Procedure:

Once you have introduced the song and the pupils are familiar with it, divide the class into Hocuses and Lotuses to sing the song.

______________________________________________________________________ THREE LITTLE FROGS. Aim:

To reproduce a song.

Text:

There were three little frogs (There were three little frogs) Sitting on a well (Sitting on a well) One leaned over (One leaned over) © IKASTOLEN ELKARTEA – THE ADVENTURES OF HOCUS AND LOTUS 2

And down s/he fell (And down s/he fell) Froggies jump high (Froggies jump high) Froggies jump low (Froggies jump low) Froggies jump to and fro.

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There were two little frogs …etc. Procedure:

The repeated lines (in brackets) are like an echo from the well. Say the song slowly with actions. (You may like to use puppets or pictures) - Say the song again getting the pupils to repeat. - Sing the song line by line ______________________________________________________________________ -

FIVE LITTLE FROGS..

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Aim:

To reproduce a traditional nursery rhyme in an adapted version.

Text:

Five little frogs that I once knew Big ones, little ones, green ones too But one little frog Oh, what a joke All he could do was croak, croak, croak All he could do was croak, croak, croak

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n a e l E Procedure:

- Say the song slowly with actions. - Say the song again getting the pupils to repeat. - Sing the song line by line ______________________________________________________________________ I WENT TO VISIT A PARK.. Aim:

To reproduce a song with animal noises.

Text:

I went to visit a park one day I saw a frog across the way And what do you think I heard it say ‘Croak, croak, croak’ (Continue with duck, bird etc.)

Procedure: -

Say the song slowly. Say the song again getting the pupils to repeat. Sing the song line by line

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______________________________________________________________________ HELP, HELP…. Aim:

To reproduce a rhyme.

Material:

CD.

Text:

Help, help, the little froggy shouts I hate the box, please take me out Help, help, the little froggy weeps The box is not the place to sleep

Procedure:

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- Say the rhyme slowly. - Say the rhyme again getting the pupils to repeat. - Play the rhyme on the CD and get the pupils to join in. - Ask them to listen to it at home and try to learn it. ______________________________________________________________________ HERE IS A BOX

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Aim:

To reproduce a hand rhyme.

Text:

Here is a box Put on the lid I wonder whatever inside is hid? Why! It’s a frog! Without a doubt Open the lid and let it out Croak, croak, croak

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(Make a fist with one hand) (Place other hand over fist) (Put ear to box to listen) (Look surprised) (Take hand ‘lid’ away) (Imitate jumping frog)

Say the rhyme with the actions. Have the pupils copy the actions. Say the rhyme without actions and let the pupils remember the actions. - Add the text, line by line. ______________________________________________________________________

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DIALOGUES ROLE PLAYS (See introduction for procedure) Text 1:

H: L: H: L: H: L: H: L: H: L:

Hello Lotus! Uh.. Hello Hocus! What are you hiding? Hiding? Where? Behind your back. Oh, behind my back. Nothing. Nothing at all. I see a box. Oh, a box. What’s in the box? Croaky.

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(Generalise to real objects from the classroom.) I: L: I: L: I: L:

Hello Lander! Uh.. Hello Izaskun! What are you hiding? Hiding? Where? Behind your back. Oh, behind my back. Nothing. Nothing at all. I see a box. Oh, a box. What’s in the box? A book.

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n a e l E I: L: I: L:

Text 2:

L: H:

L: H: L: H: L: H: L: H:

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This is Croaky, my frog. No, no. no. You can’t have a frog. Who will look after him? I will. And who will feed him? I will. And who will clean the box? I will. Every day? Every day. Well.. OK, then he can stay.

(Generalise to other pets.)

This is Rupert, my rabbit.

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L: H: L: H: L: H: L: H:

No, no. no. You can’t have a rabbit. Who will look after him? I will. And who will feed him? I will. And who will clean the box/hutch? I will. Every day? Every day. Well.. OK, then he can stay.

VARIATIONS OF THE FORMAT STORY Aim:

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To show precise comprehension of related texts. To transfer language from the format to other contexts.

Procedure: -

The idea is to encourage and help the pupils to use the language they have internalised from the format to create new stories. It is important to give them a model first. (See below) E.g. Lotus can find a different animal in the park which she takes home and tries to hide from Hocus. Then in pairs or threes ask them to invent other variations of the story. Let them negotiate the content and dialogues. They can ask you for help but it is best that they do only what they can manage spontaneously without you feeding in too much more. Tell them to practise their dialogues. Dip to choose groups to act out their version to the others. It is very motivating for the pupils if you write down their story (clean it up a little) and let them take it home.

