The Story Garden American English TB1

Story Garde n The

It follows the Common European Framework of Reference, taking students to competence level A2.

■ It offers blended learning, combining digital and paper resources suitable for both traditional and interactive whiteboard (IWB) use.

■ It offers an inclusive learning path designed to support students with learning disabilities (SLD) and special education needs (SEN).

■ It has an accessible digital version with a readable font for SLD and SEN students.

■

Level A1

A1+

A1-A2

A2

For students

For teachers

Student’s & Activity Book 1 + Digital Book + ELi LINK App 978-88-536-4290-5

Teacher’s Book 1 978-88-536-4296-7

Photocopiable Worksheets 1-3 978-88-536-4302-5 Classroom Language 2 Open your book, please

Close your book, please

Classroom Language 1

Look

Point

Lapbook level 1

Flashcards level 1 978-88-536-4310-0

Come here

Count

Clap your hands

Go

Take a pencil

PUBLISHING

Think

Draw

Color

Touch Cut

Listen Glue

Stick

Show me

Watch a video

Type

Stand up

Thank you!

Work in pairs Sit down

Bye!

Posters level 1 978-88-536-4316-2

■

Teacher’s Book

Be quiet

Sing

Read

Write

Play Say

■

PUBLISHING

24.83.027.0 Story Garden International A/E Level 1 - Poster A (ESP050-41)

Hello!

Teacher’s Book

■

24.83.027.0 Story Garden International A/E Level 1 - Poster B (ESP050-41)

Pre-A1

Story Garde n The

THE STORY GARDEN

The digital version of the book includes interactive exercises, videos, and consolidation games and can be downloaded from www.elionline.com/digitalbooks

Mariagrazia Bertarini ■ Milly Flanagan

The Story Garden is a new primary course based on The Heart and Mind approach, or SEL (social emotional learning), which fosters synergy between students’ cognitive and emotional development.

Mariagrazia Bertarini ■ Milly Flanagan

■

■ ■

Teaching notes Language, grammar, culture tips and notes

n a c i r e Am h Englis

Audio scripts Syllabus planning by competences Life Skills Extension and supplementary activities

www.elionline.com ESP050-07

The pleasure of learning

PUBLISHING

INDEX Introduction

p.

Welcome Unit: Welcome to The Story Garden

p. 22

Unit 1:

p. 28 p. 42

Hello, Little Red Riding Hood!

Photocopiable worksheet

Unit 2:

Pinocchio at school Photocopiable worksheet

Unit 3:

Happy Birthday Sleeping Beauty!

Photocopiable worksheet

Unit 4:

Hansel and Gretel’s Lunch Photocopiable worksheet

Unit 5:

The Bremen Band Photocopiable worksheet

Unit 6:

Goldilocks and the Bear Family Photocopiable worksheet

5

p. 48 p. 62 p. 68 p. 82 p. 90 p. 104 p. 112 p. 126 p. 134 p. 148

3

INTRODUCTION Presentation The Story Garden is a new primary school English course based on social and emotional learning.

The course has six levels and: • It is equipped with the essential digital support, it conforms to the laws on digital and blended textbooks, effortlessly lending itself to both traditional and IWB classes.

• It follows the Common European Framework of Reference for Languages, guiding students to competence level A2.

• It offers inclusive learning, mindful of the issues for students with Specific Learning Disorders (SLD) & Special Educational Needs (SEN).

The Teacher’s Book The Teacher’s Book, which is full of teaching ideas and suggestions, is intended to give real and consistent support to the teacher and includes: • A list of course components and indications about how to use them in class • An introduction to the methodology and how to apply it • Course features • Unit-by-unit competence planning, with specific learning objectives and cross-curricular links • Page-by-page instructions: each page in the course book corresponds to a page in the Teacher’s Book, which shows the Student’s Book’s page and highlights the skills, vocabulary, and grammatical structures developed, as well as the materials needed to carry out the activities in class • Teacher’s notes for all the activities in the course book, together with suggestions for additional games and activities • Audio scripts • Photocopiable worksheets for extension activities • Tips, language, grammar, and cultural points of interest, as well as games and rhymes • A model letter to parents at the end of each unit, which aims to inform and involve families in their children’s progress in the English language enabling parents to participate in their children’s learning, a vital resource if appropriately targeted • Tests which teachers can access when they go online to the Teacher’s Resource section of The Story Garden.

5

INTRODUCTION The Digital Book The Digital Book can be used in class on an IWB or on a projector, or at home for homework and extra practice.

It is also an essential support for blended learning.

Each Digital Book contains: • A browsable version of the whole Student’s Book • A browsable version of the whole Teacher’s Book • Digitalized activities • Course audio scripts • Songs, chants, and their musical accompaniments • Videos from the openers of each unit, the animated cartoons and the Living English sections • Interactive revision paths with Mr Green To activate the Teacher’s Digital Book, go to www.elionline.com/digitalbooks, follow the instructions and use the access code at the front of the Teacher’s Book.

To activate the Student’s Digital Book, go to www.elionline.com/digitalbooks, follow the instructions and use the access code at the inside back cover of the Student’s Book.

ELI LINK ELI LINK is an application that can be downloaded for free from the AppStore (for iOS) or GooglePlay (for Android) on a smartphone or tablet. Thanks to ELI LINK, the material you see is enriched with multimedia elements that can be activated directly from a smartphone or a tablet.

After downloading and launching the app, you can frame the page of your book and immediately access the connected video and audio content and the interactive exercises.

Thanks to its technology, the ELI LINK tool is designed to increase productivity in class or at home, while saving time, as well as keeping students’ attention and involvement high. All the multimedia content of the course is available at all times with one simple click from your mobile device.

Download the free ELI LINK App on a smartphone or tablet.

6

Launch the app, frame the video or audio icons on the paper page of your book.

Immediate access to audio and video content.

INTRODUCTION Posters

Classroom La nguage 1

Each level of the course comes with two educational posters, designed with students’ interests in mind.

The Story Garden 1: Classroom Language Hello!

Look Point The Story Garden 2: The Animal Kingdom, Touch Listen The Crossing Game 2 The Story Garden 3: English is easy, Classroom La nguage Free Time Activities Say Sing Count Clap The Story Garden 4: Time and Weather, Stand up Sit down your hands Take a pencil Read r That’s me! you se Clo Open your book, please book, please The Story Garden 5: In Town, When I grow up...

The Story Garden 6: What are they made of?, Let’s Talk!

Color Be quiet Draw Come here

PUBLISHING

Go

Thank you!

Bye!

Stick

Work in pairs

Watch a video

Type

Play

24.83.027.0 Story Garden

International A/E Level

Glue

Show me

Cut

24.83.027.0 Story Garden International

Think

1 - Poster B (ESP050-41)

Write

A/E Level 1 - Poster A (ESP050-41)

PUBLISHING

Lapbooks For levels 1-5 of the course there is a Lapbook. The Lapbook is inclusive and relevant as it taps into all the sensory learning styles: visual, visual-verbal, kinaesthetic, and auditory, thus facilitating not only SLD and SEN students, but aiding all students in the discovery of their preferred learning style.

7

INTRODUCTION FLASHCARDS LEVEL 1

8

1 red

33 bike

2 blue

34 scooter

3 yellow

35 kite

4 green

36 train

5 orange

37 sandwich

6 pink

38 burger

7 purple

39 pizza

8 brown

40 potato chips

9 black

41 cake

10 white

42 orange juice

11 one

43 ice cream

12 two

44 apple

13 three

45 banana

14 four

46 milk

15 five

47 cat

16 six

48 dog

17 seven

49 rooster

18 eight

50 donkey

19 nine

51 fish

20 ten

52 rabbit

21 backpack

53 hamster

22 pencil case

54 turtle

23 eraser

55 grandpa

24 pencil

56 grandma

25 pen

57 dad

26 book

58 mom

27 pencil sharpener

59 brother

28 felt-tip pen

60 sister

29 car

61 bedroom

30 ball

62 bathroom

31 doll

63 living room

32 video game

64 kitchen

INTRODUCTION

Methodology “There are only two lasting bequests we can hope to give our children.

One of these is roots; the other, wings.”

William Hodding Carter II This powerful quote from Carter encapsulates the spirit and the idea behind The Story Garden.

Tradition dictates that our roots are in the stories which give form to our social being and our cultural identity, and that in essence they provide us with the solid base from which to fledge our wings. The English language represents the wings which enable us to encounter and discover what is new in academic, scientific, artistic, and social spheres.

Not providing roots for our students is depriving them of a safe haven, clipping their wings, and stopping them from realizing their dreams and ambitions.

The competing pull of tradition and novelty is evident throughout this course through devices such as the juxtaposing of illustrations and photos, imaginary characters and real children, cartoons and the Living English culture section.

• In The Story Garden 1 most units present fairy tales, well-known in many cultures, with very few variations, so that they can be recognized by students from all over the world.

• In The Story Garden 2 and 3, in addition to traditional fairy tales and stories, there are some classic novels.

The student’s development and personal growth are accounted for: those who need more time and those who are changing their reading tastes and are starting to hone their skills in reading the messages behind a story.

• In The Story Garden 4, 5, and 6 the units take inspiration from great classics: novels, epic poems, and legends.

The Heart and Mind Approach The Story Garden is based on the Heart and Mind Approach, or emotional learning which creates synergy between cognitive and emotive aspects, both for students and teachers.

