ANNEX: THEME 4 ASSESSMENT OF THE KNOWLEDGE OF FOREIGN LANGUAGES AS A MEANS OF COMMUNICATION. INTEREST IN LINGUISTIC VARIETY THROUGH THE KNOWLEDGE OF A NEW LANGAUGE AND ITS CULTURE. TECHNIQUES - ACTIVITIES DEVELOPING CULTURAL AWARENESS Festivals
In a project on festivals, pupils experience, observe and investigate traditions and celebrations, and develop cultural awareness. There is a particular emphasis on developing language skills and cultural awareness. Pupils develop cultural awareness
They may be taught about other countries and cultures by: • working with authentic materials including some from ICT-based sources • listening to classical, pop and folk music from the chosen foreign country or countries and tasting associated produce, food and drinks. • focusing on similarities and differences between two countries, using typical sounds, smells, tastes, colours and temperatures, and videos, photographs, paintings and travel posters. • focusing on pictorial information from a foreign langugae context, tourist information and reference books, the use of the internet or e-mail to make connections with other countries. In considering their own culture and comparing it with others, pupils focus on: • the sensory elements of traditions, festivals and celebrations • specic aspects of culture, for example, through themes of foods, festivals, music, dance and art in cross-curricular activities • what is the same or different and why, for example, that there are differences in climate, scenery, holidays, language, currency, sports, hobbies and fashion. Pupils may also: • focus on the works of signicant people, such as composers, painters, inventors and writers, which provide opportunities for sensory appreciation • link with schools abroad, exchanging photographs and information through e-mail • use the internet and e-mail to communicate with pupils from other countries and exchange information from school websites.
This work can link to work in English, ICT, religion, geography and citizenship HOUSES OF THE WORLD INTRODUCTION
Developing artistic sensibility through cultural awareness
Drawing Painting CONTENT
• Picasso and Guernica ·Landscapes of the world
Prin Pr inti ting ng
• Tal Tales es an and d lege legend nds: s: The Pi Pied ed Pi Pipe perr of of Ham Hamlilin n
Colllla age
• Sea Seaso son nal co colours
Text Te xtililes es
• Dy Dyin ing g te tech chni niqu ques es (i (in n Áf Áfririca ca))
3D
• Houses of the world: models
3rd cycle
Year 5 and year 6
Art and Craft Workshops
Small groups of 10-12
3 or 4 sessions
of 2 hours
This unit is part of of a major clil theme called: Developing artistic sensibility through cultural awareness aimed at year 5 and 6 of primary education. We place this unit of work on the art and craft curriculum but we focus above all on the cultural aspects. The two classes of 11 and 12 year olds are split into three groups to make smaller groups of about 10-12 children. Three different teachers prepare a workshop each term and the three groups of students do the same activity but in different order. A workshop can last 3 o 4 sessions depending on the term and each session takes two hours. One of the three workshops in each term is carried out in English Englis h throught the three cycles of primary education. Approximately one third of the art and craft curriculum is taught in English in our school.
HOUSES OF THE WORLD CONTENT Different type of houses in the world
Developing 3 dimensional skills: Making models
• Different houses
• Use of materials
• Use of materials
• Shape
• Geographic location
• Colours
• Weather conditions
• Patterns
• Occupations. Way of I ¡fe TEACHING NOTES
The aim of this topic is to make students aware that some type of houses are built depending on materials being locally available, on weather conditions and on the occupation of their inhabitants and they are not only a mark of their wealth
INTRODUCTION
CLASSIFY THE HOUSES ACCORDING TO STUDENT’S OWN CRITERIA
Aim
Put students in the learning environment of the topic.
Resources. Material
• Set of laminated cards with pictures of different houses of the world.
Grouping
•Students work in groups of 4
Description of the activity
• Students discuss in L1 how to classify the pictures. • Plenary session discussing the different criteria of classication. • The teacher makes a mind map of all the possible classications in the target language that groups have found. Children realise that houses can share different criteria of classication.
