Magaly Villarroel ˜ Nina Lauder
Teacher’s Guide
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Pandy the Panda - Teacher’s Guide 3 By Magaly Villarroel and Nina Lauder Illustrated by Letizia Geminiani Eli Editorial Staff: Maria Letizia Maggini, Silvana Sardi Eli Design Dept: Diletta Brutti, Daniele Garbuglia (Art Director) Production Manager: Francesco Capitano Picture Researcher: Giorgia D’Angelo Photo Credits: Shutterstock, Maceratesi © 2010 - ELI s.r.l. P.O. Box 6 62019 Recanati Italy Tel. +39 071750701 Fax +39 071977851 info@elionline.com www.elionline.com No unauthorised photocopying. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. Printed in Italy by Tecnostampa Recanati - 10.83.199.0 ISBN 978-88-536-0585-6 First edition: April 2010
Pandy the Panda INTRODUCTION What is it?
Pandy the Panda is a three level English course written especially for young pre-school learners (3 – 6 year olds). Each level has a Pupil’s Book, Activity Book and Teacher’s book plus relevant CDs, and the entire course rotates around topics normally dealt with at pre-school level in L1. The series uses classroom strategies and material proven effective with children in their early years of learning. Young learners will be captivated by the adventures of Pandy, his friends and their playhouse. It also motivates children through entertaining chants, songs, pen to paper activities, games, puzzles, stickers and stories.
Methodology
The methodology of the course is based on active learning and whole learning, with a child-centred perspective on education, and fully meets the needs of very young learners. Pandy the Panda is based on a spiral syllabus with continual opportunities to revisit language and structures. One of the keys to teaching very young learners is to go over material in a variety of different ways and allow for continual review and recycling.
Objectives
General Objectives of the series: Stimulate the physical, intellectual, affective and social development of children. Foster learning in a friendly, non-threatening environment in which English becomes a stimulating and enjoyable experience for very young learners. Provide a global and significant learning experience in which the acquisition of the new language becomes an integral part of the whole process. Use a variety of methods and other innovative resources to encourage learning (provide activities for all learning styles/teaching styles) Stimulate the development of the children’s social skills. This will contribute to their individual development and help them integrate into the group. Stimulate the use of non-linguistic resources to show understanding. Provide teachers and pupils with sufficient resources to introduce material, review items which are learned, and understand progress. Conduct ongoing assessment (teacher assessing pupils and pupils assessing their own progress and participation) Address the needs of non-native speaking English teachers, and the day to day problems which arise with this age group of children.
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Non-Linguistic Objectives
A variety of non-linguistic objectives are included in the course. These non-linguistic objectives can be divided into values, and learning skills and strategies. Values: sharing, self esteem, civic sense, ability to work in a group, ability to work alone, taking on responsibilities, good manners, respecting nature, helping at home, cleanliness, hygiene etc. Learning Skills and Strategies: general study and learning skills, logic (ability to solve logic puzzles etc.), gross and fine motor skills, social skills, interpersonal skills.
Who is it for?
It is designed primarily for high-level schools with 3 - 5 hours of English a week at pre-school level. The course is extremely flexible and can also be adapted to fit in to programmes with more or fewer contact hours. This is done by providing core course material alongside a series of extras which can be elaborated on by teachers with more contact hours, or with higher language level pupils.
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How is the course structured?
Pandy the Panda Pupil’s book consists of one Starter unit, eight core units, each based on a centre of interest that corresponds to the children’s age, and three consolidation storycard units. Flatplan of units The eight units follow the same pattern and each page is a lesson. The complexity of the illustrations and tasks is age/level appropriate and shows clear progression from level to level. Page 1 (Lesson 1): Language Presentation A colourful page for the presentation of the new language in context, through Pandy and his friends (Gina, Ben and Sue). This language will also be presented on the CD through a chant. The aim of the first page is mainly presentation and developing oral comprehension skills. In level 2 and 3 (for four and five year olds) this page also serves to develop observation skills, by asking the children to look for hidden objects in the artwork. Whenever possible, this page will also include Moral and Civic Education. Page 2 (Lesson 2): Language Practice and Pen to Paper activity A full-page pen to paper activity to practise the lexis of the previous page and recycle the vocabulary of past units. This page focuses on the development of observation and fine motor skills. It also provides an opportunity for the pupils to work independently.
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Page 3 (Lesson 3): Song A full-page TPR song to consolidate, broaden and strengthen the unit vocabulary in an enjoyable way. Pandy and his friends will lead the songs. The songs include action vocabulary and common expressions (as receptive language). They give children the opportunity to develop gross motor skills and coordination, while practising the rhythm and intonation of English. Page 4 (Lesson 4): Sticker page A full activity page to practise vocabulary and structures using stickers. At this stage, the children will be required to classify items according to the instructions. This lesson will develop both observation and fine motor skills. When possible, this page also includes Moral and Civic Education. In levels 2 and 3 the activities are more complex than those in level 1. Page 5 (Lesson 5): My world page Scene close to the child’s world, represented by photos. The aim of this lesson is to develop oral comprehension skills, through listening to the new language in context, through dialogues spoken by native children. Moral and Civic Education is included here when possible. Page 6 (Lesson 6): Reading, writing and Pen to Paper activity A full-page pen to paper activity to practise the lexis of the unit and recycle the vocabulary of past units. This page focuses on the development of reading and writing skills and fine motor skill, starting with pre-reading and pre-writing activities. It also provides an opportunity for the pupils to work independently. Page 7 (Lesson 7): Listening task The aim of this lesson is to assess the unit vocabulary through a listening task. Children can focus on demonstrating their understanding of vocabulary using their listening skills. This page will include activities such as: listen and circle, listen and point, listen and join the dots, listen and match, listen and say... Page 8 (Lesson 8): My page This lesson will allow children to relate the new vocabulary to their own familiar world and experience. This is also an opportunity for the children to express their preferences.
Child Development and How the Series Responds Three to Five Year Olds: Physical (P)
- Needs activities to develop motor skills
How the course responds
- Needs physical movement and coordination activities.
- Reward systems (E)(S) - I can... certificates (E) - Topics which reflect material in their mother tongue (I)(E) - Chants and Fingerplays (I)(P)
Social (S)
- Needs to develop non-linguistic skills (behaviour, socialisation)
- Stories (I)
- Needs praise and recognition
- Movement games (P)(S)
- Needs rules and routines
- Moral and civic education (sharing, cooperation etc) (S)
- Depends heavily on the teacher’s directions. Emotional (E)
- Suggestions in TB for rules and routines (S)
- Moody - Feelings of insecurity and omnipotence
- Clear and simple instructions. Teachers demonstrate the activities before pupils do them. (S)(I)
- Easily frustrated
5 - Surprise activities for variety in class (I)(E)(P)
What are the components of the course? Pupil’s book The pupil’s book consists of one Starter unit for introducing the course characters, and in level 2 and 3 for reviewing key vocabulary of the previous course; eight core units with a central theme which corresponds to the children’s age; stickers, gommets and sticker awards at the end of the book, together with a Playhouse and a Pandy puppet cut out. Stickers. There is a sticker section in the Pupil’s book. In Lesson 4 of each unit, the children are asked to use the stickers as part of a picture recognition task, to promote pre-reading skills. This lesson will develop the children’s comprehension, observation and fine motor skills. In addition, there are some reward stickers to be used throughout the course and whenever the teacher feels that the children should be praised. This will help the learners to experience a sense of achievement and satisfaction. Gommets. They are small round stickers of different colours, used to identify and classify key vocabulary in different scenes. They are used to practise and learn colours too. There are instructions of when and how to use them in the development of the lessons in the Teacher’s notes. Sticker awards. These are stickers of achievement, children need to be rewarded. Praise and encouragement are an integral part of teaching very young learners. They can be given during any lesson, or during the last lesson of the school year.