The conviction that emotions and thoughts are contrasting phenomena comes from a long philosophical and scientific tradition which holds that emotions are linked to sentiment and physical sensations, whilst thought is linked to logic and the mind. However, thanks to sophisticated technology such as functional MRI scans, it has been scientifically shown that things are not at all like that. Emotions and thoughts are dynamically intertwined both from a neurological and a psychological point of view. Emotions and thoughts don’t only interact, their integration is vital to learning.

The activities in The Story Garden have a meaning and an aim, so that students can learn to view the English language for what it is in reality: a system of signs and sounds which is required to communicate emotions, needs, information, and not simply a group of grammar rules and words to be memorized.

Students are gradually guided to undertake tasks, which not only focus on a language sphere, but also on a cultural and social sphere. This process requires both knowledge and know-how, and brings a sense of realism to what has been learned.

9

INTRODUCTION Competences in The Story Garden Teaching competences is considered vital in today’s school system.

Competences are defined as “the proven ability to use personal, social, and/or methodological knowledge, skills and abilities, in work or study situations and in professional and personal development”.

The Story Garden effectively applies these guidelines, offering a learning pathway orientated towards critical thinking, collaboration, and autonomous and creative personal expression. In particular: 1 Communication in first language (L1): In The Story Garden, L1 aids in the comprehension of the stories presented. In fact, it is considered useful to tell the story in the original version (in L1) before diving into the retelling of the stories presented in each unit.

2 Communication in second language (L2): The course fully develops this competence, guiding students to reach the final CEFR level A2.

3 Mathematical competences and basic competences in science and technology: The course provides activities to develop logical-mathematical skills and, through the CLIL pages presents the themes of environmental, food, science and technology education.

4 Digital competence: This competence is activated through the Digital Books and through their digital contents both in terms of internet research and the Real Task sections.

5 Learning to learn: The activities in the units, the pages in the Learning to Learn section, and the self-evaluation pages, all aim to help students gain a gradual awareness and autonomy in the process of learning English.

6 Social and civic competences: These competences are practiced through the many different social interaction activities in pairs and in groups in each unit.

7 Sense of initiative and inventiveness: These are developed during the execution of Real Tasks, when carrying out Make & Play tasks.

8 Knowledge and cultural expression: The Living English pages offer students the chance to discover the culture and traditions of English-speaking countries, encouraging intercultural dialog and understanding.

In each unit of the course, this knowledge is transformed into skills through guided exercises and competences gained through semi-structured and freer activities, up to the Real Tasks, which enable teachers and students to evaluate the competence levels reached.

Competences developed in each unit are not however self-contained, but are amplified in concentric circles until they form a solid base of competences.

Evaluating competences The evaluation of competences achieved can be undertaken through: • The Real Tasks, which make it possible to use knowledge and activate skills to develop competences.

• Continuous assessment of the process that a student uses to demonstrate his/her competences.

• These aspects of evaluation are considered in specific activities in The Story Garden and are described in the section on course features.

10

INTRODUCTION

Objectives for the development of competences The objectives for the development of competences by the end of elementary school, are as follows: • Students can understand short oral and written messages about familiar subjects.

• Students can describe orally or in writing, in simple terms, aspects of their everyday lives, their environment and their immediate needs.

• Students can interact through play, communicate in a clear way, also with learned expressions or sentences, in simple or routine information exchanges.

• Students can undertake tasks following instructions given by the teacher in a foreign language, asking for explanations if needed.

• Students can identify some cultural elements and understand the relationship between language forms and use of a foreign language.

Educational objectives at the end of level 3 KNOWLEDGE Basic vocabulary about everyday life.

Correct pronunciation of common words and phrases learned.

Simple and everyday communication structures.

SKILLS

SPECIFIC COMPETENCES

Listening (oral comprehension) Can understand words, instructions, expressions, and sentences of everyday use, pronounced slowly and correctly about self, friends, and family.

Can understand sentences and expressions of frequent use, relating to immediately relevant spheres, in spoken interaction, when watching multimedia content, or reading texts.

Speaking (oral production and spoken interaction) Can produce significant sentences referring to familiar things, places, people, and situations.

Can interact with a friend for presentations and/or in games, using learned expressions and phrases, adapted to the situation.

Reading (written comprehension) Can understand postcards, notes, short messages, preferably accompanied by visible or auditory support, understanding words and sentences already learned orally.

Writing (written production) Can write words and simple sentences for everyday use, relating to classroom activities, and personal or group interests.

Can interact orally in everyday situations, exchanging simple and direct information about familiar topics or routines, also using digital tools.

Can undertake written interaction, also in digital form and online, to express information and feelings, simple aspects of everyday life and the environment, and immediate personal needs.

11

INTRODUCTION Educational objectives at the end of level 6 KNOWLEDGE Basic vocabulary about everyday life.

Use of a bilingual dictionary.

Basic grammar rules.

Correct pronunciation of words learned or used everyday.

Simple writing of short messages, notes, informal letters.

Basic aspects of society and culture of countries in which the language is spoken.

SKILLS

SPECIFIC COMPETENCES

Listening (oral comprehension) Can understand dialogs, instructions, expressions, and sentences and can identify the general theme of a conversation when talking about familiar topics. Can understand short multimedia texts, identifying key words, and the overall sense.

Can understand frequently used sentences and expressions of immediate relevance in spoken interaction or by watching multimedia content, or reading texts.

Speaking (oral production and spoken interaction) Can describe familiar people, places, and things.

Can refer to simple information relating to a personal sphere. Can interact in a comprehensible way with a friend or a known adult, using expressions and sentences suitable for the situation.

Reading (written comprehension) Can read and understand short and simple texts, preferably accompanied by visual support, getting the overall gist, and understanding familiar words and sentences.

Writing (written production) Can write in a clear and comprehensible way messages to present yourself, wish somebody happy birthday, thank or invite someone, ask or give information.

Reflect on the language and on the learning process Can distinguish between pairs of words with similar sounds.

Can look at words and expressions in context and understand their meaning.

Can observe the structure of sentences and relate form with communicative intention.

12

Can interact orally in everyday situations, exchanging simple and direct information about familiar topics or routines, also using digital tools.

Can interact in writing, also in digital form and online, to express information and feelings, simple aspects of everyday life and the environment, and immediate personal needs.

INTRODUCTION

Inclusive learning Inclusive learning enables and facilitates students to develop their full potential and abilities.

Inclusive learning does not discriminate against, but accepts and values difference, creating learning environments suitable for everyone.

The Story Garden uses strategies to ensure inclusive learning by reinforcing: • Differentiation of style, form, and spacing • Peer mentoring • Different intelligences and learning styles • Logical-visual strategies • Metacognitive development • Proactivity and self-confidence

U n it

8 Listen and play The What color is it?

e.

Eagle Eye Gam

It’s purple.

U n it

2

3 HAPPY BIRTHDAY SLEEPING BEAUTY!

22

It’s a pen!

Yes!

3

28

No.

1

It’s an eraser!

Un it

1 Listen and say.

car

2

ball

3

doll

4

video game

5

bike

6

scooter

8

train

Great!

7

28

Activity Time page

90

kite

2 Listen and find.

3 Listen and sing.

21

29 30-31

29

The Story Garden 1

13

INTRODUCTION Course features Vocabulary

U n it

1 HELLO, LITTLE RED RIDING HOOD!

1 Listen and say the number.

1

Each unit opens with the first lexical group, presented in the context of a scene from the chosen story, aimed at stimulating students’ interest in the topic and promoting emotional learning.

From level 2 onwards, there is a second lexical group presented in each unit, with links to the first lexical group.

Songs

black

2

white

3

yellow

4

green

5

orange

6

pink

purple

8

9

4

Activity Time pages 78-79

red

1

U n it 3

brown

1O

2 Listen and find.

4

3 Listen and sing.

5-6

blue

5

The Story Garden 1

Songs enable students to produce a wide range of structures and a rich variety of words in a natural and spontaneous context.

The music also aids memory, teaches students to use both cerebral hemispheres, and is adaptable to different learning styles (visual, auditory, kinaesthetic). Music also helps create an atmosphere in which it is possible both to relax and concentrate, and enables students to express emotions and feel a sense of belonging to the group, thanks to the participation of all students in the activity.

It is well known that songs also enable us to feel positive energy and a sense of harmony and serenity, which promotes a positive environment for learning.

The songs were written with the singing and language ability of students from different year groups in mind.

In the first year, the singing range required is limited to reflect their ability. Each year the singing range required for The Story Garden songs is increased, to reflect the changes in the students’ speaking ability, according to age and development.

Particular care was given to the choice of the musical arrangement: we wanted to avoid ‘babyish’ songs; on the contrary, the sounds and rhythms chosen for the course songs directly echo the kind of music that today’s students listen to themselves.

The song at the beginning of each unit is presented in two versions: with singing, or as karaoke. In the latter case, the melody will help students to sing.

Cartoons Cartoons involve all the senses and are, therefore, effective with students of any learning style: visual, auditory, kinaesthetic, or verbal-visual.

The cartoons are inspired by the stories presented in each unit, adapted to create modern reading.

They aren’t extracts taken from the original stories or total retelling, but variations on a theme, which maintain the main sense of the works they are inspired by. This is to encourage students to read the classics and create their own

14

HELLO, LITTLE RED RIDING HOOD!

10 Listen to the story.

Watch out for the wolf!

U n it

6

10

1

1

7 2

3

4

5

8

9

10

ROAR!

OUCH!

THUMP! 11 Listen and sing.

