Introduction Hooray! Let’s play! Level A is a comprehe comprehensive nsive course for teaching English to 4-year-old children in kindergarten. Its main aim is to teach learning through play. play. Hooray! Let‘s play! introduces play! introduces children to basic listening and speaking skills in English using simple principles for young learners: Developing listening skills is skills is extremely important at this age, so children are encouraged to listen and understand right from the beginning. They are also encouraged to use all of their senses to senses to understand and reproduce the language they are introduced to so it is learned and retained. The course also focuses on building intelligence with intelligence with the inclusion of a number of activities designed to stimulate children to think and process necessary information. In addition, there is a strong emphasis on the development of the memory via the use of music, movement and rhymes. Stories and games are games are also used widely to stimulate children‘s interest.
Who is the book for? Hooray! Let’s play! is a three-level course (Starter (Starter,, Level A, Level B) for children between the ages of 3 and 5. The course is suitable for all pre-schoo pre-schooll classroomss learning English, regardless of the number classroom of hours or lessons per week. The course emphasises the use of chants, songs and stories within the classroom – tools which help young children to engage and interact confidently with English at a low level. Hooray! Let’s play! A is A is aimed at 4-year-olds and can be used with children who have not had English classes before, or as a continuation of the Starter Level.
Main aims of the course A are: The main aims of Hooray! of Hooray! Let’s play! Level A are: • that children children use all their senses senses to learn but, at the same time, enjoy themselves and have fun • that children children see see language language as a means of communication • that listening listening and speaking skills are are developed developed slowly and accurately (although speaking skills should be allowed to develop naturally when children feel confident enough) • to offer offer a wide range range of activities that help the the learning process • to encourage encourage the development of the children‘s social, emotional and spatial skills by encouraging them to work together, to play, resolve problems and reproduce actions and key language • that children children experience the act of language language learning as a positive one right from the beginning and are enthusiastic and motivated by the activities they are required to do • to develop and encourage encourage an open and and inclusive inclusive attitude to other people and cultures and to underline and encourage key social values such as the value of friendship and helping and appreciating one another
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Hooray! Let’s Let’s play! A © Helbling Languages
• to provide provide teachers teachers with teaching notes, games games and activities for original and up-to-date lessons in the kindergarten classroom
COURSE COMPONENTS Student’s Book The Student’s Book has 92 full-colour pages consisting of six activity worksheets for each of the six main units, with a variety of simple tasks, all featuring Peter the panda, Rosie the rabbit, Tom the turtle and Connie the crocodile. The worksheets are perforated so they can be easily torn out and used. In addition to the six main units of the book, there is a shorter initial Welcome Unit and two final shorter units focusing on Christmas and Easter, each with their own worksheet. There is one page of stickers at the end of the Student’s Book for children to complete the worksheets with. Children may need help to peel the stickers from the sticker sheet. You might also want to cut out the relevant stickers needed for a lesson rather than presenting children with a full page of stickers. The Student’s Book also includes a Songs & Chants Audio CD plus CD plus a picture dictionary. The audio CD contains all the songs and chants from the course so children can practise the songs and chants at home with their parents. The picture dictionary at the end includes all key words from the course and can be used as a record of the words the children know in English. When you finish each unit, show the children the picture dictionary pages and see which words they remember from that and previous units. Alternatively, if parents know some English, they can help their children check at home.
Teacher’s Book The Teacher’s Book includes detailed teacher’s notes for using Hooray! Let’s play! A, A , two audio CDs for class use and a Teacher’s DVD-ROM. The detailed teacher’s notes include a unit overview and a lesson overview outlining the main objective, key words, receptive, classroom, and productive language and activities with a materials checklist. There are full teaching notes for each stage of the lessons, including step-by-step instructions for all the activities, stories and chants plus scripts of the songs and suggestions for the language that can be used during an activity activity.. Each lesson apart from Lesson 6 also has an Optional Extra Lesson for Lesson for teachers t eachers who want more lesson material. These lessons allow teachers to revise the previous lesson and develop it by adding some new activities and listenings.
Introduction Hooray! Let’s play! Level A is a comprehe comprehensive nsive course for teaching English to 4-year-old children in kindergarten. Its main aim is to teach learning through play. play. Hooray! Let‘s play! introduces play! introduces children to basic listening and speaking skills in English using simple principles for young learners: Developing listening skills is skills is extremely important at this age, so children are encouraged to listen and understand right from the beginning. They are also encouraged to use all of their senses to senses to understand and reproduce the language they are introduced to so it is learned and retained. The course also focuses on building intelligence with intelligence with the inclusion of a number of activities designed to stimulate children to think and process necessary information. In addition, there is a strong emphasis on the development of the memory via the use of music, movement and rhymes. Stories and games are games are also used widely to stimulate children‘s interest.
Who is the book for? Hooray! Let’s play! is a three-level course (Starter (Starter,, Level A, Level B) for children between the ages of 3 and 5. The course is suitable for all pre-schoo pre-schooll classroomss learning English, regardless of the number classroom of hours or lessons per week. The course emphasises the use of chants, songs and stories within the classroom – tools which help young children to engage and interact confidently with English at a low level. Hooray! Let’s play! A is A is aimed at 4-year-olds and can be used with children who have not had English classes before, or as a continuation of the Starter Level.
Main aims of the course A are: The main aims of Hooray! of Hooray! Let’s play! Level A are: • that children children use all their senses senses to learn but, at the same time, enjoy themselves and have fun • that children children see see language language as a means of communication • that listening listening and speaking skills are are developed developed slowly and accurately (although speaking skills should be allowed to develop naturally when children feel confident enough) • to offer offer a wide range range of activities that help the the learning process • to encourage encourage the development of the children‘s social, emotional and spatial skills by encouraging them to work together, to play, resolve problems and reproduce actions and key language • that children children experience the act of language language learning as a positive one right from the beginning and are enthusiastic and motivated by the activities they are required to do • to develop and encourage encourage an open and and inclusive inclusive attitude to other people and cultures and to underline and encourage key social values such as the value of friendship and helping and appreciating one another
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Hooray! Let’s Let’s play! A © Helbling Languages
• to provide provide teachers teachers with teaching notes, games games and activities for original and up-to-date lessons in the kindergarten classroom
COURSE COMPONENTS Student’s Book The Student’s Book has 92 full-colour pages consisting of six activity worksheets for each of the six main units, with a variety of simple tasks, all featuring Peter the panda, Rosie the rabbit, Tom the turtle and Connie the crocodile. The worksheets are perforated so they can be easily torn out and used. In addition to the six main units of the book, there is a shorter initial Welcome Unit and two final shorter units focusing on Christmas and Easter, each with their own worksheet. There is one page of stickers at the end of the Student’s Book for children to complete the worksheets with. Children may need help to peel the stickers from the sticker sheet. You might also want to cut out the relevant stickers needed for a lesson rather than presenting children with a full page of stickers. The Student’s Book also includes a Songs & Chants Audio CD plus CD plus a picture dictionary. The audio CD contains all the songs and chants from the course so children can practise the songs and chants at home with their parents. The picture dictionary at the end includes all key words from the course and can be used as a record of the words the children know in English. When you finish each unit, show the children the picture dictionary pages and see which words they remember from that and previous units. Alternatively, if parents know some English, they can help their children check at home.
Teacher’s Book The Teacher’s Book includes detailed teacher’s notes for using Hooray! Let’s play! A, A , two audio CDs for class use and a Teacher’s DVD-ROM. The detailed teacher’s notes include a unit overview and a lesson overview outlining the main objective, key words, receptive, classroom, and productive language and activities with a materials checklist. There are full teaching notes for each stage of the lessons, including step-by-step instructions for all the activities, stories and chants plus scripts of the songs and suggestions for the language that can be used during an activity activity.. Each lesson apart from Lesson 6 also has an Optional Extra Lesson for Lesson for teachers t eachers who want more lesson material. These lessons allow teachers to revise the previous lesson and develop it by adding some new activities and listenings.
Teacher’s DVD-ROM DVD -ROM The Teacher’s DVD-ROM contains: • A Teacher Training Video which Video which shows one of the authors of the course, Herbert Puchta, at work within the kindergarten classroom with children of 3–5 years. It shows how some of the materials and activities can be used within the classroom, applying multi-sensory teaching techniques which focus on the needs and cognitive capabilities of very young learners. • Printable Letters Printable Letters to Parents which Parents which can be edited on-screen and inform the parents of their child’s progress (See p. 19f. for details). • Extra Worksheets to Worksheets to be used with each Optional Extra Lesson. All worksheets can be printed out and used in class or at home. Some of the worksheets will work better if copied onto thicker paper or card. A list of all the Extra Worksheets can be found in the appendix of the Teacher’s Book (See p. 192ff.).
Class Audio CDs The two audio CDs in the Teacher’s Teacher’s Book are for class use and contain all the songs, chants, and stories from Hooray! Let’s play! A. They also contain the routine songs, listening activities and karaoke versions of the songs.
Cartoon DVD The DVD contains cartoon versions of all the stories from Hooray! Let’s play! A and A and can be used to introduce or revise the stories in class.
Hand Puppet The Peter the panda hand puppet is used in all lessons and can be used to welcome and praise the children, as well as introduce the vocabulary and demonstrate some of the games and activities.
Flashcards and Story Cards The Flashcards Flashcards can can be used to introduce and practise key vocabulary. A number of games and activities using the flashcards are listed later in the introduction section (See p. 10f.), and more specific suggestions are included in the lesson plans for each unit. The Story Cards can Cards can be used when listening and retelling the stories from the book to the children. Each frame appears on an individual card with the script on the back of each.
STRUCTURE Unit structure Each of the six main units of the Student’s Book consists of six Key Lessons, all Lessons, all focusing on a specific topic. The key lessons from each unit provide a complete overview of a topic. The Teacher’s Book notes also provide five Optional Extra Lessons
focusing on and developing the main topic of each lesson from the Student’s Book. These optional lessons are for teachers who teach more lessons per week, for longer courses, or simply for extra practice of the songs, chants and stories when necessary. The vocabulary and topics are introduced through the chants and then practised through songs and stories as well as a wide range of other games and activities. The Welcome Unit functions Unit functions slightly differently to the other units because of the need to introduce the characters and the classroom routine routine songs. Thereafter the units follow the same basic pattern. Lesson 1 introduces the target language using flashcards and a chant. The worksheet used during the Pencil and Paper part of the lesson then reinforces the vocabulary and the order of the vocabulary in the chant. Optional Extra Lesson 1 provides further practice of the vocabulary and the chant, as well as a variety of games. In Optional Extra Lesson 1 of each of the key units, children can make mini flashcards to play with in class and at home. Lesson 2 introduces 2 introduces a TPR (Total Physical Response) action story to the children, which uses the target vocabulary in short phrases. During the Pencil and Paper section of the lesson, the children are encouraged to put the pictures of the action story in the correct order. Optional Extra Lesson 2 gives 2 gives the children more practice of the action story, an item to make and use and the chance to perform the action story to their parents. Lesson 3 gives further practice of the target vocabulary through a song, which is reinforced during the Pencil and Paper section of the lesson with a worksheet with a picture. Optional Extra Lesson 3 gives 3 gives further practice of the song, including the option to use the relevant karaoke track and the chance to make a craft item related to the song or the target vocabulary. Lesson 4 practises 4 practises the target vocabulary through simple instructions given in a listening activity completed during the Pencil and Paper section of the lesson. Optional Extra Lesson 4 allows 4 allows the teacher to reinforce the listening activity by doing a second listening activity using a similar worksheet. The vocabulary can also be practised using a variety of games. Lesson 5 introduces 5 introduces the children to a story in English using the story DVD. If there is no DVD player available, teachers can tell the story using the Story cards with the audio CD instead. Each story reuses the target vocabulary of the unit in a fun cartoon story which demonstrates an important life value, such as friendship or sharing. The worksheet activity uses one frame from the story.
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Introduction Optional Extra Lesson 5 allows 5 allows teachers to retell the story using the Story cards, as well as giving children the opportunity to order and join in with the telling of the story. During the Pencil and Paper section of the lesson, children can make a mini storybook which they can take home and use to retell the story to their parents. Lesson 6 completes 6 completes the unit by using a variety of games to practise vocabulary from the current and previous units. In addition, children are encouraged to use Productive Language, Language, a simple question and answer that they could use in real English conversation. During the Pencil and Paper section of the lesson, the worksheet focuses on Thinking Skills, such Skills, such as focusing attention, counting, recognisi recognising ng similarities and differences, or sequencing sequencing..
Lesson structure Each lesson is split into four sections of about ten minutes each (although the length of some activities will depend on the number of children in your class). For shorter lessons, the Warm-up and Revision and Rounding Off sections can be shortened to just the Hello and Bye-bye songs. songs. For longer lessons, there is an If there is time activity time activity described at the end of each lesson in the Teacher’s Book notes which you may wish to use. Alternatively, any games and activities which the children have enjoyed from previous lessons can be repeated. Lessons start with a Warm-up and Revision section which is introduced in the Welcome Unit. Children sing the Hello song and song and greet Peter the panda and the rest of the class. The children are also encouraged to join in with a chant, song or activity from a previous lesson. This is followed by Carpet by Carpet Time. Time. During Carpet Time, the Peter the panda hand puppet introduces the children to new vocabulary, chants, stories and songs as well as playing a variety of games with them. (It is not necessary for Carpet Time to be done on a carpet, any space where the children can sit together in a circle or semi-circle on the floor can be used.) The Table song is song is used to help move the children from the floor to the tables and for the Pencil and Paper section of the lesson. During this part of the lesson, the children practise vocabulary, chants and songs while completing worksheets or art and craft activities. Each lesson ends with a Rounding Off section which includes a final activity or a chance to perform to parents before they sing the Bye-bye song. song.
ACTIVITIES Each unit contains the following activities: • Chants • Action Stories • Songs • Listenings • Stories • Thinking Skills
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In order for the child to retain their knowledge of a foreign language, they need to enjoy it and to feel inspired. Knowledge is more firmly fixed in children’s children’s memories when it appeals to them. Most information that reaches our brains via various senses is quickly forgotten. The information which is retained is normally information which is most relevant to us. Thus, using chants, stories and songs which children can relate to is a good way to inspire and motivate their interest. The activities in Hooray! Let’s play! A are A are designed to be compatible with the interests of 4-year-old children and to facilitate their learning. They involve as many of the children’ss senses as possible so they are engaged at a children’ variety of levels in learning and producing the language.