Houses can be classied according to: • Type of houses • Size • Shape
• Building materials ·Location ·Living style ·Occupation of the inhabitants
Language
• The teacher will introduce the topic of the lesson explaining to the children that they are going to do different activities. They are going to learn many new things but they are also going to do practical things. Learning and doing things •The groups will discuss in L1 rst. •Teacher will transfer all the possible classications in English
Discussion and contrast Activity: Eating habits (COOPERATIVE LERANING) Grade: 3rd Cycle Primary 1. Teachers design a question (e.g. What are the differences between Spanish eating habits and
Chinese eating habits?): Get students to ll in the following table. 2. Students are divided into several groups and discuss the question. 3. Each group is required to collect the answers and report the answers in public. 4. Teachers can summarize the answers from each group. 5. After nishing the question, every participant must be clear about the cultural difference of eating
habits between Spansih and English.
ANNEXES: THEME 5 GEOGRAPHIC, HISTORIC AND CULTURAL OVERVIEW OF ENGLISH-SPEAKING COUNTRIES. DIDACTIC APPLICATION OF THE MOST SIGNIFICANT GEOGRAPHIC, HISTORIC A ND CULTURAL ASPECTS.
ANNEX 5.1. ANNEX 5.2. AND 5.3.
√ COOKING IN BRITAIN TODAY √ MY ENGLISH TELEPHONE
ANNEX 5.4.
√ THE WOBBLY BRIDGE (NEW PIECES OF ARCHITECTURE IN BRITAIN)
ANNEX 5.5.
√ BEWARE THE SHOPOCALYPSE. (SHOPPING IN NEW YORK)
5.1. COOKING IN BRITAIN TODAY By Kate Joyce, British Council Level - Intermediate and above This lesson consists of a series of activities to help students talk about food and cooking. The main focus of the lesson is a text based on a recent survey in the UK indicating that British people are be coming more adventurous and experimental in their cooking and eating habits due to the growing popularity of cooking programmes. This lesson should challenge stereotypes of British food and encourage students to discuss their own preferences and attitudes towards food and restaurants. Plan components Lesson Plan: - guide for teacher on procedure including answers to tasks. ( ANNEX 5.1.)
Worksheets: - exercises which can be printed out for use in class. (ANNEX 5.2.) The worksheet contains: • Brainstorming exercise • Food vocabulary exercise • British food quiz • Reading task (1): article and comprehension questions • Reading task (2): restaurant reviews, discussion questions and creative task • Food proverbs exercise For more information about this topic you can visit these British Council and BBC sites:http://www.britishcouncil.org/ukinfocus-food.htm http://www.bbc.co.uk/food/tv_and_radio/ http://www.bbc.co.uk/worldservice/learningenglish/youmeus/lingo/lingo_food.shtml http://www.bbc.co.uk/worldservice/learningenglish/video_lunch.shtml
Learn the language of the street - what people say and the topics they like to talk about. Take a look at these food words and phrases and try them out in the Lingo Challenge!
FOOD AND COOKING
• Nosh / grub - These are informal words for food. • Let’s go out for a slap up dinner. / Let’s pig out and stuff our faces! - Let’s go out and have a lot to eat! • The food was fusion. - There was a mix of two types of food, e.g. Thai and western European. • I really fancy an Indian! - You’re not in love with someone from India - you just want to go for a curry [spicy Indian food]! • Fancy a ruby? - Here, ‘ruby’ is rhyming slang for ‘curry’. [Ruby Murray was one of the most popular singers in the UK in the 1950s.] • I’m starving. I could eat a horse! - You are extremely hungry! • I’m just a bit peckish. - You are not particularly hungry but feel like having something to eat. Eating out
• A greasy spoon - A café that sells cheap, lling food. • A good fry up / a full English breakfast - Bacon eggs, sausage, tomatoes, mushrooms and anything else people can cram on their plates. • Pub grub - food you nd in your local public house [the pub]. • A starter, a main course, and pudding / dessert. - A three course meal is served in this order. • Service not included - If you see this on your bill at the end of the meal you’ll need to add on the tip. After the meal
• That hit the spot! • I’m absolutely stuffed! • I’m full! • I couldn’t eat another thing if I tried! • I think I’ve eaten too much! These are all informal expressions meaning you’ve eaten well and can’t eat any more.
5.2. - 5.3. MY ENGLISH TELEPHONE By Sally Trowbridge , Teacher, British Council
In this activity, I demonstrate how to use the telephone and my students try it out. The class discusses how to make the phone and what materials are needed. I elicit the necessary language to make and use the phones. Materials
• Disposable plastic cups, 2 per student • Nylon string, about 2 metres per student • Small square pieces of paper / stickers, 20 per student • Scissors • Pens / pencils Preparation
Make your own telephone as an example ( ANNEX 5.3.).