10

11

12 Role-play the story.

11

The Story Garden 1

INTRODUCTION personal knowledge that will enable them to become proficient in relating to others (life skills), predicting events (critical thinking), and reacting (emotional intelligence), and above all proficient in communicating in English and become a citizen of the world.

With carefully graded language, the stories in The Story Garden have several layers of meaning: they are funny, but they also convey moral values beyond their language content.

How to get the most out of the cartoon stories From the first level, following the presentation of the story, students are invited to Role-play the story.

This activity avoids the usual translation of the stories from English into the students’ own language: the process of translation takes place via role-playing combined with the sounds of the English language. Students learn the meaning of what they hear and see by assimilating the sentences and sounds associated with a particular communicative context, rather than via the literal translation of words and sentences.

To get the most out of the stories linguistically, it is suggested that teachers follow these steps in this order: • Listen to and watch the video • Role-play the story • Go back to the text to learn the written form (from level 2 onwards) The procedure generally follows these phases: 1 Warm up • Ask the class to look at the pictures and tell the story in their own language.

• From level 2 onwards, ask students to identify the key words in the cartoon, to gain overall understanding of the text, write them on the board, and highlight them to the class.

2 Listen • Invite the class to follow the story in their books, watch the story on the IWB video, or listen to the track.

• Read the story from the book, miming the different scenes, changing your voice to model the correct pronunciation of the words and the intonation.

• Show the video again and ask students to focus on what they see: the characters’ expressions, backgrounds and colors.

• Invite students to listen to the story with their eyes closed and imagine as many details as possible of what they have seen and heard.

3 M r Green’s tip • Stimulate students’ critical thinking by asking what the cartoon means: what it is trying to say to us.

• Read Mr Green’s advice or saying. Ask students: Do you agree? Can you think of an alternative?

4 Listen and sing • The song after the cartoon in levels 1-3 retraces the story highlighting the listening mode. This will suit auditory learners who will enjoy this activity. Students with different learning styles, largely visual, visual-verbal, or kinaesthetic, will be able to experiment in an enjoyable way.

5 Role-play • Watch the video for a third time and ask students to repeat the dialogs. You can monitor whether you need to repeat and model the lines or to let students say the lines spontaneously.

• This is the ‘translation’ phase of the story, as previously mentioned: it is a translation of the English language into the language of gestures, avoiding the usual translation into students’ L1.

• This translation model aids comprehension of the story at a deeper level than simple translation from one language to another could provide, as it involves the student’s entire body and emotions.

• At this point invite students to speak, using their books. You can choose one of two methods: either all the students can say the lines of all the characters, changing their voices as appropriate (choral reading) or each student can choose a character to voice (selective reading); in the latter case you should invite them to make gestures, and assume the appropriate expressions and intonation.

• An extension activity could be to divide students into groups, learn the story by heart and role-play it for the class.

It is a good idea to encourage students to make improvised props or masks to contextualise the story in a more realistic way.

15

INTRODUCTION The four skills

AROUND THE WORLD IN 80 DAYS LIS

The learning path of The Story Garden integrates all the four language skills: listening, speaking, reading, and writing.

In level 1, reading is intuitive and largely supported by images, and writing is copying words to give students a sense of achievement. The skills work progresses in subsequent levels and in levels 4 and 5 the final two pages of each unit are totally dedicated to developing skills.

TEN

19 Listen to the weather forecast and complete.

16

ING

REA

DIN

G

Denver Milwaukee

Las Vegas

and

Seattle

Denver

and

Milwaukee

SPE

AKI

NG

wear my Halloween costume.

I like warm colors and in fall the colors of nature are red, yellow, orange, and brown. foggy I like foggy days and in November it’s usually and cold.

I don’t like rainy days, but there are a lot of rainy

and

Las Vegas

and

days in fall!

I can’t ride my bike, but I can read books.

Oh… and I love winter, too. I love Christmas time and in December I can write my present list!!!

20 Do a class survey. Interview your friends and complete the chart.

When’s your birthday?

Is it in June?

Is it in August?

It’s in summer.

he’s

No, it isn’t.

September

he can

Yes, it is!

ths mon ite vor fa

he can’t

Colin NAME

SEASON

1

Hi, my name’s Colin. I’m nine. I love fall!

My birthday is in September and I like birthday parties.

I like monsters and at the end of October I can

MONTH Seattle

U n it

21 Read and complete the map.

MONTH

he likes

weath

er

sp ec ial da ys

he doesn’t like

CLIL

22 Write about the boy. Start with His name’s…

WRI

14

TIN

G

Then make your own map.

Activity time page 107

15

The Story Garden 4 There are CLIL sections, dedicated to intercurricular links between English and other subjects, in every unit at each level in The Story Garden. These can serve as 3 support or extension activities to the course n it My snack diary HEALTH AND NUTRITION f r u it U a c k is r ite s n o v a f Healthy snacks or can be used independently. The topics My a p p les !

I covered use specific vocabulary.

1 The aim of the CLIL section is to introduce the idea of a foreign language as a vehicle 2 to learning in a simple and natural way, guiding students along a pathway which 1 2 will take them from describing things using a new instrument and really living the experience, whilst redefining, re-establishing and reorganizing 3 4 knowledge, thanks to the internalization of a different point of view, which gives a global dimension for each individual.

3 5 48 49 The sections present short intercurricular pathways, using English as a functional The Story Garden 3 vehicle for everyday experiences, stimulate curiosity, research and discovery, which interact with other types of education and with particular subjects, widening and improving the quality of the learning process for the student.

In these pages students will also find Mr Green’s messages, which form the value pathway in which students are given advice on how to be happier with themselves and live happily with other people.

I like healthy food.

Listen and say.

AL RE

Keep a snack diary for one week.

Record all the things you eat and drink.

Then compare your snack diary with your friends.

59

rice cakes

popcorn

crackers

yogurt

vegetables

fruit

muffins

cookies

muesli bars

candy

potato chips

fruit juice

soda

milkshakes

smoothies

Which are the healthy snacks? Check (✓) and discuss with a partner.

16

T

SK

58

A

Listen and read.

We usually eat three meals a day: breakfast, lunch, and dinner.

A snack gives you energy between meals. You can have snacks in the morning or in the afternoon. It is not a good idea to eat snacks at night.

Here’s my snack diary!

INTRODUCTION Make & Play

SOCIAL SKILLS

U n it

THE WOLF MASK In levels 1 to 3, these pages present art and craft activities and aim to activate creative processes and provide new input to enhance and deepen the motivation to use English inside and outside school.

These activities strengthen and develop not only creativity, but also students’ informal knowledge and skills, contributing greatly to their knowledge of the world.

1 2 3 Making and creating items or producing a range of art and craft projects are activities that require an intense approach to developing metacognition and the idea of ‘learning to learn’.

These skills also reflect the metacognitive phases of language 4 5 6 interaction.

The manual task visibly reflects a process which involves: • Comprehension of an oral or illustrated text (instructions) • Forming hypotheses (if I do it this way, I will achieve this result) • Designing projects 7 • Planning • Organizing 1 Make and play The Hungry Wolf Says Game.

• Reorganizing your skills and knowledge • Testing if the creation works (Does it work? If if doesn’t, where did The Story Garden 1 I go wrong?)

• Self-evaluation of the outcome in terms of how much enjoyment, personal satisfaction and gratification there is (Am I happy with what I’ve achieved?)

• Self-evaluation of the process

GIANTS

Living English

in the English-Speaking World

2 Listen and complete. name

London

bell

13

4

U n it

80

tower

1

plump

steps

Living English is the section on culture and 1 society, which is presented from the start of the learning pathway. In levels 1-2, the Living English pages present situations that students are familiar with and transpose them into English-speaking cultures. The culture pages 3 at this level offer an awareness that the English language isn’t only a game, fantasy, or school activity, but a world language that other children use to express and share their daily lives, feelings and themselves. The English language crosses the borders of the school and 62 63 becomes an instrument to communicate and make friends with the world.

The Story Garden 4 In levels 3-6, the Living English pages broaden their horizons, as students’ interests and curiosity grow, and they start to take in the whole world. Living English becomes a starting point to learn about American traditions and at the same time, shows how a little knowledge can bring people from different cultures and ethnicities together, and how important and incredible it is to use this to become a citizen of the world.

This can only happen through English, shared throughout the world. Students are stimulated to find out about things which they are curious about and are motivated to use English to find answers.

1

Big Ben is a symbol of

is 96 meters high and there are 334

The

79

Listen and match.

and Great Britain.

It is a part of the Palace of Westminster on the River Thames.

2

to reach the top. Its official name is

‘Elizabeth Tower’.

The Statue of Liberty is the symbol of the USA. It is a gift to the United States from the people of France. The French sculptor is Frederic Bartholdi.

The Statue is on Liberty Island in New York.

The torch represents freedom. The Statue is holding a tablet in her left hand. The date of the American Declaration of Independence (July 4th, 1776) is on the tablet. The Statue is 46 meters tall and visitors climb 354 steps to reach the crown. There are 25 windows in the crown. The seven rays in the crown represent the seven seas and seven continents of the world.

3

.

Big Ben is the name of the giant

It is 2 meters high and weighs about 14 tons. The

Big Ben probably comes from the Commissioner of Works, Benjamin Hall, a very tall and

man.

4

Listen and choose.

81

On the tower there are four / forty clock dials.

At the base of each tower / clock dial there is a Latin inscription. In English it means ‘O Lord, keep safe our Queen Victoria the First’.

The hour foot / hand is 2.7 meters long and the minute / second hand is 4.3 meters tall / long.

