Jamboree Storytime Activity Guide B for Teachers and Parents ...

STORY TIMEJamboree Storytime Activity Guide Bfor Teachers and ParentsJackie Holderness, Neil Griffiths, Bill Laar

Published by Pearson Education Limited,Edinburgh Gate, Harlow, Essex, CM20 2JE.www.pearsonglobalschools.com© Jackie Holderness, Neil Griffiths, Bill Laar 2005First published by Heinemann Educational Publishers in 2005This edition published 2011The moral right of the proprietor has been asserted.The material in this publication is copyright. The Photocopy Masters may be photocopied for one-time use asinstructional material for a class, but they may not be copied in unlimited quantities, kept on behalf of others,passed on or sold to third parties, or stored for future use in a retrieval system. If you wish to use this material inany other way than that specified you must apply in writing to the Publisher.15 14 13 12 11IMP 10 9 8 7 6 5 4 3 2 1Illustrated by Shirley Walker and Keith SparrowTypeset by Tech-Set Ltd. and AMR Design Ltd (www.amrdesign.com)

ContentsIntroductionivI Looked Through my Window 1The Monster Pet 18You Noisy Monkey! 35The Cat and the Monkey’s Tail 52I Wish I Had a Monster 70Photocopy masters 88

ivIntroductionWho is Jamboree Storytime for?Jamboree Storytime is a two-level story-based resourcefor children starting English at the age of 3/4 or 4/5.These children are often called ‘Very Young Learners’in ELT (English Language Teaching). For the purposesof Jamboree Storytime, we will refer to them as ESL(English as a Second Language) learners, but theterms EAL (English as an Additional Language), LOTE(Languages Other Than English) and ESOL (English forSpeakers of Other Languages) are also used widely.Jamboree Storytime is designed for children whohave not yet started formal education and who areunlikely to be able to read by themselves. The aimis that children will encounter English in the contextof a story, and that meaning and understanding willbe supported by the Jamboree Storytime componentsavailable.Teaching languages to childrenOne of the underlying principles of JamboreeStorytime is that children do not use the samelearning strategies as adults.Jamboree Storytime’s activities are pre-readingactivities, for the most part. They aim to be multisensoryand meaningful so that they will offer 3–5year olds opportunities for social, cognitive andlinguistic development.Young children may not have a long concentrationspan. They need stimulation and plenty of variety.Jamboree Storytime includes visual aids in the form ofpictures, models etc. to hold their interest. Moreover,the audio CDs and the animated CD-ROMs will allowthe children to hear the stories several times and seethe language recycled in several different ways.Children learn best in a stress-free environment. Theywill still be uncertain of many concepts and phrasesin their mother tongue. We cannot expect them toproduce perfectly formed sentences in a secondlanguage. Most children go through a stage whenthey listen to the language but are reluctant to speakit. This is perfectly alright and no one should bemade to speak English if reluctant to do so.If you just speak for a child and smile encouragingly,he/she may be more likely to take a risk anothertime. Gentle acceptance of each child’s currentfeelings is very important. If a child is feelingdisruptive or aggressive, gently ask him/her to sitnext to you or just out of the circle and watch for afew minutes until he/she is feeling calmer.Children are similar to adults in one importantrespect. They need to build up their confidenceand be praised for their achievements rather thancontinually corrected for their mistakes. Initially, itis better to accept single words rather than phrasesor sentences and not to be worried by incorrectsequences e.g. (an) apple green. At this stage gettinga feel for the language should be the most importantconcern.ComponentsTogether with this Activity Guide, Level A consists of:• Five Big BooksThese are full-colour books in large formats thatmake sharing the book with the group much easier.They provide lively stories, in authentic English, withstrong visual support for the teacher and the children.Although all the stories are recorded on audio CDand presented on CD-ROM, we strongly suggest youread them to the children yourself as well. This willinvolve the children much more and will allow youmore time for using objects, gestures and expressionsat the appropriate moment.Each of the stories in Jamboree Storytime containswords and sometimes tenses that the children will notunderstand. Gestures and expression will help greatlyin conveying meaning, but grasping the key wordsand understanding the central events is sufficient forchildren at this stage.• An audio compact disc (CD)The audio CD contains a wide variety of chants,rhymes and songs as well as lively readings of eachBig Book story. When you play the children a storyon the CD, show them the story in the Big Book atthe same time.Some of the material on the audio CD is traditional.Occasionally the words and concepts may not makesense because many old-fashioned rhymes arenonsense rhymes. However, they are still valuable forhelping children to make sounds which may be foreignto them, and the children will enjoy the rhythms andactions.Chants are used to practise the rhythm of English,to consolidate the pronunciation of new vocabulary,and for teaching intonation and stress patterns. Theyare a fun way of replacing drills.When introducing a song for the first time, allow thechildren to listen to the music first, getting them toclap or move to the rhythm. Play the song again. Ithelps if you have learnt the words and the childrencan watch you singing or miming to the music and

doing the actions. As they become more accustomedto the sounds of the words they will join in. Don’texpect them to sing the song line by line. Key wordsare all that is necessary at this stage.• An interactive CD-ROMThere is an interactive CD-ROM for each storybook.You can choose whether to use the UK English or USEnglish version. On each CD-ROM the story is retoldin an animated way, using the book’s own illustrations.You can decide whether to introduce the book tothe children first or whether to use the CD-ROM byway of an introduction, whichever you feel is mostappropriate for the children. You can also changeyour approach for different books. The goal is tohelp children love storybooks and become realreaders so using the CD-ROM alone is not advisable.CD-ROM features1. Key words. Each storybook contains a fewnew vocabulary items. It is helpful if you canpre-teach these words, using this part of theCD-ROM and/or the relevant flashcards. Once thechildren recognise the item and can recognise thename, even if they can’t yet say it, they can beintroduced to the story.2. Key sentences. This section of the CD-ROM isdesigned to help the children start to build upan awareness of English sentence structure. Thechildren do not need to know the names of partsof speech at this stage. They are learning ‘chunks’of language in context, almost formulaically.However, these early encounters with sentencesand phrases will support future engagement withEnglish.3. Story. Encourage the children to say the storyaloud if and when they can join in. They canfollow the story in their books at the same time.4. Chant. Practise each line, word by word and slowlypiece the chant together so the children can join inand later, say it independently. Encourage them toclick their fingers and dance to the rap-like beat!5. Song. Again, the children need to learn the songline by line, but they can and should join in assoon as they can, saying la-la-la if they are stillunsure of any words. Try playing the songs andchants at the end of lessons for fun.6. Melody. Each song has the music presentedwithout the sung lyrics. When the children knowthe tune and words, they can just sing the songwithout having to follow the lyrics. Encourageeveryone to join in!7. Storytelling. Here, the children can listen carefullyand join in again. They can also follow the storypage by page in their book, pointing to therelevant pages.8. Games. Each CD-ROM features two word andlanguage games, to help the children use the targetlanguage in context. They should be able to playthese games unaided as they are very easy to use.• An Activity BookEach child should have a personal copy of theActivity Book. This will enable the children topractise language introduced through the vehicle ofthe storybook. Typical activities include matchingand categorising; drawing and colouring; joiningthe dots; making things; listening and doing. Thenew individual Activity Books contain two pagesof stickers which are often used with the activitiesthemselves, as indicated in the instructions. Any sparestickers can be used to recycle key vocabulary fromeach storybook.• FlashcardsThe flashcard set contains key vocabulary items fromthe storybooks, together with familiar objects andcommon words, such as happy, sad, pencil, chair,rain etc.There are many ways to use the flashcards. Here area few suggestions:– Flashcard Hunt. You can place approximately fiveto ten cards around the room and the childrenhave to try to find them. They can get one pointfor finding the picture and another for saying itsname. If they don’t know what the item is, justteach it gently, ask them to repeat it and thenthey can set off to find a different flashcard.– What’s missing? Use six flashcards. Teach eachitem name and then explain you are going tohide/cover one of the cards, while the childrenhave their eyes closed or go out into a differentroom. When they look again, they will see onlyfive of the six cards and need to try to guess orsay which one is missing. You can do the samegame by holding the missing card behind yourback.– Odd one out. For this game, you place four or fivecards in a row on the floor or a table. Choosefour which are similar (e.g. all foods or animalsetc.) and one which is different (e.g. a book). Thechildren have to say which one is different and(in their own language) why.• A puppetThe level A Activity Books have a parrot puppet andlevel B Activity Books have a bear puppet. The puppetcan be used for activities, practice, and revision. Itcan also be used to conduct short dialogues with thechildren or to act as the ‘reader’ of the story.v

viEmphasise that the puppet only understands andspeaks English. This will help you to encourage thechildren to speak in English.Some teachers are shy to act out the role of the puppetcharacter but this age group loves puppets and is veryforgiving of teachers’ amateur acting skills.The organisation of the Activity GuideThis Activity Guide provides a step-by-step guideto each session and is suitable for teachers andparents using any of the Jamboree Storytime products,including those using the whole-level Activity Books,the individual Activity Books and the interactiveCD-ROMs. The page references and instructions forall the activities (including the extra activities foundwithin the individual Activity Books) are containedwithin this guide. The icons indicated in the keybelow appear throughout the guide to indicate wherean activity is suitable only for use with the wholelevelActivity Books, or for use with the individualActivity Books.Whole-levelLevel A/B AB p.xxActivity BooksIndividualActivity Books[name of individual title,e.g. Baabooom!] AB p.xxThe language content is presented in language boxesat the beginning of each session under the followingheadings:Key words: These words form the main languagefocus of the session and are important to ensureunderstanding.Active language: This is new language that isintended to be repeated by the children.Passive language: This is language that is spoken bythe teacher and intended to be understood, but notnecessarily spoken, by the children.The Activities section includes a summary of thevariety of activities in a session.The items listed under Resources need to becollected together or made before the session.Colouring pens/pencils, chalks and other equipmentthat one would expect to find in a nursery or earlyyears classroom are not included in the lists ofresources. If the audio CD needs to be used in thesession, this is listed in the Resources section. Thereis also a musical notes icon beside the activity wherethe audio CD is to be used. As the CD-ROM can beused at any time, it is not indicated in the Resourcessection or in the session instructions.Teachers will need to look carefully at the sectionheaded Preparation to see how much preparationthey should do before each session.Guidance for all the activities in the session follows.This includes full scripts of rhymes, songs and chants.Review activities to enhance recall are based on anactivity from a previous session or from the earlierpart of the session.The Optional extension activities are given as flexibleextensions to a session or as substitutes for anactivity.There is a suggested time frame for each activity,however please note that these are approximate.Home fun activities may be given to the children todo at home. It is important to show the parents whatis being learnt in class and to enable them to becomeinvolved if they wish.Photocopy mastersPages 88–101 can be photocopied. When aphotocopy master (PCM) is required for a session, itwill be listed under the Resources heading.Language for learningIt is important that the children feel relaxed so theycan understand and enjoy the sessions, the storiesand the activities. It is likely, therefore, that you willcommunicate a great deal in the children’s mothertongue. In order to focus the children’s attention, youcan share a simple English-speaking time signal e.g.a small bell, raise a small English-speaking country’sflag or wear a special English hat. This signal tells thechildren that you will speak English for a short whileand they must try to understand.Where possible, you can use English for organisingactivities and giving instructions, for playing gamesand for giving support and praising the children.Here are some phrases you may find useful, butremember to show what they mean, using yourgestures and voice tone:General phrasesLook at me/Listen to meSit here/there/next to……like this…Open your booksFind …(this picture…)Look at the picturesMake a circle/Hold handsFind a friend/Get into pairsPut up your hand

Stand up/Sit downCome here/to the frontHold up/Show me a _ __Bring/Give me a ___Put it here/there/down/in the box/on the deskDraw a ___Give me (your books)Cut/stick/colour/make/foldTouch/point…Hands up/Fold your arms/Fingers on lips… shh!Don’t touch/push/take…Stop … sit down … look at me ... listenWhat’s this…? What’s _____ in English?Can I have/see…?Choose the correct stickerSing along to the karaoke melodyLet’s do the actionsWhat does (puppet) want to say?(Puppet) can only understand English!Oh dear, it is too noisy for (puppet). He can’t hear ...Are you listening to (name)?Providing support/praiseGood/great/fine!Well done!Yes, that’s nice/right/better.What a lovely drawing!GamesOne of the best ways for children to use languagein a real way is to use it while playing a game.Games hold children’s interest and motivate them tospeak. As long as games are suitable in terms of age,ability level and interests, children will benefit fromco-operating and competing with each other. Hereare some games that are in Jamboree Storytime andthat you can use as extra activities:SNAP2–6 playersYou need two sets or more of matching cards – usethe cut-out cards from the Activity Guide or makeyour own with pictures from magazines etc.Children shuffle the cards well and share them outequally, holding them face down.They take it in turns to turn a card over and put it onthe table in a single pile.When two identical cards have been turned over, oneafter another, the first person to shout SNAP! gets allthe cards in the pile.Keep playing until one person has all the cards.THE MEMORY GAME2–4 playersUsing the same matching sets of cards as in Snap,spread them over the table, face down.The children take it in turns to turn over two cards. Ifthey turn over a matching pair they keep the cards.If not they turn the cards over again. The trick is toremember the position of the cards as the winner isthe child with the most pairs of cards at the end ofthe game.SIMON SAYSThe whole classUsing vocabulary that the children know, give theminstructions to follow. Say Simon says before everyinstruction e.g. Simon says touch your nose/jumpetc.At random say the instruction without saying Simonsays e.g. Touch your nose. The children who moveare out – they must only do the action that Simonsays.The winner is the last child in the game.THE FEELY BAG GAMEGroup work or the whole classYou need a large bag and a selection of objectsor pictures of objects. Choose the objects you useaccording to the vocabulary you want to practise.Children should try to guess what is in the bag. Ifsomeone guesses correctly they can keep the object.The winner is the person with the most objects.The game could finish here or the winner couldcollect some new objects (without the rest of theclass seeing) and start again.THE GUESSING GAMEPairwork, groupwork, whole classShow a set of pictures, cards or objects to the classand revise the names for each thing.Get the children to close their eyes and remove oneof the pictures or objects.Say Guess what it is? The children have to try toremember which picture/object is missing.Parent guidanceYou can use Jamboree Storytime at home to helpyour child learn English in as natural and motivatinga way as possible.vii