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FLASHY

One day Rat was walking by the river/pond. It was a lovely day, the sun was shining. - What a lovely day! It’s hot!! I’m going to swim in the river. Suddenly he heard a noise. Flash! Flash! Flash! - What’s that noise? I have no idea. So he continued taking off his shoes. But … - Flash, Flash, Flash! - What’s that noise? Oh. Look, it’s a fish! Rat went into the river/pond and he said: - Hello fish! How do you do? My name is Rat. What’s your name? - Flash, Flash, Flash! - Ah, your name is Flashy. Hello Flashy, come with me. And Rat took the fish to his cave. - Look, this is my house. It’s a cave. It’s dark in here but don’t worry, I’ll switch on the light.

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Look, this is my treasure chamber. I’ve got lot of treasures here: a teddy bear, a real clock, a book, a skipping rope, a car , a ball and marbles. And this fish tank is your house. I’ll fill it with water and there! Stay in the fish tank. - Flashy, swim in the fish tank. Just at that moment Lotus came in. - Oh, oh, Lotus is coming. Let’s hide the fish tank. - Hi Rat. I came to play with you. I’ve brought the tape recorder so we can dance together. - That’s a good idea. - But Rat, what are you hiding? - Me nothing. - Rat, what are you hiding? - Where? - Under the chair. - Under the chair? Ah, yes, it’s Flashy my pet. - Your pet? - Yes, It’s a fish. - A fish? In a small fish tank? That’s not a good idea. - Yes, a fish in a fish tank. Why not? - Because that fish tank is very small. And besides who will feed him? Have you got fish food? - No, but I’ll give him some bread. - Who will change the water? - Me. - Every day? Every single day? - Yes, every single day I’ll change the water. - O.K. that’s O.K. It’s not my business. It’s your pet so you have to take care of him. Come on Rat let’s go out and dance together. I’ve got the tape recorder. - O.K. Let’s dance. Rat and Lotus played and danced together and because they got tired they went to sleep. - Good night Rat. I’m going home. Hocus is waiting for me. - Good night Lotus. See you tomorrow. So Lotus went back home and Rat said goodnight to Flashy. - Good night Flashy. Have sweet dreams. Sleep well. The next morning Rat woke up. - Good morning Flashy! Did you sleep well? - Flashy? Flashy? Where are you? - Oh, no! Flashy is not here. Flashy! Flashy! - Flashy, where are you? Are you under the book? No - Are you on the chair? No - Are you in the clock? No. - Are you under the teddy bear? Yes! - Flashy; why are not you in the fish tank? Why did you jump? - …… - Oh, no Flashy is dead? What can I do? I need water, a big bucket of water. Here it is. Fill it with water and Splash! !!! - Come on Splash! Swim in the water! - It’s swimming. It’s swimming. It’s not dead. - Oh poor Splashy: you don’t like the fish tank. I’m going to set you free in the river/pond again. - Come on, let’s go. And Rat set free the fish in the pond again. And that’s all!

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RITUAL: TALKING ABOUT PETS. Aim:

To produce questions and answers on real life situations. © IKASTOLEN ELKARTEA – THE ADVENTURES OF HOCUS AND LOTUS 2

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Procedure: -

This activity is suggested as a ritual activity because it would take too long in one session to have all the pupils talk about their pets. It can be done on different days throughout the unit. Ask who has a got a pet in the class. Feed in names for their pets: e.g. dog, cat, goldfish, hamster, terrapin, canary etc. Ask specific questions: What pet have you got, Iñaki? What’s his / her name? (Is it a ‘he’ or a ‘she’?) What colour is s/he? What does s/he eat? Who looks after him / her? Who feeds him / her? Who cleans his / her box, cage, bowl, basket, kennel? etc. After a while let the pupils formulate the questions to ask.

VOCABULARY – GRAMMAR

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FLASH CARD GAMES. (See introduction for list and description of flashcard games.) e.g. 1. Pelmanism 2. You’re on our side 3. Read and Turn over 4. Dino croc 5. Pictionary ______________________________________________________________________

n a e l E T.P.R.