Every year, the minute hand travels for about 190 kilometers.

5

SK

AL RE

A

T

6

Surf the Internet and find out the tallest bell tower in your country. Where is it? How tall is it? How old is it?

17

INTRODUCTION The Sound Game

THE WIZARD OF OZ

The Sound Game is a phonetic section in each unit, from level 2 onwards. It is a collection of phonetic activities and exercises with phonemes and common sounds in the English language.

The consonants p, b, d, h, n, t, d, j, s, sh, th, the monopthongs and diphthongs are presented in minimal pairs, through games and tongue twisters, allowing students first to imitate and then to consciously internalise the L2 sounds. Particular attention is given to sounds which are difficult to tell apart for students with different L1s and SEN students.

8 Complete with Yes, I am. / No, I’m not.

Are you happy?

Are you scared?

Are you hot?

Are you thirsty?

9 Listen and say.

Life Skills

hot

28

happy

THE SO hamster

UND

GA M

hungry

10 Listen and circle the pictures with the sound H.

Life Skills are “the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life”.

Techniques to promote health education, workable in a school environment include: • Decision-making skills • Problem-solving skills • Creative thinking • Critical thinking • Effective communication skills

E

29

24

The Story Garden 2

• Interpersonal skills • Self-awareness skills • Empathy • Coping with emotions • Coping with stress

The list has been updated with more precise subdivisions, to identify key competencies and skills for the 21st century.

Real Task There are different types of Real Tasks in the course book. They are simply tests when they only involve English, but are truly ‘real tasks’ when they involve other subjects.

You can recognize a real task by the fact that students are asked to deal with challenging, complex, or new situations, as close as possible to real life, using knowledge and skills already gained and applying procedures and thought processes to contexts and environments which are different from those they are used to facing in class.

Tasks may sometimes be based on only one subject, but in general they tend to invite students to integrate different lessons learned to find solutions in an independent way.

The solution to the problem (real task) represents the student’s final product on which the teacher can base his/her evaluation.

18

INTRODUCTION 1

U n it

Living Grammar

LIVING GRAMMAR She’s in England.

Where’s Aouda?

THE PREPOSITION IN

It’s in November.

Time

Place

in spring in April in the morning

in the kitchen in New York in the USA

When’s her birthday?

1 Put the words in order.

In levels 1 and 2, the communicative structures are used intuitively.

In levels 3-6 there is a Living Grammar section, with simple and clear tables and examples of grammar structures followed by fun activities for practice.

1 cake • is • a • refrigerator • the • There • in 2 April • is • weather • cool • The • in 3 lives • Mexico City • grandmother • My • in 4 go • school • summer • don’t • to • I • in 5 India • see • in • You • can • elephants 6 play • in • afternoon • usually • the • I • soccer

WH

questions

2 Complete.

A cake? Where’s the cake?

Who…?

What…?

Where…?

When…?

Why…?

How…?

1

are you scared?

2

’s the weather like?

3

’s your birthday?

4

’s your bike?

5

are you?

6

’s that girl?

96

The Story Garden 4

Activity Time In each level there is a workbook with revision, reinforcement, and consolidation activities of the language presented in the corresponding unit.

The activities are graduated, functional, and often presented as games, which give students scope for experimentation and self-study.

U n it

6

EASY ENGLISH

og

rfl

fr

Animals

liz

ap

t

r

mosq

ua

e

spider

y

ard

Easy English At the end of each Student’s Book there is an Easy English section with activities dedicated to inclusive learning paths for SLD and SEN students.

ir

uit

jag

The Story Garden 1

turtl

ot

bat

te but

na

d bir

parr

g

igu

hummin

a

1 Say and trace the words.

o

140

The Story Garden 4

19

INTRODUCTION Video In levels 1 and 2 there are three videos for each unit: an opener presenting vocabulary; the animated cartoon, and the animated Living English video.

In levels 3-6 there are two videos per unit: an opener presenting vocabulary and the animated cartoon.

Graphics and illustrations Graphics and illustrations are two essential elements that help or hinder learning projects. Just as it is true that an attractive book without contents has no value, it is even truer that nobody would grapple with the contents of an unattractive book, especially not a child of six to ten years old, used to the high quality dictated by society and the media.

The Story Garden graphics are designed with clarity, accessibility, and above all agility in mind, to make using the book as easy as possible. The main aim of a good graphics project is that regardless of the obstacle of the English language, a student is clear about which subject they are going to study and what type of activity they will be involved in.

More than 30 illustrators were involved in The Story Garden graphic project and carefully selected to best fit the story they illustrated in order to transmit the appropriate style, atmosphere, narrative, and creative passion.

The challenge of involving and coordinating so many illustrators stems from the decision to work on stories with strong and unique identities, which need to be respected and expressed through different visual styles.

Each photo is interesting and motivating, without detracting from the importance of the language activity.

WE LCOME TO 1 Listen and sing.

THE STORY GA

HEL LO, LITTLE

RDEN!

7 Read and draw.

RED RIDI NG HOO

D!

1-2

9 Listen and play The

five

six

3

8 Listen and check.

8

Easy English pages

1 2 3 4 5 6 8 9 1O

5 Listen and color.

one two three four five six seven eight nine ten

1

U n it

2

3

5

6

1

2

6

Activity Time pages 83, 84-85

Activity Time pages 80, 81-82 Easy English pages 106-107

The Story Garden 1

20

It’s grandma.

Hello, grandma.

seven

4

6 Complete and say.

Who is it?

8

7

1

K! OC KN CK! O KN

108-109

HELLO, LITTLE RED RIDING HOOD!

4 Color, trace, and read.

Bye, hungr y wolf!

three

two

76-77 Activity Time pages

Un it

9

It’s the hungr y wolf!

K! OC KN CK! O KN

one

2

Knock Knock Game .

Who is it?

Green.

Hi, my name’s Mr

7

9

1

INTRODUCTION

Classroom language Here are some suggested sentences that teachers can use during the lesson when presenting an individual activity.

There are also useful sentences and expressions for classroom management and organization in general.

They can be used in connection with those presented in the specific teacher’s notes for each unit.

Greetings Good morning, everyone.

Good morning, girls and boys.

Asking about health/wellbeing How are you today?

Are you all OK? Taking the register Who’s missing today?

Is (Mark) ill?

No, he’s coming.

(Mark) is late today.

Basic instructions Look at the board.

Look at me.

Listen to me.

Listen and repeat.

Listen to the song.

Say it after me.

Say it with me.

Let’s all say it together.

Watch the video.

Listen and check.

Raise your hand.

In the middle of a lesson.

Take out your (English books).

Open your book to page...

You need your (pencil case).

Put all your other things away.

Hurry up.

Wait a moment, (Val).

It’s your turn.

It’s not your turn.

How about you, (Alex)?

Reassuring or correcting That’s OK, don’t worry.

It isn’t a big problem.

It doesn’t matter.

Try again.

Can you try again, please?

Please say it again.

Can someone help (Martha), please?

Positive reinforcement Very good!

Excellent!

Great job!

That’s good!

To get the students’ attention Quiet everyone.

Listen, please. / Please listen.

Calm down, please.

Stop talking.

After a break Recess is over.

Let’s start again.

Go back to your seats.

Please sit down.

At the end of a lesson The lesson is over.

Can you collect the (books), please?

Pack up your things.

Let’s clean the board.

Clean up the room.

Line up at the door, please.

Line up, please.

21

wel

come

WELCOME TO THE STORY GARDEN!

U n it The big day is here: the first English lesson with year-one students at the beginning of a big adventure featuring fairy tales and stories, which will help them grow just like the flowers in Mr Green’s garden.

Take them by the hand and introduce them to the friendly gardener who will be your assistant for the next year in his amazing garden: The Story Garden!

By listening to his presentation, students will learn how to introduce themselves, say hello to their peers and to adults, say goodbye and cheer.

At the same time they will have a real-life experience, interacting through English language games and becoming part of the class group, establishing themselves as unique and special individuals, able to acknowledge and respect other people.

They will learn about the value of words and gestures in establishing positive and proactive relationships, and the importance of giving and receiving.

Learning objectives Knowledge

Greetings Expressions for saying and asking for names Simple classroom instructions

Skills

Greeting and responding to greetings Introducing yourself and saying your name Understanding and following simple instructions Recognizing and reproducing L2 sounds and rhythms Affirming, refusing, cheering Expressing feelings

Vocabulary name garden, school listen, point, sing, clap, smile

Communicative structures Hi! Hello! Bye! Good morning!

What’s your name? My name is…

See you later!

Intermediate goals in the development of competences Basic competences (English language skills axis)

Understanding and replying to informal greetings Knowing how to say your own name Understanding and following simple instructions in class

Key competences

Communicating: understanding spoken and non-verbal messages

Life skills Developing self-confidence

22

Approaching new experiences positively

welcome U n it Activity Singing and miming a song

Subject links Music: recognizing and reproducing musical rhythms

Physical education: using the body and movements to represent real and imaginary communicative situations; understanding gestures

Support Materials

The Story Garden 1 pp. 2-3 Activity Time pp. 76-77

Equipment

Usual daily classroom kit

23

WELCOME TO THE STORY GARDEN! We learn to

• Say hello and goodbye • Recite a rhyme

Vocabulary and structures • Hello!

• Goodbye!

• Good morning!

Equipment and materials

• Scissors • Glue • Photocopiable finger puppets on page 46 Bring some gardening equipment into the classroom such as a watering can, a small hoe, a rake, or a sun hat.