Playhouse cut out. The children cut out this playhouse with the help of the teacher or their parents. Then they can use it in class in some games, for example playing hide and seek with small toys or flashcards. Pandy cut out. The children cut out this Pandy with the help of the teacher or their parents. It can be used as the children’s puppet, they can interact with it, sing songs, say chants or dialogues. Activity book The Activity Book reinforces and consolidates the target language of the unit. Most of them are ‘Pen to paper activities’ where the children develop fine motor skills, observation skills pre-reading and pre-writing skills and review songs and chants. There are four pages per Unit and one Take home page every two units. At the end of the Activity Book there is a Picture dictionary to colour. Take home English pages. They are pull-out pages, so each one has two pages (front and back). There are four Take home pages in each level. The children may bring these pages home for a home-school connection. The aim of these pages is to reinforce content of previous units, and do something different. Normally the children will play with these pages, enjoy the learning experience and develop their visual-spatial skills. It is important that the children use these pages in the class with their teachers first of all, and then take them home. It is necessary that the children’s parents or guardians receive information about these pages, so as to help the children with them. Children at this age cannot use scissors well yet, but teachers can help them, or they can cut the page out at home and do the page with their family. Teacher’s book Full colour, teacher’s book gives step-by step teaching instructions for each lesson of the core units and the starter unit in the Pupil’s book, instructions for the Activity book, and Take home pages. It also features the following elements:
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Reinforcement and extension activities at the end of the lessons. Children learn at their own pace and these activities allow teachers to meet the needs of different types of learners. Panda Pointers. The Teacher’s Book includes ‘pointers’ and tips for teachers who are insecure or have little experience in the pre-school classroom. The pointers will be clearly presented and will help teachers with classroom management. Lyrics for the chants and songs as well as the audioscripts for the dialogues and listening activities. Pre-story and post-story pages. These pages prepare the children for the story and review the story and the key vocabulary in the follow-up activities. Establish routines. Young children benefit from establishing routines. It gives them a sense of security when they know what to expect. For example, lessons always begin with the Hello routine and end with the Goodbye routine. There are some routine chants and transitions especially in levels 2 and 3. They help to structure the lesson. Audio material The audio CD includes all the chants, songs, dialogues, listening tasks and the storycards. There are two types of CDs. One for the teacher with all the audio (Class CD) and a Child’s CD with the chants, songs and stories. Flashcards The 60 full colour flashcards represent the key vocabulary of the whole course. In the Teacher’s book, there are clear instructions for using them in the presentation, practice and consolidation stages, as well as their use in many games too. The Pandy puppet Children love puppets, and Pandy puppet can be used in a variety of ways. Pandy puppet plays an important role in the lessons. It helps the teacher present and practise the language, It will be a powerful means of communication. Pandy can interact with the children and the teacher in their real and fantasy worlds.
Storycards Stories are part of the real children’s world; they will respond positively to the story, and develop a positive attitude towards the target language. The main reasons for using stories with young learners is to develop comprehension and concentration skills. They encourage active participation while teaching values and social skills. Stories help transmit authentic rhythm and intonation: they train the ear and help the children to recognise and imitate the music of the language. There are three stories at each level, the main characters are Pandy and his friends, they are presented in a vivid and clear context, the illustrations help to convey meaning. Both the context and the situation anchor the vocabulary. The audioscripts are printed on the back of each storycard. Interactive posters The interactive posters provide important visual support for practising key vocabulary, there are instructions on when and how to use them in the Teacher’s notes. Coloured Shapes Poster Level 1: It can be used to identify colours and shapes, to match colour flashcards to coloured shapes, to put Pandy puppet on a particular colour or shape (Put Pandy on the red square...) Level 2: It can be used to identify colours and shapes, to match vocabulary flashcards to coloured shapes, to put vocabulary flashcards face down on a shape and play a memory game (Where is the pencil? On the red square...) Level 3: It can be used to identify colours and shapes, to match vocabulary flashcards to coloured shapes, to put vocabulary flashcards face down on a shape and play a memory game, to play a TPR game (Run and touch the red square, jump to the blue shape...) Playhouse poster There is photocopiable door for the Playhouse for the teachers on page 111. Photocopy it, cut it out and colour it, then stick it onto the poster with glue or tape. The door will open and close. Teachers can place a flashcard behind the door with blue tack and encourage the children to guess what’s hidden. This can be done: At the start of the Unit: Guess what’s behind the door, then explain that this is what they are going to be working on. For games: knock, knock, knock, 1, 2, 3. What’s behind the door? Let’s look and see. To review key vocabulary: Put a flashcard behind the door and ask the children to find and name it. At the beginning and end of the lesson: Open the door to show the lesson is starting and close the door when it’s time to go.
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Alphabet Poster The teacher can use the Alphabet Poster like a picture dictionary as the children are learning the words. Evaluation Evaluation is an integral part of the learning process. At this level assessment should be global, continuous and formative. The main technique in the evaluation process is the direct and systematic observation of pupils during the course. The whole process should be evaluated in order to obtain significant, valid and reliable data. So, apart from the content of the course, we need to evaluate: The children: their participation in activities, their interest in carrying out the activities, their attitude towards their classmates, their work, such as drawings, take home pages... The teacher: Their pedagogical methods, classroom techniques, material used in the classroom, their attitude towards the children.
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Starter Unit
Welcome my friends! Lesson 1 Language Pandy, Gina, Ben, Sue. hello, welcome friends, playhouse, boy, girl, counting to 6, hello my friends
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Objectives Introduce the characters of the course Take part in a chant Learn how to greet others Develop fine motor skills Review counting to 6 Show a positive attitude towards English
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Materials panda puppet, Playhouse poster, crayons , CD Audio, flashcards (Ben, Gina , Sue and Pandy), Activity Book (page 2)
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Warm up
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• Wave and say Hello to the class. Encourage them to wave and say hello to you. • Get the children to sit in a circle. Say: Follow me.
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Let’s make a circle. When the children are seated, slowly and mysteriously open up the Playhouse poster and show it to the class. Say: Look! It’s a playhouse. Point to the playhouse and ask: What’s this? to various children. Encourage them to try and repeat the word: playhouse. Then show the panda puppet to the class and have a conversation with the panda. Say: Hello Pandy. Welcome my friend! The puppet answers: Hello, my friend. The puppet can then greet various children in the class.
Track 02 Speaker: Listen and say the chant. Chorus: Hello, hello (Wave) Welcome my friends! (Stretch out your arms) Welcome to our playhouse! (Show playhouse poster) We are Sue, Gina (Show flashcards) Pandy and Ben! (Show flashcards) We’re here again! Hello, hello (Wave) Welcome my friends! (Stretch out your arms)
Lesson
• Say: Table time, table time - 1, 2, 3, 4, 5, 6. Tap •
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six children on the head lightly, and tell them to take their seats at their table. Continue until all of the children are seated. Use the flashcards for Pandy, Ben, Sue and Gina. Show the cards and elicit the character’s name: Pandy, Ben, Sue, Gina. Hide different cards behind the door of the playhouse. Knock on the table and say: Who’s in the playhouse? Ben? Gina? Pandy? Sue? Open the door and check. Repeat with the other characters. Open the Class Book at page 2. Point to the characters and the playhouse and look surprised. Say: Look! Pandy, Gina, Sue, and Ben are here again! Then point to the house and say: Look at the Playhouse!. Distribute the Class Books to the children. Say: Open your books. Help them find
the correct page. Say: Point to the playhouse. Point to (Sue). (CD Track 02) Play the initial sound effects of the storm. Pretend to be scared (without scaring the children, of course). Pretend to look up at the sky. Continue playing the rest of the CD track. Look surprised when the magic bells chime. Listen to the chant and do the actions. Listen again, encouraging the children to do the actions.