Many of the activities detailed in this guide aredesigned to be carried out with a large groupof children. It may be helpful to you to read theinstructions for these group activities, as you may getideas of different ways you can present the storiesand key vocabulary, but it is not recommendedthat you work in such a structured way with yourchildren at home.The main goal is to enjoy the stories and languagetogether. You may choose to watch the CD-ROMor read the storybook at bedtime, which canbecome a special time together. Jamboree Storytimeis deliberately designed to give you flexibility, sodo whatever works best for your child, alwaysencouraging and reassuring them, so that theexperience of the stories and support materials ispositive.You may choose to put aside 20 minutes a day towork on a story together, where you share the keywords, using real objects around the home or theflashcards / book illustrations.Vocabulary: Practise saying the words together. Makethis more fun by asking your child to copy how yousay it. Repeat the word several times, but changeyour voice each time. Your child should imitate you,e.g. whispered, shouted, sung etc.Storytelling: Watch the storytellers on the CD-ROMs.Try to tell the stories yourself in as interesting away as possible. Do not worry if your accent orpronunciation is not perfect but if you are very shy inusing English yourself, use the storytelling feature onthe CD-ROM as a model.Alphabet: Use letters to teach the English alphabetshapes and names. Have them dotted around thehome and point to a letter occasionally so your childbecomes used to recognising them and not only inthe A, B, C ... sequence.Flashcards: These can be used to play games and asreminders of stories and vocabulary. Have them inthe car or take them on the bus to practise the wordswhile driving around. Always praise your child ifthey know a word but never grow impatient if theyhave forgotten. Adult learners also forget vocabulary,just teach the word again. Sometimes we have toencounter and use a word at least nine times beforeit stays with us.Stickers: These are mainly for use in the ActivityBooks but you can also use the spare ones as smallrewards. You can use a plain piece of paper for eachstorybook and any time your child has achievedsomething worthwhile in English, e.g. remembereda word, or spoken a word correctly, they can berewarded with a sticker.Final wordIt is most important that the children associate learningEnglish with enjoyment, with good storybooks, catchysongs, fun games and a lively teaching style. Theseearly encounters with English and with JamboreeStorytime will form the basis of their future attitudestowards learning English. That they hold onto positivememories of their experiences is far more importantthan whether they can always remember a particularword or can pronounce it correctly.viii

Session 1 I Looked Through my WindowLevel B AB pages 5, 6 / I Looked Through my Window AB pages 3, 4Key words• bed • window• bear • chair• ball • fingers• book • seeActive language• I look through my window and what do I see? • 1, 2, 3, 4, 5• I see … looking at me! • Look …Passive language• B words such as butterfly, box and boyActivities• What do I see? chant • Make a window• Guess the card• Spot the difference (Level B AB p.5 / I Looked Through my Window AB p.3)• Does it begin with B? (Level B AB p.6 / I Looked Through my Window AB p.4)Resources• Big Book• Flashcards (bed, book, window, chair, box)• Bear puppetPreparation• Make a window frame for each child using a piece of rectangular card, witha rectangle already cut from it. Save the rectangle of card you have cut outfrom each frame.• You will also need to provide for each child: two strips of card to stick tothe frame (to make the cross bars of the window); two strips of fabric, crepepaper or coloured plain paper to represent the curtains; another folded stripof paper or fabric to make the pelmet.Opener (10 mins)What do I see? chant• Point to the classroom window and say window. Say Let’s make a windowwith our fingers. Look! Hold out your hands with your fingers outstretched infront of your face. Demonstrate looking through them at individual children.• Say I look through my window and what do I see? I see (Jane) looking at me!Repeat this several times using different children’s names.• Now ask the children to look at you through their fingers and repeat after you Ilook through my window and what do I see? I see (your name) looking at me!• Choose a pair of children and ask one to hold their hands in front of their facewhile the rest of the class joins you in a chant I look through my window andwhat do I see? I see (child’s name) looking at me! Repeat for the second child.• Now choose pairs to work together. The whole class says the chant but thechildren say the names of their partners. Once they have done this as a classseveral times, changing partners each time, ask two confident children to cometo the front to act out and say the chant.I Looked Through my Window1

Session 1Level B AB pages 5, 6 / I Looked Through my Window AB pages 3, 4Game (5 mins)Guess the card• Use the flashcards to teach the key words bed and book. Use the bear puppetand a ball to teach bear and ball. Emphasise the B sound each time.• Play Guess the card game. Divide the children into small teams of four or splitthe class into team 1 and team 2. Hold the flashcards or objects so that thechildren can’t see them. Choose one (don’t show it to the children) and start tosay the word but stick at the B-b-b…?. The child who guesses which you havechosen and says the word e.g. bear can hold the card or object. The team withthe most cards or objects wins.• Use this activity for any other vocabulary and flashcards that begin with B andwhich are familiar to the class e.g. box. These words should also be familiar tothe children but do not overload them with too many words!Big Book time(10 mins)Activity (5 mins)Level B AB p.5I Looked Through myWindow AB p.3Optional extensionactivity (15 mins)Pages 2–3 (followed by whole book)• Using pages 2 and 3, teach or revise bed, window, chair, star, picture, toy box,shoes.• Explain that you are not going to read the story yet but that the bear puppetis going to show the class the pictures. Explain that the children should speakonly English to the bear puppet. If anyone can remember the English word forsomething they can see on the page, they can put up their hand and say theword. Let the children watch as you turn the pages. They can tell the puppet todo this by saying Turn the page! Turn the page! Try not to say anything. Listencarefully to which words the children know and which children remember them.Spot the difference• Give each child their Activity Book open at Level B AB page 5 / I LookedThrough my Window page 3. Explain to the children that they have to find andcircle the five differences between the two pictures. They can do this in pairs.Make a windowI Looked Through my Window2• Give each child a piece of rectangular card, with a rectangle already cut fromit.• The children will also need two strips of card to stick to the frame using glueor Sellotape (to represent the cross bars of the window). They now have thewindow frame. On the rectangle of card that was cut out from the centre, thechildren can draw a picture. Let the children look in the book to copy oneof the animals or the little girl, a star or anything from their previous Englishbooks e.g. a duck, a square etc.• When they have coloured their pictures, they can place the window frame overtheir picture and glue or Sellotape it into place.• Give each child two thin strips of the same fabric, crepe paper or colouredpaper, which they can glue on either side to represent curtains. A folded stripalong the top can be added as a pelmet.

Session 1Level B AB pages 5, 6 / I Looked Through my Window AB pages 3, 4Activity (5 mins)Level B AB p.6I Looked Through myWindow AB p.4• They can then go around the classroom with their pictures saying Lookthrough my window!Does it begin with B?• Give each child their Activity Book open at Level B AB page 6 / I LookedThrough my Window page 4. The children have to listen and point. You saythe word and they point to the correct picture. Stress the words which startwith a B. When you have said all the B words, the children can circle them.(5 mins) Review• Get the children to use their fingers as a window frame again. They shouldlook at you through their windows as you show some familiar animal cardsone at a time, to revise them. Before you show each animal, say the chant Ilook through my window and what do I see?• Here are some animals you can choose from: hippo, lion, elephant, duck, bull,cat, fish, snake, dinosaur and monkey.Home fun• The children could take home a blank rectangle of card. At home, they canlook through their window and draw on the card what they can see.I Looked Through my Window3

Session 2Level B AB pages 7, 8 / I Looked Through my Window AB pages 5, 6Key words• goodnightActive language• Look through the window … • ‘The teddy bear’ songPassive language• window • bed• door • picture• table • toy box• chairActivities• Who’s in the window? • Make a bear in bed• Words around the home • ‘The teddy bear’ song• What’s missing? (Level B AB p.7 / I Looked Through my Window p.5)• Who’s outside? (Level B AB p.8 / I Looked Through my Window p.6)Resources• Big Book (pp.2–4) • Audio CD (tracks 1, 2)• Flashcards (window, door, table, chair, bed, box)• One envelope and one piece of white or brown card for each childPreparation• Make a large frame (ideally, using flipchart-sized paper which you canreinforce with strips of card or light wood) which can act as a window.• Draw a large outline of a house on the board.• Cut the cards into teddy bear shapes which will fit inside the envelopes.I Looked Through my Window4Opener (5 mins)Activity (10 mins)Who’s in the window?• Show the children the window frame you have made and ask two children tohold it. Ask a third child to pretend to go to sleep on one side of the ‘window’.• Say with the class Goodnight, (Martin)! Then ask the children to pretend to bealarm clocks and say Brrr! The ‘sleeping’ child then pretends to wake up.• Encourage everyone to say Look through the window! What can you see?Hello, (Martin)! Hello, hello, hello! Repeat this and let different children taketurns at being the sleeping child.Words around the home• Using the flashcards, revise the words around the home which are familiar tothe children e.g. window, door, table, chair, bed, box.• Using Blu-tack, stick the cards on the board, where you have drawn an outlineof a house. Get the children to point to the cards as you say the words e.g.door. Hold up the card. Don’t worry if children do not point at the correctcard. Keep showing the card you mean and repeating the word as you hold itup.• Finally, call out one child at a time, to come and take one of two cards fromyou e.g. you hold out window and door, or table and chair. Say one of thewords and see whether the child can choose the right card. If the child seemsunsure, ask the whole class first and then let the child decide.

Session 2Level B AB pages 7, 8 / I Looked Through my Window AB pages 5, 6Big Book time(5 mins)Audio CD track 1oActivity (10 mins)Level B AB p.7I Looked Through myWindow AB p.5Whole book• Listen to the story with the class (audio CD track 1).What’s missing?• Give each child their Activity Book open at Level B AB page 7 / I LookedThrough my Window AB page 5.• Look at the Big Book page 2 together and explain that their picture is the same…or is it? No, it isn’t! It’s different. Some things have gone! As a group, thechildren have to tell you what is missing and then, individually, circle the placewhere it should be on their Activity Book page.Follow-up activity(15 mins)Make a bear in a bed• Give everyone an envelope which has been glued closed and then one end cutoff (see the diagram below). Cut the envelopes 5 cm down each side (from theopen end). Show the children how to fold one side down, first 2 cm, then 2 cmagain. This is the bed for the bear to sleep in. The children can now colour the‘bedspread’ and ‘pillow’.• Give each child a teddy bear cut from brown or white card. They can colourthe bear brown, or simply draw the face.Activity (10 mins)Audio CD track 2o‘The teddy bear’ song• Listen to the song on the audio CD (track 2). Teach/revise the actions and getthe children to copy you. Then dance together and sing:Teddy bear, teddy bear, touch the groundTeddy bear, teddy bear, turn aroundTeddy bear, teddy bear, touch your noseTeddy bear, teddy bear, touch your toesTeddy bear, teddy bear, 1, 2, 3Teddy bear, teddy bear, look at meTeddy bear, teddy bear, turn aroundTeddy bear, teddy bear, please sit down!I Looked Through my Window5

Session 2Level B AB pages 7, 8 / I Looked Through my Window AB pages 5, 6Final activity(5 mins)Level B AB p.8I Looked Through myWindow AB p.6Who’s outside?• Give each child their Activity Book open at Level B AB page 8 / I LookedThrough my Window page 6.• Revise the animals: monkey, crocodile, bear, snake, dinosaur. The children haveto join the mystery shape outside each window to the correct animal picture.Home fun• Ask children to find pictures of bedrooms and beds (e.g. in old catalogues andmagazines) to make a collage.I Looked Through my Window6