Put them on your desk, show them to the students and ask what they are for. Try to stimulate their curiosity about Mr Green, the character who will guide them in learning English throughout the year.

Put the Mr Green finger puppet on (from photocopiable finger puppets on page 46) and greet the students, saying: Hello!

Explain to the class that Mr Green will tell them a lot of stories throughout the year.

It is vital to create empathy between the students and Mr Green before turning to the course book.

Tell students that this friendly character is a very special type of gardener because he grows words, fairy tales and stories in his garden.

Ask the whole class questions such as: Do you like fairy tales? When do you listen to them? Who reads them or tells them to you? Which is your favorite fairy tale?

Create a happy and relaxed atmosphere.

You will need to photocopy photocopiable finger puppets on page 46 to get students to create their finger puppets.

Go around the class encouraging students, with expressions like: Great! Beautiful! Good job!

Put on the first finished puppet that they make and say: Hello, Mr Green! or: Good morning, Mr Green!

Invite students to repeat the greeting.

24

Life skills: Developing self-confidence

It is always important to reward students when they understand and follow instructions, and when they complete a task. Use expressions like: Great! Good job!

Very good! I’m very proud of you!

welcome U n it We learn to

• Say hello and goodbye • Introduce yourself • Sing a song

WE LCOME TO 1 Listen and sing.

THE STORY GA

RDEN!

1-2

Hi, my name’s Mr

Green.

Vocabulary

• garden, school • listen, point, sing, clap, smile

Structures

• Hello!

• Bye! • I’m Mr Green.

• My name is Mr Green.

• What’s your name?

• Clap and smile!

2

Equipment and materials • Student’s Book 1 • Classroom language poster • Finger puppet • IWB if available

Activity Time pages 76-77

3

Pages 2 and 3 Greet students with a rhyme that you can use at the beginning of each lesson.

Hello, hello, how are you, I’m so happy to see you!

Present the words listen, point and sing to the class, showing them the meaning on the classroom language poster and setting up the mime game.

Say: Open your book to page 2.

Get up and show the class the book open to page 2 so that they can all find it.

Let students look at the page and comment on it.

Then say: Oh look: a beautiful garden and a school!

Look! Mr Green. Hello, Mr Green! Hi, Mr Green.

Ask the class to say hello to Mr Green.

1 Listen and sing.

1-2

Ask students what is happening in the scene, who the people or the animals are, and what they are doing.

Invite students to listen to the song, by saying: Let’s listen to a song.

While they listen, ask students to wave every time they hear hello in the song, and to clap their hands and smile every time they hear clap and smile.

Accompany the words by miming the action. Do a few trial runs to check they have understood, with a sequence of words such as: hello, clap and smile, hello, clap and smile, and ask them to mime the actions.

After listening to the song, say: Let’s sing and ask the class to sing the song along with the audio. Accompany the song again with the mimes and gestures and invite students to reproduce the words and movements with you.

When the students are familiar with the text, they will be able to sing along with the karaoke base.

25

WELCOME TO THE STORY GARDEN! Hello, hello

1-2

Hello, hello My name is Mr Green This is my garden Come and sing with me!

What’s your name?

Clap and smile at me!

What’s your name?

Clap and smile at me!

Hello, hello My name is Mr Green This is my garden Come and sing with me!

What’s your name?

Clap and smile at me!

What’s your name?

Clap and smile at me!

Use the IWB if available to watch the song video as a class. The presentation of the song as an animated cartoon in the Digital Book will have a great impact on students.

Key competences: Communicating

Students understand spoken information and translate it through mime.

Life skills: A positive approach to new experiences

The teacher’s mime is very important for students when first encountering L2. Clearly there will be terms and expressions used that the class doesn’t know yet. You should try to accompany each expression, instruction or, term with mime and gestures. This will help students not to feel disorientated and will aid comprehension.

End each lesson with a rhyme: It’s time to say bye, bye, bye, bye, bye, bye.

It’s time to say bye, bye, see you later.

Activity Time - Welcome Unit Pages 76-77

E AC TIV ITY TIM OME WELC Unit read.

1 Trace the words and I’m Sam.

What’s your name

1 Trace the words and read.

Invite students to trace the words in the speech bubbles on page 76 and read them.

Then students can role play the dialogs with their classmates, asking and answering each other’s names.

ACT IVITY TIME

2 Complete.

Hello

Welco Unit

Bye

Bye

Hi

Kate!

Max!

My name’s Ben! Max! ?

What’s your name

I’m

2 Complete.

Students work alone. They choose the correct greeting from those introduced and complete the speech bubbles. You can check students answers as a class, by reading out the greetings.

’s Kate! ? My name

Kate!

Max!

76

WOR KBOOK

WOR KBOOK

26

77

me

The Story Garden • Letter to parents

welcome U n it

Can we work together?

English is no longer the language of the future, but the language of the present. Nowadays, it is unthinkable for a student to fulfil their dreams and ambitions without knowledge of the language which enables them to communicate with the whole world.

Furthermore, the ideal time to learn a second language is up to the age of eight and it is a positive addition to their learning.

Teaching English to your children is a great pleasure and we are excited at the thought that they will be able to learn so quickly. That said, we should stress that although they learn very quickly, they also forget equally quickly. For this reason collaboration is invaluable!

During the first few days of school, we begin a great adventure exploring fairy tales and stories in English, which will nurture your children just like the flowers in our friendly gardener, my teaching assistant, Mr Green’s garden.

We have entered his amazing garden, The Story Garden, and we have learned to say hello and say who we are, by singing a song.

Hello, hello Hello, hello My name is Mr Green This is my garden Come and sing with me!

Hello, hello My name is Mr Green This is my garden Come and sing with me!

What’s your name?

Clap and smile at me!

What’s your name?

Clap and smile at me!

What’s your name?

Clap and smile at me!

What’s your name?

Clap and smile at me!

The Story Garden, your children’s course book, has a digital version with clear instructions on how to download the audio tracks. It contains all the materials that we will use in class, so please take the time to play with your children through the medium of English.

We would ask only that you don’t rush ahead to contents that we haven’t covered in class yet. Please feel free to look at the whole book, but only use the materials already completed in class with your children. This is to avoid confusing them or curbing their enthusiasm for learning at school.

Have fun and see you soon!

Mr Green

The Story Garden | © ELI | Photocopiable

U n it

1 HELLO, LITTLE RED RIDING HOOD!

Students immediately encounter a familiar character, possibly the first protagonist of a traditional fairy tale that they have ever met through the stories their parents and grandparents have told them.

This choice further promotes the conviction that you learn a foreign language just as you do a first language, in a natural way, by listening, repeating, playing, and getting a feel for it.

The cartoon presented throughout this unit is Little Red Riding Hood, who is no longer eaten by the wolf but comes back to tell children of her own age how she recognizes danger, and that when she meets the wolf, the only sensible thing to do to run away!

She is very bright and will teach the class a lot of things, like how to recognize and name numbers up to 10, learn the words for colors, and play games with colors and numbers together.

Little Red Riding Hood will teach the class how to say no, and to express their true feelings about this new means of communication: the English language.

You can treat Unit 1 like an entry test to observe and evaluate the previous knowledge of students who may have already played games in English in kindergarten.

Learning objectives Knowledge

Vocabulary

Skills

Communicative structures

Numbers 1 to 10 Colors Simple classroom instructions

Identifying numbers and colors Listening to and understanding instructions given through mime and in games Understanding and following instructions and procedures Recognizing and reproducing L2 sounds and rhythms Asking and responding to simple questions Developing manual dexterity

one, two, three, four, five, six, seven, eight, nine, ten black, white, yellow, green, orange, pink, purple, brown, red, blue

Look at…

Who is it? It’s…

Yes! No! Hello! Goodbye!

Great!

Intermediate goals in the development of competences Basic competences (English language skills axis)

Understanding and responding to an informal greeting Knowing how to say your name Understanding and following simple instructions in class Identifying colors Counting to ten Listening to and understating an illustrated story read out loud by the teacher or on multimedia Singing and miming a song or a chant

28

Key competences

Communicating: understanding verbal and non-verbal messages Collaborating and participating: maintaining positive relations with classmates; respecting established rules in individual and group work; recognizing the elements and characteristics of other cultures Problem-solving: using logic to work out what you need to do Learning to learn: reusing what you've learned in new contexts Planning: creatively transferring language learned into actions

U n it

1

Life skills Self-awareness Developing critical thinking Managing feelings: winning, losing, competing

Approaching new experiences positively Interpersonal skills Creative thinking

Activities Singing and miming a song Distinguishing language elements when listening Using the language learned through games

Listening to and understanding a short story Role-playing a story

CLIL Social skills: following spoken instructions

Make & Play The Wolf Mask: following procedures to make fun things

Living English Using the English language in real, authentic, and emotionally-inclusive tasks

Subject links Music: recognizing different voices and matching them with different characters; recognizing and reproducing musical rhythm; reproducing intonation History: understanding whether actions and situations happen in succession or simultaneously Art and images: reusing things creatively; depicting an animal graphically Math: matching alphanumeric symbols and

quantities; completing a sequence; making hypotheses and predictions Physical education: remembering and reproducing a sequence of movements; using the body and movements to act out real and imaginary communicative situations; moving to a rhythm; understanding gestures

Support Materials

The Story Garden 1 pp. 4-15 Activity time pp. 78-85 Flashcards Photocopiable worksheets n. 1-3 Classroom language poster

Equipment

Usual daily classroom kit For Make and play The Hungry Wolf Says Game: paper plates, tissue paper, construction paper, elastic

29

HELLO, LITTLE RED RIDING HOOD! We learn to

• Interpret an image • Follow oral instructions • Name numbers and colors • Sing a song

U n it

1 HELLO, LIT

TLE RED RIDING

HOOD!