• (CD Track 02) • • •
Play the chant again. This time encourage the children to wave and say: Hello, my friends! After they have done the chant say: Close your book. Collect the Class Books and distribute the Activity Books and crayons. Point to a girl in the class and say: She’s a girl. Then point to a boy and say: He’s a boy. Repeat this procedure with various children. Encourage the
• •
children to say boy or girl each time. Then, help the children to find page 2. Point and ask the children to identify the characters and say their names. Ask them to identify the girls: Sue and Gina, and the boy: Ben. Then the children may colour their favourite character. Finally, do a class survey to find out which character the majority like most. Name a character, and ask the children who have chosen that character to raise their hands so you can count them.
Closing
• Collect the Activity Books. • Place the flashcards of the characters on different •
walls. Encourage various children to come up in small groups, wave to them and say for example: Hello (Pandy) Hello my friend! Congratulate the children on their good work. Say: bye to the children as you leave, or as they leave.
Lesson 2 Language Pandy, playhouse, Ben, Gina, colours, counting to 5, animals (horse, rabbit, sheep, mouse, donkey, duck), toys (train, balloon, plane, drum, ball, doll, car) food (sandwich, apple, orange juice)
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Objectives Recognise the characters of the course Review animals, toys, colours and food Take part in a song Develop fine motor skills Review counting to 6
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Materials panda puppet, CD Audio, flashcards of the characters, realia: balloons in many colours, red, pink, purple, brown, orange, black and white, Activity Book (page 3)
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Warm up
• (CD track 02) Use the flashcards for Pandy, Ben, •
Sue and Gina. Show the cards and elicit their names. Pandy, Ben, Sue, Gina. Stick them on the board and play the chant from the opening page of the Starter Unit. Encourage the children to do the actions. Hand out some balloons to various children, elicit their colour each time. Elicit: Red, pink, purple etc. Repeat, and invite the children to repeat after you. Then play a TPR game using these balloons. Say a colour, and ask the child who has that colour balloon, to throw it to another child, then that child says the colour and throws it to another child. Repeat the procedure till you catch the balloon. Then do the same with the rest of the balloons.
Lesson
• Distribute the Class Books. Say: Open your books •
at page 3. Go round the class helping the children to find the right page. Discuss the situation in L1. Pandy, Gina, Ben and Sue are playing together in the playhouse. Pandy and Gina are asking their friends to look for animals and toys on a big poster.
• Listen to the song (CD Track 03) and follow it in
your book, pointing to the pictures when they are named. Show the children the actions.
Track 03 Speaker: Chorus:
Listen and sing. Look and find! Animals and toys Look and find! Animals and toys. Ben: I can see Animals! I can see a horse, A rabbit and a sheep. A horse, a rabbit and a sheep. Chorus: Look and find! Animals and toys Look and find! Animals and toys. Gina, Sue: I can see toys! I can see a train, a drum, and a plane. A train, a drum and a plane
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Starter Unit
Hello Pandy
• The animals and toys are not in any order on the • •
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poster, so the children have to look for them as they are named. Say: Point to the (rabbit). Point to the (train). Point to the pink (balloon). Do the same with the rest of the words. Play the song (CD Track 03) again and tell the children to point to the pictures in their books when they are named. Say: Close your books and put away the Class Books. Distribute the Activity Books and help the children to find page 3. Ask the children to identify the pictures in each row and circle the odd one out. If necessary, do the first row together, explaining that the odd one out is the train because it isn’t an animal. Point to the duck and say: Is the duck an animal? Elicit: Yes from the children and ask the same question about the donkey and the rabbit. Finally ask: Is the train an animal? Elicit: No from the children and circle the train saying: It’s a toy, and encourage the children to repeat. Finally ask the children to ‘read’ each row as you point to the pictures. Example: First row: duck, donkey, train, rabbit...
Closing
• Collect the activity books. • Congratulate the children on their good work. Say: Bye to the children as you leave (or as they leave).
Unit 1
At the Park! Lesson 1 Language park, slide, train, swing, bike, on the (train), sandpit, bench
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Objectives Take part in a chant Talk about items found in a park Show a positive attitude towards learning Develop auditory skills Develop gross motor skills through actions Develop visual discrimination and fine motor skills
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Materials panda puppet, playhouse poster, CD audio, flashcards (slide, train, swing, bike, sandpit, bench), crayons, Activity Book (page 4)
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Warm up
• Play the Hello Song
(CD Track 04) and greet the
children using Pandy.
Track 04
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Speaker: Let’s sing the hello song. Chorus: Hello! Good morning! How are you? I’m fine. I’m fine. I hope you’re fine too!
Panda Pointer Keep in mind that not all children will have done English before this point. Make sure they are familiar with the basics from the previous level and be patient.
• When the children have finished listening to
the Hello Song, go through different answers to the question: How are you? Explain that, instead of saying: Fine, thanks they can say, for example: I’m tired, I’m sad... Mime different emotions (happy, sad, tired) and encourage the children to do the actions and say the word. Then ask once more: How are you? and elicit different emotions from the children.
• Distribute the Class Books and help the children
Panda Pointer The children will listen to the Hello Song during all the course. There’s no need for them to learn it by heart right now.
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Lesson
• Show the children the flashcards for slide, swing,
train, and bike. Encourage the children to listen and repeat the words. Show the children two of the cards and say the words. Then hide one of the two cards behind the door of the playhouse.
Encourage the children to knock on the table three times saying: 1 - 2 - 3. Ask, for example: What is it? A slide or a swing? Repeat with the other words. Option: teach the children a short rhyme, for example: 1 - 2 - 3. What’s behind the door? Let’s open and see! Or: 1 – 2 – 3 What can you see? Open the door and look with me!
find page 4. Talk about the picture with the pupils. Point to the characters and ask: Who’s this? (Ben, Gina, Pandy, Sue). Ask: Is this Pandy? (No, it’s Ben). Explain that the children are enjoying a day in the park. Ask the children in class if they like going to the park, if there is a park near their house or near the school. Show the flashcards and ask the children to point to the different items in the picture. Ask the children questions about the scene, for example: Is Ben on the slide or the swing? Is Sue happy or sad? Encourage the children to count the trees and the flowers in the scene.
Moral and civic education Point out that Sue is wearing a helmet and riding on the cycle path. Talk to the children (in L1 if necessary) about the importance of wearing protective gear and riding in safe areas.
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Unit 1
At the Park!
• Point out that Pandy is not playing very safely on •
the swing. Tell the children that they need to be careful in the park or playground and not do more than they are capable of. Play the chant In the Park (CD Track 05) and do the actions.
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Track 05 Speaker: Listen and say the chant. Pandy: In the park on a sunny day! (hold hands above your head to mime the sun) Time for fun! (wave your arms in the air) Time to play! (clap three times) On the slide Whoosh, whoosh! (move your hands as if going down the slide) On the slide Whoosh, whoosh! In the park on a sunny day! (hold hands above your head to mime the sun) Time for fun! (wave your arms in the air) Time to play! (clap three times) (mime pulling the whistle of a train) On the train Toot, toot! In the park on a sunny day! (hold hands above your head to mime the sun) Time for fun! (wave your arms in the air) Time to play! (clap three times) On my bike Ring, ring! (mime riding a bike and ringing the bell) In the park on a sunny day! (hold hands above your head to mime the sun) Time for fun! (wave your arms in the air) Time to play! (clap three times) Pandy: On the swing Up and down! (move arms up in front of you and then down by your side) On the swing Up and down! Woaaahhh!!!! (wave your arms as if falling)
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Panda Pointer Keep in mind that for some of the children in class, it will be difficult to do all the actions as they listen to the chant. Be patient.