(See introduction for description of T.P.R. sequence)

• to hide something • to clean • to feed • to drink • to eat • to walk • to go to sleep • to wake up • • etc. ______________________________________________________________________

GUESSING GAME Aim:

To reproduce questions about classroom objects.

English

Material:

5 (or more) classroom objects.

Procedure: -

Text:

Show the pupils the items of classroom objects (or other flashcards if you like) that you want to practise. Run through them. Explain that you are going to choose one and they have to guess which one it is.

T: Close your eyes. Ready? What’s behind my back? P: Is it a …….? T: Yes it is a …/ No it isn’t a…..

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- The pupil that guesses can become the teacher. - The pupils can also play in groups. _____________________________________________________________________

READING AND WRITING

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WHAT ARE THEY SAYING? WRITE Aim:

To negotiate and produce dialogue from the format in a written form.

n a e l E Material:

Playbook p. 39 Pencil.

Procedure:

Ask the pupils to turn to page 39 of their playbooks. Get the pupils to look and think about the situation and the dialogue for a few moments. Let them work together to construct the text that they (or the whole group) has decided on. Encourage them to refer to their dictionaries. You can check their progress or take in their work for closer assessment. If there is only one version, you can get them to dictate the text to you on the blackboard and then to compare their versions with the ‘standard’ English version and copy it out. If there are different versions, you will have to work with each group. Get them to read their versions out loud to you.

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RHYME. FILL IN THE GAPS Aim:

To produce familiar lexis in a written form.

English

Material:

Playbook p. 40. Pencil.

Procedure: Do this activity once you have worked on the rhyme several times orally with the pupils and you feel that they know it well. - Ask them to fill in the gaps of the rhyme with the words given. - You may like to get them (or some of them) to cover up the words given and see how they manage by themselves. - You could even give the very competent and confident ones, a piece of blank paper to try and write out the rhyme by themslves. - Go through the rhyme showing how it has a four beat rhythm. Accentuate the stressed words and get them to underline them - E.g. Help, HELP, the LITtle FROGgy SHOUTS I HATE the BOX, please TAKE me OUT Help, HELP, the LITtle FROGgy WEEPS The BOX is NOT the PLACE to SLEEP - Get them to say the rhyme accentuating the stressed words. - Ask for volunteers to say the rhyme. ______________________________________________________________________ -

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DICTIONARY: READ AND MATCH. (See introduction)

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Aim:

To recognise specific words from the format and match the pictures.

Material:

Playbook p. 41, 42, 43, 44 Scissors and glue.

Language:

A park, a frog, a house, a box, water, pets, a pond, to clean, to wake up, to hide, to eat, to drink.

Procedure:

Get the pupils to tear out pages 43 & 44 and cut them out. You may still need to do it one page at a time. In groups they can negotiate where they go. Give them a formulaic dialogue to use e.g. Pupil 1 reads: “A park. (I think it’s) this one. Do you agree?” When all the group have taken their turns, they ask the teacher to check before they stick. Make sure you have some activities ready for early finishers e.g. card games, listening with earphones, books etc.

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WHAT DO YOU KNOW ABOUT FROGS? READ AND TALK. Aim:

To give information and personal opinions.

English

Material:

Playbook p. 45. Pencil / pen.

Procedure: -

Ask the pupils to turn to page 45 of their playbooks. Get the pupils to look at the picture of Croaky and read the question. Ask for pupils to volunteer their opinions. Help them by reformulating and extending their utterances. e.g. because he doesn’t like the box because he doesn’t like the food because frogs don’t live in boxes because he wants to be in the pond / in the park etc. Draw the pupils’ attention to the second part of the activity sheet. Run through an example with them all Let them finish it on their own. Ask them to check with a neighbour or in the group asking and answering. Ask for pupils to read out their answers.

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WHAT DO YOU KNOW ABOUT FROGS? READ, TALK AND DRAW.

n a e l E Aim:

To show comprehension of a text about pets. To give information.

Material:

Playbook p. 46. Pencil / pen.

Procedure:

This is a continuation of the previous activity but you might well decide to do it on another day. - Ask the pupils to turn to page 46 of their playbooks. - Run through an example with all the pupils. - Let them finish writing the answers on their own. - Ask them to check with a neighbour or in the group, asking and answering - Ask for pupils to read out their answers. - On the basis of the previous discussion, ask the pupils to draw Croaky’s home and his favourite food. - Get them describe their pictures, modelling the language for them. ______________________________________________________________________ -

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Aim:

To reproduce familiar lexis in its accurate written form

Material:

Playbook p. 47. Pencil.