1 Listen and say

1

Vocabulary

• flower • one, two, three, four, five, six, seven, eight, nine, ten • black, white, yellow, green, orange, pink, purple, brown, red, blue • Bye!

Structures

Un it

the number.

3 5 4

Activity Time pages

black

yellow

orange

9

red

2 Listen and find.

3 Listen and sing.

2

white

4

green

6

pink

8

purple

78-79

• Look!

• Point to...

3

brown

1O

blue

4

5-6

5

Equipment and resources

• Student’s Book • Flashcards of numbers and colors • IWB if available • Photocopiable worksheet n. 1

Pages 4 and 5 Greet the class with the rhyme at the beginning of the lesson: Hello, hello, how are you, I’m so happy to see you!

Continue, saying: Hello, boys and girls!

Point to the boys when you say boys and to the girls when you say girls.

Life skills: Self-awareness

Name the girls, too, when you greet them.

Inclusive language is extremely important in English-speaking countries, as it is here.

Tell the class that today, Mr Green is taking them into the world of Little Red Riding Hood, where they're going to meet... the hungry Wolf!

30

Don´t worry, Little Red Riding Hood is going to teach them how to recognize him and stay away from him!

Using the IWB or holding the book up so everyone can see, show the image on page 4 of Little Red Riding Hood and the wolf. Ask the class to open their books to page 4, saying: Open your book to page 4.

Go around the class to help students to find the correct page. Then ask them to look at the scene and tell you what is happening. Ask who the little girl is, where she is, and what she is doing.

Say: Look: a girl! Who is she? She’s Little Red Riding Hood.

1 Listen and say the number.

3

Use the flashcards to present all the number and color vocabulary.

Often students will already know numbers and colors in English. However, you can revise and practice them by putting the color flashcards around the class and saying: Point to yellow! Point to red!...

Now turn to the activity in the book.

Say: Listen and say the number.

The students listen to the color on the first audio track and say the corresponding number.

Do the first one to check the students know what to do.

3 Audio script black – white – yellow – green – orange – pink – purple – brown – red – blue

1

U n it Key competences: Communicating

Students can understand oral messages.

Use the IWB if available to show the scene in the Digital Book. The students will find the presentation in the form of an animated cartoon engaging.

2 Listen and find.

4

Mime the actions for listen and find and say: Listen and find.

Play the audio track. Students should point to the flowers of the color they hear in the Little Red Riding Hood scene on page 4.

Check the students understand the activity and praise them.

Audio script yellow orange pink green

4

Say: Look at me and say.

Hold up one flashcard at a time and ask: What number is it? What color is it?

Elicit replies from students.

3 Listen and sing.

5-6

Colors and numbers

1

5-6

1 – 2 – 3 – 4 – 5 (point to the numbers) Hello, hello, hello! (say hello) 6 – 7 – 8 – 9 – 10 Hello, hello again! (twice) Black and white (point to the flashcards around the class) Yellow and green Orange and pink Purple and brown Red and blue A lot of flowers Red and blue Flowers for you!

1–2–3–4–5 Bye! Bye! Bye! (turn to wave goodbye) 6 – 7 – 8 – 9 – 10 Bye! Bye! Bye again (twice) Watch out, Little Red Riding Hood The hungry wolf is in the wood! (put your hands over your mouth as if you were afraid) As reinforcement, hand out photocopiable worksheet n. 1, so that students can trace the words and color the flowers in the correct colors.

Before listening to the song, put the flashcards around the classroom and say: Now, listen and look at me! Play the song and accompany it with mime and gestures. When the colors are named, point to the corresponding flashcard in the class.

After listening once, invite students to sing along with the audio track, then you can use the karaoke track with students singing along to the musical base.

31

HELLO, LITTLE RED RIDING HOOD! We learn to

• Color things according to the numbers • Trace a word in English • Read by intuition

HELLO, LITTLE RED RIDING HOOD!

4 Color, trace, and read.

1 2 3 4 5 6

Vocabulary

• one, two, three, four, five, six, seven, eight, nine, ten • black, white, yellow, green, orange, pink, purple, brown, red, blue

Structures

• Point to...

• How many?

Equipment and resources • Student’s Book • IWB if available • Photocopiable worksheet n. 2

8 9 1O 6

one two three four five six seven eight nine ten

Activity Time pages 80, 81-82 Easy English pages 106-107

Page 6 Before doing the activities in the book, greet students with the rhyme you have already used in previous lessons, and which could become the theme song for opening each lesson.

Hello, hello, how are you, I’m so happy to see you!

Students can recite the rhyme in pairs to their friends.

Key competences: Collaborating and participating Students maintain positive relationships with classmates.

4 Color, trace, and read.

Show students page 6 on the IWB, or hold up the book for everyone to see, and say: Open your book to page 6.

Go around the class, helping students to open their books at the correct page if necessary.

Before starting the activity, quickly revise the numbers and colors, asking questions like: What color is number 2? What color is number 8?

Elicit students’ replies.

32

Repeat this procedure for all the colors. When you think students are ready, you can progress by introducing the questions: How many blue flowers are there? How many red flowers are there?

Elicit replies from students showing the line of flowers and counting with them either on the IWB or in the book.

Now invite the whole class to do the activity, only coloring in the number of flowers indicated, then tracing the words and reading them intuitively.

Hand out photocopiable worksheets n. 2 as reinforcement for fast finishers.

Teaching tips

To help students learn the colors, you can recite and mime this simple rhyme: One, two (counting on your fingers) hello to you (wave hello) three, four (counting on your fingers) close the door (mime closing the door) five, six, seven, eight (counting on your fingers) hooray, hooray (jump up with your arms in the air) nine, ten (counting on your fingers) hooray again! (jump up again)

U n it We learn to

• Listen and color • Complete logical sequences

5 Listen and color.

Vocabulary

1

U n it

7

1

1

2

• green, red, yellow, brown, purple, orange • one, two, three, four, five, six

3 4

Structures

• The hungry wolf is running.

Equipment and resources • Student’s Book • IWB if available • Lapbook

6 Complete and say.

5

6

1

2 Activity Time pages 83, 84-85

7

Page 7

5 Listen and color.

7

Show students page 7 on the IWB or hold the book up for everyone to see and say: Open your book to page 7.

Show the class the image of the wolf running and say: Look! The hungry wolf is running. Mime running. Ask students where the wolf is running.

Let them discuss their ideas. Briefly revise the colors using the flashcards. Show them to the class, saying: What color is it?

Elicit their replies.

Now ask students what color the wolf’s T-shirt is by listening to the audio track. Say: Listen and mime the action listen and color, pretending to color with a color pencil. Start the audio track. Go around the class encouraging students to do the task.

Audio script one – green two – red three – yellow

7

Teaching tips

Students will need to listen to the audio track more than once. Tell them that they will hear the track three times. The first time for comprehension, the second time to do the task, and the third time to check or correct their work.

6 Complete and say.

Ask students to complete the sequence saying: Color and complete.

Then invite them to say the colors, saying: Now say the colors.

Key competences: Problem-solving

Students can use logic to work out what to do. four - brown five – purple six – orange

The digital activity can be carried out as a class test.

33

HELLO, LITTLE RED RIDING HOOD! We learn to

• Represent and describe things with color • Read intuitively

HELLO, LITTLE RED RIDING HOOD!

7 Read and draw.

Vocabulary and structures

• one blue flower, two yellow flowers, three red flowers, five purple flowers, six orange flowers, seven green flowers

Equipment and resources

• Student’s Book • Colors • IWB if available • Photocopiable worksheet n. 3

one

three

two

five

six

seven

8 Listen and check.

8

8

Easy English pages 108-109

Page 8

7 Read and draw.

Say: Open your book to page 8.

Go around the class, helping students to open their books at the correct page if necessary.

Using the IWB or holding up the book for everyone to see, point to the image of Mr Green at the bottom of the first activity and say: Look! It’s Mr Green.

Hello Mr Green.

Ask students to do the task. Explain that they will have to draw the correct number and color of flowers in the frames. Do the first one together as a class to build confidence. Say: Read and draw.

Say: One blue flower and draw one blue flower in the first frame. Then let the class continue the task alone, checking their work.

When introducing the plural of nouns, it is not necessary to explain the rules to the class at this stage, they just need to listen and assimilate it.

You can give the digital task as an example, to help them understand the instructions, or they can do it at the end as a class test.

Life skills: Critical thinking

Help students to collect and analyze information and useful hints to carry out the task.

34

8 Listen and check.

8

Ask the class to listen and check their answers, saying: Listen and check.

Audio script

8

one blue flower three red flowers two yellow flowers

five purple flowers six orange flowers seven green flowers

Teaching tips

Reading instructions to exercises with the class is important to ensure that students assimilate this habit. Reading instructions superficially or inattentively is often the reason for not completing a task successfully.

Key competences: Learning to learn

Students reuse what they've learned in new contexts.

Photocopiable worksheet n. 3 can serve as reinforcement for fast finishers.

U n it We learn to

• Reuse learned vocabulary and structures in the new context of a motivating group game • Welcome and say goodbye to someone

9 Listen and play The Knock Knock Game.

It’s the hungry wolf!