Chants The use of chants encourages students to practise their pronunciation pronunci ation and intonation and helps them attune their ear to rhythms of speech. All chants in Hooray! Let‘s play! A play! A have have been written specially for each unit and focus on practising key vocabulary. Children experience the chants in a multi-sensory way. way. They see the vocabulary in the chant, listen, perform certain movements and then say it. By involving as many senses as possible, the chants are retained in the memory for a long time. When introducing a chant to the class, arrange the appropriate flashcards in order where the children can see them, then listen to the chant on the CD and point to each of the flashcards to show the children what they are chanting. The second time you play the chant, use gestures and mimes for each of the vocabulary items (the gestures and mimes should be the same ones that you used when introducing the vocabulary to the children). The children watch your gestures and, once they feel more confident, copy them and begin to join in. In the Student’s Book, the chant is represented by illustrations which the children follow. These illustrations can also be used to help them repeat the chant during the Pencil and Paper section of the lesson.
Action Stories James Asher1 created a method of language teaching based on Total Physical Response (TRP) where teachers are encouraged to teach children to understand and use language using all their senses. Action stories use actions, gestures and mime. This total engagement of the children in the story makes learning an active rather than a passive experience and allows them to retain and experience the language more profoundly. It also encourages them to develop good listening skills. Children hear a phrase then act it out by copying the teacher, thus linking comprehension directly to action and, in so doing, fixing the information firmly in their brains. 1 Asher, J. (1988), Learning Another Language Through Actions: The Complete Teacher’s Guide Book, Los Gatos, Ca.: Sky Oaks Publications.
Action stories use all senses and benefit children’s learning process in a number of ways: • Acting out stories allows children to develop skills in following instructions and working with other people. As language and action are closely linked, meaning is learned directly through action. • Acting out stories is fun. Children can relax and enjoy the experience. Also, the group provides security, particularly for those children who take longer to speak. In this case, they can use other children in the group as models for the appropriate language to use. • From the beginning, children learn that they can achieve something in English. This increases their confidence in learning a foreign language. • The development of listening skills is important. Action stories are all about children listening then speaking with the teacher. This initial listening allows them to gain confidence in pronunciation and intonation and the main task of working with the action stories develops listening comprehension. The goal is achieved when children can act out an action story independently after practising it. They do not need to be able to recite the story or even to be able to reconstruct it freely – it is good enough that they can act it. We suggest that you keep the action story mimes and gestures different from the mimes and gestures used when introducing the vocabulary. One way to do this is to always do the mimes and gestures for the action story standing up, and to do the vocabulary mimes and gestures sitting down in a circle or semi-circle.
Songs Children generally enjoy songs at kindergarten age. Singing in groups is fun and children learn many songs during the course. The songs in the course have been written specially for each unit. They revise the language presented so teachers can easily see how much of the language students are able to produce and understand. The first time the children listen to a new song, sing along and use gestures or mimes. The children will then gradually join in with you, over a period of time. Once the children seem confident singing a song, don’t be afraid to use the karaoke version. You can also adapt some of the songs by changing the words, the order of the verses, and, if appropriate, using the children’s names in the song.
Listenings The development of children’s listening skills forms an important foundation both for speaking and comprehension of the target language. Each unit of the Student‘s Book contains a listening activity which requires students to listen, colour, match and identify various objects. The listenings are short and focus on key lexis. They encourage the child to listen carefully to detail and then to use that knowledge in a practical way. This kind of activity encourages the child to develop their ear in the foreign language and then to use that knowledge actively, thus fixing and developing their auditory skills.
Stories It is well known that stories make an essential contribution to the cultural, social and emotional development of a child: The story is a cultural universal; everyone everywhere enjoys stories. The story, then, is not just some casual entertainment; it reflects a basic and powerful form in which we make sense of the world and experience.2 In the foreign-language classroom, children learn to understand sequences of events via stories. They enjoy good, motivating stories and usually remember them well if they are presented appropriately and interestingly. They can also be used to develop children’s enjoyment and appreciation of theatre. In this course, children can watch the story on DVD then, in the next lesson, listen to the story using the Story cards and the audio CD. If there is no DVD player available, teachers can just use the Story cards with the audio CD or tell the story themselves. Students can use the character masks from Worksheet 1 and the character cut outs from Worksheet 2 to act out the scenes (See p. 13 for details). In addition, each story has its own cut-out mini storybook for students to make and colour. (For detailed description of how to work with the mini storybook see p. 13.) The stories in the course are also used to teach children moral values such as helping each other, friendship or apologising.
Thinking Skills The Pencil and Paper activity in Lesson 6 of each unit focuses on Thinking Skills, such as focusing attention, recognising similarities and differences and continuing sequences. These Thinking Skills activities aim to cognitively engage the children in the task as well as develop and improve the skills they will need before and after kindergarten.
2 Egan, K. (1986), Teaching as Story Telling , Chicago, University of Chicago Press, p. 2.
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Introduction SOME TEACHING TIPS Working with the flashcards Flashcards visually introduce key words and are an indispensable part of most pre-school courses. Here are some teachings tips as to how to use the flashcards in your lessons. • Remember that when trying to convey the meaning of a new word to children, the word should be shown first, so use the flashcards at the beginning of every lesson to introduce the new vocabulary. • Make sure that children always hear the word a number of times before you start to use it within the lesson. Children need to hear and really understand the pronunciation and intonation of the word a number of times. Use the CD, your voice, the songs and any other listening devices to really anchor the word in the child‘s memory. • Get active! Use the children‘s bodies, ears, and eyes to reinforce the new words and language they are learning. Pictures, pronunciation and motorprocessing techniques used together all help the children retain the word and its meaning in an active way. • Repeat the new words using the flashcards. Keep repeating until you feel the children have absorbed the meaning and relevance of a word. You can use different voices to keep their interest as we suggest within the Teacher‘s Book notes. Below are some games using flashcards we have suggested based on the principles outlined above.
Vocabulary games using memory Point to... • Put the flashcards on the floor in front of the children. • Point to each of the cards and elicit the correct words for each picture. • Say Point to... and name one of the flashcards. Then encourage the children to point to the correct flashcard. • You could also say Touch the... and let the children touch the flashcard you have named. • If the children are likely to hit instead of gently touch the cards, roll some sheets of paper into batons and let the children touch the flashcards with the paper batons. You could also give the paper batons to half the children, and after they have touched a flashcard, all children pass their baton to a child without a baton so everyone gets a turn.
Where’s the...? • Show the children each of the flashcards and elicit the correct word as you place each card face down on the floor. • Mix up the cards by sliding them around the floor. • Make Peter ask the children for one of the flashcards.
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• Allow the children to take it in turns to try turning over a card to find the flashcard Peter wants.
Yes or no game • Show the children that you are mixing the cards in your hands so neither you nor the children know the order of the cards. • Take one of the flashcards and hold it above your head so that the children can see which flashcard you are holding but you can’t. • With your free hand, point to the flashcard and name one of the possible flashcard items. Encourage the children to say Yes. if you guessed correctly and No, sorry. if not. • If the answer was No, sorry., keep guessing until the children say Yes. • Repeat this with some of the other flashcards. • If you have time, invite confident children to take the role of the teacher and guess which flashcard is above their head.
Move towards the flashcard • If there is a board in the classroom, attach the flashcards so that half the cards are on the left of the board and half are on the right. If t here is no board in the classroom, put the flashcards to the left and right of a space on the floor. • Ask some of the children to stand in front of the board (or in the space between the flashcards if they are on the floor). • Name one of the flashcards and encourage the children who are stood up to move to the left or right towards the correct flashcard.
Vocabulary games for speaking Uncover the card • Cover a flashcard with a piece of card (or another flashcard). • Gradually move the piece of card up/down or across the flashcard to show some of the picture on the card. • Encourage the children to guess which flashcard is hidden as it is being revealed.
Flash the flashcard • Show the children the flashcards and elicit the correct word. • Show the children that you are mixing the flashcards in your hands so neither you nor the children know the order of the cards. • Hold the flashcards so you can see the first card but the children can’t. Quickly rotate or fan the cards so the children get a quick look at the first flashcard and say What is it? • Encourage the children to name the flashcard they think they can see. • Gradually reduce the speed that you rotate or fan the flashcard until the children can correctly name the card.
What’s missing?
Roll the dice
• Elicit the vocabulary for the flashcards you are using and then put all the cards on the floor face down so the picture can’t be seen. • Mix the cards up and then take one away without letting the children see the picture on the card that has been taken away. • Turn the remaining flashcards over and elicit the vocabulary for each card. • Say What’s missing? and encourage the children to try and tell you which flashcard was taken away.
• Attach the flashcards to the board (or put them on the floor) in a line with the picture facing down. • Ask a child to roll the dice, say Roll the dice. and count the spots on the dice. • Start with the first flashcard and encourage the children to count along the cards with you until you reach the number from the dice. • Turn that flashcard over and encourage the children to name the picture on the flashcard. If the children can name the picture, the card stays face up, if not, say the correct word and turn it back face down. • Ask another child to roll the dice and count on from the card which you just looked at. Start again with the first flashcard and only count the flashcards which still have their picture hidden. • Turn over the flashcard you end on and encourage the children to name the picture on this flashcard. • Continue throwing the dice and counting along the flashcards which are face down until all the flashcards are showing their picture.
Find the flashcard • Choose a confident child from the class and ask him or her to choose a flashcard then stand near you. Ask this child to close his or her eyes and give him or her Peter to hold. • Tell the other children to be quiet and show them that you are hiding the flashcard, for example under a cushion, in a toy box, on the bookcase, etc. • Ask the child who is holding Peter to open his or her eyes and ask them where they think the flashcard is. • Make it clear to the other children that they are not to say where the flashcard is hidden. • Encourage the child holding Peter to walk around the classroom to find the hidden flashcard. Keep saying the name of the picture on the flashcard as the child moves around. • As the child gets closer to the flashcard, say the word from the flashcard more loudly and nod your head. As the child gets further away, say it more quietly and shake your head. • Once the child has found the card, the child should return to the circle with Peter and the flashcard and another child can hold Peter.
The Flashcard jumble • Show the children the flashcards and elicit the appropriate vocabulary. • Choose six children and ask them to stand at the front of the class. Give each of them a flashcard and encourage everyone to tell you which flashcard each child has. • Ask the children to turn over their flashcards and hold them to their chests so no one can see the pictures on the cards. • Put your hands gently on the heads or shoulders of different children and direct them to change places (as if you are mixing the children up). • Point to each child with a flashcard and ask all the children to tell you the picture on the flashcard before allowing each child to reveal their card.
Flashcard list Welcome 1 Peter the panda 2 Rosie the rabbit 3 Tom the turtle 4 Connie the crocodile Colours 5 red 6 green 7 blue 8 yellow 9 orange 10 pink 11 kite 12 balloon 13 ball
Toys 28 car 29 teddy/teddy bear (AmE) 30 plane 31 doll 32 scooter 33 train 34 bike Clothes 35 T-shirt 36 jeans 37 shoes 38 socks 39 jacket 40 cap 41 pyjamas/pajamas (AmE)
Numbers 14 one 15 two 16 three 17 four 18 five 19 six 20 elephant 21 mouse
Party 42 doctor 43 robot 44 pirate 45 clown 46 cowboy 47 princess
Move your body 22 eyes 23 ears 24 nose 25 hands 26 knees 27 toes
Christmas 48 Christmas tree 49 present 50 Father Christmas/ Santa Claus (AmE) Easter 51 Easter bunny 52 Easter eggs 53 basket
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Introduction Working with the mini flashcards Note: To make the mini flashcards last longer, you could print them onto card or thick paper before the children colour them, or you could laminate the cards after the children have coloured them.
On the Teacher’s DVD-ROM there is a set of mini flashcards for each unit of Hooray! Let’s play! A. The children colour and cut out their own mini flashcards in Optional Extra Lesson 1. The mini flashcards can be used to play some of the games in the lessons, for example Bingo!, Snap! and Musical chairs, or, if parents want to use them with their children, extra copies could be made to take home.
Bingo! • Put the teacher’s flashcards face down on the floor in front of Peter (everyone must be using the same vocabulary set). • Help the children to move so that they have a space in front of them. Help them to choose four of their mini flashcards and put them on the floor with the picture facing up. • Make Peter turn over one of the flashcards from his set, and show and name the flashcard for the children. Then encourage the children to turn over the mini flashcard with the same picture so the picture can’t be seen. • Repeat this until some of the children have turned over all of their mini flashcards and encourage them to shout Bingo! Peter can then kiss, hug or highfive with the children who have ‘Bingo’. • If the children are still interested, then turn all the cards back over and repeat the activity, this time calling the names of the flashcards a little quicker.
Snap! • Help the children to move so that they have a space in front of them. Help them to choose four of their mini flashcards and put them on the floor with the picture facing up. • Hold the teacher’s flashcards in a fan. Make Peter select one of the cards and hold it so the children can’t see which card has been chosen. • Encourage the children to choose one of their mini flashcards and hold it up in the air so you can see which card they have selected. • Make Peter show the card which he selected and name the card for the children. • Make Peter hug, kiss or high-five the children who held up the same card and say Snap! • Put all the cards back to the starting position and repeat the activity with Peter and the children selecting a different flashcard.
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Musical chairs • Put chairs (cushions or laminated mini flashcards) in a place where the children can easily walk around (and sit on) them. If you are using chairs or cushions, a mini flashcard should be clearly attached to each chair or cushion. • Play some music for the children to move around to. • Stop the music and say Sit down. and encourage the children to sit down on the nearest seat that is available. • Randomly select one of the teacher’s flashcards and name the picture on the flashcard. • All the children sitting on a chair with that mini flashcard are ‘out’. Ask these children to stand near you for the next round and then allow them to join back in the game the round after. • Play the music again and allow the remaining children to move around the chairs and repeat the activity. If you are keeping the children’s mini flashcards in the classroom, you could put them in envelopes or boxes with the children’s name so they are easy to find.
Working with the hand puppet The Peter the panda hand puppet performs a variety of functions in the classroom. It can be used to help classroom management by: • demonstrating activities to the children • quietening the class down • choosing children to take part in activities • comforting children who are upset by giving them a hug or a kiss Peter can also help with using and practising English by: • making mistakes for the children to correct • modelling language for the children to copy or repeat • getting embarrassed and asking the children to help him with their English • giving more opportunities for using English for example saying Hello. and Goodbye., waking Peter up, or guessing flashcards that Peter is thinking of The following methodology tips make the use of Peter particularly effective in the lesson: • Use a distinctive voice for Peter by changing your voice slightly. You can also copy the voice of Peter in the DVD stories. This helps to give Peter his own identity in the children’s perception, i.e. it makes him seem as real as possible. • Only make Peter look like he is speaking when he is speaking. When you are speaking as yourself Peter should not move. This is an important aid to comprehension for the children. • When children speak to Peter in their first language (L1) he repeats the request in English or doesn’t understand them. Peter should never be used in an L1 lesson because he serves as an important psychological anchor for foreign language use.