Session 3Level B AB pages 9, 10 / I Looked Through my Window AB pages 7, 8Key words• above • in• under • outside• next to • hard• on • cuddlyActive language• I look through my window and what do I see? • It’s cuddly• I see … looking at me! • It’s hard• Look …Passive language• I’m looking … • toy box• Where is he? • cat• Is he ..? • window• table • Draw a …• chair • Is/Are there ..?• pond • Put the toy …Activities• What do I see? chant • Hard or cuddly?• Prepositions • Listen and do• Where’s the ball? (Level B AB p.9 / I Looked Through my Window AB p.7)• Cuddly toys (Level B AB p.10 / I Looked Through my Window AB p.8)Resources• Big Book (pp.2–6)• Flashcards (table, chair, pond, box, book, cat, window)Preparation• Ask a colleague to leave the bear puppet outside your classroom door oncethe session has begun.• Fill a feely bag with hard toys (e.g. a building block, dinosaur, train etc) andsoft, cuddly toys.Opener (5 mins)What do I see? chant• Revise the chant I look through my window and what do I see? I see (Sammi)looking at me!• Now get the children to look at you through their fingers and repeat after youI look through my window and what do I see? I see (your name) looking atme.• Take two children to be partners. Ask one of them to hold their hands in frontof their face while the rest of the class join you in a chant I look through mywindow and what do I see? I see (other child’s name) looking at me. Repeatthis for the second child.• Now choose pairs to work together. The whole class says the chant but thechildren say the names of their partners.I Looked Through my Window7

Session 3Level B AB pages 9, 10 / I Looked Through my Window AB pages 7, 8Presentation (10 mins)Prepositions• Before you begin this activity, ask a colleague to leave the bear puppet outsideyour classroom door.• Begin the presentation by saying I’m looking … I’m looking for my bear.Where’s my bear? Pretend to look for the bear in various places saying:Is he under my chair? No.Is he above my head? No.Is he in this box? No.Is he next to (Maria)? No.Is he on the shelf? No.Where is he?• Choose two children to go and look for the bear puppet. Encourage all thechildren to chant with you Look, (Jose). Look, (Carla). Look, look, look!• Choose two more children and then keep choosing new pairs until everyonehas had a turn at looking for the puppet. Change the names in the chant asrequired.• Now look very puzzled and then act as if you have an idea. Say I know! Let’slook outside. Let’s look outside the classroom. Let’s look outside the door. Is heoutside the door? (Open the door, find the bear and look amazed.) Say Wow!Yes! He is outside the door!I Looked Through my WindowActivity (10 mins)Level B AB p.9I Looked Through myWindow AB p.7Big Book time(10 mins)Where’s the ball?• Ask the children to draw a square, a moon, a star and a circle in the air. Askthem to draw a ball in the air.• Give each child their Activity Book open at Level B AB page 9 / I LookedThrough my Window AB page 7. Explain that they are going to listen to youand then draw a small ball in the correct place for each picture.• Hold up a flashcard for each place as you say the instruction e.g. hold up theflashcard for table and say Draw a ball under the table. Carry on and sayDraw a ball …… on the chair… in the pond… next to the box… above the books and under the cat… under the table… outside the window.Pages 2–6• Now open the Big Book and turn to pages 2 and 3. Ask Is there a ball underthe chair? (Point and shake head.) No. Is there a ball under the bed? (Pointand nod.) Yes. Are there two balls under the bed? (Point and nod.) Yes. Look,there’s a racket and some shoes under the bed.• Ask Is there a picture above the bed? (Point and nod.) Yes. Is there a light/lamp on the table? (Point and nod.) Yes.• Continue for bear outside the window, socks next to the chair, teddy in thebed etc.8

Session 3Level B AB pages 9, 10 / I Looked Through my Window AB pages 7, 8• Now read on aloud through the book until you get to page 6. Stop at cuddly.Pass round some soft toys and for each one ask Is it cuddly? Yes, it is! It’scuddly.• Now take out a hard plastic toy e.g. a robot, a dinosaur or a train. Ask Is itcuddly? No, it’s not cuddly. It’s hard!Activity (5 mins)Level B AB p.10I Looked Through myWindow AB p.8Final activity (5 mins)Optional extensionactivity (5–10 mins)Cuddly toys• Give each child their Activity Book open at Level B AB page 10 / I LookedThrough my Window page 8. Explain that there are lots of toys in the box butsome are hard and some are cuddly. The children have to decide which arethe cuddly ones and colour them in. They should leave the hard ones blank.Hard or cuddly?• Explain to the children that you have put some hard toys and some cuddlytoys inside a feelie bag. One at a time, they can come out and feel the bag.You will ask Is it cuddly? The children can answer with a Yes or No or say It’scuddly/hard, depending on their confidence.Listen and do• Give each child a small toy, which they are going to put wherever you say.Now explain that you will give instructions regarding prepositions e.g. sayPut the toy under your chair. Put the toy in your bag/desk. Put your toy onthe table. The children can ‘listen and do’. Have a toy yourself so you candemonstrate if necessary.Home fun• Ask the children to choose a cuddly toy from home. They can bring it in forthe next session. You can make a display of these in the classroom (‘Ourcuddly toys’) and use them to revise colours, animals and body parts e.g. legs,nose, ears, head etc.I Looked Through my Window9

Session 4Level B AB pages 11, 12 / I Looked Through my Window AB pages 9, 10Key words• room • sad• lots of • angry• funnyActive language• He’s funny • Oh no!Passive language• cuddly • Come in …• hard • Sorry, there’s no room …• big • Colour the …• small • It’s not fair• Any room for me in your nice, warm bed?Activities• Sorting toys• All the animals (Level B AB p.11 / I Looked Through my Window AB p.9)• Things to eat (Level B AB p.12 / I Looked Through my Window AB p.10)Resources• Big Book (pp.1–17) • Audio CD (track 1)• Flashcards (sweets, peas, apples, bananas)• A collection of cuddly toys (these can be the ones the children have broughtfrom home)• Some dried peas or a packet of sweetsPreparation• Bring in a blanket or duvet and a cuddly toy e.g. a teddy bear.Opener (5 mins)Toy display• Look at the cuddly toys that the children have brought in from home. Talktogether about their names. Encourage the class to say Hello to each toy.• Use the opportunity to revise colours e.g. Look, it’s a black cat! You can alsorevise cuddly, hard, big, small etc.• Make a display in the classroom. Label the toys e.g. a frog or Frodo the frog.I Looked Through my Window10Presentation (10 mins)Activity (10 mins)Level B AB p.11I Looked Through myWindow AB p.9Any room for me?• Spread your blanket or duvet on the floor. Hold up your teddy bear or useone of the children’s and explain that it is tired and needs to go to bed. Nowpretend you are tired. Say Hello, Teddy. Hello, hello, hello! Any room for me inyour nice, warm bed? (Act out nice, warm.)• Go and lie or sit on the blanket. Call one child out to the front. Talk to teddyand say Hello, Teddy. Hello, hello, hello! Any room for (child’s name) in yournice, warm bed? Yes? Good. Come in (child’s name).• Repeat this with as many children as possible until the duvet/blanket iscovered with children.All the animals• Give each child their Activity Book open at Level B AB page 11 / I LookedThrough my Window AB page 9.

Session 4Level B AB pages 11, 12 / I Looked Through my Window AB pages 9, 10• Revise the colours as you talk about the animals e.g. Colour the crocodilegreen. He’s green.• Say Colour the snake red. He’s red. Continue for the other animals:hippo = blue, bear = white, monkey = brown, lion = orange, dinosaur = purple.Presentation (10 mins)Activity (5 mins)Level B AB p.12I Looked Through myWindow AB p.10Big Book time(5 mins)Lots of …• Use the children’s own cuddly toys to reinforce the concept of Lots of … .Revise counting by counting the toys. When you get to more than ten, makesweeping gestures and say Lots of toys … lots of cuddly toys!• Repeat this process using classroom objects such as books, pencils, colours,boys and girls. You can also use dried peas or sweets. Show one pea then askdifferent children to give you different numbers of peas. Now ask for Lots ofpeas e.g. a large handful.Things to eat• Revise the words for food focusing particularly on sweets, apples, peas andbananas and show the flashcards.• Give each child their Activity Book open at Level B AB page 12 / I LookedThrough my Window AB page 10. Explain that the children need to draw inthe missing pictures.Pages 1–17• Read the book through until you reach pages 10 and 11. Show the childrenthe monkey. Explain that he makes the little girl laugh. Say He’s funny andencourage the children to repeat this.• Now show pages 16 and 17. The little girl looks sad; she looks angry. Mimethe words sad and angry. Say She’s sad. She’s angry.• Act out the little girl. She says Oh no, oh no, oh no! Get the children to repeatthis with you. Fold your arms, pretend you are sulking and say It’s not fair!Activity (5 mins)Audio CD track 1oActivity (5 mins)Audio CD track 1oOptional extensionactivity (10 mins)Oh no!• Play the story all the way through (audio CD track 1). The children can join inwith some of the phrases e.g. Oh no, oh no, oh no!Review• Play the whole story once again. Point with a pointer to the animals thechildren already know as you pause the story. See if they know their names. Ifthey don’t, say each animal as you point and get the children to repeat it.Sorting toys• The children, with your help, can sort toys into different groups e.g. animals/not animals, cuddly/hard, big/small.Home fun• Ask the children to collect pictures of people or animals who look sad, angryand funny. They can bring them in and you can make three collages for thewall labelled ‘Sad’, ‘Angry’ and ‘Funny’.I Looked Through my Window11

Session 5Level B AB pages 13, 14 / I Looked Through my Window AB pages 11, 12Key words• circle • star• triangle • moon• squareActive language• I am big/small/short/tall • Get out of my bed!• Just go!Passive language• Stand up tall • Where is he?• Sit down small • Is he ..?• Listen to me • Let’s look …• squashed • Simon says …• I am looking …Activities• I am big! chant• Shapes (Level B AB p.13 / I Looked Through my Window AB p.11)• What is outside? (Level B AB p.14 / I Looked Through my Window AB p.12)• Back-to-back • Simon saysResources• Big Book (pp.18–23) • Audio CD (tracks 1, 3)• PCM 1 (p.88) Missing window panesPreparation• Make enough copies of PCM 1 so that there is one for each child. Cut out thesix squares and put the pieces into an envelope with each child’s name on it.Each child will also need a glue stick.• Place the bear puppet inside your bag before the session begins.I Looked Through my WindowActivity (5 mins)Audio CD track 3oI am big! chant• Teach the children the words and actions to the chant below and then do theactions as you play the audio CD (track 3). The chant is repeated three times.I am big (stretch your arms wide)I am small (bring arms and fingers close together and hold one centimetrebetween your forefingers)I am short (push hands downwards and bend knees)I am tall (stretch on tiptoes and hold hands high above head)Big, small, short, tall! (put all the actions together in a sequence)12I am big I am small I am short I am tall

Session 5Level B AB pages 13, 14 / I Looked Through my Window AB pages 11, 12Activity (5 mins)Level B AB p.13I Looked Through myWindow AB p.11Big Book time(10 mins)Shapes• Give each child their Activity Book open at Level B AB page 13 / I LookedThrough my Window page 11. Explain that the children have to join a bigshape to its small partner. One example has already been done for them.Pages 18–21• Read the book from the beginning to page 18. As you read, elicit from thechildren any words they can remember as you point to different parts of eachpicture.• Now look at page 18 in detail. Model ‘I stood up tall, as tall as can be.’Encourage the children to stand up tall too.• Now play opposites i.e. say Stand up tall. Sit down small. Go faster and fasteruntil everyone is tired. Stop when the children are sitting down and say Sit uptall.• Wag your finger like the girl in the story and mime ‘Listen to me’. The childrenshould recognise ‘Listen’. Teach them to cup their hands around their earswhen you say Listen.• Turn next to pages 20 and 21 and act out Just go! Just go! (The illustrationsshould make the meaning clear.) Teach them to point to the door when yousay Just go!). When they can all echo you with Just go! add Get out of my bed!Sound angry and encourage the children to repeat the phrase, with similarexpression.• Ask the children to stand up. Now say each phrase several times, in varyingorder, so the children can act them out. Change your voice for fun, so it is veryhigh, very deep, loud, quiet etc. This will mean that the children have to listenvery carefully.• Read page 20. Repeat It’s time all you animals got out of my bed! (Point toyour watch.) Don’t worry about explaining the following sentences:‘And I mean it!’‘All right,’ said the monkey.‘You win!’ said the bear.But you can explain ‘squashed’ in the sentence ‘We’re sorry if we squashedyou’ by asking two children to sit on one cushion or chair with the bearpuppet and saying Look! Poor Bear is squashed!Activity (5 mins)Activity (10 mins)Level B AB p.14I Looked Through myWindow AB p.12Back-to-back• Practise drawing shapes in the air with the children. Then put the children inpairs (A and B). A turns his back to B. B draws a shape on A’s back and Apoints to the shape in the book. A may be able to say the shape name as well.What is outside?• Give each child their Activity Book open at Level B AB page 14 / I LookedThrough my Window page 12. Let them point out that some of the windowpanes are missing.• Give the children their missing window panes in an envelope (cut out fromPCM 1 – see Preparation above). Explain that the missing pieces are in theenvelope but that they are all jumbled up. The children must decide where thesquares go. When they have decided, they put their hands up for you to goaround and check and then glue the pieces onto their correct places.I Looked Through my Window13

Session 5Level B AB pages 13, 14 / I Looked Through my Window AB pages 11, 12(5 mins) Review• Say I am looking … I am looking for my bear. Where’s my bear? Pretend tolook for the bear in various places saying:Is he under my chair? No.Is he above my head? No.Is he in this box? No.Is he next to (Juanita)? No.Is he on the shelf? No.Where is he?• Choose two children to go and look for the bear puppet. Everyone shouldchant with you Look, (Ramon). Look, (Maria). Look, look, look!• Choose two more children and then keep choosing new pairs until everyonehas had a turn at looking for the puppet. Change the names in the chant asrequired.• Now look very puzzled and then act as if you have an idea. Say I know! Let’slook outside. Let’s look outside the classroom. Let’s look outside the door. Ishe outside the door? (Open the door, and shake your head.) Say No, he’s notoutside the door today. So where is he? Let’s look in my bag. Wow! Yes! He isinside my bag.I Looked Through my Window14Activity (5 mins)Audio CD track 1oOptional extensionactivity (5 mins)Story time• Play the story once all the way through (audio CD track 1).Simon says• Play Simon says with the children. If you don’t know the rules, they are simple.If you say Simon says walk! then the children must copy you and walk.If, however, you don’t say the words Simon says and simply say walk! thechildren should stand still and not follow you. Just vary the instructions eachtime and count the number of children who listened carefully and write thenumber on the board.• On each round, the class should try to listen even more carefully so that thenumber of children doing the actions correctly rises until the whole classperforms the actions only when they hear you say Simon says.• Say:Simon says touch your nose.Simon says sit down.Simon says stand up.Simon says look through your fingers.Simon says say Hello.Say Goodbye.• Nobody should speak on the last instruction but let anyone who makes amistake carry on playing – there’s no need for anyone to be ‘out’ at this age.Home fun• The children can take home their mini-books to ‘read’ at home. They shouldjust look through the pictures and retell the story in their first language.Explain to parents and carers that they may only remember one or two wordsat the moment.