Procedure
The following works well with a low intermediate junior class, but you can adapt as appropriate for the level and age of your students. • Show students a phone you made earlier. Ask for telephone numbers then pretend to call students pressing sticker buttons. Chat on the phone with various students and let them try the phone in pairs to show how it works. • Elicit a dialogue, line by line onto the board. Example A- Hello. Can I speak to Maria please? B- It’s Maria here. A- Hi! It’s Jane. Do you want to go to the cinema at the weekend? B- Yes, I’d love to. What about Saturday night? A - ............. (The above practises telephone language and making plans. Adapt according to your students’ needs.) • Various students practise the dialogue in open pairs. In closed pairs all students practise the dialogue and then swap roles. Encourage students to repeat the dialogue without looking at the board if they can. Early nishers can extend the dialogue. • Explain that the students are going to make a phone and elicit or feed-in how it’s done. Elicit the necessary vocabulary onto the board Example: - string, tie a knot, plastic cup, stickers - Can I have the scissors please? - etc. • While students make their phones (see instructions above), monitor and help. With a large class, use responsible early nishers as helpers. • In pairs students use one phone to practise and extend the dialogue. • Use the phones in future classes as a fun way to practise new language. This can be very controlled, e.g., to practise question forms in the past simple (Did you see the new lm at the weekend?) or question tags (The teacher gave us some homework, didn’t she?) or less controlled conversations on topics to practise new vocabulary. This has been a repeated success with my students. Despite the low-tech aspect of the telephones they love the fact that you can actually hear through the phone. Playing with the phone motivates students to make one. While making the telephones students need constant reminders to speak English and use the language on the board. They often want to play with their phones and make up conversations. If you call it ‘My English telephone ’, this encourages students to use English. Once you have made your telephone and used it in class, preparation will be minimal next time around.
ANNEXES THEME 11 Here we describe some activities to help young learners to practise new vocabulary:
Pizzas Semantic eld:
food vocabulary
• Give each student a paper plate and ask them to design their favourite pizza by drawing the things they most like onto it. You can show them your own example with e.g. cheese, tomato, ham, pineapple and chocolate! • If they are pre-writers, they can tell you and each other what is on their pizza. If they are able to, they write the words of the ingredients next to them on the pizza. The ‘pizzas’ can be displayed on the classroom walls.
I went to market
For older students with a bigger bank of vocabulary and for all vocabulary, alphabet awareness and fun.
• Get students into a circle. • Start by saying: ‘I went to market and I bought an apple’. • The student to your right must repeat what you said and add another thing beginning with B. • Keep going until the last student has to remember 26 things bought in market!
• Get Think of a word students learnt last lesson e.g. mountain • Draw eight dashes on the board – one for each letter of the word – – – – – – – – Hangman
• One at a time students guess which letters may be in the word. If they are correct the letter is added to the word:
’N’ = _ _ _ n _ _ _ n A quick and effective way of getting students to re- • If they guess incorrectly, the teacher draws one part of a hangman’s vise spelling of previously noose on the board introduced words. A great warmer at the start of a lesson.
• Students can guess the whole word at any time. But the teacher wins if the whole hangman is drawn before the word is guessed.
- Picture of cat: Cat - Picture of dog: Dog - Picture of horse: Horse - Picture of pig: Pig - Picture of crocodile: Crocodile - Picture of lion: Lion Pelmanisms
This is a great game • Prepare separate cards with words and pictures. for concentration, rea• Spread them on the oor or table and ask children to match the words ding and meaning. to the pictures. Once they have done this successfully turn all the cards over and jumble them up in groups of up to six. • Students take turns to pick up 2 cards and show them to everybody. If they get a picture and the word that goes with the picture they keep the cards, if their cards do not match they put them back where they nd them. • Students must try to remember where the cards have been put down.