Working with the Student’s Book The Student’s Book is used during the Pencil and Paper section of each of the six key lessons. In order for you to use the worksheets in the Student’s Book effectively we suggest the following: • If possible, keep the Student’s Books in the classroom, or in the kindergarten. This prevents the children from colouring them at home and ensures that you always have the sheets you need for the lesson. • Only hand out the Student’s Book when it is needed during the Pencil and Paper section of the lesson. Alternatively, you can tear out the appropriate page and give this to the children. • At the end of the Pencil and Paper section, all worksheets should be collected. These can then be stored in a folder for the children or displayed on the walls in the classroom. • Parents can be invited to look at their child’s book or folder at the end of the lessons, or you can send the worksheets for a unit home at the end of the unit.
Working with the Story cards The Story cards can be used to tell the story if there is no DVD player available in the classroom, or they can be used to re-tell the story in lessons after the children have watched the DVD. While showing the children the Story cards you can either play the story from the audio CD or you can read the script for the story from the back of each card. In order for you t o use the Story cards effectively we suggest the following: • Check the order of the Story cards before the lesson, to make sure they are in the correct order. • Only show the children one Story card at a time while you are telling the story and point to characters and items in the picture while the children listen to the story. • You might find it easiest to have the cards in a pile with the pictures face down and the first card on the top of the pile. In this way, you can pick up the top card from the pile to show the children and you can see the script on the back of the card. • If you are reading the script on the back of the Story cards, try to use a different voice for each character so the children know which character is talking. On the Teacher’s DVD-ROM there are masks and character cut outs that can be used to play the characters or act out parts of the stories (Worksheets 1 and 2). You may want to spend the first lesson of the course introducing the characters and helping the children to make the masks and characters. • For Worksheets 1a–d, help the children cut out the masks, then using a pencil or scissors punch the holes through and thread some string or elastic through them. You may need to do the last steps for the children. ’
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• For Worksheets 2a+b, help the children cut out each character and colour them. Then put some glue or Blu-Tack on the back of each one and have the children attach them to a straw or a stick.
Working with the mini storybooks On the Teacher’s DVD-ROM, there are worksheets for mini storybooks for each story presented in Hooray! Let’s play! A. Children get to choose and colour one picture from the story during the Pencil and Paper section of Optional Extra Lesson 5 of each unit. The children can then take their storybook home and look at the story with their parents, or even describe the events from the story using L1.
How to make the mini storybook Please note: the children may need help using scissors to cut their storybooks. 1) Print the two worksheets onto one A4 page (front and back). Or print the two sheets separately and stick them together.
2) Cut around the story on the worksheets.
3) Fold the sheet in half horizontally.
4) Fold the sheet in half vertically.
5) Staple or use sticky tape along the fold on the left hand side of the book to fix it.
6) Cut along the fold at the top.
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Introduction HOW YOUNG LEARNERS LEARN Methodology Children of this age are already in the process of learning their first language (L1) so they are already equipped with basic skills to learn a second language. Second language learning allows them to use t hese skills as well as developing others.
Understanding without words Before young learners start to use words, they decode meaning from intonation, mime, gesture and overall context. This is of great value when learning a foreign language as these skills can be applied to the new language and children can begin to understand using a process they are already familiar with. This develops confidence and a sense of achievement.
Using limited words Young learners are encouraged to express themselves as much as they can within their second language, however, as their grasp of the language is limited, they will often resort to playing and/or creating new words within it, or transferring what they have learned from other contexts. They may, for example, use words from their native language but say them with an English accent. These sorts of strategies give the teacher an important insight into how the child is progressing with second language acquisition.
Learning indirectly At this age, grammar, punctuation or other structural aspects of language are not key to the learning process. Children of this age love stories, the sound of new words and songs and chants that they can sing along to and do the actions to. They like games where they are challenged to think and guess and, in so doing, use structures they have learnt. They also enjoy copying movements from a story or imitating the voices of the characters. The way they pronounce a word is often almost identical to the model they have heard on the DVD or CD. By doing this, children are learning new skills and experiencing language as a means of communicating.
Interacting and speaking Most young learners have a natural need to communicate. Using this as a starting point, both teachers and parents can help, improve and stimulate their child in the second language by interacting as much as possible in it and helping them to read, listen and talk when appropriate. Sometimes you may just want them to listen rather than communicate so the teacher needs to establish a good balance of speaking and listening within the classroom.
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Holistic Language Learning We use language to understand others and to make ourselves understood. Most adult learners want to understand how a second language works and what rules it follows, for example, how verbs are formed and used. They use this cognitive knowledge to learn systematically. Children, however, learn in a much more holistic way. Listening comprehension is a fundamental part of this process. Learners speculate about what they hear and are helped in their comprehension by mime, gesture and visual prompts like photos and pictures. Likewise, young learners will gradually start to understand the instruction ‘Stand up!‘ because the teacher actually stands up each time the phrase is used. By doing this, he/she interprets the meaning visually, the children imitate and so learn its meaning and sound through action and repetition. This repetition allows the child to fix both meaning and sound into their long-term memory. For successful learning to take place, children also need to feel relaxed and at ease within the classroom. Positive feedback and praise are fundamental in encouraging them to experiment and push back the boundaries of the language in so far as they feel able. Patience is also necessary for when they have misunderstood or need more time to understand and absorb relevant language or words. Content is also of crucial importance and needs to be meaningful and interesting. Songs, chants and stories encourage children to connect with the second language at a basic sensory level via movement and sound. Their ability to understand, for example, a story in the second language, is a good way to increase self-esteem and confidence in the second language and heightens their motivation to learn. Speaking skills are also important to develop. Songs and chants allow children to practise pronunciation and intonation and repeat important words and expressions in fun ways that fix them in their memories. Stories help children memorise important expressions and improve their understanding of connections. Eventually, they are confident enough to act out simple utterances in communicative contexts.
THE SMILE APPROACH® While researching and writing for young learners, we have formalised a set of principles with a handy acronym to help ourselves and teachers appreciate the key basic principles for teaching in a systematic and clear way. Our approach is called The SMILE Approach® and you can find a breakdown of its main points below with how they affect and inform our writing and your teaching.
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Skill-oriented learning
The development of second language skills does not take place independently of general cognitive development. When children try to understand the meaning of a sentence, they draw on skills that they also use for solving problems, establishing relationships, drawing conclusions etc. Because of this, it makes sense to integrate second language learning into the curriculum as early as possible. As we have said, children of this age learn holistically so integrating second language learning into the curriculum encourages the development not only of the child’s general intellectual skills but also of his or her linguistic ones.
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• The fact that most children have different learning styles and a preference for one sensory channel over another (and therefore weaknesses in one or two of the other sensory channels) underlines the importance of a teaching methodology that takes into account the differing needs of different learners and one which strikes a balance between visual, auditory and kinaesthetic presentation, processing and practice. • Children love stories. When presented in an appropriate multi-sensory way, these stories remain in the memory. Words, parts of sentences and sentences can thus be fixed in the long-term memory.
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Multi-sensory learner motivation
You need only watch children playing to understand how important learning through the senses is at this age. Hooray! Let’s play! aims to involve as many senses as possible during the language-learning process. This is based on the following principles: • When pupils learn, they do so through their senses: they learn what they see, hear and do. • Our ‘hearing‘ sense is located on the so-called left side of the brain. Processing information kinaesthetically – by concrete activity – is closely connected to the right side of the brain. The visual reception of information can be controlled by either the left or the right side of the brain. • The better the senses are integrated at the presentation of information stage, the better children will receive the information (multisensory reception). • Receiving and processing information activates the visual, auditory and kinaesthetic neurological systems. During the processes of thinking and remembering, the brain‘s multisensory activation heightens students‘ ability to pay attention, concentrate and store linguistic information in their long-term memory.
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Intelligence-building activities
‘Intelligence’ is a term that covers a range of different human abilities all independent of one another. Researchers into intelligence speak of a multiplicity of ‘intelligences’. Howard Gardner claims that there are seven different areas of intelligence, i.e. ‘multiple intelligences’.3 Modern research into intelligence indicates that intelligence is not totally dependent on what we are born with. Intelligence is also quite clearly influenced by how we learn. Simply put, intelligence can be learned. Learning a second language early on develops and stimulates a child’s intelligence in a number of ways. All the intelligences outlined by Howard Gardner are brought into play and used by the SMILE approach: Area of intelligence
Activation in Hooray! Let’s play! by:
Linguistic intelligence
Promoting the enjoyment of playing with language. Offering materials for learning vocabulary and phrases.
Musical intelligence
Developing the skill of differentiating rhythm through chants and rhymes. Developing the skill of differentiating tunes through songs.
Interpersonal intelligence
Developing basic social skills as an intrinsic principle: learning to listen to each other, tolerance of language errors, patience, etc. Promoting empathy through role play.
3 Gardner, H. (1983), Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
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Introduction Area of intelligence
Activation in Hooray! Let’s play! by:
Kinaesthetic intelligence
Using the body when doing action stories, songs and action games. Developing fine motor skills through various types of activities: stickers, drawing, colouring and craftwork.
Visuospatial intelligence
Improving visuospatial perception through picture searches (discovery pictures). Developing the visual memory through picture puzzles.
Mathematicallogical intelligence
Improving mathematical-logical intelligence through exercises where students sort and match. Encouraging logical perception through sequences and activities requiring putting things in order.
Intrapersonal intelligence
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Developing the ability to reflect as a basis for one’s own speaking.
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Long-term memory storage through music, movement, rhythm and rhyme
Many adults can remember and retell the rhymes and songs they learned in childhood easily and rhythmically. Often the reason is because they have been learnt using actions and movement. The ability to grasp and retell a story using the rhythmic structuring of the words is an indication of the level of language development of a child. The main function of this rhythmic differentiation ability is that it combines perception and understanding and so is important for remembering words, writing and recognising sentence patterns.
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Exciting stories and games
When children identify with what has been lear ned, they remember it. They remember phrases, parts of sentences and often whole sentences (so-called chunks of language). Good foreign-language learners can repeatedly transfer such chunks of language to other contexts and so practise and consolidate the foreign language through play.
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HOW TO MANAGE YOUR CLASS Children of this age group have naturally got a short attention span, are restless and get excited very easily. We believe that it is better to try and divert their energy towards activities rather than try and control it or ask them to be silent or still.
What does the teacher do? The English teacher has a number of different tasks: • managing and focusing the attention of the learners • giving linguistic input with the aid of interactive materials and checking this has been understood • establishing a routine in the classroom • encouraging the children to speak in the foreign language • using the first language in small amounts • managing the seating in the classroom to suit the activity
Managing and focusing attention Some tools you can use to manage their attention and focus their attention during the lesson are: • Get the children used to hearing you speaking in English. • Follow a similar pattern of activities each lesson and mark changes in the lesson using the routines. • Use the Calm down song when the children are becoming too energetic as a signal that everyone needs to calm down (See p. 19). • Plan for quiet periods in your lessons, for example Pencil and Paper time, to give the children the chance to work independently and for you t o give attention to individuals. • Alternate between activities with lots of movement and very little movement. Movement and making noise tends to excite children of this age. If you allow too much movement and noise, a class of kindergarten children can quickly get overexcited and difficult to control. By following a loud or energetic activity with a quieter activity, you can calm the children down a little and stop them from becoming too excited. • Be flexible, occasionally it is better to go with distractions and interruptions and try to use them in the lesson rather than trying to make the children ignore them.
Checking understanding We can‘t understand everything that we hear in a foreign language. We often work out the meaning from the context. A good teacher will try to help children understand as much as possible by using the children‘s sensory channels (auditory, visual and motor). In order to check comprehension, many teachers use the following methods which are slightly counterproductive: • Repeatedly translating individual words. This makes children feel that they can only understand when they know every single word. This is not necessary as when you teach action stories, you teach the whole phrase rather than individual words. Translating each word hinders comprehenshion. There are some circumstances where the teacher may need to use the child‘s L1 to explain a phrase. If, for example, a child displays aggressive or frustrated behaviour because they can‘t understand, it would benefit the child to give the L1 equivalent as well as showing the required action again. • Asking the question Do you understand? is often not helpful. Children will say Yes. rather than explaining. It is better to watch how the children behave.This will enable you to determine if you need to help them with their comprehension or not. • Teachers often give an instruction in English then translate it straight into the students‘ native language.This may make children lazy as they realise that each instruction is also given in their first language so they stop listening. It is better for the teacher to speak in short sentences, give the children time to think, then repeat the instructions slowly using mimes, gestures, pictures or demonstrations if necessary.
Teacher talk and classroom language Teaching in kindergarten is mainly about communication. It is required, therefore, that the children understand their teacher when performing activities in English. That is why vocabulary is acquired in a playful way at the beginning of every unit and should be reinforced with facial expressions, gesture, intonation and visual aids such as the Story cards, flashcards and Cartoon DVD. The children can thus try out important strategies for successful contact with the foreign language. It is important to expose the children to as much English as possible during their English lessons. Research indicates that children of this age can acquire a foreign language and good levels of pronunciation by a natural exposure to the foreign language. However, for this to be successful the children need as much exposure to the foreign language as possible.
Therefore, we recommend that you try to speak as much English as possible during the lesson, and try to conduct the lesson as much as possible in only English. It is especially important that classroom language, the everyday instructions and directions that you use to keep the children on task and focused is in English as this will give the children the most natural exposure to English. The teacher can assume that the children are able to decode new language when it is presented with gestures and visual clues. Therefore, from a very early stage of the foreign language lesson, simple instructions such as Sit down. and Colour the plane red. can be given only in English. Using L1 might be helpful when something needs to be explained quickly in order to not disturb the continuity of an activity or when you want to give some pre-information for the activities. However, avoid using translations unless they are necessary. Essential classroom language is clearly indicated in the lesson notes throughout the course and some useful examples of classroom language are listed below. Questions Where’s the...? What’s this? What are these? Who’s this? How many...? What colour? Praise Well done! Good job! Very good! Great! Excellent! Yes, that’s right! Activity instructions Point to... Show me... Look! Listen. Touch. Let’s count. Let’s sing. Pencil and Paper instructions Colour... Draw... Find... How many...? Count... Stick on... Cut out...