• Play the chant again (CD Track 05) and encourage
•
the children to do the actions. Option: Divide the class into four groups: Gina, Ben, Sue and Pandy. When Gina says something in the chant, the Gina group does an action. Assign different actions to each group. Play the chant and encourage the children in the different groups to follow along and do their actions at the correct time. The whole class can join in for the chorus. Before distributing the Activity Books, show the
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flashcards for bench and sandpit. Encourage the children to listen and say the words. Distribute the Activity Books or have two children act as monitors and help hand out the material. Show the children where page 4 is. Look at the Activity Book, show different flashcards and ask the children to point to the items in the illustration on the top half of the page. Point to the swing and ask, for example: Is this a swing or a sandpit? Then tell the children to look at the picture on the bottom half of the page. Explain to the children that some of the things from the picture above are missing. Encourage the children to identify and then draw the missing objects. If there is time, they can colour the missing objects they have drawn. Go round the class monitoring progress and helping any children who may be having problems.
Closing
• Explain that when someone leaves or when we
leave, we say bye bye in English. Play the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy.
Track 06 Speaker: Let’s sing the Bye Bye Song. Chorus: Goodbye, goodbye It’s time to say goodbye! See you soon! See you soon! Goodbye, goodbye! Extension Tell the children to take out their gommets from the end of the Class Book. Say: Pandy-green (the children place a green sticker on Pandy) Say: Swings-red (the children place a red sticker on the swings) Collect the Class Books and the Activity Books.
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Lesson 2 Language sandpit, bench, slide, swing in, on, under, daddy, characters, where’s (Sue)?
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Objectives Talk about objects found in the park Develop fine motor skills Develop visual discrimination
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Materials panda puppet, crayons, coloured shapes poster, unit flashcards, CD Audio
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Warm up
• Play the Hello Song (CD Track 04) and greet the
• Say sentences about the picture and encourage the
• •
• •
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children using Pandy. Use Pandy to ask various children: What’s your name? Encourage the children to respond: I’m (Emma) or My name’s (Emilio). Play the In the Park chant (CD Track 05) and encourage the children to join in, by doing the actions. Show the children the flashcards from the previous lesson. Place four of the flashcards face up on the coloured shapes poster. Say, for example: Slide! Encourage the children to say the colour where the flashcard of the slide is. Repeat with other words from the unit. If the children are already quite confident with the new words, say a colour and get the children to say the name of the object on the colour, for example: Red - Slide
Lesson
• Distribute the Class Books and show the children
where page 5 is. Explain that Sue is with her father and Pandy in the park. Ask the children about the weather and remind them of the key vocabulary words from the previous lesson. Point to Sue and ask: Who’s this? (Sue). Point to Pandy and say: Oh! Look! Pandy’s under the slide! Point to Sue’s daddy and say: Look! Here’s Sue’s daddy. He’s on the bench. Point to Sue and say: Look! Sue’s in the sandpit.
Panda pointer To make prepositions of place easier to remember, encourage the children to do simple TPR hand signals to accompany the prepositions. For example, to show on, place one hand on top of the other; to show in, place one hand inside the other; to show under, place one hand beneath the other. Keep in mind that associating words with actions aids memory.
children to say yes or no according to whether the information is correct or not. For example, say: Sue’s daddy is on the slide (No). Pandy is under the sandpit (No). Ask the children to count the trees, flowers and birds in the picture. Tell the children to finish the picture by tracing along the dotted lines. As they are working, walk around the class checking their progress. Moral and Civic Education
• Point out to the children (in L1 if need be) that it’s sometimes fun to play on our own and to create things on our own, just as Sue is doing with her sandcastle.
• Place a chair and a bag or box at the front of the room. Call on various children or pairs of children to come to the front of the room. Say, for example: Pandy is under the chair. The children place Pandy under the chair. Repeat with other children and other instructions. More confident children in the class can give instructions to their classmates.
Closing
• Collect the class books. • Play the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy. Listen again, encouraging the children to wave.
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Unit 1
At the Park!
Lesson 3 Language swing, train, slide, sandpit, It’s a rainy day, Pandy can’t play on the swings. What colour is (your train)?
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Objectives Take part in a song Recognise and talk about things found in a park Develop gross motor skills through actions Develop listening skills
• • • •
Materials panda puppet, playhouse poster, crayons, CD Audio, flashcards, Activity Book page 5
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Warm up
Track 08
• Play the Hello Song (CD Track 04) and greet the children using Pandy. Using the flashcards and the playhouse poster, •
Speaker: The weather Song. Teacher: What’s the weather? What’s the weather? What’s the weather like today? Is it sunny? Is it rainy? Is it hot? Or is it cold?
•
review the key vocabulary from the unit. Hide different cards behind the door and encourage the children to guess which card is hidden. Play the Circle Time Song (CD Track 07) and sit the children in a circle. Pass the flashcards around the circle encouraging the children to say the word on the flashcard as they pass it to the next child.
What’s the weather? What’s the weather? What’s the weather like today? Is it cloudy? Is it windy? Is it hot? Or is it cold?
Track 07 Speaker: The Circle Time Song. Teacher: Form a circle, Form a circle, Form a circle, With me, please.
Lesson
• Distribute the Class Books and show the children
• Look out the window and ask the children about •
the weather. Is it sunny? Cloudy? Hot? Cold? Rainy? Play The Weather Song (CD Track 08) and talk about the weather the children like and don’t like.
• •
where page 6 is. Look at the picture and name the characters (Gina, Sue, Ben, Pandy). Ask the children what the weather is like (it’s rainy). Ask the children how the characters feel: Are they happy? Why are they sad? Explain to the class that the children are sad because they can’t go out to the park to play, due to the rainy weather. Point out that the duck is very happy playing in the puddle. Ask the children to identify different items in the picture. Show different flashcards and say, for example: Look! A sandpit! Point to the sandpit! Listen to the song. Show the children the actions. Listen again encouraging the children to do the actions.
Track 09
Closing
Speaker: Listen and sing. Teacher: Pandy can’t play on the swings today (swing your arms, shake your head) Swings today, swings today. Pandy can’t play on the swings today It’s a rainy day! (mime raindrops using your fingers)
• Collect the Activity Books. • Play the Bye Bye Song (CD Track 06) and wave
Ben can’t play on the train today, (mime pulling the wistle of a train, shake your head) Train today, train today. Ben can’t play on the train today. It’s a rainy day!
good-bye to the children using Pandy.
Extension Hand out blank pieces of paper and encourage the children to draw pictures of a rainy day in the park. These drawings can be kept in the child’s portfolio.
•
Panda Pointer If the pictures are included in the child’s portfolio, be sure to mark the date on the drawing.
Sue can’t play in the sandpit today, (mime digging in a sandpit, shake your head) Sandpit today, sandpit today. Sue can’t play in the sandpit today It’s a rainy day! Gina can’t play on the slide today, (mime sliding with your arms, shake your head) Slide today, slide today. Gina can’t play on the slide today. It’s a rainy day!
• Look at the picture and talk to the children about •
their own experience when it rains and they want to go to the park. Encourage the children to think of alternative activities that they can do inside when it’s raining. Option: Make a poster with sunny day and rainy day (or inside and outside) activities.
Moral and Civic Education Encourage the children to find pro-active solutions to situations that might seem disappointing.
•
• Collect the Class Books and distribute the
Activity Books. Show the children where page 5 is. Hand out crayons and explain the task to the children. Tell them they should ONLY colour the spaces where there is a dot. Allow the children to choose what colour they want, to complete the task. When they have finished, ask: What can you see? (a bench, a train). Ask various children: What colour is your (train)? More confident children can tell each other about their pictures saying: My bench is blue.
15
Unit 1
At the Park!
Lesson 4 Language slide, swing, sandpit, characters, in, on, under, Where’s Ben? He’s in the sandpit
•
Objectives Develop visual discrimination Learn how to use / place stickers Talk about things found in a park Review prepositions of place
• • • •
Materials panda puppet, unit stickers, flashcards, CD Audio, Coloured Shapes Poster
•
16
Warm up
Panda Pointer
• Play the Hello Song (CD Track 04) and greet the children using Pandy. • Play the Rainy Day song from the previous lesson
Children at this age are still developing fine motor skills. Some will have problems peeling off the stickers and placing them correctly.