Procedure:

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Ask the pupils to turn to page 47 and look at the pictures. You may like to run through the names together. Draw their attention to the boxes below and the letters on the boxes. Explain that they have to write the words for the pictures in the correct boxes depending what letter each word begins with. - Give an example. - Get them to continue individually or in pairs. - When they have finished get them to read out the contents of the boxes. You can write on the board for them to compare or you can ask volunteers to write on the board and discuss the spelling. ______________________________________________________________________

THE PETS BOOK Aim:

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To make a book. To interpret the written code of familiar language from the format. To complete a text based on the given model.

n a e l E Material:

Playbook p.48. Pen, pencil and colours.

Procedure:

Show the pupils a completed book and indicate what they will need to make their own books. - Ask the pupils to tear out page 48 and to write their names on the front cover of the book. - Look at the Croaky page together. Ask for a volunteer to read the text. - Ask the pupil to think what text is missing. Get them to write in ‘frog’ and ‘Lotus’ - Get them to look at the other page and explain that they have to draw and write about their own pet or a pet they would like. You may need to brainstorm again here. - Go around checking and encouraging. - Ask pupils to show their pictures and read their texts. - During the unit, you can use the booklets for the ritual activity; talking about one’s own pet. - Get them to take the books home and read them to the family. ______________________________________________________________________

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ASSESSMENT GRANNY COMES BACK. (Part 2) (Part 3) Aim:

To transfer language from the format to other contexts.

Material:

Pictures 4 - 9 of Granny Comes Back. (On web and below)

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Procedure: -

Put the pupils into pairs or groups of three. You have to decide if you will do just three pictures or the remaining 6 or all the pictures from the beginning. It could be a mixed-ability option. Hand out the pictures. The situation in Part 2 is similar to that of Lotus and Hocus asking Rat if he has brought them a present in Rat’s Adventure. In Part 3, elements from The Magic Feather are recovered with the mouse hiding in different places. Ask them to look at the pictures and think of something to say for each one. Record (or write down) each story for assessment purposes to see how the pupils are getting on transferring language from the format to other similar situations. It is very motivating for the pupils to see your written version of their oral story and take it home. (If you have only a few pupils you could do this assessment individually) You could ask groups of three to act out their versions.

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WHAT DO YOU THINK? READ AND DRAW. Aim:

To reflect on the unit, read the statements and respond with a drawing.

Material:

Playbook p. 49 Pencil / pen.

Procedure:

Tell the pupils that you have now finished the story The Frog, but before going on to a new story you want them to think a little about the story, the activities and their work. Ask them orally: Did you like the story? YES. QUITE. NO. Was the story easy? Can they tell the story? Did they speak English in class? Ask them to turn to page 49 of their Playbooks and fill in a face for each statement. You can continue the discussion afterwards with more questions: Which activities did we do?

Which activities did you like? Which character do you like best? etc.

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THE ADVENTURES OF HOCUS & LOTUS 2 THE FROG UNIT CONTINUOUS ASSESSMENT

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ACTIVITIES

ASSESSMENT ITEMS SKILLS

ATTITUDES

FORMAT DRAMA • Acting out.

L Shows general comprehension of the format. S Reproduces the language in the format. ACTIVITIES TO GO OVER THE FORMAT L Shows general comprehension of the format. With Story Pictures • Listen to the teacher. S Reproduces the language in the format. • Participate in storytelling. • Tell the story. With Poster • Listen to the teacher. • Tell the story. With Story CD • Listen to the story With Song • Sing the song. With Storybook • Follow the teacher. • Read the story

S Reproduces the language in the format. A Uses basic structures accurately.

L Shows general comprehension of the format. S Reproduces songs, rhymes, chants. A Produces language with acceptable pronunciation.

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Recognises the written code of language from the format. Reads the text aloud from the storybook with appropriate prosodic features.

n a e l E With Individual Puppets • Tell the story.

S Reproduces the language in the format. A Uses basic structures accurately.

GENERALISING ACTIVITIES S Reproduces songs, rhymes, chants. Songs & Rhymes A Produces language with acceptable pronunciation. • Sing or recite. Vocabulary & Grammar • Games with flashcards. • T.P.R. • Stott type game

• Guessing game.