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Introduction Using English names within the classroom Many teachers give their students English names when working in the classroom. Two reasons given for this are: • children like to assume the identity of someone else • when the teacher says, for example, Mario, sit down please. most of the sentence is in English, the child’s name isn’t, so it makes sense to change it too We think it is better to retain the child’s own name in the classroom for the following reasons: • The children – and sometimes the teacher – keep forgetting the English names of their classmates. This leads to confusion about who is meant to be following the instructions that are given. • If children are communicating in the foreign language, this means that they are stating their own feelings, state of health, preferences, etc. If they are using a different name, they are using this as their identity. For example, if the teacher asks Sue (who is actually called Maria) to name her favourite colour, Sue talks about Sue. Maria’s identity is not present. • If Maria meets another child in the holidays and this child can only communicate in English, if she is asked her name, she will answer Sue and not Maria.
How to arrange seating in the classroom Although it is unrealistic to expect the tables in the classroom to be moved for short periods of teaching, the following points should be considered: • It is easiest to focus and keep children’s attention when they can see you clearly and you can see each of them. For this reason, most games and activities should be played with the children sat on chairs or on the floor in a circle or semi-circle. • When doing Pencil and Paper activities, the children should be sat on chairs at a table, but the chairs and tables should be arranged in such a way that the children have enough room in their places to be able to move. • All children should have a clear view of you and any materials you are showing or demonstrating at any stage of the lesson.
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Tips for teaching very young learners This most important tip we can give for teaching very young learners is be flexible and enjoy it! The lesson plans provided in the Teacher’s Book are guidelines only. You know your class and can make the best decisions about what will work for you and your class in your English classroom area. Don’t be af raid to try new games and activities in your classroom, but constantly listen, watch and react to the children in your class during everything you do. Some suggestions to help you teach your young learners successfully: • Encourage the children to join in with the actions for the chants, stories and songs. Children will learn the actions quickly and this can give them the confidence to join in with the English lessons even though they might not feel confident enough to speak. Actions can also prompt the children and help them remember words and phrases they have produced in previous lessons. • Plan for all activities to be short but allow activities and games to be repeated as long as the children are happy to continue doing them. • Remember to reuse games and activities the children particularly enjoyed in later lessons. • If the children don’t react well to an activity, just stop and move on to something new. Try it again later in another lesson perhaps with different vocabulary or a different topic. • Be aware of the children’s energy levels depending on the time of the day/the day of the week/the weather. Try to structure your lesson to allow for this. If they arrive at the lesson excited, you can start with a quiet activity to calm them down, or if they have low energy you can do something energetic to wake them up. • Don’t think that you have to do all the activities in the Teacher’s Book. Choose the activities that you think your children will react best to. • Experiment with the materials and let the children guide you in adapting the games and activities. • Listen to the children and make them feel that you value their opinions. • Allow the children to produce English words or phrases at their own speed. Some children take longer than others but most will want to produce when they are having fun and feel confident enough. • Encourage the children’s natural enjoyment of chants, songs, stories and characters and build on this enjoyment in your lessons. • Have fun and enjoy the lessons yourself. Children can tell when you are having fun and will want to have fun with you.
OVERVIEW OF ROUTINES Children of this age group work better within a clear structure where they know what to expect and what is expected of them. Therefore, it is important to set up clear routines and indicators at the start of the course for the children to follow through all of their English lessons. In Hooray! Let’s play! A each stage of the lesson can be introduced using a song which is on the audio CD. The children are not expected to learn these songs themselves, but you might find that they join in singing them as the course progresses.
Hello routine This marks the start of each lesson for the children. Use the Peter the panda hand puppet to greet the children as they enter the classroom and encourage them to wave and say hello back. Hello song Hello, hello, It’s nice to see you. Hello, hello, It’s nice to see you.
Bye-bye routine This marks the end of each lesson for the children. The Peter hand puppet should say goodbye to each child as they leave the English lesson. Bye-bye song Bye-bye, bye-bye, It’s time to go. Bye-bye, bye-bye, It’s time to go. Bye-bye!
Transition routines These are to help the transition from one area of the classroom to another in a calm and organised manner. Encourage the children to join hands during the song and then lead them in a snake to the new area of the classroom. Circle song Come with me, Come with me, Make a circle. Come with me, Come with me, One, two, three. Table song Come with me, Come with me, Sit at a table, One, two, three.
Story routine This tells the children that the next activity is watching or listening to a story. As you sing the song, make appropriate actions and encourage the children to sit down quietly ready to listen. Story song It’s time for a story Listen and look. It’s time for a story Listen and look.
Tidying up routine / Cleaning up routine (AmE) This marks the end of a Pencil and Paper activity and can be used to encourage the children to help you tidy up before you move on to the next activity. Sing the Tidy up song / Clean up song (AmE) and start to tidy up while encouraging the children to help you. Tidy up song / Clean up song (AmE) Let’s help each other And tidy up / clean up (AmE). Let’s help each other And tidy up / clean up (AmE).
Calm down routine This can be used any time the children get overexcited and need to be calmed down. As you sing the song get quieter, put your fingers on your lips and encourage the children to sit down quietly with you. You might need to sing the song more than once to get the class to calm down completely. Calm down song Let’s be quiet, Let’s calm down. Let’s be quiet, Let’s calm down.
HOW PARENTS CAN HELP Parents of young children generally have a positive attitude towards learning a foreign language and will want to actively support their children’s development You should encourage this involvement by keeping the parents fully informed about what is happening in the language lessons. If appropriate, you could also invite parents to visit their child’s lesson to watch them perform the action stories. If parents have time and are willing to try and speak in English, they could even help out with some of the art and craft activities. The Teacher’s DVD-ROM includes letters that you can edit and send home to the parents at the beginning or at the end of each unit. These not only inform the parents about the topic and materials their children will be covering or have covered in class, but also includes the lyrics for the chants and songs in each unit and some information about how children learn a foreign language.
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Introduction If parents want to speak to you about their child’s learning, it is recommended that the following points are made: • You want the child‘s early experiences of learning a foreign language to be positive ones so they gain confidence and lose their shyness about expressing themselves in a foreign language. • Parents should not expect their children to speak at the beginning. Children need to learn to understand first and then respond using simple language. • Using Hooray! Let’s play! A will develop a variety of the children’s skills – intellectual, social, emotional and motor. • Learning a foreign language at an early age encourages an open-minded attitude towards other cultures. • It is very important to praise children for their progress in learning. • If children want to show you what they can do, show interest. Errors are a sign of progress in learning.
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• Parents should encourage their children to learn the foreign language holistically and not translate it. They may be able to understand the meaning of the sentences and phrases but not understand them in their first language. This is okay. It is better not to translate. • Parents should not be disappointed if their child cannot say something that they have learned. • Parents can help their children to learn English with Hooray! Let’s play! A in the following ways: – Chants and songs can be listened to and revised using the Songs & Chants Audio CD in the Student’s Book. – Parents can play ‘at school’ with their children taking the role of the pupil. Children take great pleasure in teaching their parents a foreign language. – Parents can look at the worksheets and art and craft objects with the children and talk to them in their first language about what they did.
Unit 1
Colours
LANGUAGE OVERVIEW • UNIT 1 Key Words red green blue yellow orange pink balloon kite ball
Word Revision Hello. Bye-bye. It’s nice to see you. It’s time to go.
Receptive Language What colour is it? Yes. / No. It’s (red). Can you see more (green)? Shh! Bingo! Is it (green)? It’s Connie. Look, balloons/a kite. What colour balloon is in the box? A (blue) (balloon) for (Rosie). Bigger? Yes, well done. What is it? Where’s (red)? Hello, Rosie/Connie/Peter/Tom. What’s the matter? Look, my yellow/blue/red kite/ball. I’ve got an idea. / I have an idea (AmE). Great (idea). Go, Tom/Peter/Connie, go. Thank you. What colour is next?
Classroom Language Point to (green). Colour the crayons/picture/kite/tree. Colour it (red). Cut out the cards. Show me (blue). Take a (green) pencil.
Listen. How many dots? Draw the dots. Give the pencil to Peter. Close/Open your eyes. Draw a line/yourself. Colour (Tom)’s (kite) (red). Stand up. / Sit down.
Productive Language Do you like (red)? Yes. / No. What’s your favourite colour?
Objectives Children learn: • to recognise the colours red, green, blue, yellow, orange and pink and use their English names • to listen to, act out and put an action story in order • to listen to and join in with a song and a chant • to watch and listen to a DVD story • to recognise the English lesson routines • to join in and follow some simple instructions, showing their understanding using mime, gesture and other actions
Competences Children can: • identify red, green, blue, yellow, orange and pink using pointing, gestures, etc. • point to something of an appropriate colour when asked • listen and colour objects using the appropriate colour when asked • understand and follow simple instructions given in English during the lesson • participate in games, songs, chants, and TPR based action stories • recognise the characters and show interest in the events of the DVD story
Values • to develop appreciation for the value of working together
Thinking Skills • continuing a colour sequence
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Unit 1
Colours • Sing or play the Hello song and make Peter look like he is singing too. Hello song Hello, hello, It’s nice to see you. (Repeat)
LESSON 1 • CHANT Unit 1 Colours
2. Sing the Hello, I’m Peter song.
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Main Objective To introduce the colour vocabulary using a chant.
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• Play the song and encourage the children to join in with the actions as well as singing the song (See Welcome Unit, Lesson 3). Hello, I’m Peter Hello, I’m Peter. I’m a panda, a panda. Hello, I’m Rosie. I’m a rabbit, a rabbit. Hello, hello, hey, hooray. Hey, hey, hey, hey, hey, hey. Hello, hello, hey, hooray. Hey, hey, hey, hooray, hooray! Hello, I’m Tom. I’m a turtle, a turtle. Hello, I’m Connie. I’m a crocodile, a crocodile. Hello, hello, hey, hooray. …
Key Words red, green, blue, yellow, orange, pink
3. Sing the Circle song.
Receptive Language
Classroom Language Point to (green). Colour the crayons.
Activities Sing the Hello, I’m Peter song. Introduce the colour vocabulary. Say the Colours chant. Colour the crayons and say the chant. Play Point to...
Materials Checklist
Peter hand puppet flashcards 5–10 (red, green, blue, yellow, orange, pink) CD 1 / 2–5, 8 (routine songs), CD 1 / 11, 13 Student’s Book, p. 11 coloured pencils or crayons
Notes
Warm-up and Revision 1. Sing the Hello song.
CD 1 / 2
• Make Peter greet the children and say Hello! Encourage the children to wave back and say Hello! to Peter.
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CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song. Circle song Come with me, Come with me, Make a circle.
What colour is it? Yes. / No. It’s (red). Can you see more (green)?
Carpet Time
Hooray! Let’s play! A © Helbling Languages
Come with me, Come with me, One, two, three.
4. Introduce the colour vocabulary. • Show the children the red and green flashcards. As you show the red card say It’s red. and put the flashcard on the floor in front of the children. Then show the green flashcard and say It’s green. • Point to the red flashcard, look at Peter and say What colour is it, Peter? Make Peter say It’s green. Encourage the children to say No! to Peter and then you say No, Peter. It’s red. Repeat this with the green flashcard. • Show the children the blue and yellow flashcards. As you show the blue card say It’s blue. and put the flashcard on the floor in front of the children. Then show the yellow flashcard and say It’s yellow. • Point to the blue flashcard, look at Peter and say What colour is it, Peter? Make Peter say It’s red. Encourage the children to say No! to Peter and then you say No, Peter. It’s blue. Repeat this with the other two flashcards. • Finally show the children the orange and pink flashcards. Then repeat the activity asking Peter what colour each card is, encouraging the children to tell Peter if he is correct or not.
5. Say the Colours chant .
CD 1 / 13
• Show the children each of the colour flashcards in the order from the chant and say It’s red/green/ blue/yellow/orange/pink. • Put the flashcards on the floor where the children can easily see them in the order from the chant. Leave a space between the cards. • Play the Colours chant and make Peter point to each of the colours as you say them in the chant. Colours chant Red, green, blue, Yellow, orange, pink for you. (Repeat) • Repeat the chant and encourage the children to join in and point at each of the colours as they say them in the chant.
8. Sing the Tidy up song/ Clean up song (AmE).
CD 1 / 5
• Ask the children to tidy away the crayons and other materials by singing: Tidy up song / Clean up song (AmE) Let’s help each other And tidy up / clean up (AmE). (Repeat)
Rounding Off 9. Sing the Circle song.
CD 1 / 3
• When moving the children from the table to sit in a circle, you can sing or play the Circle song again (See Introduction, p. 19).
10. Play Point to...
Pencil and Paper 6. Sing the Table song.
CD 1 / 4
• Ask the children to move to the tables and sit down by singing: Table song Come with me, Come with me. Sit at a table, One, two, three. (Repeat)
7. Colour the crayons and say the chant. SB 11
CD 1 / 13
P re par ation T ip! Sort the crayons into sets of the six colours (red, green, blue, yellow, orange and pink) before the class. Depending on how many sets you have, the children can have their own set or share them with a partner or in small groups.
• Repeat the Colours chant and point to the correct crayon as you say the colours. As you say For you. give a set of crayons to a child or a small group of children. Repeat this as you give the sets of crayons out to the other children. • If you have a lot of children, give several sets out each time you say the chant by saying For you and you and you and you! at the end of the chant. • Hold up your Student’s Book so the children can see. Repeat the chant and point to each of the crayons on the page as you say the colours. • Give the children their Student’s Books open to the correct page, then repeat the chant and encourage the children to point to each of the crayons on the page. • Say Colour the crayons. and demonstrate by starting to colour. • While the children are colouring their crayons, play or say the chant a few times and encourage the children to join in.
• Put the six colour flashcards on the floor in front of the children. Say Point to green. Make Peter point to the green card and encourage the children to point with him. • Say to Peter and the children Can you see more green? and make Peter point to something nearby that is green. Encourage the children to join in and point at things nearby that are the same colour. • Repeat with the other colours, pointing at the flashcards first and then pointing at things nearby in the classroom.
11. Sing the Bye-bye song.
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back to Peter. • Signal to the children that it is the end of the English lesson by singing the Bye-bye song: Bye-bye song Bye-bye, bye-bye, Bye-bye, bye-bye, It’s time to go. It’s time to go. Bye-bye!
If there is time…
Play Where’s red? • Show the children each of the colour flashcards. Say It’s (red). and then place the card face down on the floor. • Mix the cards up by sliding them around the floor. Then look at Peter and say What colour, Peter? Make Peter say Red, please. and point with Peter to something nearby that is red. • Choose one of the children and say Where’s red? Point to an object with the colour and indicate that the child should turn over a card. • If the child turns over the card with red, then say Yes. and allow the child to give the card to Peter. Peter should say Thank you. and can reward the child. If the card is not red, then say No, sorry. and choose a new child to turn over a card.
Hooray! Let’s play! A © Helbling Languages
19
Unit 1
Colours
EXTRA LESSON 1 (OPTIONAL) Main Objective To use the colour vocabulary in a chant.