• •
(CD Track 09). Encourage the children to sing along and do the actions. Ask the children what the weather is like. Play The Whispers Race. Place four flashcards on the coloured shapes poster. Ask the children to name the items. Get the children to stand in 3 lines facing the poster (with some space between the first child in each line and the poster). Whisper a word to the last child in each line. Say: 1, 2, 3 go!. Tell the children to whisper the word down the line. The first person in each line touches the correct card. The child who touches the card then goes to the back of the line. Repeat. After a few rounds, change the cards. Make sure each line of children has a different word to whisper down the line.
Lesson
• Distribute the Class Books and show the children
•
where page 7 is. Tell the children to look at the scene and describe as much as they can. Point, for example, to the slide and ask: Is this a swing or a slide? What colour is it? Explain to the children that Ben, Gina and Sue are in the park. Ask the children where they think each child will be. For example, point to the grey area in the sandpit and ask: Who’s here? Ben? Gina? Sue? Look at the sticker page with the children and talk about the stickers. Ask them to name the characters and then encourage them to place the stickers in the correct place on the Class Book page. Ask the children if their predictions were right.
• When the children have placed the stickers
correctly, ask questions about the picture. For example: Where’s Gina? (under the slide). Option: ask the children: Who’s in the sandpit? (Ben)
Closing
• Collect the Class Books. • Play the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy.
Extension Play the Circle Time Song and sit the children in a circle. Place the flashcards for slide, sandpit, swing and bench in the centre of the circle with space around them for the children to move. Invite groups of 4 children to stand up and hold hands. Say, for example: Look! A bench! The children in the group of four form a circle around the flashcard with the picture of the bench.
•
Lesson 5 Language slide, bike, bench, train, swing, sandpit, I’m making a (slide). How many? Numbers 1-5
•
Objectives Talk about things found in a park Develop creativity skills Develop listening comprehension
• • •
Materials panda puppet, flashcards, CD Audio, Playhouse poster, Activity Book (page 6) Optional: play-dough or plasticine
• •
Warm up
Track 10
• Play the Hello Song (CD Track 04) and greet the children using Pandy. • Use the flashcards and the Playhouse poster to review key vocabulary from the unit. • Play the Pandy Says Game. Review classroom
Speaker: Listen and say the colour. Boy: I’m making a slide. Whoosh, down my slide. (Answer: red)
instructions through a game. Tell the children that you are going to give them instructions. They should only follow the instructions if you say Pandy says first. For example give the following orders: Pandy says stand up! (the children stand up). Pandy says sit down! (the children sit down). Clap your hands! (the children do not clap).
Lesson
• • •
Distribute the Class Books and show the children where page 8 is. Draw the children’s attention to the coloured frames around the pictures and encourage them to say the colours. Explain to the class that the children in the photos are making things you find in the park out of play-dough or plasticine. Ask questions about what they’re making, for example: What colour is the slide? What colour is the swing? Explain to the children that they are going to listen and say the colour of the picture that is being described. Play the audio (CD Track 10) encouraging the children to listen and say the colour.
Boy:
Girl:
I’m making a swing. Weee, on my swing. (Answer: blue) I’m making a train. Toot toot! On my train. (Answer: green)
• Option: Hand out play-dough or plasticine to the children, and tell them to make something they find in a park out of the plasticine. If necessary, place the unit flashcards on the board or around the room.
Panda Pointer It is sometimes important for the children to be allowed a creative outlet in the English class. Encouraging the children to make key vocabulary items out of different materials helps them remember words better, and at the same time helps them with muscle development in their hands.
• Collect the Class Books and distribute the
Activity Books and crayons. Before looking at the book, revise: How many? with different objects in the classroom. For example, point to the windows in the classroom and say: How many windows? One? Two? Three? and elicit the correct answer from the children. Repeat with other items. More confident children can be encouraged to point to items in the class and ask: How many?
17
Unit 1
•
At the Park!
while the rest of the class answer. Then help the children to find page 6 in the Activity Book, and ask them questions about the picture, for example: Is it day or night? What can you see? Explain to the children that they need to look at the picture and circle the correct numbers. Do an example on the board if necessary. Say: Look at the picture. How many swings? Elicit: Two from the children, then tell them to point to the number 2 next to the swing and to circle it.
Panda Pointer Not all of the children will feel confident reading numbers. Be sure to provide help and support for children who are struggling. Extension Revise numbers by getting the children to count various items in the picture. Say for example: Count the stars! and get the children to count together: One, two, three, four, five! Alternatively, use the picture to do a colour dictation. For example say: Colour the bike blue! Go round the class checking that all the children are managing, and congratulate them on their efforts.
• •
18
Closing
• Collect the Activity Books. • Say and do the actions for the chant from the unit. (CD Track 05) • Play the Bye Bye Song (CD Track 06) and wave
good-bye to the children using Pandy at the end of the lesson.
Lesson 6
Language slide, train, swing, bike, sandpit, bench, park, colours. What’s different?
•
Objectives Identify objects found in a park Develop visual discrimination and visual literacy Develop fine motor skills Recognise the difference between images
• • • •
Materials panda puppet, playhouse poster, unit flashcards, CD Audio
•
Warm up
Panda Pointer
• Play the Hello Song (CD Track 04) and greet the children using Pandy. Play • the song from the unit (CD Track 09) and invite the children to join in and do the actions. • Show the flashcards for slide, swing, bench and
For some children it will be challenging at first to identify the item which is different, as the differences are subtle. Be patient. Encouraging the children to work on tasks like these, are excellent for pre-reading and visual discrimination.
•
sandpit. Encourage the children to say the words. Place 4 of the cards face down on the playhouse poster and encourage the children to guess which cards they are. Say: Is it a train? A Swing? Get the children to guess, then turn the card over to see if they were right Repeat the same procedure with the other cards. Hand out the unit flashcards to 6 different pupils. Say the words (slide, swing, train, bench, sandpit, bike) one by one, and encourage the children to hold up their card when they hear the word. When they have each held their card up, tell them to pass the six cards to other six children. Repeat until all the children have had a turn.
Lesson
• Distribute the Class Books. Show the children •
where page 9 is and ask them to identify the items found in a park (slide, train, swing, bike). Ask the children what colour the different objects are. Explain to the children that they need to look and circle the picture that is different. Do an example on the board if need be. For example, draw a slide and two swings on the board. Say: What’s different? Encourage one of the children to come to the front and to circle the slide. Allow time for the children to circle the image that is different in each line. Check answers. Congratulate the children on their good work.
Closing
• Use flashcards to do more odd one out activities.
The children do not have to know or say the words, they just have to identify which one is different. Take, for example, 3 flashcards of things from the park and one flashcard with a colour. The children identify that the colour flashcard is the odd one out.
Extension Tell the children to take out their gommets from the end of the Class Book. Say: Slide blue (the children place a blue sticker on one of the slides) Say: Bike yellow (the children place a yellow sticker on one of the bikes) Collect the class books. Play the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy at the end of the lesson.
• • •
19
Unit 1
At the Park!
Lesson 7 Language slide, swing, sandpit, bench, park, train, bike, flowers, trees, count, How many? What colour? point, circle
•
Objectives Identify things found in a park Develop visual discrimination Develop listening comprehension
• • •
Materials panda puppet, unit flashcards, CD Audio, Playhouse Poster, crayons (red, yellow, green), and Activity Book (page 7)
•
Warm up
Speaker: Point to the yellow train under the slide, please. Speaker: Pandy, is your train on the swing? Pandy: No, it’s not on the swing. My train isn’t green. Speaker: Point to the green train on the swing, please. Speaker: Pandy, is your train under the bench? Pandy: Yes! Yes! My train’s under the bench! My train’s blue! Speaker: Circle Pandy’s train. Circle the blue train under the bench, please.