Dialogue • Role plays. •

Ritual: Talking about pet.

Rituals and conversation • Telling fibs • Pets

Reading & Writing • What are they saying: Read,

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Pays attention. Participates actively in oral activities. Participates actively in oral activities.

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S Reproduces the language in the format. A Uses basic structures accurately. L Shows general comprehension of the format.

L R S R

Participates actively in oral activities.

Pays attention. Makes an effort to produce more complete utterances. Pays attention.

Participates actively in oral activities. Shows interest in the written code and enjoys reading. Tries to do the work to the best of their ability. Makes an effort to produce more complete utterances.

Participates actively in oral activities.

A Uses basic vocabulary appropriate to context. A Uses basic vocabulary appropriate to context

Pays attention. Pays attention.

R Recognises the written code of lexical items from the format. S Transfers language from the format to other contexts. A Uses basic structures accurately. Reproduces the language in the format. S Transfers language from the format to other contexts. S Transfers language from the format to other contexts.

Shows interest in the written code. Makes an effort to produce more complete utterances.

Makes an effort to produce more complete utterances. Makes an effort to produce more complete utterances.

S Gives personal information. S Transfers language from the format to other contexts.

Participates actively in oral activities.

R Recognises the written code of dialogues from the

Shows interest in the written

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cut out & match • Dictionary. • What do you know? • Spelling words. • The Pets book..

format, songs & rhymes. R Recognises the written code of lexical items from the format. R Shows precise comprehension of related texts. S Gives personal information in classroom convers. W Reproduces lexical items from the format. R Shows precise comprehension of related texts. W Completes simple texts related to the format.

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code and enjoys reading. Shows interest in the written code and enjoys reading. Makes an effort to produce more complete utterances. Enjoys trying to write in English Shows interest in the written code. Enjoys trying to write in English.

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RESOURCES. SONGS. Five little speckled frogs. (Oranges & Lemons: OUP:) RHYMES. Can you hop like a rabbit? (See ‘Rat Comes Back’)

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VIDEOS Funnybones: The Pet Shop

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The Adventures of Hocus and Lotus DITI - www.hocus-lotus.edu

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EXTRA PHOTOCOPIABLE SHEETS.

IN THE PARK The park is full of little creatures in the park, in the park The park is full of little creatures in the park, in the park

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The park is full of wild creatures in the park, in the park The park is full of wild creatures in the park, in the park

LITTLE FROG Little frog, little frog, turn around Little frog, little frog, touch the ground Little frog, little frog, jump in the air Little frog, little frog, go to your chair

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YOU CAN’T HAVE A FROG No, no, no, you can’t have a frog Who will look after it? No, no, no, you can’t have a frog Get it out of the house Please, please, let me keep him I’ll look after him

No, no, no, you can’t have a frog Who will feed it? No, no, no, you can’t have a frog Get it out of the house © IKASTOLEN ELKARTEA – THE ADVENTURES OF HOCUS AND LOTUS 2

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Please, please, let me keep him I’ll feed him No, no, no, you can’t have a frog Who will clean the box? No, no, no, you can’t have a frog Get it out of the house Please, please, let me keep him I’ll clean the box Every day? OK Then he can stay HOORAY! He can stay. HOORAY!

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HELP, HELP, THE LITTLE FROGGY SHOUTS Help, help, the little froggy shouts I hate the box, please take me out Help, help, the little froggy weeps The box is not the place to sleep

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THREE LITTLE FROGS. There were three little frogs Sitting on a well One leaned over And down s/he fell Froggies jump high Froggies jump low Froggies jump to and fro.

There were two little frogs …etc.

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FIVE LITTLE FROGS.. Five little frogs that I once knew Big ones, little ones, green ones too But one little frog Oh, what a joke All he could do was croak, croak, croak All he could do was croak, croak, croak

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I WENT TO VISIT A PARK..

I went to visit a park one day I saw a frog across the way And what do you think I heard it say ‘Croak, croak, croak’

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(Continue with duck, bird etc.)

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Help, help, the little froggy shouts I hate the box, please take me out Help, help, the little froggy weeps The box is not the place to sleep

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HERE IS A BOX

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Here is a box Put on the lid I wonder whatever inside is hid? Why! It’s a frog! Without a doubt Open the lid and let it out Croak, croak, croak

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