Key Words red, green, blue, yellow, orange, pink
Receptive Language Yes. / No. It’s (red). Shh! Bingo! Can you see more (green)? Is it (green)?
Carpet Time 3. Sing the Circle song.
Point to (green). Colour it (red). Cut out the cards. Show me (blue).
Activities
Come with me, Come with me, One, two, three.
Say the Colours chant . Play Point to... and Say it louder! Colour the mini flashcards. Play Bingo!
4. Play Point to...
Materials Checklist
CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song. Circle song Come with me, Come with me, Make a circle.
Classroom Language
• Put the flashcards on the floor where the children can easily see them in the order from the chant. • Play the chant on the CD and make Peter point to each of the colours as you say them. Colours chant Red, green, blue, Yellow, orange, pink for you. (Repeat) • Repeat the chant and encourage the children to join in and point at each of the colours as they say them in the chant.
Peter hand puppet flashcards 5–10 (red, green, blue, yellow, orange, pink ) CD 1 / 2–5, 8 (routine songs), CD 1 / 13 coloured pencils or crayons colour mini flashcards (Worksheet 5) scissors (optional)
Notes
• Put the six colour flashcards on the floor in front of the children. Say Point to green. Make Peter point to the green card and encourage the children to point with him. • Say to Peter and the children Can you see more green? and make Peter point to something nearby that is green. Encourage the children to join in and point at things nearby that are the same colour. • Repeat with the other colours pointing at the flashcards first and then pointing at things nearby in the classroom.
5. Play Say it louder !
Warm-up and Revision 1. Sing the Hello song.
CD 1 / 2
• Make Peter greet the children and say Hello! Encourage the children to wave and say Hello! back. • Sing or play the Hello song and make Peter look like he is singing too. Hello song Hello, hello, It’s nice to see you. (Repeat)
2. Say the Colours chant .
CD 1 / 13
• Show the children each of the colour flashcards in the order from the chant and say It’s red/green/ blue/yellow/orange/pink.
20
Hooray! Let’s play! A © Helbling Languages
• Show the children the red flashcard and elicit the colour from the children. • Make Peter say Shh! and whisper Red. Encourage the children to whisper it with Peter. • Say Red. repeatedly, each time a little louder and have the children repeat until the last time you shout it and then say Shh! and whisper Red. again. • Repeat this with some of the other colours. • After some time, you can try different voices, for example, try singing the word, or saying it in a high squeaky voice and then a deep low voice. Or try saying the colour while you are holding your nose or wobbling your lips using your finger.
10. Play Bingo!
Pencil and Paper 6. Sing the Table song.
CD 1 / 4
• Ask the children to move to the tables and sit down by singing the Table song. Table song Come with me, Come with me. Sit at a table, One, two, three. (Repeat)
7. Colour the mini flashcards. PDF
WS 5
CD 1 / 13
P re par ation T ip! Sort the crayons into sets of the six colours before the class. Depending on how many sets you have, the children can then have their own set or share them with a partner or small group. You might also find it easier to cut the mini flashcards out before the lesson and let the children just colour them in.
• Repeat the Colours chant and point to the correct coloured crayons. Then, as you say For you., give the sets of crayons out to the children. • Give each child a copy of the colour mini flashcards, say Colour it red. and demonstrate by colouring one of the mini flashcards red. • Allow the children time to colour the mini flashcards using the six colours. • When the children have coloured the cards, say Cut out the cards. and demonstrate by cutting out one of the mini flashcards. • While the children are working, monitor the class, praise the children’s work and ask Is it (green)? • You could play the Colours chant in the background quietly while the children are working, or play songs the children know from the Welcome Unit. • When some of the children have finished, ask them to show some of their colour cards, for example say Show me blue. and encourage the children to hold up their blue mini flashcard.
8. Sing the Tidy up song/ Clean up song (AmE).
9. Sing the Circle song.
11. Sing the Bye-bye song.
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back to Peter. • Signal to the children that it is the end of the English lesson by singing: Bye-bye song Bye-bye, bye-bye, It’s time to go. Bye-bye, bye-bye, It’s time to go. Bye-bye!
If there is time…
Play Snap!
PDF
WS 5
• Help the children to move so that they have a space
•
CD 1 / 5
Rounding Off
WS 5
• Put the six colour flashcards face down on the floor in front of Peter. • Help the children to move so that they have a space in front of them. Help them to choose four of t heir mini flashcards and put them on the floor with the colour facing up. • Make Peter turn over one of the colour flashcards from his set, and show and say the colour to the children. Then encourage the children to turn over the mini flashcard with the same colour so the colour can’t be seen. • Repeat this until some of the children have turned over all of their mini flashcards and encourage them to shout Bingo! Peter can then kiss, hug or high-five the children who have ‘Bingo’. • If the children are still interested, turn all the cards back over and repeat the activity, this time calling the colours a little quicker.
•
• Ask the children to tidy away the crayons and other materials by singing or playing: Tidy up song / Clean up song (AmE) Let’s help each other And tidy up / clean up (AmE). (Repeat)
PDF
•
•
in front of them and help them to put their six mini flashcards on the floor with the colour facing up. Hold the normal colour flashcards in a fan. Make Peter select one of the cards and hold it so the children can’t see which colour has been chosen. Encourage the children to choose one of their mini flashcards and hold it up in the air so you can see which card they have selected. Make Peter show the card which he has selected and say the colour to the children. Then make Peter hug, kiss or high-five the children who held up the same colour card and say Snap! Put all the cards back to the starting position and repeat the activity with Peter and the children selecting a different coloured card.
CD 1 / 3
• When moving the children from the table to sit in a circle, you can sing or play the Circle song again (See Introduction, p. 19).
Hooray! Let’s play! A © Helbling Languages
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Unit 1
Colours Warm-up and Revision
LESSON 2 • ACTION STORY
1. Sing the Hello song.
CD 1 / 2
• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back. • Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 19).
2. Sing the Hello, I’m Peter song.
13 Hooray! Let’s play! A © Helbling Languages
Main Objective To listen to and join in with an action story.
Key Words red, green, blue, yellow, orange, pink
Receptive Language It’s Connie.
Classroom Language Take a (green) pencil. Colour the picture. Listen. How many dots? Draw the dots.
Activities Sing the Hello, I’m Peter song. Listen to and mime the Colours action story. Listen and draw the dots/numbers. Play the Flashcard jumble.
Materials Checklist
Peter hand puppet flashcards 5–10 (red, green, blue, yellow, orange, pink ) CD 1 / 2–5, 8 (routine songs), CD 1 / 11, 14 Student’s Book, p. 13 picture of Connie (Worksheet 6) coloured pencils or crayons If there is time: six pencils (red, green, blue, yellow, orange and pink)
Notes
22
Hooray! Let’s play! A © Helbling Languages
CD 1 / 11
• Play the song and encourage the children to join in with the actions as well as singing the song. Hello, I’m Peter Hello, I’m Peter. I’m a panda, a panda. Hello, I’m Rosie. I’m a rabbit, a rabbit. Hello, hello, hey, hooray. … Hello, I’m Tom. I’m a turtle, a turtle. Hello, I’m Connie. I’m a crocodile, a crocodile. Hello, hello, hey, hooray. …
Carpet Time P re par ation T ip!
Before the class, make a copy of the picture of Connie (Worksheet 6) and colour it in using green, yellow and pink, the same as the last picture of the action story. Place the picture on a clipboard or on a firm book that can be held so that the children can’t see it.
3. Sing the Circle song.
CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song (See Introduction, p. 19).
4. Listen to the Colours action story.
PDF
WS 6
• Hold the clipboard with the picture of Connie so the children can’t see it (Worksheet 6). Put a yellow, green and pink pencil next to you. • Say the action story in the correct order and act it out using the pencils and the picture on the clipboard. As you say each line mime doing each action. Colours action story Take a green pencil. – Pick up the green pencil and mime colouring. Take a yellow pencil. – Pick up a yellow pencil and mime colouring. Take a pink pencil. – Pick up a pink pencil and mime colouring. Colour the picture. It’s Connie. – Look at the picture on the clipboard and then turn it around so all the children can see.
5. Mime the Colours action story .
10. Play the Flashcard jumble.
• Tell the action story again, this time encouraging the children to join in with the actions as you say them. • If the children have a set of the three coloured pencils, they can pick up the pencil at the appropriate time and mime colouring. On the last line the children should pretend to show their picture of Connie.
• Show the children the colour flashcards and elicit the colours. • Choose six children and ask them to stand at the front of the class. Give each of them a colour flashcard and encourage everyone to tell you the name of the colour each child has. • Ask the children to turn over their flashcards and hold them to their chests so no one can see t he colour. • Put your hands gently on the heads or shoulders of different children and direct them to change places as if you are mixing the children up. • Point to each child with a flashcard and ask the children to tell you the colour each child is holding. • If there is time, collect the flashcards and let different children hold them to repeat the activity.
Pencil and Paper 6. Sing the Table song.
CD 1 / 4
• Ask the children to move to the tables and sit down by singing or playing the Table song (See Introduction, p. 19).
7. Listen and draw the dots/numbers. SB 13
CD 1 / 14
11. Sing the Bye-bye song.
• Play the action story and do the actions as you listen to them on the CD. • Hold up your Student’s Book so the children can see. Play the action story again and point at the correct picture on the page as you listen. • Give the children their Student’s Books open to the correct page. • Play or tell the action story pausing after each line and encouraging the children to point at the correct picture on their page. • Point to the dice at the top of the page and encourage the children to help you count the spots on the dice. • Play or tell the action story again. After the first line, encourage the children to point to the correct picture. Say How many dots? and mouth the word One. from the children. Then say Draw the dot(s). and demonstrate by drawing one dot in the square in the top left corner of the picture, or the number one if the children are able to write numbers. • The pictures are not in order so the children need to listen and draw the correct number of dots or write the correct number in the appropriate picture. • Praise the children for drawing the correct number of dots or the correct number. • Repeat for the rest of the action story so that the squares next to each picture show the correct number.
8. Sing the Tidy up song / Clean up song (AmE).
CD 1 / 5
• Ask the children to tidy away their crayons and other materials by singing or playing the Tidy up song / Clean up song (AmE) (See Introduction, p. 19).
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back to Peter. • Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 19).
If there is time…
Play Take a pencil. • Show the children six pencils (a red, a green, a blue, a yellow, an orange and a pink one). As you show the children each pencil say It’s (red). • Put all six pencils in the middle of the circle of children. Look at Peter and say What colour, Peter? Make Peter say Pink, please. and point with Peter to something nearby that is pink. It could be something on a child’s clothes or a toy that is near. • Choose one of the children and say Take a pink pencil. and then indicate to the child that they should take the pink pencil from the centre of the circle. • Help the child to select the correct coloured pencil and give the pencil to Peter. • Make Peter say Thank you. and kiss, hug or highfive the child. • Repeat the activity choosing a different colour and selecting a different child to take the pencil from the centre of the circle. • When Peter has collected all the pencils, then he can say All tidy? / All clean (AmE)? Peter should also thank all the children for helping him and put the pencils away in the pencil box.
Rounding Off 9. Sing the Circle song.
CD 1 / 3
• When moving the children from the table to sit in a circle, you can sing or play the Circle song again (See Introduction, p. 19).
Hooray! Let’s play! A © Helbling Languages
23
Unit 1
Colours
EXTRA LESSON 2 (OPTIONAL) Main Objective To listen to and join in with an action story.
Key Words red, green, blue, yellow, orange, pink
Classroom Language Take a (green) pencil. Give the pencil to Peter. Colour the picture. Say the Colours chant . Mime the Colours action story. Play Mix up the action story. Colour in Connie. Perform the Colours action story.
Warm-up and Revision CD 1 / 2
• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back. • Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 19).
2. Say the Colours chant .
CD 1 / 13
• Show the children each of the colour flashcards in the order from the chant and say It’s red/green/ blue/yellow/orange/pink. • Put the flashcards on the floor where the children can easily see them in the order from the chant. • Play the chant on the CD and make Peter point to each of the colours as you say them in t he chant. Colours chant Red, green, blue, Yellow, orange, pink for you. (Repeat) • Repeat the chant and encourage the children to join in and point at each of the colours as they say them in the chant.
24
PDF
WS 6
5. Play Mix up the action story .
Peter hand puppet flashcards 5–10 (red, green, blue, yellow, orange, pink) CD 1 / 2–5, 8 (routine songs), CD 1 / 13, 14 coloured pencils or crayons picture of Connie (Worksheet 6)
1. Sing the Hello song.
4. Mime the Colours action story .
• Repeat the action story, encouraging the children to join in with the actions.
Materials Checklist
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song (See Introduction, p. 19).
Colours action story Take a green pencil. Take a yellow pencil. Take a pink pencil. Colour the picture. It’s Connie.
Activities
CD 1 / 3
• Play the action story. Use coloured pencils and mime colouring as you did in Lesson 2. On the last line show the children the picture of Connie (Worksheet 6), or if you don’t have a copy of the picture, mime showing them the picture.
It’s Connie. It’s (green).
3. Sing the Circle song.
CD 1 / 14
Receptive Language
Carpet Time
Hooray! Let’s play! A © Helbling Languages
• Put some coloured pencils in the middle of the circle. You will need at least two of each colour. • Ask two more confident children to stand up and say Take a pink pencil. Then encourage the children to each take a pink pencil from the centre of the circle. • Say Give the pencil to Peter. and encourage the children to give the pencil to Peter. Make Peter reward the children by hugging, kissing or giving them a high five. • Choose two new children and repeat the activity asking for a different coloured pencil. • Occasionally say Colour the picture. It’s Connie. – all the children should mime showing their picture to each other.
Pencil and Paper P re par ation T ip! Before the lesson, colour the picture of Connie using green, yellow and pink, and colour it in the same as the last picture of the action story.
6. Sing the Table song.
CD 1 / 4
• Ask the children to move to the tables and sit down by singing or playing the Table song (See Introduction, p. 19).
7. Colour in Connie.
PDF
11. Sing the Bye-bye song.
WS 6 T eaching T ip!
If there aren’t enough coloured pencils for all the children to colour using the same colour at the same time, allow the children to use different coloured pencils. Talk to the children in English about the colour they are using.
• Repeat the action story. Mime colouring using the correct coloured pencil and at the end, turn the paper so the children can see the coloured picture of Connie. • Give each child a copy of the Worksheet 6. • Say Take a green pencil. Colour the green parts and point to the green on the coloured copy of Worksheet 6. • Give the children time to colour. Praise the children and point to their coloured pencil or flashcard and say It’s green. • Repeat this for the other colours that are needed to complete the picture.