• Play the Hello Song (CD Track 04) and greet the children using Pandy. Play • a game with the flashcards of the unit and
the Playhouse poster. For example, hide one of the unit flashcards behind the door of the playhouse, and get the children to guess what it is by asking: What is it? A slide? Give the children time to guess, then let them see the card and congratulate the ones who guessed right. Repeat with the other flashcards.
20
Lesson
• Distribute the Class Books and help the children to
• When they have finished, encourage the children to
•
• Talk to the children about the importance of
find page 10. Ask the children to point to Pandy and to name as many items in the picture as they can. Ask them to count the flowers and to say what colour they are. Ask them to count how many trains they can see (Four). Play the listening audio (CD Track 11) and explain the task. Tell the children that poor Pandy has lost his toy train in the park and can’t find it. Explain to the children that they only circle one train (Pandy’s train). Pause after each part so the children can point to the corresponding picture.
say the colour of the train they have circled (blue). Review prepositions of place asking, for example: Where’s the green train? (on the swing). Moral and civic education
•
Track 11 Speaker: Listen and circle. Where’s Pandy’s train? Speaker: Pandy, is your train in the sandpit? Pandy: No, it’s not in the sandpit. My train isn’t red. Speaker: Point to the red train in the sandpit, please. Speaker: Pandy, is your train under the slide? Pandy: No, it’s not under the slide. My train isn’t yellow.
•
•
keeping track of our toys and taking care of our possessions. Game: Ask a couple of children to come to the front of the class. Secretly tell them what colour their train is. Encourage the other children to guess the train by asking short questions, for example: On the swing? (no) In the sandpit? (yes) Children who are struggling can say the colour of the train. Children at a higher level can try to ask full questions. Collect the Class Books, distribute the Activity Books and red, yellow and green crayons. Tell the children to show you different crayons. For example: Show me red (the children hold up their red crayon). Help the children to find page 7, and talk about what they can see in each row. Say: Look at the first row! and say the items: Sandpit, slide, swings, encouraging the children to read with you. Explain the task: the children have to circle the
corresponding picture according to your instructions. They then have to listen to find out what colour the object is. They do NOT colour the object right away, they just draw a dot of the colour. Demonstrate the activity with the class using the first row as an example. Once the children are sure of the colours for each object, they can finish colouring them. Say: A sandpit. Circle the sandpit. Colour the sandpit green. A bench. Circle the bench. Colour the bench yellow. A slide. Circle the slide. Colour the slide red.
Extension The children can colour the other pictures when they have finished doing the listening task.
•
Closing
• Collect the Activity Books. • Play the Bye Bye Song (CD Track 06) and wave
good-bye to the children using Pandy at the end of the lesson.
Lesson 8 Language park, bike, slide, swings, train, bench, sandpit, I’m in the park
•
Objectives Identify items found in a park Develop fine motor skills Work on creativity
• • •
Materials panda puppet, unit flashcards, CD Audio, crayons, coloured shapes poster
•
21
Warm up
Panda Pointer
• Play the Hello Song (CD Track 04) and greet the
Keep in mind that children are quite sensitive about their artistic expression. Be sure to be positive and encouraging.
•
children using Pandy. Use Pandy to ask various children: What’s your name? Are you happy? Is it sunny? Play the Circle Time Song (CD Track 07) and sit the children in a circle. Place the coloured shapes poster on the floor in the centre. Ask the children to say the different colours on the poster. Find red, yellow, blue and green coloured objects in the classroom. Place them on the floor. Encourage the children to take turns placing the objects in the correct space according to the colour and to say the name of any items they already know in english.
Lesson
• Distribute the Class Books and show the children
where page 11 is. Elicit words from the children based on the pictures at the bottom of the page. Explain the task (in L1 if necessary) and tell the children that they have to draw themselves (with friends and family if they like) at the park. As the children are working, walk around the class monitoring their progress and commenting on their artwork.
• •
Moral and civic education Talk to the children about the importance of doing physical, outdoor activities. Also talk to them about the importance of being careful at the park and playing safely. Encourage the children to show their pictures and say for example: Look! I’m at the park! I’m on the slide! Extension
• Tell the children to take out their gommets from
the end of the book. Say: Slide! green (the children place a green sticker on the slide) Say: Bench! red (the children place a red sticker on the bench).
Closing
• Collect the books and congratulate the children on their good work. • Play the Bye Bye Song (CD Track 06) and wave
good-bye to the children using Pandy at the end of the lesson.
Unit 2
My Face! Lesson 1 Language clown, face, mouth, hair, eyes, nose, ears, look at my (face), I’ve got a big (face), I’m a (clown), I’ve got (short hair), this is my (mouth), these are my (ears) Review: parts of the body, big, orange, horse, mouse, rabbit, dog, colours
• •
Objectives Take part in a chant Talk about parts of the face Develop auditory skills Develop gross motor skills through actions Develop visual discrimination and fine motor skills Show a positive attitude towards learning
• • • • • •
Materials panda puppet, Playhouse Poster, CD audio, unit flashcards, crayons, Activity Book (page 8)
•
22
Warm up
Panda Pointer
• Play the Hello Song
Keep in mind that not all the children will have done English before this point. Make sure they are familiar with the basics from the previous level and be patient.
•
•
(CD Track 04) and greet the children using Pandy. Encourage the children to say: Hello Pandy! Show the children the flashcards for face, mouth, hair, eyes, nose, ears. Encourage the children to listen and repeat the words. Show the children three of the cards and say the words. Then hide one of the three cards behind the door of the playhouse. Encourage the children to knock on the table three times saying 1 - 2 - 3. Ask, for example: What is it? A face, a mouth or a nose? Repeat with other words. Option: teach the children a short rhyme, for example: 1 - 2 - 3. What’s behind the door? Let’s open and see!
Lesson
• Distribute the Class Books and help the children
•
find page 12. Talk about the picture with the pupils. Point to the characters and ask: Who’s this? (Ben, Gina and Sue). Then point to the clown and ask: Is this Pandy? (Yes, it is). Explain that Pandy is juggling some oranges in front of his friends. They are all having a very good time. Ask the children in class if they like watching clowns. Show the flashcards and ask the children to identify the different parts of the clown’s face. Focus their attention on the colours: red nose, white face… Ask the children questions about the scene, for example: Are they in the garden or in the playhouse? Is it sunny or rainy? Are Ben, Sue and Gina sitting in a chair or on a bench? Are they happy?
• Encourage the children to look at the scene and find a bike, a toy train, a sandpit and a mouse. • Make sure that the children can identify some of
•
the words in the chant. Point to your face and say: Look at my face! Encourage the children to do the actions with you. Do the same with: Look at my mouth! Look at my nose! Look at my ears! and Look at my hair! Play the chant I’m a clown! (CD Track 12) and ask the children to point to the parts of Pandy’s face when they are named, while they listen to the chant.
Track 12 Speaker: Listen and say the chant. Pandy: Look at me, I’m a clown. A funny clown! Ha, ha ha! Look at my face! I’ve got a big face. A big, white face. Ha, ha ha!
• Option: Divide the class into six groups. Assign • • •
Look at my mouth! I’ve got a big mouth. A big, orange mouth. Ha, ha ha! Look at my nose! I’ve got a big nose. A big, red nose. Ha, ha ha! Look at my ears! I’ve got big ears. Big, black ears Ha, ha ha! Look at my hair! I’ve got short hair. Short, orange hair. Ha, ha ha!
• Play the chant again (CD Track 12) and encourage the children to close their eyes and touch the parts of the face that are named. Then ask them to do the actions.