ANNEX THEME 15 SUGGESTED TITTLES FOLK TALES
• The Emporer’s New Clothes • Peter And The Wolf • Seven Chinese Brothers • Stone Soup RECOMMENDED SERIES/COLLECTIONS
• Baum, L. Frank: The Oz books • Brooks, Walter R.: The Freddy the Pig series • Burman, Ben Lucien: The Catsh Bend books • Cameron, Eleanor: Mushroom Planet books • Enright, Elizabeth: The Melendy books • Harris, Rosemary: The Moon in the X book • Farley, Walter: The Black Stallion books • Herge: The Tintin books • Hoban, Russell: The Francis books • Jansson, Tove: The Moomim books • Kelly, Walt: The Pogo series • Konigsburg, E.L.: other books • Le Guin, Ursula: The Earthsea tetralogy • Henry, Marguerite: Misty of Chincoteague and sequels • Lewis, C.S: Narnia books • Lovelace, Maud: Betsy/Tacy • Montgomery, L.M.: Anne Books • Nesbit, E.: The Psammead trilogy • Taylor, Sydney: All of a Kind family series RECOMMENDED BOOKS • There Was an Old Lady Who Swallowed a Fly by Pam Adams • Old Macdonald Had a Farm by Pam Adams • James and the Giant Peach by Roald Dahl • The BFG (Pufn Fiction) by Roald Dahl
• Charlie and the Chocolate Factory (Pufn Fiction) by Roald Dahl • George’s Marvellous Medicine (Pufn Fiction) by Roald Dahl • Matilda by Roald Dahl • The witches by Roald Dahl • The Twits by Road Dahl • Alice’s Adventures in Wonderland ; Alice Through the Looking Glass (Penguin Classics) by Lewis Carroll • Peter Pan (Penguin Popular Classics) by J.M. Barrie • The Secret Garden (Penguin Popular Classics) by Frances Hodgson Burnett • Jungle Books (Penguin Popular Classics) by Rudyard Kipling • The Wind in the Willows (Penguin Popular Classics) by Kenneth Grahame • Treasure Island (Penguin Popular Classics) by Robert Louis Stevenson
• Strange Case of Dr Jekyll and Mr Hyde and Other Tales (Oxford World’s Classics) by Robert Louis Stevenson GRADED READERS
• A Christmas Carol New Edition. Charles Dickens Scrooge is a cold, mean man. He loves only money and is cruel to the people around him. Scrooge is visited by ghosts who show him his past, his life now and a possible future. Will Scrooge learn from the ghosts? Can he change? • Alice in Wonderland New Edition . Lewis Carroll Alice follows a rabbit down a hole and arrives in Wonderland. Here, caterpillars can talk, the rabbit is always late and the Queen wants to cut off everyone’s head. • Black Beauty New Edition. Anna Sewell Black Beauty is a beautiful, gentle horse who works hard but this is not appreciated by some of his owners, who through meanness or just stupidity maltreat and abuse Black Beauty. A deeply moving tale which has become a children’s classic. • Five Famous Fairy Tales New Edition
A sherman opens an old jar and a giant comes out of it. A donkey opens its mouth and gold falls out. Strange and magical things happen in these ve wonderful tales by Hans Christian Andersen, the brothers Grimm and others.
• Adventures of Tom Sawyer. Mark Twain This story recounts the adventures of the ever-resourceful Tom Sawyer and his friend Huckleberry Finn. Tom explores a deep and mysterious cave, but why is he afraid of what he sees there.
ANNEX THEME 17 ANNEX 17.1. MUSICAL MATERIALS FOR YOUNG LEARNERS AND SOME ACTIVITIES TO EXPLOIT THEM IN THE CLASS
If used properly by the teacher, plays and songs are excellent means whereby children h ave fun and at the same time acquire a language. Teachers often worry about where to nd songs, chants, and rhymes. However, there is no great secret to turning ordinary language into chants. Children nd it quite natural to turn almost anything into a chant. You can t the words to any topic you are doing (Reilly & Ward). For example: We’re going to the beach (zoo, park, moon, etc.) We’re going to the beach Hooray, hooray, hooray We’re going to the beach You could even encourage the children to make up a little tune to these words if they want to, and to make up new chants of their own. Another alternative is to take a well-known tune and put your own words to it. For example, using the traditional French tune ‘Frere Jacque’ . The following are several suggestions for ELT activities with young learners, including a choosing rhyme, a singing game, a chain dialogue, and two songs. All are well known in the United States. Applied linguists often propose very systematic and theoretically well-based techniques and activities to use with songs and rhymes. In my opinion such strict steps more often than not prove useless since songs vary so much in form, music, words, meaning, rhythm and level. Perhaps we could draw very broad guidelines. A. Eeny, Meeny, Miny Mo
Eeny meeny miny mo, Catch a tiger by the toe. If he hollers, make him pay Fifty dollars every day. My mother told me to Choose the very best one.