8. Sing the Tidy up song/ Clean up song (AmE).
CD 1 / 5
• Ask the children to tidy away the crayons and other materials by singing or playing the Tidy up song / Clean up song (AmE) (See Introduction, p. 19).
Rounding Off 9. Sing the Circle song.
CD 1 / 3
• When moving the children from the table to sit in a circle on the carpet, you can sing or play the Circle song again (See Introduction, p. 19).
10. Perform the Colours action story . CD 1 / 14
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back to Peter. • Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 19).
If there is time…
Play Find the flashcard. • Choose a confident child from the class and ask him or her to choose a colour flashcard (e.g. red ) then stand near you. Ask the child to close his or her eyes and give him or her Peter to hold. • Tell the other children to be quiet and show them that you are hiding the flashcard for example under a cushion, in a toy box, on the bookcase, etc. • Ask the child who is holding Peter to open his or her eyes. Say Where’s red? and make it clear to the children without Peter that they are not to say where the flashcard was hidden. • Encourage the child with Peter to walk around the classroom to find the hidden flashcard. Keep saying the word Red. as the child moves around, but as the child gets closer to the hidden card, nod your head and say Red. more loudly. As the child moves away from the card, shake your head and say Red. more quietly. • Once the child has found the card, Peter can give the child a hug, kiss or high five as a reward. • Repeat the game choosing a different colour and a different child to hold Peter and this time encourage the children to join in saying the colour loudly or quietly as the child holding Peter gets closer or further away from the hidden card.
• If you have enough pencils, let the children take the appropriate colours, otherwise tell the children to imagine they have a pencil. • Show the children how to hold their picture of Connie in one hand so that they can mime colouring with the other hand. • Repeat the action story and encourage the children to do the actions using their pencils and the picture of Connie. If the children are using real pencils, then make it clear that they should not actually colour on their paper. • If the children seem confident, split the class into two groups. One group can perform the action story while the other group watches and then the groups can swap. Note: If parents collect their children at the end of the class, you might want to invite them into the classroom after the children have practised the action story a couple of times. The children can then perform the action story for their parents to watch.
Hooray! Let’s play! A © Helbling Languages
25
Unit 1
Colours Warm-up and Revision
LESSON 3 • SONG
1. Sing the Hello song.
CD 1 / 2
• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back. • Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 19).
2. Listen to and mime the Colours action story . CD 1 / 14
15 Hooray! Let’s play! A © Helbling Languages
Main Objective To listen to and sing a song about colours.
Key Words red, green, blue, yellow, orange, pink, kite, balloon
Receptive Language Take a (green) pencil. Look, balloons/a kite. What colour balloon is in the box? A blue balloon for Rosie. A red balloon for Tom. A green balloon for Connie. A yellow kite for me. Bigger?
Classroom Language Close/Open your eyes. Draw a line. Draw yourself.
Activities Listen to and mime the Colours action story . Play What colour balloon has Peter got? Listen to the A blue balloon for Rosie song. Listen and match then draw yourself. Play A bigger balloon, a bigger balloon, POP!
Materials Checklist
26
Peter hand puppet flashcards 2–4, 11–12 (Rosie, Tom, Connie, kite, balloon) CD 1 / 2–5, 8 (routine songs), CD 1 / 14, 15 six balloons not blown up (red, green, blue, yellow, orange and pink) a small box (to hide a balloon in) Student’s Book, p. 15 coloured pencils or crayons
Hooray! Let’s play! A © Helbling Languages
• Play the action story and encourage the children to join in with the actions. If the children have a picture of Connie (Worksheet 6) from Extra Lesson 2, they could use it. Colours action story Take a green pencil. Take a yellow pencil. Take a pink pencil. Colour the picture. It’s Connie.
Carpet Time 3. Sing the Circle song.
CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song (See Introduction, p. 19).
4. Play What colour balloon has Peter got ? • Show the children the balloon flashcard and say Look, a balloon! and mime blowing up a balloon. • Show the real balloons and elicit the colours of the balloons from the children. • Put a small box in front of Peter. • Turn to Peter and say Peter, close your eyes. Make Peter close his eyes by putting his hands over his eyes. • Ask a child to choose a balloon and put it in the box in front of Peter. You must not be able to see the balloon when it is in the box. Then say Open your eyes, Peter. • Say What colour balloon is in the box, Peter? and point to the box. • Make Peter say different colours and encourage the children to say Yes. if Peter says the colour of the hidden balloon and No, sorry. if Peter says a different colour. • Once Peter has guessed the colour, take the balloon out of the box and show it to Peter. • Repeat the activity, allowing a different child to choose the balloon or if the children are confident, Peter can hide a balloon for the children to guess.
5. Listen to the A blue balloon for Rosie song. CD 1 / 15
• Show the children the kite flashcard and say Look, a yellow kite. and mime holding a kite string. • Put the flashcards for Rosie, Tom and Connie on the floor in the order from the song and elicit the name of each character. • Hold a blue balloon, a green balloon, a red balloon (not blown up) and the kite flashcard in your hand. • Say A blue balloon for Rosie. and give the blue balloon to the Rosie flashcard. Repeat for the other lines from the song giving the balloons to the appropriate character. When you say the last line hug the kite flashcard to yourself. • Play the A blue balloon for Rosie song. For each line, point to the appropriate colour balloon and use the mimes for balloon, kite and the characters. A blue balloon for Rosie A blue balloon for Rosie, a blue balloon for Rosie. A red balloon for Tom, a red balloon for Tom. A green balloon for Connie, a green balloon for Connie. A yellow kite for me, a yellow kite for me. (Repeat) • Repeat the song and this time encourage the children to join in with the actions.
Pencil and Paper 6. Sing the Table song.
CD 1 / 4
• Ask the children to move to the tables and sit down by singing or playing the Table song (See Introduction, p. 19).
Rounding Off 9. Sing the Circle song.
CD 1 / 3
• When moving the children from the table to sit in a circle, you can sing or play the Circle song again (See Introduction, p. 19).
10. Play A bigger balloon, a bigger balloon, POP! • Tell the children Look, a balloon. and mime stretching a balloon in preparation for blowing it up. Say It’s red. and point to the red flashcard or something nearby that is red. • Take a deep breath and mime blowing into a balloon to blow it up. Show the balloon growing in size with your hands. • Say to the children Bigger? Take a deep breath and mime blowing the balloon up again and repeat this. • Shout POP! and clap your hands to show the balloon popped. • Repeat the activity and ask the children to tell you what colour the balloon is. You can also change the number of times that you ‘blow up’ the balloon so the children won’t know when the balloon will pop.
11. Sing the Bye-bye song.
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back to Peter. • Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 19).
7. Listen and match then draw yourself. SB 15
If there is time…
CD 1 / 15
• Hold up the page so the children can see. Play the A blue balloon for Rosie song again, and point to the balloons, kite and characters on the page as you sing about each of them. • Say A blue balloon for Rosie. and draw a line from Rosie to the blue balloon. • Repeat for the other characters and balloons so that they are joined to the balloons and kite from the song. • Give the children time to join the characters and balloons, then say Draw yourself. and point to the outline of the head in your book. Draw a face in the outline of a head and point to the face you have drawn and say It’s me! then point to some of the faces on the children’s pages and say It’s (Sarah). • Praise the children and talk to them in English about the colours on their page.
8. Sing the Tidy up song/ Clean up song (AmE).
CD 1 / 5
• Ask the children to tidy away the crayons and other materials by singing or playing the Tidy up song / Clean up song (AmE) (See Introduction, p. 19).
Play Where’s the red balloon? • Show the children a red balloon and elicit the colour. • Ask a confident child to come to stand near you and tell him or her to Close your eyes. You might want to let this child hold Peter while his or her eyes are closed. • While the child’s eyes are closed, give the balloon to one of the other children and silently indicate that all the children should hold their hands behind their back as if they are hiding the balloon. Then tell the child with Peter to Open your eyes. • Say to the child Where’s the red balloon? and indicate that one of their classmates has the balloon. Encourage the child to say the name of the child they think is holding the balloon. The child who is named should respond with Yes. or No, sorry. as appropriate. • Once the child with Peter finds the hidden balloon, he or she should nominate a new child to hold Peter and the game can be repeated.
Hooray! Let’s play! A © Helbling Languages
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Unit 1
Colours
EXTRA LESSON 3 (OPTIONAL) Main Objective To sing a song about colours.
Key Words red, green, blue, yellow, orange, pink
Receptive Language Look, balloons/a kite. A blue balloon for Rosie. A red balloon for Tom. A green balloon for Connie. A yellow kite for me.
Classroom Language Colour the kite.
Activities
Materials Checklist
Note: You might want to invite a few parents to help with the making of the kites in this lesson. Also the Pencil and Paper activity in this lesson will probably take longer than ten minutes.
Warm-up and Revision CD 1 / 2
• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back. • Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 19).
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• Show the children each of the colour flashcards in the order from the chant (red, green, blue, yellow, orange and pink). Say It’s (red). as you show each card and then place the card on the floor in front of the children so that they see the cards in the correct order for the chant. • Play the CD 1 / 13. Say the chant and make Peter point to each of the colours as you say them in the chant. Colours chant Red, green, blue, Yellow, orange, pink for you. (Repeat) • Repeat the chant and encourage the children to join in and point at each of the colours as they say them in the chant.
3. Sing the Circle song.
CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song (See Introduction, p. 19).
4. Sing the A blue balloon for Rosie song.
Peter hand puppet flashcards 5–12 (red, green, blue, yellow, orange, pink, kite, balloon) CD 1 / 2–5, 8 (routine songs), CD 1 / 13, 15, 16 a copy of the kite (Worksheet 7) coloured pencils or crayons scissors two drinking straws per child string sticky tape tissue paper and sweet wrappers to decorate the kite tail (optional)
1. Sing the Hello song.
CD 1 / 13
Carpet Time
Say the Colours chant . Sing the A blue balloon for Rosie song. Play Move towards the flashcard. Make a mini kite. Sing the songs you remember.
2. Say the Colours chant .
Hooray! Let’s play! A © Helbling Languages
CD 1 / 15–16
• Play the song from the CD and encourage the children to sing along and join in with the actions. A blue balloon for Rosie A blue balloon for Rosie, a blue balloon for Rosie. A red balloon for Tom, a red balloon for Tom. A green balloon for Connie, a green balloon for Connie. A yellow kite for me, a yellow kite for me. (Repeat) • Choose three children and ask them to choose the colour of their imaginary balloon by holding one of the colour flashcards. • Repeat the song using the karaoke track or without music. This time in place of the characters’ names, use the children’s names and the colours on the flashcard they have chosen. Point to each child or encourage the children to stand up as you sing their name in the song. • If you have time, repeat the song so all children can have a turn to be in the song. Alternatively, remember which children have been selected and make sure that different children are chosen next time. • Once the children are confident singing the song, you can use the karaoke version. You could also use the colour flashcards to show the children which colour to sing about next.
5. Play Move towards the flashcard . • If there is a board in the classroom, attach the flashcards so that three colours and the kite are on the left side of the board and the other colours and the balloon card are on the right. If there is no board, put the flashcards on the floor making sure the children can safely move between the flashcards on the right and the left. • Make Peter point to each of the flashcards and elicit the colours from the children. • Use Peter to nominate up to four children, depending on the space and the number of children in the class. These children should stand in front of the board, or in the space between the flashcards if they are on the floor. • Make Peter say Blue. and then encourage the children to move to the left or the right towards the blue flashcard. • Make Peter praise the children who moved to the blue flashcard by kissing, hugging or giving them a high five, then ask these children to sit down in the circle. • Repeat the activity with different children and a different colour each time.
Pencil and Paper P re par ation T ip!
Depending on the amount of time you have available and the amount of help you have in the classroom, you will probably want to cut the straws and cut out the kites before the class. If you have a large class, you might want to make kites without tails. The children can always be encouraged to make the tail for the kite at home with their parents.
6. Sing the Table song.
PDF
8. Sing the Tidy up song/ Clean up song (AmE).
CD 1 / 5
• Ask the children to tidy away the crayons and other materials by singing or playing the Tidy up song / Clean up song (AmE) (See Introduction, p. 19).
Rounding Off 9. Sing the Circle song.
CD 1 / 3
• When moving the children from the table to sit in a circle, you can sing or play the Circle song again (See Introduction, p. 19).
10. Sing the songs you remember. • Ask the children which English songs they remember from the lessons so far and allow them to choose which songs they would like to sing.
11. Sing the Bye-bye song.
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back. • Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 19). If there is time…
CD 1 / 4
• Ask the children to move to the tables and sit down by singing or playing the Table song (See Introduction, p. 19).
7. Make a mini kite.
• If there is time, the children could try making a tail for their kite by tying scrap pieces of tissue paper or sweet wrappers at regular intervals on a piece of string that can then be attached to the bottom of the kite. • Encourage the children to name the colours they are using for the tail as they are attached.
WS 7
• Hold up a copy of Worksheet 7 so all the children can see. Point to the kite outline and say Cut out and colour the kite. • Give the children their copy of the page and allow them time to cut out and colour the kite. While the children are colouring, monitor the class. Praise nice work and talk to the children about the colours they are using. You could also play some of the songs that the children already know in the background while they are working. • Once the children have finished colouring, help them to stick the straws in a cross on the back of the kite using sticky tape. The edges of the cross should be on the corners of the kite. Then attach a string to the centre of the cross for the children to hold.
Play Musical flashcards. • Place all the colour flashcards around the classroom in a place where they can easily be seen by the children and the children can safely move between the cards (attached to a wall or something that can’t move is best). • Point to each of the cards around the room and elicit the colours from the children. • Play some music for the children to move around to. You could use some of the songs that the children have learnt so far. • Stop the music and encourage the children to choose a colour and stand near the flashcard of that colour. • Once all the children are by a flashcard, say a colour. To appear fair, it is better to select a colour randomly – perhaps put coloured pencils in a bag and pull one pencil out. All the children standing by that colour flashcard are ‘out’. Ask these children to stand near you for the next round and then allow them to join back in the game the round after. • Play the music again and allow the remaining children to move around the room and repeat the activity.
Hooray! Let’s play! A © Helbling Languages
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Unit 1
Colours
LESSON 4 • LISTENING ACTIVITY
Warm-up and Revision 1. Sing the Hello song.
CD 1 / 2
• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back. • Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 19).
2. Sing the A blue balloon for Rosie song. CD 1 / 15–16
17 Hooray! Let’s play! A © Helbling Languages
Main Objective To complete a listening exercise.
Key Words red, green, blue, yellow, orange, pink, kite
Receptive Language What colour is it? Is it (red)? Yes, well done. What is it?
Classroom Language Listen. Colour (Tom)’s kite (green).