Session 6Level B AB pages 15, 16 / I Looked Through my Window AB pages 13–16Key words• sorry • clock• dreamActive language• I win! • Goodnight• (Child’s name) wins • Thank you• It’s time to …Passive language• I’m sorry • She’s dreaming• Sweet dreams • red• Goodnight • yellow• She’s asleepActivities• Dreams (Level B AB p.15 / I Looked Through my Window AB p.13)• Coin game (Level B AB p.16 / I Looked Through my Window AB p.14)• Role-play • I win!• Make a book (I Looked Through my Window AB p.15, 16)Resources• Big Book• Flashcards (any which are familiar to the children)• A blanket or duvet • A large clock face• One coin for every two children• Counters for the coin game (or small toys)• The window frame prepared for session 2Preparation• Prepare animal masks or pictures of the lion, snake, crocodile, polar bear,monkey, dinosaur and hippo.• Stick a yellow spot on one side of each coin and a red spot on the other.Each child will also need a counter to move along the spaces.Opener (5 mins)Sorry!• Read the Big Book for the last time. Teach Sorry. I’m sorry, we’re sorry.• During the lesson, pretend to bump into the children, knock their pencilsoff the table and generally be a little clumsy. Each time something happens,exaggerate your apology and say Oh no! I’m sorry. I’m very sorry. Sorry!• Review page 22 where the animals go and say ‘Goodnight’ and ‘Thank you’.Act out Goodnight. (Explain that when you say Goodnight, the children shouldrest their heads on their hands.)• Now turn to page 23 and teach ‘Sleep in your nice warm bed.’• Look at page 24 together. Explain that sweet can mean good, nice, happy.Say The little girl is having a happy dream. She’s smiling. Her mummysays ‘Sweet dreams!’ Get individual children to point out the differentanimals (now they have turned back into toys). Say And the mummy said‘Sweet dreams’.I Looked Through my Window15

Session 6Level B AB pages 15, 16 / I Looked Through my Window AB pages 13–16Presentation (5 mins)Activity (10 mins)Level B AB p.15I Looked Through myWindow AB p.13Activity (10 mins)Activity (10 mins)Level B AB p.16I Looked Through myWindow AB p.14Goodnight, sweet dreams!• Draw a picture on the board of a girl’s smiley face with her eyes closed. SayShh! She’s asleep! Then add some thought bubbles and a large cloud-shapedbubble. Explain that the little girl is dreaming. Say She’s dreaming and thendraw a cat in the bubble. Then say She’s dreaming of a cat. Change thepicture by sticking a flashcard over the cat. Use any flashcards that are familiarto the children e.g. the monkey and say Now she’s dreaming of a (monkey).Dreams• Give each child their Activity Book open at Level B AB page 15 / I LookedThrough my Window AB page 13. The children should draw whatever theydecide is being dreamed of by the cat and the girl.Role-play• Lay out the blanket or duvet and explain that you need one girl to be the littlegirl in the book and seven other children to wear animal masks or hold animalpictures to act out the animals.• Show the children pages 22 and 23. The lion has to straighten (touch) thepicture. The polar bear and the dinosaur tuck the little girl under the blanket.The crocodile and hippo tiptoe away quietly. The snake and monkey gooutside the window (the children can mime climbing out over the windowsill).Coin game• Give each child their Activity Book open at Level B AB page 16 / I LookedThrough my Window AB page 14. Revise red and yellow.• Put the children into pairs and give each pair of children a coin with a red dotstuck on one side and a yellow dot on the other side. Each child will also needa counter to move.• Explain that each child will toss the coin. If it lands yellow, the child shouldmove to the next yellow space. If it lands red, they move to the next redspace. The first child whose counter reaches the FINISH box is the winner.Encourage them to say I win!I Looked Through my Window16Optional extensionactivity (10 mins)Presentation (10 mins)I win!• Organise a simple running race. Explain that, in English, the winner says I win!Other people say to the winner You win!• The children can also say after each race (Marco) wins!It’s time …• Pointing to a big clock, say This is a clock … tick tock … clock. It’s time …The clock says it’s time … .• Encourage the children to join in with the actions below. Say Look at me andfollow me:It’s time to sleep (pretend to sleep)It’s time to wake up (open your eyes and stretch)It’s time to brush our teeth (brush teeth)It’s time to eat (mime eating)

Session 6Level B AB pages 15, 16 / I Looked Through my Window AB pages 13–16It’s time to drink (mime drinking)It’s time to run (pretend to run)It’s time to be quiet (shh! fingers on lips)It’s time to sleep (everyone sleeps)The children only say the last line.Activity (10 mins)I Looked Through myWindow AB p.15Make a book• Now, to make the book, explain that the children have to cut out the pagealong the dotted lines and then fold down the middle, along the solid blackline. The pages can now be glued together (or the teacher can staple or threadthe pages together with ribbon or string). The page numbers should followcorrectly 1–8.• Read through the mini-book with the children before they take them home torecycle the language and story.(5 mins) Review• Invite the children to pretend to go to bed. They can find a space and liedown. Then go around pretending to cover each one with a blanket. SayGoodnight to each child. They can all reply with an individual Goodnight.• You can focus on Thank you at the end of the lesson by giving out a book,flashcard or even a small sweet (be careful with nut allergies!) to each child.Encourage them to say Thank you.Home fun• Encourage the children to read the little books to their families, using as manyEnglish words as possible. Suggest that the children say Goodnight to theirparents in English today.• Alternatively, the children draw their own face (as a smiley face) and then adda dream bubble. They can draw something they would like to dream about inthe bubble.I Looked Through my Window17

Session 1Level B AB pages 17, 18 / The Monster Pet AB pages 3, 4Presentation (5 mins)Colours• Point to the yellow monster in the Big Book on page 2 and say It’s a yellowmonster. What colour is it? Yellow. Ask again What colour is it? and help thechildren to reply yellow.• Repeat this sequence for the orange, blue, red and purple monsters asking eachtime What colour is it? and helping the children to reply with the name of thecolour.Game (10 mins)Colour fun!• Show the children the collection of purple, blue, yellow, red and orangeobjects that you have collected. Let the children look at them and talk aboutthe different colours.• Play a game with the children. Say Show me a red car/blue flower/yellow capetc and the child that points to the correct object, can keep it. The child withthe most objects at the end is the winner.Activity (5 mins)Level B AB p.17The Monster Pet AB p.3Five monsters• Give each child their Activity Book open at Level B AB page 17 / The MonsterPet AB page 3. Ask the children to colour the monsters in the appropriatecolours. The children can use the book to help them decide which colour touse for each monster outline.• As the children are colouring, you can go round the room, pointing to monstersin the children’s Activity Books and asking What colour is it? The child shouldtell you the colour and more able children could be helped to say It’s a (red)monster etc.• When the children have finished colouring, you can reinforce their learningby asking them to hold up their books and to point to the blue monster, theyellow monster etc.Presentation(5–10 mins)How many monsters?• Take the monsters that you have cut out from PCM 2 (page 89) – seePreparation above – and arrange them on the board. Invite individual childrento point out different monsters e.g. Show me the orange monster etc.• Ask the children to close their eyes while you rearrange the five monsters. Askindividual children again to identify different monsters e.g. Show me the redmonster etc.• Now remove all the pictures except one and say I can see one monster. Howmany monsters can I see? One. Ask the question again How many monsterscan I see? and encourage the children to reply one.• Repeat this process moving up from one to five.• Now remove all the monsters and then put them in various groupings e.g. twomonsters, four monsters, one monster, five monsters etc and with each newgrouping say e.g. There are four monsters. How many monsters are there?Encourage the children to reply four.• Reinforce the numbers by asking the children to Show me one finger. Showme three fingers etc. You can also give each child five rods or pencils and askthe children to hold up the various numbers e.g. Show me four pencils etc.The Monster Pet19

Session 1Level B AB pages 17, 18 / The Monster Pet AB pages 3, 4Activity (5 mins)Level B AB p.18The Monster Pet AB p.4Activity (5 mins)Audio CD track 4oFind the monsters• Read page 3 of the Big Book to the children. Now give each child their ActivityBook open at Level B AB page 18 / The Monster Pet AB page 4. The childrenneed to find and circle the five monsters.Audio story• Play the story on the audio CD (track 4). Press the pause button and let thechildren count with you as you point to the page e.g. 1, 2, 3, 4 monsters. Thencontinue the story.Our pets• Ask which children have a pet, and then ask each child to name their pet.Write the name of each pet on the board e.g. rabbit and then place a picture ofthe pet animal next to the name.• Now point to each pet one by one and say e.g. It’s a rabbit. What is(Daniel’s) pet? It’s a rabbit. Encourage the children to repeat It’s a rabbit withyou. Continue with this until you have named everyone’s pet.Optional extensionactivity (10 mins)Home fun• If possible, give the children some plasticine or modelling clay and ask them tomake a monster at home. They can bring it along to the next session.The Monster Pet20

Session 2Level B AB pages 19, 20 / The Monster Pet AB pages 5, 6Key words• breakfast • peas• lunch • cake• supper • stew• food • shampoo• cheeseActive language• I like … • ‘Go to sleep’ songPassive language• 1, 2, 3, 4, 5 • At night we eat supper.• Maybe he wants to eat? • What do you like to eat?• I’m eating my breakfast • (Juan) likes …• What do we eat …? • What does …?• In the morning we eat breakfast. • … goes to sleep• At lunchtime we eat lunch.Activities• Number game • ‘Go to sleep’ song• My favourite foods (Level B AB p.19 / The Monster Pet AB p.5)• Here is your supper (Level B AB p.20 / The Monster Pet AB p.4)Resources• Big Book (pp.2–9) • Audio CD (track 5)Preparation• Cut out five circles and colour them green to represent peas. (You couldalso cut out and colour five cheese wedges and/or cakes.)• Place a small basket and blanket in the corner of the room.Opener (5 mins)Monsters• If the children have brought in plasticine monsters, let them show them to theclass. Use them to revise body words.Activity (5 mins)Presentation (10 mins)Number game• Ask the children to stand up and spread out around the room or hall.• Say a number and hold up the corresponding number of fingers e.g. three. Thechildren now have to get into groups of three. Anyone left out must come toyou. You may find you can make at least one more group but any odd onesleft over after this can choose the next number. Alternatively, you can whisperthe number to them and they can shout it out e.g. five. All the children(including the ones who weren’t in a group last time) have to make groups offive.Breakfast, lunch and supper• Show the children pages 2 and 3 of the Big Book and read page 3. Explain thesentence ‘It hasn’t had its supper yet’ in the children’s first language. Mime It ishungry and say Maybe it wants to eat? Mime eat and encourage the childrento copy you. Say Mmm, I’m eating my supper.• Say What do we eat in the morning? In the morning we eat breakfast.Breakfast. Encourage the children to repeat breakfast.The Monster Pet21