Who is it?

K! OC !

KN OCK KN

1

U n it

9

1

Bye, hungry wolf!

Vocabulary • hello, bye

Structures • Who is it?

• It’s…

K! OC !

KN OCK KN

Who is it?

It’s grandma.

Hello, grandma.

Equipment and resources • Student’s Book • IWB if available

9

Page 9

9 Listen and play The Knock 9

Knock Game.

Invite the class to play a game: Let’s play the Knock Knock Game!

Ask students to look at the pictures and work out how to play the game.

After listening to their ideas, explain that the aim of the game is to say goodbye or to welcome someone, depending on whether you like them or not (in this case the wolf and Grandma).

Listen to the audio track, saying: Listen carefully!

Start the audio track, stopping it after each sentence so that the class can repeat it.

Say: Listen and repeat. Play the track as many times as necessary for the class to understand.

Audio script Girl 1: Boy 1: Girl 1: Boy 2: Girl 2: Boy 2:

9

Who is it?

It’s the hungry wolf!

Bye, hungry wolf!

Who is it?

It’s grandma.

Hello, Grandma.

Now ask two students at a time to play the game.

Key competences: Collaborating and participating

Students learn to respect established rules in individual and group work.

Life skills: Managing feelings

Invite less confident students to play too, but give them more time to prepare. Always praise them to help them manage and overcome their feelings when doing tasks they initially find difficult or very challenging.

Language tips

Knock is an onomatopoeic word which comes from the verb to knock and the noun a knock.

Students love these types of words and English has a lot of them. Here is a list of common ones: buzz (the sound a bee makes) croak (the sound a frog makes) cock-a-doodle-doo (the sound a cockerel makes) roar (the sound a lion makes) tweet (the sound a bird makes) yawn (when you open your mouth when you are tired) smack (the sound you make when you kiss) clap (the sound you make when you clap your hands) ring (the sound a bell makes) slam (the sound a closing door makes)

35

HELLO, LITTLE RED RIDING HOOD! HEL LO, LITTLE

We learn to

RED RIDING HOO .

10 Listen to the story

• Listen to and understand a cartoon by looking at the pictures and the words associated to them • Role-play a cartoon

D!

Watch out for the wolf!

10

1

6

Un it

3

Vocabulary

2

• wolf, Mom, wood 7

Structures

8

5 4

• Watch out!

• What’s your name?

• My name’s…

9

Equipment and resources

ROAR!

10

• Student’s Book • IWB if available

10

OUCH!

THUMP! 11 Listen and sing.

11

12 Role-play the story.

11

Pages 10 and 11

STORY

Watch out for the wolf! is the first message. Direct students' attention to Mr Green and say: Watch out for the wolf!

Students sometimes feel invincible and ready to react, but this can be extremely dangerous behavior and the best thing to do in the face of danger is to run away!

10 Listen to the story.

10

Ask the students to listen to the story in their book or on the IWB video.

Each cartoon uses the words and structures on which each unit is based.

They are oral texts that students recognize and have already practiced.

This will reduce the tension of dealing with new things, and help students to feel more relaxed about approaching different or more challenging types of activities.

To ensure students concentrate and don’t interrupt the activity, let them look at and comment on the cartoon before listening.

Say: Now listen to the story. Or: Let’s watch the cartoon.

Start the audio, stopping after each scene to ask students to repeat the words and mime the actions.

36

Say: Now listen and mime. Repeat the procedure with the whole text.

Life skills: Approaching new experiences positively

The structured presentation of the cartoon will help students to approach new types of texts, and the activities which follow them with confidence.

The animated cartoon in the Digital Book can be shown to students before they do the comprehension activity, or as a memory test in preparation for the acting out stage.

Audio script Mr Green:

10

Hello kids, it’s me, Mr Green! Listen to the story.

Watch out for the wolf!

Little Red Riding Hood: Bye, Mom! Mom: Bye, Little Red Riding Hood!

Watch out! The hungry wolf is in the wood!

Little Red Riding Hood: A red flower.

Two pink flowers.

Three blue flowers.

Oh!

1

U n it Wolf: Little Red Riding Hood: Wolf: Little Red Riding Hood: Wolf: Little Red Riding Hood:

Hello, Little Red Riding Hood.

What’s your name?

My name’s Mr Wolf.

The hungry wolf?

Yes, I’m the hungry wolf!

Roar! Ouch!

Bye!

Teaching tips

11

The aim of the song after each cartoon is to create empathy between the students and the characters in the stories, which helps them to learn vocabulary and structures in an enjoyable way.

Say: Now, listen and look at me! Start listening to the song, accompanying it with mime and gestures: the song lists Little Red Riding Hood’s actions, so will be easy to mime. After listening once, invite the students to sing with the audio.

Little Red Riding Hood

Little Red Riding Hood, stop and pick some flowers.

Little Red Riding Hood, stop and pick some flowers.

Stop and pick, stop and pick some flowers.

Stop and pick, stop and pick some flowers.

Little Red Riding Hood, watch out for the wolf.

Little Red Riding Hood, watch out for the wolf.

Watch out, watch out, watch out for the wolf.

Watch out, watch out, watch out for the wolf.

You‘re the hungry wolf!

Listening to L2 requires high levels of concentration and students will often make comments such as: I don’t understand! What did he/she say?

Before listening, explain to the class that it’s important to remain silent while listening, because if they talk they will distract their classmates, too.

Reassure them that they will hear the audio three times, so if they don’t understand the first time they will have two more chances.

11 Listen and sing.

1

11

Little Red Riding Hood, hooray, hooray, hooray.

Little Red Riding Hood, hooray, hooray, hooray.

Run, run away, hooray, hooray, hooray!

Run, run away, hooray, hooray, hooray!

12 Role-play the story.

You can choose to do this activity before or after the song. Assign roles to students and ask them to role-play the story. It is also possible to first split the class into three groups and assign a different role to each group so that less confident students can build their confidence gradually.

Life skills: Interpersonal skills

Students learn to relate to and interact with their classmates positively.

Key competences: Collaborating and

participating Students learn to respect established rules in individual and group work.

Hello, I’m little Red Riding Hood This is my house near the wood!

Little Red Riding Hood say bye to Mom. Little Red Riding Hood say bye to Mom. Bye, bye, bye, bye, say bye to Mom. Bye, bye, bye, bye, say bye to Mom. Little Red Riding Hood, walk in the wood.

Little Red Riding Hood, walk in the wood.

Walk, walk, walk in the wood.

Walk, walk, walk in the wood.

37

HELLO, LITTLE RED RIDING HOOD! We learn to

• Understand and follow instructions • Use English in everyday situations • Mime actions

SOCIAL SKILLS 1 Listen and say.

12

Vocabulary and structures

• listen to the teacher, stand up, sit down, sing, listen, say, open your book, read, write, color

stand up

sit down

sing

listen

say

open your book

write

color

Equipment and materials • Student’s Book • Mr Green finger puppet • IWB if available

read

2 Listen and do.

Page 12

12

CLIL

The first CLIL page reinforces classroom language.

I listen to the teacher: this useful phrase said by Mr Green, encourages students to work together with their teacher and other students. If we consider that adults can only concentrate for about 45 minutes, imagine how long a child can concentrate for, and how we can best use limited English teaching time in class. Here is a rhyme you can use every time you need silence in class.

A rhyme Put your finger on your lips Put your finger on your lips Close your mouth with a zipper Put your finger on your lips Put your finger on your lips Shhhhhhhhhhhh...

1 Listen and say.

Audio script

12

stand up sit down sing listen say

open your book read write color

2 Listen and do.

13

Invite students to listen again, saying: Listen and do and asking them to repeat the words and mime.

After putting on the Mr Green puppet, model the words yourself, varying the order and asking students to mime the correct action.

Key competences: Learning to learn 12

Show the class page 12 on the IWB if available or in the book, holding it up for everyone to see, and ask students to look at the photos and mime the actions.

Before the first listening, say: Listen.

Before the second listening, say: Listen and say.

During this phase, encourage students to repeat the words. The digital activity to be done first as an example or at the end as a class test.

38

13

Students reuse what they have learned in new contexts.

Audio script sing say read stand up color

13

open your book sit down listen write

U n it We learn to

• Make a wolf mask • Use the English language to play

SOCIAL SKILLS

U n it

1

1

THE WOLF MASK

Vocabulary and structures

• open your book, color, look at, cut out, glue

1

2

3

4

5

6

Equipment and resources

• Student’s Book • IWB if available • paper plates, brown tissue paper, grey construction paper, black felt-tip pen, scissors, glue, stapler, elastic

7

1 Make and play

Page 13

Make & Play

The wolf mask is the first thing that students will make in class. Use the language for techniques and materials as naturally as possible (scissors, glue, stick, cut out) without asking the class to remember it.

Procedure:

• Ask students to make two holes for eyes and one triangular hole for the nose in their paper plates.

• Ask students to stick pieces of brown tissue paper onto the plate.

• Ask students to cut out the ears and the nose from the grey construction paper and color it in with a black felt-tip pen.

• Ask students to staple the ears and the nose so that it covers the triangular hole in the middle of the plate.

• Ask students to staple the elastic to the side of the plate.

1 Make and play The Hungry Wolf Says Game.

After making the masks, the class can play The Hungry Wolf Says Game.

Each student can take it in turns to wear the mask and give orders to classmates using the structures: The hungry wolf says: sit down (sing, read...).

The Hungry Wolf Says Game.