Activities Sing the A blue balloon for Rosie song. Play the Yes or no game and Read my lips. Listen and colour the kites. Play Flash the flashcard.
Materials Checklist
Peter hand puppet flashcards 5–12 (red, green, blue, yellow, orange, pink, kite, balloon) CD 1 / 2–5, 8 (routine songs), CD 1 / 15–17 Student’s Book, p. 17 coloured pencils or crayons If there is time: colour mini flashcards (Worksheet 5) (optional), a blindfold
Notes
• Play the song and encourage the children to sing along. A blue balloon for Rosie A blue balloon for Rosie, a blue balloon for Rosie. A red balloon for Tom, a red balloon for Tom. A green balloon for Connie, a green balloon for Connie. A yellow kite for me, a yellow kite for me. (Repeat) • If there is time, you can sing the song again and this time use some of the children’s names in place of the characters’ names, and point to the children as you sing their names in the song. • Once the children are confident singing the song, you can use the karaoke version. You could also try changing the order of the verses and use the colour flashcards to show the children which colour to sing about next.
Carpet Time 3. Sing the Circle song.
CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song (See Introduction, p. 19).
4. Play the Yes or no game. • Show the children the colour flashcards and elicit the words. Then show the children that you are mixing the cards in your hands so neither you nor the children know the order of the cards. • Take one of the flashcards and hold it above your head so that the children can see which colour you are holding but you can’t. • With your other hand point to the flashcard and say Is it blue? and encourage the children to say Yes. if you are holding up the blue card and No, sorry. if not. If the answer was No, sorry., keep guessing until the children say Yes. • Repeat this with some of the other flashcards.
5. Play Read my lips. • Put the colour flashcards on the floor in front of the children, make Peter point to the cards and elicit the name of each of the colours. • Point to your mouth and whisper one of the colours to the children. Then in a normal voice say What colour is it? and whisper the colour again.
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Hooray! Let’s play! A © Helbling Languages
• Allow some of the children to try and guess which colour you were whispering. If one of the children guesses correctly, then say Yes, well done. • If no children guess the colour, say No, sorry. and whisper the colour again before allowing the children to continue guessing. • Once a child has guessed the correct colour repeat the activity whispering a different colour.
Pencil and Paper 6. Sing the Table song.
CD 1 / 4
• Ask the children to move to the tables and sit down by singing or playing the Table song (See Introduction, p. 19).
7. Listen and colour the kites. SB 17
CD 1 / 17
• Hold up the page so the children can see. Point to each of the characters on the page and elicit their names from the children. • Give the children their Student’s Books open to the correct page. Provide the children with an orange, blue, green and pink pencil or crayon. For the listening activity to work smoothly the children really need their own pencils. • Point to the kite and do the action for kite, miming to hold a kite string and pulling on the string twice. Then say Listen. and play the first sentence from the listening activity. • Pause the CD, point to Peter on the page and then point to Peter’s kite and say Orange. Give the children time to colour Peter’s kite orange. Then do the same for the other characters. Colours listening activity Colour Peter’s kite orange. Colour Rosie’s kite blue. Colour Tom’s kite green. Colour Connie’s kite pink. • Alternatively, if you are not able to pause the CD between each sentence, play the whole listening twice. The first time you listen, show the children your book and colour each of the kites the correct colour as you listen. Before you listen for a second time, give the children their books open to the correct page and the four coloured pencils. Then encourage the children to colour the kites while they are listening for the second time. • The children may take longer than the listening to colour the kites but don’t let this worry them. Allow them to colour at an appropriate speed and repeat the information as they need it.
8. Sing the Tidy up song / Clean up song (AmE).
CD 1 / 5
• Ask the children to tidy away the crayons and other materials by singing or playing the Tidy up song / Clean up song (AmE) (See Introduction, p. 19).
Rounding Off 9. Sing the Circle song.
CD 1 / 3
• When moving the children from the table to sit in a circle, you can sing or play the Circle song again (See Introduction, p. 19).
10. Play Flash the flashcard . • Show the children the flashcards (colours, kite and balloon) and elicit the words. Then show the children that you are mixing the cards so neither you nor the children know the order of the cards. • Make Peter hold the flashcards so you can see the first card but the children can’t. Quickly rotate or fan the cards so the children get a quick glimpse of which flashcard is on top and say What is it? • Encourage the children to name the picture they think they can see. Gradually slow down the speed with which you rotate or fan the card until the children can correctly name the picture. • Peter can reward the children who say the word the quickest with a kiss, hug or high five. • Repeat this with some of the other words.
11. Sing the Bye-bye song.
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back. • Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 19). If there is time… P re par ation T ip! Use the colour flashcards for this activity. If you have a large class of children, you may want to use several sets of mini flashcards so that children can play at the same time. If the children have made their own mini flashcards in a previous lesson, they can use these.
Play Take blue. • Place all the flashcards on the floor and elicit the colours from the children. • Put a blindfold on a child. Say to the child Take blue. and the blindfolded child should try to remember where the blue flashcard was and pick it up. • If the blindfolded child is not close to the blue flashcard, then let the other children help by whispering Yes. as he or she gets closer to the card and No. as he or she gets further away. • Once the child has picked up a card, take off the blindfold and let the child look at the card he or she picked up. If it was the blue card, praise the child, and if it wasn’t, say No, sorry. • Continue the game inviting different children to be blindfolded and asking them to take different colour flashcards.
Hooray! Let’s play! A © Helbling Languages
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Unit 1
Colours
EXTRA LESSON 4 (OPTIONAL) Main Objective To complete a listening exercise.
Key Words
Carpet Time
red, green, blue, yellow, orange, pink, balloon
Receptive Language What colour? Where’s (red)? What colour balloon is in the box? Listen. Colour (Connie)’s balloon (red). Open/Close your eyes.
Activities Listen to and mime the Colours action story . Play Where’s red? and Tap the flashcard. Follow the lines, listen and colour. Play What colour balloon has Peter got?
Materials Checklist
Peter hand puppet flashcards 5–12 (red, green, blue, yellow, orange, pink, kite, balloon) CD 1 / 2–5, 8 (routine songs), CD 1 / 14, 18 picture of Connie (Worksheet 6) (optional) extra listening activity (Worksheet 8) coloured pencils or crayons six balloons not blown up (red, green, blue, yellow, orange and pink) a small box (to hide a balloon in) If there is time: colour mini flashcards (Worksheet 5)
Notes
Warm-up and Revision 1. Sing the Hello song.
CD 1 / 2
• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back to Peter. • Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 19).
2. Listen to and mime the Colours action WS 6 story . CD 1 / 14 PDF
• Play the action story and encourage the children to join in with the actions. If the children have a Connie picture from Extra Lesson 2 (Worksheet 6), they can use it.
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3. Sing the Circle song.
CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song (See Introduction, p. 19).
4. Play Where’s red ?
Classroom Language
Colours action story Take a green pencil. Take a yellow pencil. Take a pink pencil. Colour the picture. It’s Connie.
Hooray! Let’s play! A © Helbling Languages
• Show the children the colour flashcards and elicit the colours. Then put the cards face down on the floor. • Mix the cards up by sliding them around the floor. Then look at Peter and say What colour, Peter? Make Peter say Red, please. and point with Peter to something nearby that is red. It could be something on a child’s clothes or a toy that is near. • Choose one of the children and say Where’s red? Point to the colour (either the same as Peter pointed to or another item which is the same colour) and indicate that the child should turn over a card. • If the child turns over the card with red, then say Yes. and allow the child to give the card to Peter. Peter can reward the child by giving a kiss, hug or high five. If the card is not red, then say No, sorry. and choose a new child to turn over a card. • Repeat the activity asking different children to find different colours each time.
5. Play Tap the flashcard . • Either stick the flashcards (colours, kite and balloon) to the board or place them on the floor in front of the children. Then point to each of the cards and elicit the names. • Nominate two children to start the activity and ask them to stand or sit where they can both reach the flashcards easily. The other children should be able to see the flashcards but should be out of the way of the children who are playing. • Say Blue. and encourage the children to tap the blue flashcard. The child who taps the card first gets a kiss, hug or high five from Peter and then both children move to allow new children to play the game. • Repeat the activity with a different pair of children and a different colour, and as the children get used to the activity, increase the speed with which you name the colour and swap the pairs of children.
Pencil and Paper 6. Sing the Table song.
CD 1 / 4
• Ask the children to move to the tables and sit down by singing or playing the Table song (See Introduction, p. 19).
7. Follow the lines, listen and colour. PDF
WS 8
CD 1 / 18
• Hold up a copy of the page so all the children can see. Point to Rosie on the page and say Which balloon? and then point to the balloons above the characters. • Point to Rosie again and demonstrate following the line to find out which balloon is Rosie’s, then say Colour Rosie’s balloon yellow. • Give the children their copy of the page and listen to the instructions on the CD. Read the instructions again to the class miming them if necessary. Colours extra listening activity Colour Rosie’s balloon yellow. Colour Peter’s balloon green. Colour Connie’s balloon red. Colour Tom’s balloon blue. • While the children are colouring, praise the children and ask them in English about the characters and the colours they are using.
8. Sing the Tidy up song/ Clean up song (AmE).
CD 1 / 5
• Ask the children to tidy away the crayons and other materials by singing or playing the Tidy up song / Clean up song (AmE) (See Introduction, p. 19).
Rounding Off 9. Sing the Circle song.
CD 1 / 3
• When moving the children from the table to sit in a circle, you can sing or play the Circle song again (See Introduction, p. 19).
10. Play What colour balloon has Peter got ? • Show the children the coloured balloons and say Look, balloons! and mime blowing up a balloon. Elicit the colours of the balloons. • Put a small box in front of Peter. • Turn to Peter and say Peter, close your eyes. Make Peter close his eyes by putting his hands over his eyes. • Ask a child to choose a balloon and put it in the box in front of Peter. You must not be able to see the balloon when it is in the box. Then say Open your eyes, Peter. • Say What colour balloon is in the box, Peter? and point to the box.
• Make Peter say different colours and encourage the children to say Yes. if Peter says the colour of the hidden balloon and No, sorry. if Peter says a different colour. • Once Peter has guessed the colour, take the balloon out of the box and show it to Peter. • Repeat the activity, allowing a different child to choose the balloon or if the children are confident, Peter can hide a balloon for the children to guess.
11. Sing the Bye-bye song.
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back to Peter. • Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 19). If there is time… P re par ation T ip! The children need a set of the six colour mini flashcards (Worksheet 5) already coloured in. If you have a large class and the children have not made their own mini flashcards, then you might want the children to work in pairs.
Play Bingo!
PDF
WS 5
• Put the six colour flashcards face down on the floor in front of Peter. • Help the children to move so that they have a space in front of them. Help them to choose four of their mini flashcards and put them on the floor with the colour facing up. • Make Peter turn over one of the colour flashcards from his set, and show and say the colour to the children. Then encourage the children to turn their mini flashcard of the same colour face down if they have one in front of them. • Repeat this until some of the children have turned over all of their mini flashcards and encourage them to shout Bingo! Peter can then kiss, hug or high-five the children who have ‘Bingo’. • If the children are still interested, then turn all the cards back over and repeat the activity, this time calling the colours a little quicker.
Hooray! Let’s play! A © Helbling Languages
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Unit 1
Colours Warm-up and Revision
LESSON 5 • DVD STORY
1. Sing the Hello song.
CD 1 / 2
• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back to Peter. • Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 19).
2. Sing the A blue balloon for Rosie song. CD 1 / 15
19 Hooray! Let’s play! A © Helbling Languages
Main Objective To follow a DVD story.
• Play the song and encourage the children to sing along. A blue balloon for Rosie A blue balloon for Rosie, a blue balloon for Rosie. A red balloon for Tom, a red balloon for Tom. A green balloon for Connie, a green balloon for Connie. A yellow kite for me, a yellow kite for me. (Repeat)
Key Words red, green, blue, yellow, orange, pink, kite, balloon, ball
Receptive Language What’s the matter? Look, my yellow/blue/red kite/ball. I’ve got an idea. / I have an idea (AmE). Great (idea). Go, Tom/Peter/Connie, go. What colour is it?
Classroom Language Colour the tree. Stand up. / Sit down.
Activities Sing the A blue balloon for Rosie song. Play Pass the yellow kite. Watch The kites DVD story. Stick in the stickers and colour the tree. Play Stand up and sit down.
Value To develop appreciation for the value of working together.
Materials Checklist
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Peter hand puppet flashcards 5–13 (red, green, blue, yellow, orange, pink, kite, balloon, ball) CD 1 / 2–6, 8 (routine songs), CD 1 / 15, (19) Student’s Book, p. 19 DVD (The kites) stickers from the appendix of the Student’s Book (blue kite, yellow kite, red ball) coloured pencils or crayons Story cards 7–14 (The kites) (optional) colour mini flashcards (Worksheet 5)
Hooray! Let’s play! A © Helbling Languages
Carpet Time 3. Sing the Circle song.
CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song (See Introduction, p. 19).
4. Play Pass the yellow kite. • Show the children the colour flashcards and elicit the words before placing the flashcards on the floor. • Point to something yellow and show the children the action for kite, miming to hold a kite string and pulling on the string twice. Then say A yellow kite. Show the children the kite flashcard. • Put the kite flashcard on the floor. Do the action for kite again, then mime passing the kite string to a child. While you are passing the kite, say to the child A yellow kite. • Encourage the children to continue passing the kite around saying A yellow kite. if they can. • Once all the children have had a chance to hold the kite, ask for the kite back. If there is time, you could repeat the activity with a different coloured kite.
5. Watch The kites DVD story.
CD 1 / 6 (19)
• If you want to tell the children that the next activity is a story, then sing or play: Story song It’s time for a story. Listen and look. (Repeat) • Show the children the ball, kite and balloon flashcards and say Look, it’s a ball/kite/balloon. • Play the DVD story and allow the children to watch. If you don’t have access to a DVD player, you can use the Story cards with CD 1 / 19 or read the script from the back of the Story cards.
Rounding Off
The kites
P re par ation T ip!
Tom, Peter + Connie: Rosie:
Hello, Rosie. Hello, Connie. Hello, Peter. Hello, Tom.
Tom: Rosie:
What’s the matter? Look, my yellow kite.
Tom: Rosie:
I’ve got an idea. / I have an idea (AmE). Great.
Tom: Rosie: Peter:
Look, Rosie. Great idea. Go, Tom, go.
Tom: Rosie:
Oh, no. My blue kite. And my yellow kite.
Connie: Rosie + Tom: Connie: Rosie + Tom: Peter:
I’ve got an idea. / I have an idea (AmE). Great. Look, Rosie. Look, Tom. Great idea. Go, Connie, go.