Session 2Level B AB pages 19, 20 / The Monster Pet AB pages 5, 6• Now put up the picture or photograph of lunch (see Preparation above). SayWhat do we eat at lunchtime? At lunchtime we eat lunch. Lunch. Encouragethe children to repeat this.• Now say What do we eat at night? At night we eat supper. Supper. Thechildren can repeat supper. Talk about some of the things the children mighteat for supper.• Explain that the word dinner can be used for a big meal at lunchtime or atnight, and ask the children to repeat the word.Activity (10 mins)Level B AB p.19The Monster Pet AB p.5Big Book time(5 mins)Activity (10 mins)Level B AB p.20The Monster Pet AB p.6My three favourite foods• Give each child their Activity Book open at Level B AB page 19 / The MonsterPet AB page 5. The children have to circle their three favourite food items.• When they have finished, tell the class your three favourite foods. Then askindividual children What do you like to eat? Help each child to reply I like … .You can repeat (Juan) likes … .• You can repeat this with a number of children.Pages 3–9• Read pages 3 to 9 of the Big Book. (You may wish to change the phrase ‘cooksa stew’ to ‘gives it stew’, and ‘tries shampoo’ to ‘gives it shampoo’ to maintainthe consistency of the phrase ‘gives it’ and to avoid confusion.)• Now take the children back to page 5 and ask What does the yellow monstergive the monster pet? The yellow monster gives it peas. You can repeat thisseveral times and encourage the children to say peas.• Now ask the children What does the purple monster give the monster pet? Thepurple monster gives it cheese. The children should repeat cheese.• Encourage the children to identify and suggest what is happening to themonster pet as he eats the different foods and objects.Here is your food• Give each child their Activity Book open at Level B AB page 20 / The MonsterPet AB page 6. The children have to draw lines linking the objects on the pageto each monster.(10 mins) ReviewThe Monster Pet• Ask the children to close their eyes while you stick some of the paper peaswhich you made earlier (see Preparation above) on the board and cover themwith a piece of paper. The children have to guess how many peas you havehidden. Repeat this with different numbers of peas. If you prefer, you can drawone to five green dots on the board and cover those with paper.• If you made any cut-outs of cakes and cheese, you can repeat this activityusing them.22

Session 2Level B AB pages 19, 20 / The Monster Pet AB pages 5, 6Final activity (5 mins)Audio CD track 5o‘Go to sleep’ song• Read the sentence on page 8, ‘They go to sleep’. Explain that you are goingto act out the monsters going to sleep and then place the basket you haveprepared in a corner of the room. Tiptoe silently across the room withexaggerated care, finger to lips and looking backwards at the monster pet’sbasket. Then say The yellow monster goes to sleep. You can repeat this processfor each of the monsters.• Now say I’m going to sing a song to help the monster pet go to sleep. Play thesong on the audio CD (track 5), first and let the children listen then encouragethem to join in with the words:Go to sleep, monster petGo to sleep, little monster!Go to sleepGo to sleepGo to sleep, monster pet!Home fun• Ask the children to cut out some magazine pictures and make a collage toshow a breakfast, lunch or supper that they like.The Monster Pet23

Session 3Level B AB pages 21, 22 / The Monster Pet AB pages 7, 8Key words• hat • bed• bat • asleep• ball • awake• boat • bubbles• coatActive language• It’s a … • He’s awake• (The monsters are) in bed.Passive language• What is it? • Is the monster pet asleep?• Where are the monsters? • ‘Go to sleep’ song• The monsters are asleep.Activities• Find my hat (Level B AB p.21 / The Monster Pet AB p.7)• Bubbles (Level B AB p.22 / The Monster Pet AB p.8)• Blowing bubbles • ‘Go to sleep’ songResources• Big Book (pp.10–11) • Audio CD (track 5)• A hat, a bat, a ball, a boat and a coat (if you can’t get any of these items,use pictures instead)• Shampoo (it will be best if you use a ‘no tears’ brand) and a bowl of warmwater (not too warm!). Some bottles of children’s bubble mix would behelpful too, although this is optional.• PCM 3 (p.90) Find the wordPreparation• Make enough copies of PCM 3 so that there is one for each child to takehome and complete.Opener (5 mins)What is it?• Greet the children and then bring out the hat, bat, ball, boat and coat. Point tothe hat and say What is it? It’s a hat. Encourage the children to repeat It’s ahat.• Repeat this process for the bat, ball, boat and coat.The Monster Pet24Big Book time(10 mins)Pages 10 and 11• Show the children pages 10 and 11 of the Big Book. Say Where are themonsters? The monsters are in bed. Ask again Where are the monsters? andencourage the children to say in bed. If they seem ready, you can help thechildren to say The monsters are in bed.• Ask the children Where is the yellow monster? Say The yellow monster isin bed. Encourage the children to repeat in bed or to try to say The yellowmonster is in bed. Now you can ask an individual child to point to the yellowmonster.• Repeat the process for all the monsters, inviting a child on each occasion topoint to the monster.

Session 3Level B AB pages 21, 22 / The Monster Pet AB pages 7, 8• Say The monsters are asleep. Point to the sleeping monsters, and mime beingasleep.• Repeat this and encourage the children to say asleep and to mime sleeping.You can point to each monster in turn and say The yellow monster is asleepetc.• Now ask Is the monster pet asleep? Wait for the children’s responses and thenpointing to the picture and the caption, say It’s awake (you can change theword ‘stays’ to ‘is’).Activity (5 mins)Level B AB p.21The Monster Pet AB p.7Activity (10 mins)Activity (5 mins)Level B AB p.22The Monster Pet AB p.8Find my hat• Give each child their Activity Book open at Level B AB page 21 / The MonsterPet AB page 7. The children have to match the monsters to the hats.Blowing bubbles• Point to the monster pet in the Big Book (page 11) and ask the children (intheir first language) what the monster pet is doing. He’s blowing bubbles!• Bring out the shampoo and mix some into a bowl of warm water. Show thechildren the bubbles it makes. Let the children play with the bubbles. They canscoop them up and blow them (but do ask them not to blow near each other’sfaces!) Help the children realise that the shampoo eaten by the monster pet iscausing the bubbles.• If you can, bring in some bubble mix and let the children blow bubbles aswell!Bubbles• Emphasise the sound B at the beginning of bed, bear, boy and bubbles.Encourage the children to practise soft B-B-B sounds, making sure their lipsare pursed together at the start.• Give each child their Activity Book open at Level B AB page 22 / The MonsterPet AB page 8. Encourage the children to draw lots of bubbles on their page.Final activity (5 mins)Audio CD track 5o‘Go to sleep’ song• Play the ‘Go to sleep’ song on the audio CD again (track 5), and let thechildren listen. Encourage them to join in with the words:Go to sleep, monster petGo to sleep, little monster!Go to sleepGo to sleepGo to sleep, monster pet!Home fun• Give each child a copy of PCM 3 (page 90). The children can have fun at homecompleting the word ‘bubbles’ which appears in dotted form on the sheet.(Make sure that each child’s name is on their sheet before they take it home.)The Monster Pet25

Session 4Level B AB pages 23, 24 / The Monster Pet AB pages 9, 10Key words• knife • plate• fork • bowl• spoon • cup• glass • saucerActive language• Juice, milk, water etc. • It’s the …• Bread etc. • In the …• Yes/NoPassive language• What do we have for breakfast? • What are they?• Show me … • What is it?• Has monster pet had breakfast? • Where is the …?• Have we had breakfast? • What do you have?Activities• Where is it? (Level B AB p.23 / The Monster Pet AB p.9)• Can you find it? (Level B AB p.24 / The Monster Pet AB p.10)• Treasure huntResources• Big Book (pp.12, 13) • Audio CD (track 5)• Flashcards (knife, fork, spoon, glass, plate, bowl, cup, saucer)• Breakfast ingredients e.g. juice, bread, cereals, fruit etc or toy breakfast food;breakfast crockery and cutlery including forks, spoons, glasses, plates, cups,saucers• A doll’s pram or cradle and a baby doll, a glass and some juice, a box and aball, a bag and an orangePreparation• Make a treasure hunt by hiding around the room some of the objects thatfeature in this session e.g. a bat, ball, fork, knife, cup, bowl, hat, baby doll,cup, spoon, orange, box etc.The Monster Pet26Opener (5 mins)What’s for breakfast?• Once the children have arrived, put together a simple breakfast usingingredients with which the children are familiar. Alternatively, you might findit easier to make a ‘pretend’ breakfast using toy food. You also need to lay thetable with breakfast crockery and cutlery including a fork, spoon, glass, plate,bowl, cup and saucer. Put out two to four settings if you can.• When you have finished, point to any drinks and say What do we have forbreakfast? Juice, milk, water etc. Encourage the children to repeat Juice, milk,water etc.• Now go on to point to the food items and say What do we have for breakfast?Bread etc. Again, the children should repeat the words.

Session 4Level B AB pages 23, 24 / The Monster Pet AB pages 9, 10Presentation (5 mins)Cutlery and crockery• Point to the crockery and cutlery items. Hold up a knife and say A knife. Whatis it? The children repeat a knife. Repeat this sequence with a fork, spoon,glass, plate, bowl, cup and saucer. You can also use the flashcards to reinforcethe new vocabulary.• Split the children into small groups. Give each group a fork, spoon, glass,plate, cup and saucer. Say Show me a knife/fork/cup etc. The children have tochoose and hold up the right object.Big Book time(10 mins)Pages 12 and 13• Read pages 12 and 13 of the Big Book with the children. Say Has monsterpet had breakfast? The children should reply No. Now ask Have we hadbreakfast? The children should reply Yes. (They will have had breakfast athome and also perhaps in class with the mock breakfast.)• Now say Show me the purple/blue monster. Show me the monster pet. As thechildren point, help them to say It’s the purple/blue monster. It’s the monsterpet etc.• Say Show me the bubbles. When the children have pointed to the bubbles, askWhat are they? The children should reply bubbles.• Say Show me the bat. Pointing to the bat, ask What is it? The children replyIt’s a bat. You can repeat this process for all the objects taught so far including:• knife • fork • spoon• glass • plate • bowl• cup • saucer • hat• bat • ball • boat• coat• bed• When you ask the children to show you the hat, you may find that they havealready realised that the hat is missing. Go on to say Where is the hat? The hatis in the monster pet. Ask again Where is the hat? and encourage the childrento say In the monster pet.Presentation (10 mins)Activity (5 mins)Level B AB p.23The Monster Pet AB p.9‘In’• Bring out a doll’s pram or cradle and a baby doll, a glass and some juice, abox and a ball, a bag and an orange.• Put the doll in the pram or cradle and says Where is the baby? The baby isin the pram. Ask again Where is the baby? The children should reply Inthe pram.• Pour some juice into a glass and ask Where is the juice? The juice is in theglass. Ask the children again Where is the juice? Help them to reply In theglass.• You can repeat this sequence with The ball is in the box and The orange is inthe bag.Where is it?• Give each child their Activity Book open at Level B AB page 23 / The MonsterPet AB page 9. Use the pictures to reinforce the preposition in. The childrenhave to draw each item in the appropriate container as you say The ball is inthe box etc.The Monster Pet27

Session 4Level B AB pages 23, 24 / The Monster Pet AB pages 9, 10Game (5–10 mins)Activity (5 mins)Level B AB p.24The Monster Pet AB p.10Audio CD track 5oTreasure hunt• Tell the children that you have hidden some of the objects that have featuredin the session around the room. Try to hide them in different containers andplaces. The children have to find as many of the objects as possible.• When the children have found everything, they hold up the items and say e.g.a ball. Ask each child what they have e.g. (Siti), what do you have? Help eachchild to reply with the name of their object.Can you find it?• Give each child their Activity Book open at Level B AB page 24 / The MonsterPet AB page 10. The children have to find and circle the ball, spoon, orange,doll, fork and hat. Encourage them to say the words as they find the objects.• If there is time, the children could sing the ‘Go to sleep’ song again (audio CDtrack 5).Home fun• Ask each child to paint or draw a monster using their favourite colour(s). (Youmay find the children bring in pink, purple or multi-coloured monsters!)The Monster Pet28

Session 5Level B AB pages 25, 26 / The Monster Pet AB pages 11, 12Key words• eyes • ears• nose • hair• mouthActive language• his hat • purple• (It’s) in the monster baby. • yellow• blue • orange• red • It’s shampooPassive language• Show me … • What did he lose?• The orange/purple/blue/red/yellow • Where is the …?monster lost … • What did we do?• He lost his … • What is it?• We found …Activities• A monster breakfast (Level B AB p.25 / The Monster Pet AB p.11)• After supper (Level B AB p.26 / The Monster Pet AB p.12)• ‘The monster pet’ song • Make a monster• Match the flashcards gameResources• Big Book • Audio CD (track 6)• Flashcards (eyes, nose, mouth, ears, hair)• The monster shapes (cut out from PCM 2 and used in session 1)• Cardboard boxes, scrap materials, glue sticks and paint• Three photographs of yourself (which show you getting older e.g. as a child,as a teenager or young adult and as you are now)Preparation• Make lots of picture cards (with no words on them) to match the flashcardsfor eyes, mouth, nose, ears, hair. You need to make several copies of eachcard and hide them around the room before the session begins.Opener (5 mins)Monster paintings• Look at each other’s monster paintings.Activity (5 mins)Level B AB p.25The Monster Pet AB p.11Presentation (10 mins)A monster breakfast• Give each child their Activity Book open at Level B AB page 25 / The MonsterPet AB page 11. Revise the words for knife, fork, spoon, glass, plate and bowl.Ask the children to draw some breakfast foods on the plate and in the bowl.What’s in a face?• Read the Big Book up to page 13 and put up the five monster shapes(prepared from PCM 2 for session 1). Ask the children to point out the variousmonsters e.g. Show me the purple monster. Show me the blue monster etc.The Monster Pet29