B. Punchinello
What can you do, Punchinello funny fellow? What can you do, Punchinello funny you? 2. You can do it, too... 3. You choose one of us...
C. Who Stole the Cookies from the Cookie Jar?
Group: Who stole the cookies from the cookie jar? Jimmy stole the cookies from the cookie jar. Jimmy: Who me? Group: Yes, you! Jimmy: Not me! Group: Then who? Jimmy: Linda stole the cookies from the cookie jar. Linda: Who me? Group: Yes you! (And so on). D. London Bridge
London Bridge is falling down, Falling down, falling down, London Bridge is falling down,
My fair lady.
Chorus: (song after each verse) Take the key and luck her up... 2. Build it up with iron bars 3. Iron bars will bend and break 4. Build it up with silver and gold. E. Miss Lucy Had a Baby
Miss Lucy had a baby, His name was Tiny Tim, She put him in the bathtub To see if he could swim.
He drank up all the water, He ate up all the soap, He tried to eat the bathtub, But it wouldn’t go down his throat. Miss Lucy called the doctor, Miss Lucy called the nurse, Miss Lucy called the lady With the alligator purse. Some Activities Based on the Above Rhymes and Songs
A. Eeny, Meeny, Miny Mo
The rst song is a typical choosing rhyme. It is normally used to determine who is “it”. In a group of children one child chants the rhyme while pointing to or touching the children one by one, including himself. The child pointed to last at the end of the rhyme is out. The same thing goes on till one child is left to be “it” ( Beall). Not what you say but what you do by saying that is important. So the if clause here does not express any condition. All the words and structures are used to choose rather than to mean something. B. Punchinello
Children form a circle. One child is in centre as “it”. “It” makes a motion while children sing the rst verse. Children copy “it’s motion during verse 2. “It” chooses another child to replace him and takes that person’s place in the circle. C. Who Stole the Cookies from the Cookie Jar?
The group of children forms a circle. The teacher decides whose name will be called rst (or we can use a choosing rhyme). The group asks the question and answers it with the given name. The person whose name is used refuses the accusation. The group insists. The person refuses once more. The group then asks who. The person gives the name of someone else in the group, and it goes on like that. D. London Bridge
Two children join hands and form an arch. They secretly decide who is silver and who is gold. The other children form a single line to pass under the bridge. Children in line pass under the bridge. On ‘My fair lady’, the bridge falls and captures a prisoner. The bridge gently sways the prisoner back and forth. At the end of the chorus, the prisoner is secretly asked, ‘Do you want to pay with silver or gold?’ The prisoner then stands behind the child representing this choice. This goes on until all children have been captured. A tug-of-war between “gold” and “silver” ends the game.
E. Miss Lucy Had a Baby
1. Listen to the song and write the words in every line in the correct order. Miss Lucy, baby, a, had was, his, Tiny Tim, name in, she, bathtub, him, the, put could, if, to, he, swim, see
drank, he, water, up, all, the up, soap, he, all, ate, the to, bathtub, the, eat, he, tried his, but, go, throat, it, down, wouldn’t called, Miss Lucy, doctor, the Miss Lucy, nurse, the, called lady, the, Miss Lucy, called alligator, with, purse, the 2. Listen to the song and ll in the blanks. (One may leave out, say, all the verbs) Miss Lucy .......... a baby, His name ......... Tiny Tim, She ....... him in the bathtub To .......... if he could ..........
He ......... up all the water, He ......... up all the soap, e ........ to eat the bathtub, But it .......... .......... down his throat. Miss Lucy .......... the doctor, Miss Lucy .......... the nurse, Miss Lucy .......... the lady, With the alligator purse.
3. Listen to the song and put the lines in the correct order. • His name was Tiny Tim, • He ate up all the soap, • With the alligator purse. • He drank up all the water, • Miss Lucy called the doctor, • Miss Lucy had a baby, • He tried to eat the bathtub, • She put him in the bath tub • Miss Lucy called the nurse, • To see if he could swim. • But it wouldn’t go down his throat. • Miss Lucy called the lady,
ANNEX 17.2. SONGS FOR LEARNING NUMBERS Learning to Count
Below are three songs that are very popular with young people and help them improve their counting skills. Three, four, shut the door. One, two, buckle my Five, six, pick up sticks. shoe. Seven, eight, lay them straight. Eight, seven, six, ve, four, three, two, one. All done!