Rosie: Tom: Connie:
Thank you, Connie. Thank you. Oh, no. My red ball.
Peter: Rosie: Tom:
Look, Connie. Great idea. Go, Peter, go.
All:
Hooray!
CD 1 / 4
• Ask the children to move to the tables and sit down by singing or playing the Table song (See Introduction, p. 19).
7. Stick in the stickers and colour the tree. SB 19
• Hold up the page so the children can see. • Point to the items in the picture (kites, ball) and say What is it? or point to Connie and say Who is it? • Point to the place where the red ball should be in the picture and say A ball. What colour is it? When the children say Red. then say Yes, a red ball. • Show the children the stickers and point to the sticker of the red ball. Say A red ball. then point to the place on the picture where the sticker should go and again say A red ball. • Give the children time to stick the red ball on the picture and then repeat with the other two stickers. • Once the children have stuck in all three stickers, mime colouring the tree and say Colour the tree.
8. Sing the Tidy up song/ Clean up song (AmE).
9. Sing the Circle song.
CD 1 / 3
• When moving the children from the table to sit in a circle, you can sing or play the Circle song again (See Introduction, p. 19).
Pencil and Paper 6. Sing the Table song.
Children will need their set of the colour mini flashcards made in Optional Extra Lesson 1 (Worksheet 5). If they haven‘t made them yet, they can do that now or you can make them before the lesson. You need enough to give the children one card each.
CD 1 / 5
• Ask the children to tidy away the crayons and other materials by singing or playing the Tidy up song / Clean up song (AmE) (See Introduction, p. 19).
10. Play Stand up and sit down.
PDF
WS 5
• Give each child a colour mini flashcard. • Hold the green flashcard so that the children can see which colour you are holding and say Green, stand up. Then indicate to any children who have a green mini flashcard that they should stand up as well. • Say Blue, stand up. and Green, sit down. Indicate to the children with green flashcards that they should sit down and encourage the children with blue flashcards to stand up. • Repeat saying a different colour each time. • As the children become more confident you can say the colours faster, or say more than one colour at a time. • If the children are already excited before the activity, you may want to just ask them to hold the flashcard up in the air rather than stand up and sit down.
11. Sing the Bye-bye song.
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back to Peter. • Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 19). If there is time…
Play Tap the flashcard. • Either stick the flashcards (colours, balloon, ball and kite) to the board or place them on the floor in front of the children. Then point to each of the cards and elicit the names of the picture. • Nominate two children to start the activity and ask them to stand or sit where they can both reach the flashcards easily. The other children should be able to see the flashcards but should be out of the way of the children who are playing. • Say Blue. and encourage the children to tap the blue flashcard. The child who taps the card first gets a kiss, hug or high five from Peter and then both children move to allow new children to play the game.
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Unit 1
Colours
EXTRA LESSON 5 (OPTIONAL) Main Objective To listen to and join in telling a story.
Key Words red, green, blue, yellow, orange, pink
Receptive Language Hello, Rosie/Connie/Peter/Tom. What’s the matter? Look, my yellow/blue/red kite/ball. I’ve got an idea. / I have an idea (AmE). Great (idea). Go, Tom/Peter/Connie, go. Thank you.
Classroom Language Listen to the story. Colour the picture.
Materials Checklist
Peter hand puppet flashcards 5–13 (red, green, blue, yellow, orange, pink, kite, balloon, ball) CD 1 / 2–6, 8 (routine songs), CD 1 / 14, 19 picture of Connie (Worksheet 6) (optional) Story cards 7–14 (The kites) The kites mini storybook (Worksheet 9a+b) character masks or cut outs (Worksheets 1+2) (optional) If there is time: colour mini flashcards (Worksheet 5)
Notes
Warm-up and Revision 1. Sing the Hello song.
CD 1 / 2
• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back to Peter. • Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 19).
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Carpet Time 3. Sing the Circle song.
CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song (See Introduction, p. 19).
PDF
Listen to and mime the Colours action story . Tell The kites story. Fold and cut. Colour the mini storybook. Play the Yes or no game.
• Play the action story and encourage the children to join in with the actions. If the children have a Connie picture from Extra Lesson 2 (Worksheet 6), they can use it. Colours action story Take a green pencil. Take a yellow pencil. Take a pink pencil. Colour the picture. It’s Connie.
4. Tell The kites story.
Activities
2. Listen to and mime the Colours action story . CD 1 / 14
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WS 1+2
CD 1 / 6, 19 T eaching T ip!
If the children are going to mime some parts of the story, you might want them to wear the character masks or use the character cut outs (Worksheets 1+2).
• If you want to use a transition marker to tell the children that the next activity is a story, then sing or play: Story song It’s time for a story Listen and look. (Repeat) • Tell The kites story using the Story cards or CD 1 / 19. The script is on the back of the cards. Encourage the children to join in and name the colours of the kites and the ball as they are shown on the Story cards. More confident children can also join in saying Hello! to the characters at the beginning of the story and Hooray! at the end of the story. • Hand out the Story cards in a random order to different children. Play or tell the story and encourage the children with Story cards to make a line so they are in the correct order. Say, for example: Now let’s put the story together. Here you are, (Maria). This is your Story card, (David). Listen to the story. • If there is time, you could play or tell the story again and the children could try to mime some of the actions from the story as they listen. • You could even give some of the children the character masks or cut outs (Worksheets 1+2) to mime the actions of one of the characters in the story (See Introduction, p. 13).
Pencil and Paper P re par ation T ip!
You might want to cut and fold the children’s mini storybooks (Worksheet 9a+b) before the lesson so that the children do not need to do this themselves.
You might also want to make a mini storybook before the lesson to show the children (See Introduction, p. 13).
5. Sing the Table song.
CD 1 / 4
• Ask the children to move to the tables and sit down by singing or playing the Table song (See Introduction, p. 19).
6. Fold and cut. Colour the mini storybook. PDF
WS 9a+b
• Show the children your copy of the mini storybook. • Look at each of the pictures and tell the children what is happening using the lines from The kites story (See video script, page 51). • Either give each child a copy of the mini storybook that you have made previously or give them a photocopy of Worksheet 9a+b copied onto one A4 sheet (front and back). Follow the instructions on page 13 of the Introduction to make the mini storybooks. You may need to help children with the cutting and folding. • Encourage the children to choose and colour one picture in the mini storybook. Monitor the children’s work and praise the children for neat colouring. Ask the children in English about the colours on the page and who each character is. • The children could finish the colouring of their mini storybooks at home with their parents.
7. Sing the Tidy up song/ Clean up song (AmE).
CD 1 / 5
• Ask the children to tidy away the crayons and their mini storybooks by singing or playing the Tidy up song / Clean up song (AmE) (See Introduction, p. 19).
Rounding Off 8. Sing the Circle song.
• Take one of the flashcards and hold it above your head so that the children can see which picture you are holding but you can’t. • With your other hand point to the flashcard and say Is it red? and encourage the children to say Yes. if you are holding up the red card and No, sorry. if not. If the answer was No, sorry., keep guessing until the children say Yes. • Repeat this with some of the other flashcards.
10. Sing the Bye-bye song.
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back to Peter. • Signal to the children that it is the end of the English lesson by singing the Bye-bye song (See Introduction, p. 19).
If there is time… P re par ation T ip!
Children will need their set of the colour mini flashcards made in Optional Extra Lesson 1 (Worksheet 5). If they haven’t made them yet, they can do that now.
Play Snap!
PDF
WS 5
• Help the children to move so that they have a space in front of them and help them to put their six mini flashcards on the floor with the colour facing up. • Hold the normal colour flashcards in a fan. Make Peter select one of the cards and hold it so the children can’t see which colour has been chosen. • Encourage the children to choose one of their mini flashcards and hold it up in the air so you can see which card they have selected. • Make Peter show the card which he selected and say the colour to the children. Then make Peter hug, kiss or high-five the children who held up the same colour card and say Snap! • Put all the cards back to the starting position and repeat the activity with Peter and the children selecting a different coloured card.
CD 1 / 3
• When moving the children from the table to sit in a circle on the carpet, you can sing or play the Circle song again (See Introduction, p. 19).
9. Play the Yes or no game. • Show the children the flashcards (colours, kite, balloon and ball ) and elicit the words. Then show the children that you are mixing the cards in your hands so neither you nor the children know the order of the cards.
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Unit 1
Colours
LESSON 6 • THINKING SKILLS
Warm-up and Revision 1. Sing the Hello song.
CD 1 / 2
• Make Peter greet the children. Make the puppet say Hello! and encourage the children to wave and say Hello! back to Peter. • Sing or play the Hello song and make Peter look like he is singing too (See Introduction, p. 19).
2. Using productive language: ‘Do you like red ?‘
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Main Objective To continue colour sequences.
Key Words red, green, blue, yellow, orange, pink
Receptive Language What colour is next? Where’s green?
Classroom Language Colour the balloons/kites/balls.
Productive Language Do you like (red)? Yes. / No. What’s your favourite colour?
Thinking Skills Continuing a colour sequence.
Activities Using productive language: ‘Do you like red?’ Tell The kites story. Make colour sequences using toys. Look and colour the logical sequences. Play Find the flashcard.
Materials Checklist
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Peter hand puppet flashcards 5–10 (red, green, blue, yellow, orange, pink) CD 1 / 2–6, 8 (routine songs), CD 1 / 19 Student’s Book, p. 21 Story cards 7–14 (The kites) coloured bricks or other coloured toys coloured pencils or crayons If there is time: colour mini flashcards (Worksheet 5)
Hooray! Let’s play! A © Helbling Languages
• Say Do you like red? to one of the confident children in the class. Prompt the child by putting your thumbs up and down and using your face to show like and dislike until he or she says Yes. or No. If they still don’t understand, you could translate the question for the children. • Continue around the class asking each child Do you like red? You can also point to the colour flashcards to prompt the children if they are unsure which colour you are asking about. • Drill the question using different voices, for example sing or whisper it until the children seem confident asking the question. • Encourage each child to ask Do you like (green)? to another child in the class and encourage the children to answer with Yes. or No. until all children have had a chance to ask and answer the question. • If the children seem confident with the question ‘Do you like...?’, you could also ask a few children What’s your favourite colour?
Carpet Time 3. Sing the Circle song.
CD 1 / 3
• If you want to move the children from another area of the classroom to sit or stand in a circle, you can sing or play the Circle song (See Introduction, p. 19).
4. Tell The kites story.
CD 1 / 6, 19
• If you want to use a transition marker to tell the children that the next activity is a story, then sing or play: Story song It’s time for a story. Listen and look. (Repeat) • Using the Story cards, play or tell the children The kites story. Encourage the children to join in with the story. • Make Peter point to some of the kites and the balls as they are shown on the Story cards and elicit the colours from the children. More confident children can also join in saying Hello! to the characters at the beginning of the story and Hooray! at the end of the story. They could also join in with the lines Oh, no. and Go, Connie, go. or Go, Peter, go. • If there is time, hand out the cards to different children and encourage the children to make a line in the correct order as they listen to the story.
5. Make colour sequences using toys.
10. Play Find the flashcard .
• Using coloured bricks (or toys), make Peter put a yellow brick on the floor and elicit the colour. • Next to the yellow brick put a red brick. Point to each brick and elicit the colours. • Put another yellow brick on the floor so the bricks make a line on the floor and the children can see them in the order yellow, red and then yellow. Point to each brick and elicit the colours. • Place another red brick next to the last yellow brick and elicit the colours. • Point to the position where the next brick would be placed and make Peter say What colour is next? Elicit the correct colour from the children and then allow one of the children to select and add the appropriate coloured brick. • Repeat this a few times to continue this sequence, then choose two new colours and make a new sequence.
• Choose a confident child from the class and ask him or her to choose a colour flashcard (e. g. green) then stand near you. Give the child Peter to hold and tell him or her to close his or her eyes. • Tell the other children that you are hiding the flashcard for example under a cushion, in a toy box, on the bookcase, etc. • Ask the child with Peter to open his or her eyes. Say Where’s green? and make it clear to the children without Peter that they are not to say where the flashcard was hidden. • Encourage the child with Peter to walk around the classroom to find the hidden flashcard. Keep saying the word Green. as the child moves around, but as the child gets closer to the hidden card, nod your head and say Green. more loudly. As the child moves away from the card, shake your head and say Green. more quietly. • Repeat the game choosing a different colour and a different child to hold Peter and this time encourage the children to join in saying the colour loudly or quietly.
Pencil and Paper 6. Sing the Table song.
CD 1 / 4
• Ask the children to move to the tables and sit down by singing or playing the Table song (See Introduction, p. 19).
7. Look and colour the logical sequences. SB 21
• Start a sequence on the table by putting coloured pencils in a line and encourage the children to tell you what colour should be next. • Hold up the page so the children can see. Point to the first picture in the first sequence and say A yellow balloon. Then point to the next picture in the sequence and say A blue balloon. and repeat for the next two coloured pictures in the sequence. • Point to the black and white outlines of the balloon and elicit the appropriate colour from the children and say Colour the balloons. • Give the children their Student’s Books open to the correct page and allow them time to colour the balloons. • Monitor the class. Praise the children and ask in English about the colours they are using. • Point to each of the pictures in the second sequence and elicit the colours of each item before asking the children to colour the kites. Then repeat for the last sequence.
8. Sing the Tidy up song / Clean up song (AmE).
CD 1 / 5
• Ask the children to tidy away the crayons and other materials by singing or playing the Tidy up song / Clean up song (AmE) (See Introduction, p. 19).
Rounding Off 9. Sing the Circle song.
CD 1 / 3
11. Sing the Bye-bye song.
CD 1 / 8
• Look at Peter and say It’s time to go, Peter. • Make Peter wave and say Bye-bye! and encourage the children to wave and say Bye-bye! back. • Signal to the children that it is the end of the English lesson by singing or playing the Bye-bye song (See Introduction, p. 19).
If there is time… P re par ation T ip!
You need a set of the colour mini flashcards (Worksheet 5) already coloured in. You need enough cards to have one per child. Stick the mini flashcards on the children’s chairs.
Play Musical chairs.
PDF
WS 5
• Put the chairs in a place where the children can easily walk around them and sit on them.
• Play some music for the children to move around to. You could use some of the songs that the children have learnt so far in Hooray! Let’s play! • Then stop the music and say Sit down. and encourage the children to sit down on the nearest seat that is available. • Randomly select one of the normal colour flashcards and show and say the colour to the children. All the children sitting on a chair with a mini flashcard of the same colour are ‘out’. Ask these children to stand near you for the next round and then allow them to join back in the game the round after. • Play the music again and allow the remaining children to move around the chairs and repeat the activity.
• When moving the children from the table to sit in a circle, you can sing or play the Circle song again.
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