Session 5Level B AB pages 25, 26 / The Monster Pet AB pages 11, 12• Turn to the yellow monster and point out his facial features e.g. The yellowmonster has two eyes/one nose/one mouth/two ears. Now say Show methe yellow monster’s eyes/ears etc and encourage the children to point toeach feature and say the word. You can use the flashcards to reinforce thevocabulary.Big Book time(10 mins)Activity (5 mins)Level B AB p.26The Monster Pet AB p.12Pages 15–19• Read pages 15 to 19 of the Big Book and say The orange monster lost his hat.What did he lose? He lost his hat. The children can repeat (He lost) his hat.(Some children may manage the whole phrase but others may only say thenoun.)• Now ask Where is the orange monster’s hat? Encourage the children to ‘find’the hat. Say We found his hat. What did we do? and help the children torepeat (We found) his hat.• Now ask Where is the hat? and say It’s in the monster pet. Ask again Where isthe hat? Encourage the children to reply (It’s) in the monster pet.• You can repeat this sequence for:– the purple monster who lost his bat– the blue monster who lost his coat– the red monster who lost his boat– the yellow monster who lost his ball.After supper• Give each child their Activity Book open at Level B AB page 26 / The MonsterPet AB page 12. The children have to join the objects in the monster pet’stummy to the matching pictures.Game (10 mins)Match the flashcards• Show the children the flashcards for eyes, mouth, nose, ears, hair.• Tell the children that you have hidden matching cards around the room. Inpairs, the children have to find as many of the cards as they can (but they mustonly take one of each card). They must try to make a full set that matches theflashcards. The pair that has found the most cards, and who can say the wordscorrectly, is the winner.The Monster PetFinal activity(10 mins)Audio CD track 6o‘The monster pet’ song• Listen to the song on the audio CD (track 6), and teach the children the words:The monster pet gets bigger and biggerThe monster pet gets bigger and biggerThe monster pet gets bigger and biggerHe’s eating everything up!• As you sing, use your arms to show the monster pet getting bigger and bigger.Encourage the children to join in with the words and the actions.• Now look at the monster pet on pages 20 and 21 and say to the children Showme the shampoo. Ask What is it? and encourage the response It’s shampoo.30

Session 5Level B AB pages 25, 26 / The Monster Pet AB pages 11, 12Optional extensionactivity (10 mins)Make a monster• Give each pair of children a cardboard box, some scrap materials, a glue stick,some paint or crayons and colouring pencils.• The children can choose one of the monsters and then, using the cardboardbox for a base, make his head adding on his ears, eyes, mouth, nose and hair.Home fun• Ask the children to find some photos of themselves getting bigger and biggere.g. from baby to toddler to now. It would help if you could produce threephotos of yourself to show as an example.The Monster Pet31

Session 6Level B AB page 27 / The Monster Pet AB pages 13–16Key words• arms • hands• legs • feetActive language• eyes • hair• nose • two arms• mouth • two legs• ears • Monster petPassive language• Show me … • What does the (purple) monster have?• What is it? • Who do you think has got them all?• The (purple) monster has … • Is this a …?Activities• Finger puppets (Level B AB p.27 / The Monster Pet AB p.13)• Plasticine monsters• ‘The monster pet’ song• Play the food game (The Monster Pet AB p.14)• What are the monsters eating? (The Monster Pet AB p.15)• What are the monsters wearing? (The Monster Pet AB p.16)Resources• Big Book • Audio CD (tracks 4, 6)• Flashcards (arm, legs)• The monster shapes (cut out from PCM 2 and used in session 1)• Envelopes• A small amount of plasticine for each childPreparation• Cut out and make up the monster finger puppets from each child’s ActivityBook (Level B AB p.27 / The Monster Pet AB p.14) in advance. The fingerpuppets can be held together with strong glue or Sellotape. Please notethat users of The Monster Pet AB should complete the activity on p.14before cutting out the finger puppets on p.13.The Monster Pet32Opener (5 mins)Presentation (10 mins)Facial features revision• Read the Big Book to the first part of page 19: ‘The yellow monster’s lost hisball’.• Now put up the five monster shapes (prepared from PCM 2 and used insession 1) and say Show me the purple/yellow/blue monster’s eyes/nose/mouth etc. As each child points to the feature, ask What is it? Help each childto say nose/mouth/hair etc.• Now say Show me your nose/ears/eyes/mouth/hair. As the children gain inconfidence you can speed this up.Body parts• Pick up each monster separately and point to his arms. Say The (purple)monster has two arms. One, two. What does the (purple) monster have? Pointto the monster’s arms and encourage the children to reply two arms. You canask individual children the same question. Repeat this sequence with all themonsters and show the flashcard to reinforce the word arm.

Session 6Level B AB page 27 / The Monster Pet AB pages 13–16• Now point to the monsters’ legs. Pick up one monster, point to his legs and sayThe (purple) monster has two legs. One, two. Encourage the children to repeattwo legs and show the flashcard.Activity (10 mins)The Monster Pet AB p.14Activity (10 mins)Level B AB p.27The Monster Pet AB p.13Big Book time(10 mins)Play the food game• Explain, before you cut out the finger puppets on page 13, that they can playa food game. They need one counter each and a coin. (Heads = move 1 space.Tails = move 2 spaces.) The children toss the coin and move along the board.If they land on a food, they have to say the word. If they don’t know it, theymust go back a space. If the other child knows the word, they can say it andmove forward a space. You can add another level of complexity by teaching Ilike (name of food) or I don’t like (name of food).• Once they have played the game two or three times, they can turn over anduse their scissors to cut out the finger puppets.Finger puppets• Give each child the monster finger puppets which you have assembled fromtheir Activity Books (Level B AB page 27 / The Monster Pet AB page 13 – seePreparation above).• Place the children in pairs, A and B. Give instructions such as Touch yournose/ears/eyes/mouth/hair. Child A has to repeat this and child B has totouch their own nose etc. with the finger puppet.• Encourage the children to count the puppets.• Use the puppets to say Hello! Goodbye!• The children can store their puppets in envelopes.Whole book• Read the Big Book again to page 19 including ‘Who do you think has got themall?’ Explain to the children what this means and then say, in English, Monsterpet has got them all. Ask the children Who do you think has got them all?Encourage them to reply Monster pet.• Continue reading until the end of the book. Stop and point to certain itemsand ask Is this a …? But say the wrong thing deliberately. This will help you toassess which children need extra help.Activity (5 mins)Audio CD track 6o‘The monster pet’ song• Listen to the song on the audio CD once again (track 6), and encourage thechildren to join in with the words and actions (use your arms to show themonster pet getting bigger and bigger):The monster pet gets bigger and biggerThe monster pet gets bigger and biggerThe monster pet gets bigger and biggerHe’s eating everything up!• Sing the song through again twice.The Monster Pet33

Session 6Level B AB page 27 / The Monster Pet AB pages 13–16Activity (15 mins)The Monster Pet AB p.15What are the monsters eating?• Explain that the monsters are very hungry! They each have a number. Revisethe numbers 1, 2, 3, 4, 5. Ask everyone to point to monster two or monster fouretc.• Now explain that you will tell the children what each monster is going toeat. They listen and choose the right sticker, then stick it onto the correctmonster’s plate, following your spoken directions. E.g. Monster one is eatingpeas. Monster two is eating cheese. Monster three is eating sweets. Monster fouris eating a beef burger. Monster five is eating an apple (or choose differentfoods if you prefer).• The children can now ask and answer: What’s monster five eating? (An apple)• Now explain that the children can draw themselves at the 6th table and stickon, or draw on the plate, what they most like to eat. They can then tell and asktheir friends what they chose: I’m eating ... What are you eating?(5 mins) Plasticine monsters• Give each child a small amount of plasticine and show them how to modeltheir own monster.Activity (15 mins)The Monster Pet AB p.16What are the monsters wearing today?• The children need to be reminded of hats, boots, flags and the colours. Teachstripes, spots, stars if necessary.• Explain that the monsters are going out shopping and need to get dressed.Give out the stickers. The children have to match the patterns by lookingcarefully.• They can then draw their own monster on A 4 paper with a hat, boots and aflag, making up their own design. They can make a shopping bag out of somepaper, folded over and stapled or glued. The monsters can then ‘go shopping’.If you have small pictures or stickers of toys/foods/clothes, the children canstick these around their monster and then tell each other what their monsterhas bought, He bought ... (use He’s buying ..., if you prefer to avoid the pasttense).The Monster PetFinal activity (5 mins)Audio CD track 4oStory time• Play the story once again (audio CD track 4), and pause the sound so that thechildren can chime in with key words and phrases.Home fun• The children can take home their plasticine monster and make a bed for it.34

You Noisy Monkey! Session 1Level B AB pages 29–32 / You Noisy Monkey! AB pages 3–6Key words• monkey • quiet• noisy • fireActive language• This is … • These are …Passive language• Simon says … • He stamps/bangs/chitter-chatters• Very quiet • Is there a … in the story?• Very noisy • Are they noisy? Yes!Activities• Simon says• Is it noisy? (Level B AB p.29 / You Noisy Monkey! AB p.3)• The jungle (Level B AB p.30 / You Noisy Monkey! AB p.4)• The animals (Level B AB p.31 / You Noisy Monkey! AB p.5)Resources• Big Book (pp.2–5)• Flashcards (fire, snake, bull, cow, duck, cat, fish, dog)• PCM 4 (p.91) Monkey puppetsPreparation• You will need to prepare Level B AB pp.31, 32 / You Noisy Monkey! AB pp.5,6 in advance for each child by cutting out the animals (you could considersticking them onto thin card to help them last longer). Put the animals inan envelope for each child. You will also need to keep a set for yourself touse in other sessions.• Cut out the monkey puppets from PCM 4. You can either mount these oncard or laminate them and add sticks to make them into puppets.Opener (5 mins)Simon says• Here’s a quick reminder of the rules for Simon says. If you say Simon sayswalk! then the children must copy you and walk. If, however, you don’t saythe name Simon and simply say walk! the children should stand still and notfollow you. If the children forget, and do follow you, they are out (although,if you prefer, there is no need for anyone to be out and everyone can carry onplaying).• To reinforce the vocabulary used in this session, play Simon says using thewords walk, float, trek, slip, swim, run and climb e.g. Simon says walk!• Say:Simon says touch your nose.Simon says sit down.Simon says stand up.Simon says look through your fingers.Simon says say Hello.Say Goodbye.• In theory, nobody should speak on the last instruction!You Noisy Monkey!35

Session 1Level B AB pages 29–32 / You Noisy Monkey! AB pages 3–6Presentation(10 mins)Activity (5 mins)Level B AB p.29You Noisy Monkey AB p.3Quiet/noisy• Show the monkey puppets (made from PCM 4 – page 91). Explain that onemonkey is very quiet but Is the other monkey quiet? Oh no! He isn’t! He’svery noisy! (Raise your voice.) He bangs (bang desk loudly with your hand).He stamps (stamp your foot). He chitter-chatters (say Eeh-ah-ooh! and act likea monkey!).• Have another game of Simon says with Simon says stamp. Simon says bang.Simon says chitter-chatter, eeh-ah-ooh!Is it noisy?• Give each child their Activity Book open at Level B AB page 29 / You NoisyMonkey! AB page 3.• Explain that the children have to circle the things which make a loud noise i.e.motorbike, drum, baby, balloon, lion, monkey (socks and sun are quiet).(5 mins) What’s it about?• Turn the pages of the story without reading it. See if the children can guess thestoryline. Use the opportunity to teach monkey and fire.Big Book time(5 mins)Activity (5 mins)Level B AB p.30You Noisy Monkey AB p.4Pages 3–5• Show the toy animals or flashcards for bull, cow, duck, cat, fish and dog. (Manyof these animals will be familiar to the class from the other Big Books.) Holdup each animal or flashcard and say its name. Ask Is there a (animal name) inthe story? No, there isn’t … .• Now bring out the monkey and ask Is there a monkey in the story? Yes, thereis!• Open the Big Book at page 3 and point to the lion. Ask Is there a lion inthe story? Yes! Similarly, you can point to pages 4 and 5 and ask Is there anelephant/hippo in the story? Yes!The jungle• Give each child their Activity Book open at Level B AB page 30 / You NoisyMonkey! page 4. While you go round and help each child to fold their animals(see Level B AB page 31 / You Noisy Monkey! AB page 5 below), the class cancolour in the picture of the jungle.You Noisy Monkey!Activity (5 mins)Level B AB p.31You Noisy Monkey AB p.5The animals• Give each child their envelope containing the animals cut out from Level BAB page 31 / You Noisy Monkey! AB page 5. Show the class how to fold theanimals in half.• If you are unable to complete the cutting activity on You Noisy Monkey! ABpage 5, you can use the jungle pattern on page 6 for children to stick animalstickers on.36