Ten little children
This Old Man
• One little, two little, three little children. Four little, ve little, six little children. Seven little, eight little, nine little children. Ten children in the room. • Ten little, nine little, eight little children. Seven little, six little, ve little children. Four little, three little, two little children. One child in the room. • This old man, he played one, He played nick-nack on my thumb; with a nick-nack paddy whack, give a dog a bone. This old man came rolling home. • This old man, he played two, He played nick-nack on my shoe; with a nick-nack paddy whack, give a dog a bone. This old man came rolling home. • This old man, he played three, He played nick-nack on my on my knee; with a nick-nack paddy whack, give a dog a bone. This old man came rolling home. • This old man, he played four, He played nick-nack on my door; with a nick-nack paddy whack, give a dog a bone. This old man came rolling home. • This old man, he played ve, He played nick-nack on my hive; with a nick-nack paddy whack, give a dog a bone. This old man came rolling home. • This old man, he played six, He played nick-nack on my sticks; with a nick-nack paddy whack, give a dog a bone. This old man came rolling home. • This old man, he played seven, He played nick-nack up in heaven; with a nick-nack paddy whack, give a dog a bone. This old man came rolling home. • This old man, he played eight, He played nick-nack on my gate; with a nick-nack paddy whack, give a dog a bone. This old man came rolling home. • This old man, he played nine, He played nick-nack on my spine; with a nick-nack paddy whack, give a dog a bone. This old man came rolling home. • This old man, he played ten, He played nick-nack once again; with a nick-nack paddy whack, give a dog a bone. This old man came rolling
ANNEX 17.3. SONGS SELECTION 1. A SONG FOR LEARNING COLOURS
This is a song about colours, colours. You see them all around. There is red on the stop sign, Green on a tree, Blue in the sky and sea. This is a song about colours, Colours you see them all around. It’s about the happiest song in town. All you have to do is stand up and sit down. All you have to do is stand up and sit down.
RED stand up, BLUE stand up, YELLOW and GREEN stand up. RED sit down, BLUE sit down, YELLOW and GREEN sit down. RED stand up, GREEN stand up... BLUE stand up, YELLOW stand up... This is a song about colours, colours; You see them all around, There is yellow on bananas and green on a tree, blue in the sky and the sea. RED, stand up... BLUE, sit down... GREEN, sit down... This is a song about colours, colours; You see them all around. It’s about the happiest song in town. All you have to do is stand up and sit down. All you have to do is stand up and sit down.All you have to do is stand up and sit down. 2. A SONG FOR LEARNING ENGLISH COMPOUND WORDS Chorus:
Take two words and make them one What do you get – a compound word Take two words and make them one What do you get – a compound word Take the word base and take the word ball – put them together And what do you get? -- You get: baseball Take the word sun and take the word shine – put them together And what do you get? -- You get: sunshine Take the word play and take the word ground – put them together And what do you get? -- You get: playground Take the word re and take the word house – put them together And what do you get? -- rehouse Repeat Chorus
Take the word snow and take the word man – put them together And what do you get? -- You get: snowman Take the word sail and take the word boat – put them together And what do you get? -- You get: sailboat Take the word foot and take the word ball – put them together And what do you get? -- You get: football Take the word barn and take the word yard – put them together And what do you get? -- You get: barnyard Repeat Chorus
3. A SONG FOR LEARNING ENGLISH PUNCTUATION, SPELLING, WORD RECOGNITION, AND CONTRACTIONS “A” and “An” Jennifer Fixman Refrain:
“An” comes before a vowel. “A” comes before a consonant. “An” comes before a vowel. “A” comes before a consonant. “An” comes before a vowel. “A” comes before a consonant. “An” comes before a vowel. “A” comes before a consonant.
An comes before a vowel - a, e, i, o, u. An ant, an egg, an inch, an octopus, An umbrella... Use “an” before words that start with vowels. Refrain
“A” comes before a consonant - b, c, d, f, g,... Refrain
A bat, a cat, a dog, a frog,... Refrain