Panda Pointer Keep in mind that for some of the children in class it will be difficult to do all the actions as they listen to the chant.
•
the different verses to each group. Play the chant, and encourage the children in the different groups to follow along and do their actions at the correct time. Finally, ask the children to touch the parts of their face and help them to say: This is my (mouth). These are my (ears). Collect the Class Books and distribute the Activity Books. Look at the Activity Book page 8, and ask the children to identify the animals that appear in the column on the right: dog, rabbit, horse and mouse. Explain to the children that they need to identify the parts of the face in the left hand column and then join them to their owner on the right. Introduce the new word teeth, by pointing to the rabbit’s teeth and getting the children to repeat the word. Encourage them to say for example: mouth-horse; ears-mouse; teeth-rabbit, nose-dog. Finally tell the children to colour the animals they like best.
Closing
• Collect the Activity Books. • Play the Bye Bye Song (CD Track 06) and wave
good-bye to the children using Pandy at the end of the lesson.
Extension Play Pandy says using the actions of the chant.
•
23
Unit 2
My Face!
Lesson 2 Language clown, ears, face, eyes, nose, mouth, hair, How are you? I’m fine thank you, I’m a clown, What’s this? What colour is his (face)? Point to the Clown’s (face)! Review: colours
• •
Objectives Talk about parts of the face Develop visual discrimination Complete some pictures following a model Develop fine motor skills
• • • •
Materials panda puppet, crayons, CD Audio, unit flashcards, coloured shapes poster, a large piece of poster paper Optional: finger paints and plastic plates
• •
Warm up
• Play the Hello Song (CD Track 04) and greet the • 24
children using Pandy. Use Pandy puppet to ask various children: How are you? Encourage the children to respond: I’m fine, thank you! Play the I’m a clown! chant (CD Track 12) and encourage the children to join in, by doing the actions.
• •
Lesson
• Play a TPR game using colours. Say: Touch (red)! •
•
• • •
The children have to touch something red without moving from their seat. Do the same with the rest of the colours, include white and black, too. Show the children the flashcards of the unit. Place four of the flashcards face up on the coloured shapes poster. Say, for example: Face! Encourage the children to say the colour where the flashcard of the face is. Repeat with other words from the unit. Distribute the Class Books and show the children where page 13 is. Point to the first clown and ask: What’s this? (A clown.) Point to his face and ask: What’s this? Elicit: Face. Ask: What colour is his face? Elicit: White. Do the same with his hair, eyes, mouth, ears and nose. Then explain to the children that you are going to name a part of the clown’s face and they have to say its colour. Say: Face Elicit: White. Do the same with the rest of the parts: hair-blue; eyes-black; mouth-red; ears-white; nose-green. Then do the opposite: you say a colour and the children have to say the part of the face. For example: White. Elicit: Face and Ears. Finally ask the children to point and say: Point to the clown’s face! Point to his eyes! Do the same with the second clown and elicit the part of his face that is missing: His mouth. Then continue with the third clown and do the same. (His nose is
missing). Finally do the same with the fourth clown. (His hair is missing). Once the children have identified the missing parts, have them draw and colour them and complete the clowns. Encourage the children to name the part of the face they are drawing. Children compare the clown’s face, and complete them following a model. Walk around the class helping children who are struggling while, at the same time, monitoring progress. When they have finished they can compare their work and then put it away.
Panda pointer This activity is very good for developing observation skills.
Closing
• Collect the Class Books. • Play the Bye Bye Song (CD Track 06) and wave
good-bye to the children using Pandy at the end of the lesson.
Extension Place a large piece of poster paper on the wall. Draw a large simple clown’s face. Ask the children to colour the different parts of the clown’s face with finger paints. Put different colours on plastic plates and hand them out to the children.
•
Lesson 3 Language eyes, nose, mouth, ears, teeth, hair, head. Touch your (hair), Shake your (arms), Point to your (eyes) Review: parts of the body, colours
• •
Objectives Take part in a song Recognise and talk about parts of the face Develop gross motor skills through actions Develop fine motor skills Recognise one’s own face Develop visual discrimination
• • • • • •
Materials panda puppet, Playhouse poster, crayons, CD Audio, unit flashcards, Activity Book (page 9) Optional: cutouts of faces from magazines and a large piece of poster paper
• •
Warm up
Eyes, ears. Mouth and nose Mouth and nose
• Play the Hello Song •
•
(CD Track 04) and greet the children using Pandy. Ask various children: How are you? using Pandy and elicit answers such as: I’m Fine, I’m Happy... Make sure the children are familiar with the face and body words. Show the face flashcards one by one and ask the children to identify them. Give the following instructions very slowly while you do the actions, and encourage the children to join in: Touch your (hair), Shake your (arms), Point to your (eyes). Repeat the procedure with the rest of the words. Play Pandy says using the actions you have reviewed.
• The children listen to the song again (CD Track 13) following the actions in their book. • Divide the class into pairs and play the song again (CD Track 13). Ask the children to perform the actions facing each other.
Panda Pointer Keep in mind that children are recognising their own body so it will be a good idea if you have a mirror in your class. Ask children in pairs to perform the actions of the song while they look at themselves in the mirror.
Lesson
• Distribute the Class Books and help the children •
find page 14. Point to Ben and identify the part of the face he is touching each time. Elicit: eyes, ears, mouth, nose, hair and teeth. Invite the children to listen to Ben singing a song.(CD Track 13) Listen to the song and show the children the actions. Listen again encouraging the children to do the actions.
Track 13 Speaker: Sing and do. Ben: Eyes, ears. (touch eyes then ears) Mouth and nose (touch mouth then nose) Mouth and nose Eyes, ears. Mouth and nose Mouth and nose Hair on my head (touch hair) And teeth in my mouth (show and touch teeth)
• Collect the Class Books and distribute the
• • •
Activity Books. Show the children where page 9 is. Explain that all the characters are doing different actions. Point to the column on the left and ask: What’s Sue touching? Elicit: Her nose. Do the same with Gina (She’s touching her face), Ben (He’s touching his mouth) and Pandy (He’s touching his ears). Then do the same with the pictures in the column on the right. Focus the children’s attention on the example: a dotted line going from Sue to Ben. Ask in L1 why they are joined. Both are doing the same action (touching their nose). Ask the children to trace over the dotted line. Ask the children to look for more pairs of people that are doing the same action and join them with a line. Walk around the class helping children who are struggling while, at the same time, monitoring progress. When they have finished they can compare their work and put it away.
25
Unit 2
My Face!
Closing
• Collect the Activity Books • Play the Bye Bye Song (CD Track 06) and wave
good-bye to the children using Pandy at the end of the lesson.
Extension Stick the poster paper on a wall. Hand out the face cut outs to the children, then call them one by one, and ask them to stick the face on the poster. Ask them questions about their face cut out, for example: What colour are his or her (eyes)? Point to his or her nose…
•
Lesson 4 Language blonde hair, nose, mouth, teeth, ears, monster, princess, big, small, long, short. He’s got three (eyes); How many (eyes) has he or she got? Numbers Review: scarecrow, snowman, hat, colours
• •
Objectives Identify parts of the face Develop visual discrimination Learn how to use / place stickers Develop fine motor skills
• • • •
Materials panda puppet, unit stickers, CD Audio, unit flashcards, coloured shapes poster
•
26
Warm up
• Play the Hello Song • •
(CD Track 04) and greet the children using Pandy. Using Pandy, ask various children in the class their names, for example: What’s your name? and elicit the answer: I’m (Julia), (Manuel). Play the Mouth and Nose song from the previous lesson (CD Track 13). Encourage the children to sing along and do the actions. Place different unit flashcards on the coloured shapes poster using blue tack. Say a word, for example: Eyes. The children shout out the colour where the card is. Repeat with the other words.
Extension If the children are more confident with the language, say, for example: blue and encourage the children to say the name of the picture on that section of the poster.