13

Classmates carry out and mime the actions they hear.

If the wolf says an action without first saying: The hungry wolf says, students shouldn’t do the actions.

Whoever makes a mistake becomes the wolf, wearing the mask and giving orders to classmates.

Life skills: Creative thinking

Give general instructions for making the masks, but allow students to use their initiative. It doesn’t matter if the masks are different or not perfect – students should be encouraged to experiment so that they can develop and express their own sense of imagination.

Remember to praise all their work as usual, even if the final result is not a museum-level work of art!

Key competences: Planning Students creatively transfer language learned into actions.

39

HELLO, LITTLE RED RIDING HOOD! We learn to

• Reuse vocabulary and structures learned in a motivating context and through a game

1 Listen, mime, and say.

14

Un it

Vocabulary

• red, pink, green, yellow • one, two, three • look

2

1

4

5

Structures

• Let’s play hop scotch!

• Come on!

• We’re the champions!

3

14

Equipment and resources

6

7

• Student’s Book • IWB if available

15

Pages 14 and 15

Living English

Living English are culture pages, which form part of the course right from the start. They present situations which are familiar to students, but transposed into English-speaking cultures. At this level, presenting culture means planting the idea that English is a real language, which children in other countries use to express and share daily experiences. English crosses the borders of the school confines and becomes a communication tool for everyday life.

1 Listen, mime, and say.

14

Tell students that in this unit they will learn about a very popular game with English-speaking children. Ask them to look at the photos and guess how the game works.

Say: Look at the photos.

Listen to and discuss students’ ideas. Then start the audio, saying: Listen!

At the end, invite students to mime the different situations without using any words, saying: Mime the story.

Let students listen again, stopping the audio after each scene and asking students to repeat the sentences they hear, saying: Repeat, please.

Audio script

14

Girl 1: Pink, green, orange, purple...

Girl 2: Look! Jack, Alfie!

40

Girl 1: Boys: Girl 1: Boy 1: Boy 2: Girl 1: Girl 1: Boy 1: Girls:

Let’s play hop scotch!

Nooo!

Oh, let’s play!

Alfie, come on!

OK, let’s play…

One, two, three… four, five!

One, two… oh no!

Yay! We’re the champions!

The animated photo reportage in the Digital Book is even more motivating for students. By turning down the audio you can use the video to do a quick class revision session.

Key competences: Collaborating and

participating

Students learn about elements and characteristics of different cultures.

Culture tips

The game Hop scotch probably originated in ancient Roman times. It is still played all over the world, under different names. The English name is thought to come from the words hop (to jump on one leg) and scotch (from sketch, a drawing).

1

ACTIVITY TIME Pages 78 - 85 1 Find the words and color.

e

r

d

ACTIVITY TIME Un it

1

u

e

r

n

e

g

o

i

k

p

n

e

i

t

w

h

l

r

g

n

e

l

b

k

y

e

w

c

8

u

p

l

r

p

e

l

5

l

o

9

r

WORKBOOK

78

b

o

n

w

10

WORKBOOK

Invite students to count the things in each square, saying the numbers out loud, and then circling the correct number.

Answers: 1 five, 2 three, 3 eight, 4 six, 5 four, 6 seven, 7 nine.

1 Un

79

ACT IVITY TIME it

2 Match. three

1

ACTIVITY TIME

3

Invite students to look at the different sequences, count the items in each frame, and write the correct number under it. Point out that the middle number is given, so students must only write the numbers either side of it.

If they can’t remember how to write the numbers, students can check on page 5 of the book.

After finishing the task, students can answer the question: Which number is missing?

Answers: 1 one, three, 2 five, seven, 3 eight, ten, Missing number: four.

4

Un it

6

one

2

4 Count and write the number.

two

six

8

nine

9

ten

1O

eight

five

four

5 WORKBOOK

80

WORKBOOK

1 Un

1

seven

81

E ACT IVITY TIM it

er.

e the right numb

3 How many? Circl

1

2

four

five

4 Count and write

two

1

three

three

ACT IVITY TIM E Un it

the number.

1

six

4 3

six

nine

ten

eight

one

two 2

ten 6

nine

5

seven

eight

five

seven

four

six

3

7

two nine one nine Which number

WOR KBOOK

82

is missing?

WOR KBOOK

6 Check (✓) or cross (✗).

Invite students to work alone. When they have all completed the task, invite a couple of volunteers to read out the sentences in the speech bubbles in turn. If the sentences are true, classmates should say: Yes! If it is not true, classmates should say: No! Alternatively, you can read out the sentences and students can say Yes or No!

a

a

4

3 How many? Circle the right number.

e

7

3

Students have to match: first the number to the objects; and then the number in words to the number in figures.

b

1

6

2

2 Match.

Invite students to work alone. They have to read the words under each object, and then color them in correctly.

To encourage peer education, students can either swap books to check their answers, or they can compare their work with their nearest neighbour.

color.

1 Find the words and

Students have to write the words using the letters given above and then color in the flowers.

Answers: 1 red, 2 green, 3 pink, 4 white, 5 purple, 6 blue, 7 orange, 8 black, 9 yellow, 10 brown.

5 Read and color.

E AC TIV ITY TIM

1

U n it

U n it

1

1 Un

ACT IVITY TIME

6 Check (✓) or cross (✗).

it

5 Read and color.

83

ACTIVITY TIME Un it

I’m red.

yellow

red

I’m blue.

green

I’m green.

blue

brown

84

WORKBOOK

purple

I’m black.

orange

I’m pink.

black

1

I’m brown.

pink

WORKBOOK

85

41

HELLO, LITTLE RED RIDING HOOD!

Photocopiable worksheet n. 1 Name : _______________________________________________________ Date : __________________________________

Trace the words and color the flowers.

42

red

blue

yellow

purple

pink

orange

green

brown

black The Story Garden | © ELI | Photocopiable

Photocopiable worksheet n. 2

U n it

1

Name : _______________________________________________________ Date : __________________________________

Match the numbers with the words.

1 2 5 7 4 6 8 3 9 10 The Story Garden | © ELI | Photocopiable

two five eight one four seven ten three six nine 43

HELLO, LITTLE RED RIDING HOOD!

Photocopiable worksheet n. 3 Name : _______________________________________________________ Date : __________________________________

Draw.

44

three red flowers

one blue flower

ten pink flowers

six yellow flowers The Story Garden | © ELI | Photocopiable

U n it

My learning diary

1

I like a lot

a bit

so-so

listening

miming

singing

speaking

playing

role-playing

making the wolf mask The Story Garden | © ELI | Photocopiable

45

HELLO, LITTLE RED RIDING HOOD!

Photocopiable worksheet n. 4 Name : _______________________________________________________ Date : __________________________________

Mr Green finger puppet

46

The Story Garden | © ELI | Photocopiable

The Story Garden • Letter to parents

U n it

Dear parents, From the beginning of the year, your children have been getting to know Mr Green. He’s the character who guides them through the course book, and the world he lives in, the colorful garden near the school where he plants his tales and stories in English! With Mr Green and Little Red Riding Hood, they have learned to recognize the wolf, to run away from danger and to make friends with new classmates. They have learned to introduce themselves and say hello and goodbye in English, through games, songs, and cartoons. They have also learned numbers up to 10 and colors.

Here are the words to the songs from the unit.

Colors and numbers

Little Red Riding Hood

1–2–3–4–5 Hello, hello, hello 6 – 7 – 8 – 9 – 10 Hello, hello again!

Hello, I’m little Red Riding Hood This is my house near the wood!

Black and white Yellow and green Orange and pink Purple and brown Red and blue A lot of flowers Red and blue Flowers for you!

1–2–3–4–5 Bye, bye, bye, bye, bye, bye!

6 – 7 – 8 – 9 – 10 Bye, bye, bye, bye again!

Watch out, Little Red Riding Hood The big wolf is in the wood!

Little Red Riding Hood say bye to Mom. Little Red Riding Hood say bye to Mom. Bye, bye, bye, bye, say bye to Mom. Bye, bye, bye, bye, say bye to Mom. Little Red Riding Hood, walk in the wood.

Little Red Riding Hood, walk in the wood.

Walk, walk, walk in the wood.

Walk, walk, walk in the wood.

Little Red Riding Hood, stop and pick some flowers.

Little Red Riding Hood, stop and pick some flowers.

Stop and pick, stop and pick some flowers.

Stop and pick, stop and pick some flowers.

Little Red Riding Hood, watch out for the wolf.

Little Red Riding Hood, watch out for the wolf.

Watch out, watch out, watch out for the wolf.

Watch out, watch out, watch out for the wolf.

You‘re a hungry wolf!

Little Red Riding Hood, hooray, hooray, hooray.

Little Red Riding Hood, hooray, hooray, hooray.

Run, run away, hooray, hooray, hooray!

Run, run away, hooray, hooray, hooray!

With a view to the collaboration we are very keen on ensuring, we suggest a simple game that you can play with your children, to help them remember what they have learned.

The Snake You need to find two things for each color they have learned. Felt-tip pens or pencils will work fine. Stand an open book in front of you so that they can’t see what you are doing. Then make a snake out of the different colors. Ask your child to create a snake with their colors as you say the colors out loud. When you’ve finished, take the book away. Are the two snakes the same?

We would like to remind you that The Story Garden course book that we have chosen comes with a downloadable digital version with clear instructions on how to download the audio tracks and see all the materials we use in class, as well as some extra games.

Have fun and see you soon!

Mr Green The Story Garden | © ELI | Photocopiable

1