Session 1Level B AB pages 29–32 / You Noisy Monkey! AB pages 3–6(5 mins) Review• Open the Big Book at pages 2 and 3 and read the story to the class, pointingto the words as you read. The children can hold up their folded animalswhenever the animal is mentioned in the story. They can also make the animalnoises as they hold up each animal.• Show the flashcards for lion, snake and monkey to the class. Ask Are theynoisy? Yes! Make sure everyone can make the noise of each animal.• Stick each animal flashcard on a separate wall. When you say the word, thechildren have to point to the correct wall or even stand up and go to thecorrect wall. They can then make the noise of the animal e.g. roar! hiss!squawk! and eeh-ah-ooh!Home fun• Ask the children to find pictures of noisy things e.g. trains, planes, cars etc andto stick them onto a piece of paper or card, like a collage.You Noisy Monkey!37

Session 2Level B AB pages 33, 34 / You Noisy Monkey! AB pages 7, 8Key words• think • chase• sleep • see• talk • climb• roarActive language• Yes/No • S/he’s quiet• elephant • He’s noisy• hippoPassive language• think • top• sleep • highest tree• talk • up• roar • down• chase • Is s/he noisy?• see • Is s/he sleeping/dancing/running/• climb talking?Activities• Copy cats • Make a palm tree• Find the animals (Level B AB p.33 / You Noisy Monkey! AB p.7)• What are they doing? (Level B AB p.34 / You Noisy Monkey! AB p.8)Resources• Big Book (pp.1–7)• Animal cut-outs (from Level B AB p.31 / You Noisy Monkey! AB p.5 insession 1) and monkey puppets (from session 1)• Each child will need a rectangle of brown paper or thin card, some greenpaper rectangles and a card square if they are to tackle the optionalextension activity at the end of the sessionOpener (5 mins)Animal actions• Read the story through until page 7. Let the children use their cut-out animals(from Level B AB page 31 / You Noisy Monkey! AB page 5) to copy the actionsof the animals in the story.You Noisy Monkey!38Activity (10 mins)Copy cats• Explain that you are going to act out and say an action. The children mustlisten, repeat the word and copy you.• Say and act out:think (head on fist, look thoughtful)sleep ( head on hands, eyes closed)talk (blah, blah, blah – use hand actions to indicate talking)roar (roar like a lion)chase (pretend to chase someone)see (pretend to see someone or something)climb (climbing action)• If time allows you can also revise some of the known actions learnt in previouslessons e.g. jump, swim, dance, clap, blow, walk and run.

Session 2Level B AB pages 33, 34 / You Noisy Monkey! AB pages 7, 8Activity (5 mins)Level B AB p.33You Noisy Monkey AB p.7Big Book time(10 mins)Activity (5 mins)Level B AB p.34You Noisy Monkey AB p.8Find the animals• Give each child their Activity Book open at Level B AB page 33 / You NoisyMonkey! AB page 7. The children can use a pencil to circle the hiddenanimals. There are four altogether (the lion, monkey, hippo and elephant).Once they have found them, they can finish colouring the picture.Pages 4–7• Read the story until page 7, using gesture and mime to make clear words suchas top, highest tree and down.• Now return to the spread on pages 4 and 5. Ask Who’s this? Is it Lion? No?Then who is it? It’s Elephant. Encourage the children to repeat Elephant.• Go on to ask:Is she sleeping? (Act sleeping.) No?Is she dancing? (Act dancing.) No?Is she running? (Act running.) No?Is she talking? (Talk in a very quiet voice.) Yes!Is she noisy? (Talk quietly again.) No?She’s quiet. (Encourage the children to say in low voices She’s quiet.)Now bring out the monkey puppet and say But, oh dear, here’s Monkey.Is he quiet? No! He’s noisy! (Encourage the children to say loudly He’s noisy!)• Repeat for the Hippo:Who’s this? Is it Lion? Is it Elephant? No? Then who is it? It’s Hippo.Is he sleeping? (Act sleeping.) No?Is he dancing? (Act dancing.) No?Is he running? (Act running.) No?Is he thinking? (Act thoughtful) Yes!Is he noisy? (Act thoughtful again.) No.He’s quiet. (Encourage the children to say in low voices He’s quiet.)Now bring out the monkey puppet and say But, oh dear, here’s Monkey.Is he quiet? No! He’s noisy! (Encourage the children to shout as loudly as theycan He’s noisy!)What are they doing?• Give each child their Activity Book open at Level B AB page 34 / You NoisyMonkey! AB page 8. Explain that there are pictures of different animals oneach side of the page. The children have to match up the animals who aredoing the same thing as each of the monkeys e.g. one monkey is sleeping andso is the lion.(10 mins) Review• Play Copy cats with the children again encouraging them to repeat and actout:think (head on fist, look thoughtful)sleep ( head on hands, eyes closed)talk (blah, blah, blah – use hand actions to indicate talking)roar (roar like a lion)chase (pretend to chase someone)see (pretend to see someone or something)climb (climbing action)You Noisy Monkey!39

Session 2Level B AB pages 33, 34 / You Noisy Monkey! AB pages 7, 8Optional extensionactivity (10 mins)Make a palm tree• Each child will need a rectangle of brown paper or thin card and some greenpaper rectangles. They need to roll the card to make a tube, to form the trunkof the tree. The green paper rectangles can be folded in half and cut to makefringes, like palm fronds.• Twist the end of each leaf to make a thin point which can be inserted into thetop of the palm tree tube. Some Sellotape can be used to keep the leaves inplace.• Use a card square to make a base. Cut four or five slits upwards from thebottom of the tree to make tabs which can be glued or taped to the base. Letthe children play with their cut-out animals and the palm tree.Home fun• At home, the children could paint or draw more palm trees and create theirown jungle scene.You Noisy Monkey!40

Session 3Level B AB pages 35, 36 / You Noisy Monkey! AB pages 9, 10Key words• fire • orange• red • yellowActive language• fire! • frog• fish • fig• farm • five• flower • four• fairyPassive language• Shh, I’m trying to sleep • Really angry• What’s this? • chased• It’s … • stand up• What colour is ..? • sit down• Is this your nose/eyes/mouth/head/ear/hand/foot?Activities• Sleeping lions • Chasing monkey• Does it begin with F? (Level B AB p.35 / You Noisy Monkey! AB p.9)• Take me home! (Level B AB p.36 / You Noisy Monkey! AB p.10)Resources• Big Book (pp.1–14) • Audio CD (tracks 7, 8)• Flashcards (fire, fish, foot, fork)• A bell or tambourine• Animal cut-outs (from Level B AB p.31 / You Noisy Monkey! AB p.5 insession 1)• A large sheet of paper with a jungle scene drawn on it.Preparation• Prepare streamers, made from red, yellow or orange crepe paper or ribbon.There should be one for each child and you will need several too.• If preferred for the optional extension activity (Chasing monkey), preparefour animal masks for Monkey, Lion, Hippo and Elephant. Otherwise use theanimal cut-outs (from Level B AB p.31 / You Noisy Monkey! AB p.5) or toyanimals.Opener (5 mins)Sleeping lions• Pretend you are going to sleep. Say Shh, I’m trying to sleep. The children willprobably giggle or try to wake you up. Repeat Shh, I’m trying to sleep.• Wake up and explain that you are going to teach them a game called Sleepinglions. Explain (in the first language) that Lion on page 3 of the Big Book is notsleeping now because Noisy Monkey woke him up! He’s trying to sleep buthe can’t close his eyes because of all the noise. The children are going to tryto sleep as well but you are going to tiptoe around the class and try to wakethem up. If anyone moves, makes a noise or opens their eyes, they are out andhave to sit up and watch the rest of the game being played.• The children need to lie on the floor or rest their heads upon their arms, attheir desks. They close their eyes but you go around the room, making silly orloud noises, gently tickling their noses etc so that they open their eyes, moveor giggle. Play until there are only five players left and give them a round ofapplause.You Noisy Monkey!41

Session 3Level B AB pages 35, 36 / You Noisy Monkey! AB pages 9, 10Presentation (10 mins)Fire!• Revise fire e.g. show the flashcard of fire and ask What’s this? It’s fire! Whatcolour is fire? Red, yellow, orange … yes. Encourage the children to repeat thecolours with you.• Give each child a streamer made from yellow, orange or red crepe paper orribbon. The children have to wave their streamers every time you say Fire!• Now use the opportunity to revise introductions and parts of the body. SayLet’s say Hello to each other and see if we can remember nose, eyes, mouth,head, ear, hand and foot. Point to each part as you proceed then stop andsay Oh no! Fire! The children have to stand up, shout Fire! and wave theirstreamers, then sit down again as you start going round the individualssaying Hello, (Nor). Encourage the child to respond with Hello. Ask Is thisyour nose? (Touch their hand.) The child should say No or shake their head.Ask Is this your nose? (Touch their nose.) The child should say Yes or nodtheir head.• Go around the whole class like this but every so often stop, sniff the air andsay Oh no! Fire! The children have to stand up and wave their streamers,then sit down again as you continue going round the individuals. You canuse a small bell or tambourine as a signal to become instantly quiet and sitdown again.Activity (5 mins)Level B AB p.35You Noisy Monkey AB p.9Does it begin with F?• Use the flashcards to revise the words that begin with F: fire, fish, foot, fork.Emphasise the pronunciation of F, with the teeth on the lower lip. The childrencan say each word in chorus.• Give each child their Activity Book open at Level B AB page 35 / You NoisyMonkey! AB page 9. Now tell the children they will work in pairs: one childholds the book and the other acts as a pointer. They need to listen as yousay each of the words on the page, slowly and clearly, and then they mustchoose the correct picture. One child points to it, whilst the other holds thebook outwards so you can see what they have chosen.• Once you have revised the words, they can both sit down and circle the Fpictures in their Activity Books.You Noisy Monkey!42Big Book time(10 mins)Pages 1–7• Bring out the large sheet of paper on which you have drawn a jungle scene.Have the cut-outs of Hippo, Lion, Elephant and Monkey (from Level B ABpage 31 / You Noisy Monkey! AB page 5) and paper flames ready to use asvisual aids.• Read the Big Book through until page 7 and then ask (in the first language)what the monkey saw. The children should answer Fire! Wave your flames.Yes, Noisy Monkey saw fire. There’s fire in the jungle! What did Monkey do?Well, he went to Lion.• Use the animal cut-outs. Stick the lion onto the jungle picture and then bring inthe monkey. Say Lion was sleeping. But look, here’s Monkey! Is he quiet? No!He’s very noisy! He says chitter-chatter chitter-chatter but then he shouts fire!fire! fire! Stick the flames on the picture.• Frown frown. Lion was really angry! Grrr! he roared. I’ll get you noisymonkey. And he chased Monkey through the jungle. Use the cut-outs to showwhat chase means.

Session 3Level B AB pages 35, 36 / You Noisy Monkey! AB pages 9, 10Optional extensionactivity (10 mins)Activity (5 mins)Level B AB p.36You Noisy Monkey AB p.10(5 mins)Audio CD tracks 7, 8oChasing monkey• At this point, if you have a playground, you could take the class outside andgive one child a monkey toy, puppet or mask. Another child has the lion cutout(or a mask) and the rest of the children need to spread out and pretend tobe trees standing with their arms outstretched.• Say Stand up (Siti), you’re a tall tree. Sit down (Joel), you’re a small tree. Thelion can chase the monkey around and in between the trees until he catcheshim. As soon as the monkey is touched, everyone stops and someone else hasa chance to play the animal roles.• Now choose two other children and repeat. The first monkey and lion canbecome trees. After a few turns, add the hippo and the elephant, so that thereare three chasers after one monkey until everyone has had a turn.Take me home!• Give each child their Activity Book open at Level B AB page 36 / You NoisyMonkey! AB page 10. The children have to trace the line between each animaland its home. They can follow each line with a bright pen.Review• Play the story from pages 1 to 15 (audio CD track 7).• To finish the lesson, let the children listen to the ‘Jungle’s burning’ song on theaudio CD (track 8). (They will learn this in the next lesson.)Home fun• The children can make a ‘jungle garden’ from stones, small plants, sticks etc.They can use an old tray, tin lid or plastic container.You Noisy Monkey!43

Session 4Level B AB pages 37, 38 / You Noisy Monkey! AB pages 11, 12Key words• river • next to• jungle • above• behind • out• in • under• acrossActive language• Jungle’s burning • Fire!• Run away • I’ll get you, you noisy monkey!• Pour on waterPassive language• He’s swimming • Be quiet you, you noisy monkey … shh!• Where am I? • Monkey was sad …• I’m behind … • It’s coming this way• What’s this? • Now Lion was really angryActivities• ‘Jungle’s burning’ song • Revising prepositions• Which monkey? (Level B AB p.37 / You Noisy Monkey! AB p.11)• Fire! (Level B AB p.38 / You Noisy Monkey! AB p.12)Resources• Big Book (pp.1–13) • Audio CD (tracks 7, 8)• A length of blue fabric or crepe paper (for a pretend river)• Animal cut-outs (from Level B AB p.31 / You Noisy Monkey! AB p.5 insession 1)• PCM 5 (p.92) Chasing noisy monkeyPreparation• For Level B Activity Book users, cut out the animal pictures from Level BAB p.38 and put each set of three in an envelope or in a paper clip (a set foreach child).You Noisy Monkey!Opener (10 mins)Audio CD track 8oPresentation (5 mins)‘Jungle’s burning’ song• Play the song, ‘Jungle’s burning’ (audio CD track 8), and teach the words andactions:Jungle’s burning, Jungle’s burning, (wave fingers and bodies like flames)Run away! Run away! (run on spot)Fire, fire! Fire, fire! (hold up both hands in horror, look surprised)Pour on water! Pour on water! (pretend to be pouring water from a bucket orholding a hose)Where are the animals?• Spread out the length of blue fabric or crepe paper on the floor. Say This is ariver – a long, blue river.44