•
Panda Pointer Children at this age are still developing fine motor skills. Some will have trouble peeling off the stickers.
• After completing the masks, ask questions about
•
•
Lesson
• Distribute the Class Books and show the children
•
where page 15 is. Look at the picture. Explain the situation in L1: This is the window of a fancy-dress shop. There are four masks. Point to each one and say what character it is. A scarecrow mask, a snowman mask, a monster mask and a princess mask. Say the names again and ask the children to repeat after you. Then focus their attention on the scarecrow mask, point and say: Look at his mouth and his yellow
hair. Look! His nose is missing. Have the children place the sticker in the correct place. Encourage the children to say nose. Follow the same procedure with the other masks. The snowman mask-eyes missing; the monster mask-teeth missing; the princess mask-face missing.
them: For example: Look at the scarecrow. Is he wearing a hat? What colour is his hat? What colour are his eyes? Look at the monster. How many eyes has it got? Finally ask the children to follow your instructions. Say for example: Point to the Princess. Point to her hair. Point to the snowman. Point to his nose….
Extension Divide the children into groups of four or five depending on the size of the class, and give them each a sheet of blank paper. Tell the children they have to draw a monster according to your instructions. Give each child in the group a specific task to ensure all of them take part in the activity. For example, start by saying: Giovanni. Mary and Simone, draw the monster’s head (point to your head). Then say: Sara, Emma and Rachel, draw
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four eyes (pointing to your eyes and repeating the number). Continue with nose, mouth, ears and teeth, using different numbers until each group has completed its monster. Then encourage the children to describe their monster, for example: The monster has got 4 eyes, 3 mouths…
Closing
• Collect the Class Books. • Play the Bye Bye Song (CD Track 06) and wave •
good-bye to the children using Pandy at the end of the lesson. Note: Send a note to the children’s parents asking for photos where the kids are with a relative (mother, father, granny, granddad, sister or brother) for the next lesson.
Lesson 5 Language mouth, nose, hair, blonde, black, face, sandpit, big, small, numbers to 8. I’ve got a (small nose), I look like (my mummy) Review: boy, girl, mummy, daddy, ball, cat
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Objectives Develop listening comprehension Develop awareness of drinking before doing exercise Develop critical thinking skills Talk about who the children look like
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Materials panda puppet, unit flashcards, CD Audio, Playhouse poster, Activity Book (page 10), crayons (green and yellow)
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Warm up
• Play the Hello Song
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(CD Track 04) and greet the children using Pandy. Using Pandy, ask the children various questions, for example: Are you happy? Are you tired? miming the actions to make sure they understand. Elicit yes or no answers from various children. Use the flashcards and the Playhouse poster to review key vocabulary from the unit. Tell the children they are going to do some exercises. Ask them to stand up and follow your instructions. Say: One, two, three. Touch your hair! Repeat the procedure with eyes, mouth, teeth, nose, ears. You can add parts of the body, too (arms, legs, hands, body and head). Vary the rhythm of the activity.
Lesson
• Before distributing the Class Books, talk to the •
children in L1 about who they look like (They look like their father, mother, granny). Distribute the Class Books and show the children where page 16 is. Look at the picture of the girl and her mummy. Point to the mummy in the first photo, and ask: Who’s this? Mummy or Daddy? Then point to the girl and ask: Who’s this? A girl or a boy? In L1 talk about the situations. The girl and her mummy are playing with a cat. Point to
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the girl and her mummy and ask about their hair and compare their faces, shape of nose, mouth. Say: The girl looks like her mummy. Then focus the children’s attention on the second photo. Point to the daddy and ask: Who’s this? Mummy or daddy? In L1 talk about the situation and follow the same procedure as the first photo. Finally say: The boy looks like his daddy. Explain to the children that they are going to listen and point to the parts of the body they hear. Present the listening by pointing to the different photos and pictures in your book. Play the recording again encouraging the children to listen and point.
Unit 2
My Face!
Track 14 Speaker: Listen and point. Girl: I look like my mother. I’ve got brown eyes. My mother has got brown eyes too. I’ve got brown hair. My mother has got brown hair, too.. And, we both love animals. Boy:
I look like my daddy. I’ve got brown eyes. My daddy has got brown eyes too. I’ve got black hair. My daddy has got black hair, too. And, we both love playing football..
Health education Talk to the children about the importance of getting plenty of exercise outdoors. In the second photo the boy and his daddy are playing football in the park or garden. Talk about how it is important to get fresh air to keep fit and healthy. Encourage the children to have healthy habits and make them aware of the importance of getting regular exercise.
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• Revise counting from one to six with the children, 28
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then present seven and eight. Count your fingers and invite the children to do the same Say: One, two, three, four, five, six, seven, eight fingers. Repeat and invite the children to count with you. Then with the children, count up to eight, indicating various objects in the classroom, for example, eight chairs, eight pencils, eight tables. Collect the Class Books and distribute the Activity Books and crayons. Focus the children’s attention on the smiling faces on page 10, and ask them to count them. There are seven. Ask the children to join them with the number seven on the right and trace the number. Do the same with the sandpits and the number eight. Once they have finished, tell the children to colour some of the faces green and some yellow. Walk around the class, checking their work and ask: How many green faces? How many yellow faces? and elicit the correct answer from each child.
Extension Children take out their photos and say if they look like their relatives. For example. A child showing a photo of himself and his mother says: This is my mummy. I look like my mummy.
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Closing
• Collect the Activity Books. • Play the Bye Bye Song (CD Track 06) and wave
good-bye to the children using Pandy at the end of the lesson.
Lesson 6 Language face, nose, mouth, ears, eyes, blonde. He/she’s got (fair hair). Touch your (hair). Shake your (arms). Point to your (eyes). Clap your hands! Review: girl, boy, colours
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Objectives Identify a boy and a girl and parts of the face Develop visual discrimination Develop fine motor skills Identify a symmetrical drawing
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Materials panda puppet, Playhouse poster, CD Audio, unit flashcards (parts of face and body) crayons
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Warm up
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Play the Hello Song (CD Track 04) and greet the children using Pandy. Use the puppet to ask the children about the weather. Look out of the window and say: Is it sunny?, is it cloudy?, is it hot, cold? And elicit yes or no answers from the children. Play the song from the unit (CD Track 13) and invite the children to sing along and do the actions. Show the unit flashcards. Encourage the children to say the words. Place the cards face down on the Playhouse poster and encourage the children to guess which cards they are. Turn the cards over and say the words. Repeat with different cards.
Lesson
• Before distributing the Class Books, revise the face
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and the body words. Show the face flashcards one by one, and ask the children to identify them. Give the following instructions very slowly, while you do the actions, and ask the children to join in: Touch your (hair), Shake your (arms), Point to your (eyes). Clap your hands. Repeat the procedure with the rest of the words. Play the Pandy says game (Simon says) using Pandy puppet and the actions you have reviewed. Give instructions very slowly at first, and little by little add more speed. Distribute the Class Books and show the children where page 17 is. Ask the children to identify what there is on the page. Confirm that there are two faces. Explain that the first one is a boy’s face and the second a girl’s face. Both are unfinished. The children have to finish them, tracing and colouring each face. Point out that both faces are symmetrical, that is to say both sides of the faces are equal. Focus attention on the grid and where each part of the face is.
• Hand out the crayons and tell the children to finish the picture by tracing over the dotted lines. Then they can colour the faces. As they are working, walk around the class checking their progress. It is important to praise the children at all times for their effort.
Closing
• When the children have finished the faces ask
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questions about them. Point to the boy and say: Point to his eyes. What colour are his eyes? Point to his hair. What colour is his hair? Point to his nose. Point to his mouth. Do the same with the girl. Collect the Class Books. Play the Bye Bye Song (CD Track 06) and wave good-bye to the children using Pandy at the end of the lesson.
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