Session 4Level B AB pages 37, 38 / You Noisy Monkey! AB pages 11, 12• Now take the animal cut-outs (from Level B AB page 31 / You Noisy Monkey!AB page 5) and put them in the following places saying:Look, Hippo is in the river. (Make him swim.) He’s swimming. Let’s swim!(Everyone mimes swimming.)And here’s Lion. He’s next to the river. He doesn’t like swimming. He likes tosleep next to the river.Aha! This is Elephant. Who’s this? Elephant. He’s swimming in the river. He’sswimming behind Hippo.And Monkey is swimming behind Elephant.• Ask a few children to stand in a line, one behind the other. Stand so thatyou are second in the line. Say Look! Where am I? I’m behind (Stefan). Nowmove so that you are third in line and say Now I’m behind (Daniela). Ask thechildren Where’s (Daniela)? They should reply Behind Stefan. Repeat severaltimes until everyone has used the word behind.Activity (5 mins)Revising prepositions• Use the monkey puppet to demonstrate behind, across, in, out, next to, aboveand under.• Say Where’s Monkey? He’s behind the chair. He’s above the table. He’s in thebag. Now he’s coming out of the bag. He’s walking across the table. He’s nextto (Timothy). He’s under the table etc.• Give the monkey to two children. Say Behind (Ferdinand). The childrencan be guided by the rest of the class until they hold the toy in the correctplace. Put the monkey in the second child’s hand and repeat with a differentpreposition e.g. Next to (Alisa).Activity (5 mins)Level B AB p.37You Noisy Monkey AB p.11Which monkey?• Give each child their Activity Book open at Level B AB page 37 / You NoisyMonkey! AB page 11.• As you give out the instructions, the children should colour the monkey whois:above Noisy Monkey = yellowbehind = orangenext to = blackunder = blueBig Book time(10 mins)Audio CD track 7oPages 1–13• Read pages 1 to 13 and use the illustrations to revise key words known by thechildren. Say What’s this? Give the correct word as one of two possibilities e.g.Is it a tree or an orange? The children will find the alternatives amusing andenjoy it if you pretend to be genuinely unsure yourself.• As you go through, ask the class to mime the phrases as indicated e.g.page 3 – Be quiet, you noisy monkey … shh! (fingers on lips)page 6 – Monkey was sad (look sad)page 7 – It’s coming this way (beckon with both hands)page 9 – Now Lion was really angry (wag finger angrily)pages 9, 11, 13 – I’ll get you, you noisy monkey! (pretend to pounce withyour hands as claws)You Noisy Monkey!45

Session 4Level B AB pages 37, 38 / You Noisy Monkey! AB pages 11, 12The children will enjoy saying this last phrase as they act out being a crosslion, elephant or hippo: I’ll get you, you noisy monkey! You could evendivide the class into three groups so that one group speaks for eachanimal.• Finally, play the story right through to the end (audio CD track 7).Activity (10 mins)Level B AB p.38You Noisy Monkey AB p.12Fire!• Give each child their Activity Book open at Level B AB page 38 / You NoisyMonkey! AB page 12. Level B Activity Book users will need the three picturescut out from PCM 5 (page 92), one set each. They need to glue the animals inthe correct chasing order i.e. Lion first, Elephant second and Hippo third. YouNoisy Monkey! Activity Book users can use the stickers provided.(5 mins) Review• Put the children into pairs and let them act out pages 2 and 3:Monkey: Chitter-chatter, eh–ah–ooh!Lion: (snores)Monkey: Chitter-chatter, eh–ah–ooh!Lion: Be quiet, you noisy monkey! I’m trying to sleep … grrr!Monkey: OK, goodbye.• The pairs could practise their dialogues and then perform them for the rest ofthe class.Home fun• The children can look for pictures of, and books about, monkeys and otherjungle animals at home.You Noisy Monkey!46

Session 5Level B AB pages 39, 40 / You Noisy Monkey! AB pages 13, 14Key words• faster • point• higher • jungle• smaller • zoo• bigActive language• higher and higher • bigger and biggerPassive language• Same? • smaller and smaller• Different • faster and fasterActivities• Sleeping lions • Miming• The odd one out (Level B AB p.39 / You Noisy Monkey! AB p.13)• Monkey goes for a walk (Level B AB p.40 / You Noisy Monkey! AB p.14)Resources• Big Book (pp.14, 15) • Audio CD (track 9)• Flashcards (fire, hippo, elephant, lion, monkey)• Two toy cars or motorbikes• A balloon• Animal cut-outs (from Level B AB p.31 / You Noisy Monkey! AB p.5 insession 1)Opener (5 mins)Activity (5 mins)Level B AB p.39You Noisy Monkey AB p.13Sleeping lions• Play the Sleeping lions game with the children again (see page 40).The odd one out• Give each child their Activity Book open at Level B AB page 39 / You NoisyMonkey! AB page 13. Explain that there are three or four lions on each row.They are all the same except for one, which is different. The children have tolook carefully and circle the odd one out.• You may use the expressions Same? Yes! Same? Yes! Same? No! Different! Butdo not try teaching them to the children.Presentation (10 mins)Faster and faster• Revise adjectives e.g. big, small, sad and angry.• Teach fast using two model cars or motorbikes. Say Broom, broom … this car/motorbike is fast! Now pick up the second vehicle and overtake the first. SayBroom, broom, broom, this car/motorbike is faster!• Now hold the vehicles at different heights. Say This car/motorbike is high butthis one is higher. Encourage the children to join in until they are chantinghigher and higher.• Repeat for faster and faster, making the vehicles move at different speeds• Do the same with big, by blowing up a balloon. Say This is getting bigger andbigger and bigger. (Blow very slowly and the children will soon chime in withbigger and bigger.)• Now let the balloon go down slowly whilst saying smaller and smaller.You Noisy Monkey!47

Session 5Level B AB pages 39, 40 / You Noisy Monkey! AB pages 13, 14Activity (10 mins)Level B AB p.40You Noisy Monkey AB p.14Audio CD track 9oMonkey goes for a walk• Give each child their Activity Book open at Level B AB page 40 / You NoisyMonkey! AB page 14.• Remind the children of the names of the different things on the map e.g. river,dragon, bus, house, mountain, jungle. Explain that the children will need tolisten to the story of Monkey’s walk. They should point at Monkey to start withand then pretend their finger is Monkey so that they can trace his path as hetravels through the jungle.• Play the audio CD (track 9) or read the script below:Hello, it’s Monkey here — Noisy Monkey! Chitter-chatter, ooh, ooh,ooh, ooh, ooh, ooh, ooh! Ooh, ooh, ooh! I live in a jungle. Here I amat the top of the highest tree. Now I am going down the tree and I amwalking through the jungle.I am walking faster and faster. I am swimming across the river. I amswimming faster and faster. Brrr, the river is cold. Brrr, it’s gettingcolder and colder!Ooh look, it’s a bus! It’s coming this way. It’s coming to see Lion. HelloLion! Now I am climbing up, up, up the mountain. I’m climbing higherand higher. There’s a house at the top. It’s Hippo’s house. Hello, Hippo!Now I am going down, down, down the mountain. Oh no, what’s this?It’s a dragon. He’s chasing me! Quick! Back up the mountain. Comeon, Hippo — down the mountain! Come on, Lion — across the coldriver! Faster and faster, and back to the highest tree. Quick! We’reclimbing higher and higher. Hooray! We’re saved!Big Book time(5 mins)Pages 14 and 15• Read through pages 14 and 15 twice. Use the cut-outs of Hippo, Elephant, Lionand Monkey (from Level B AB page 31 / You Noisy Monkey! AB page 5) to actout the pages as you read.You Noisy Monkey!Optional extensionactivity (5 mins)Miming• Ask four children to come out to the front and show each one a flashcard ofone of the animals (either hippo, elephant, lion or monkey). Each child mustmime the animal they have been shown and the rest of the children have toguess which child is the lion.• The four children who guess correctly can be the next four to act out theanimals.Home fun• Ask the children to look through magazines and cut out pictures of people oranimals who are asleep. They can bring their pictures in and you can make aphoto montage called ‘Shh! I’m trying to sleep!’48

Session 6Level B AB pages 41, 42 / You Noisy Monkey! AB pages 15, 16Key words• lookActive language• Look at … • goodnight• hello • I’m sorry• goodbye • Be quiet noisy monkey!Passive language• I’m looking at … • Well done• Where am I looking? • saved• … lookedActivities• ‘Jungle’s burning’ song • Put on a play• Look at … • Painting• Who is monkey looking at? (Level B AB p.41 / You Noisy Monkey! AB p.15)• Silhouettes (Level B AB p.42 / You Noisy Monkey! AB p.16)Resources• Big Book • Audio CD (tracks 7, 8)• I Looked Through my Window Big BookPreparation• For the play (the optional extension activity), you will need to provideanimal masks (alternatively, the children can simply hold their animal cutoutsfrom Level B AB p.31 / You Noisy Monkey! AB p.5). If you decide tomake masks you will need to make sure you have one hippo, monkey, lionand elephant for each group of five children. The fifth child will need theirstreamers (made from red, yellow or orange crepe paper or ribbon and usedin session 3).• Using the outlines on PCM 4 (p.91), cut out a template of Noisy Monkeyfrom black paper – one for each child (for the optional extension activity).Opener (10 mins)Audio CD track 8oGame (5 mins)‘Jungle’s burning’ song• Play the song ‘Jungle’s burning’ (audio CD track 8) again, and encourage thechildren to join in with the words and actions:Jungle’s burning, jungle’s burning, (wave fingers and bodies like flames)Run away! Run away! (run on spot)Fire, fire! Fire, fire! (hold up both hands in horror, look surprised)Pour on water! Pour on water! (pretend to be pouring water from a bucket orholding a hose)Look at …• Play the Look at … game with the children. Explain that you will be the first inthe game. Say Look at Mrs/Mr (your name). All the children have to hold onehand above their eyes (as if searching for a ship) and look at you.• Explain that you will now choose a child and will say Look at (child’s name).All the class have to turn and look at this child. That child then choosesanother child and so on. The faster the game is played the more fun it is!You Noisy Monkey!49

Session 6Level B AB pages 41, 42 / You Noisy Monkey! AB pages 15, 16Activity (10 mins)Level B AB p.41You Noisy Monkey AB p.15Big Book time(5 mins)Activity (5 mins)Level B AB p.42You Noisy Monkey AB p.16Optional extensionactivity (30+ mins)Who is monkey looking at?• Say I’m looking at (Maria) and (Maria’s) looking at me. Where am I looking?At (Maria). (Exaggerate your eye movements as you look!) Say Where’s(Arun) looking? At (Jerry) etc.• Give each child their Activity Book open at Level B AB page 41 / You NoisyMonkey! AB page 15. Explain that Monkey is looking at only one animal at atime. The children have to draw an arrow from Monkey to the correct animal.One example has been done for the children.Look!• Remind the children of the Big Book I Looked Through My Window and say Ilooked through my window (and what did I see?). Use your fingers to make awindow frame. Now use two hands to shade your eyes as if you were lookingfor something far away on the horizon. Say look … look … look. Point toLion and read Lion looked. Elephant looked. Hippo looked. They all saw thatMonkey had saved them … (page 16 of the Big Book).• Now pick up the bear puppet and the monkey puppet. Pretend that Bear hasslipped out of your fingers and started to fall. The monkey puppet shouldrescue Bear. Say Phew! Well done, Monkey. You saved Bear. The bear nearlyfalls again. Again, Monkey rescues him. Say Ooops, careful! Oh dear, poorBear! The bear falls and Monkey rescues him. Say Phew! Well done, Monkey.You saved Bear.Silhouettes• Give each child their Activity Book open at Level B AB page 42 / You NoisyMonkey! AB page 16. The children need to match up the silhouettes andpictures of the animals. They may need to look through the Big Book to checkif they are correct before they join them up e.g. monkey = page 10, lion = page15, parrot = page 2, hippo = page 14,snake = pages 2 and 3.Put on a play• Choose groups of five children. Each group has one monkey, one hippo, oneelephant, one lion and a fire. The children can wear masks or carry the animalcut-outs. The child who is ‘fire’ can carry some streamers.• You could use the scripts below:You Noisy Monkey!50Lion: (snores)Teacher: Lion is sleeping, shh!Monkey: Chitter-chatter, chitter-chatter, eeh-ah-ooh!Lion: (looks angry)Teacher: Lion is angry and shoutsLion: Be quiet, Noisy Monkey!Monkey: Hello, LionLion: Hello, MonkeyMonkey: Chitter-chatter, eeh-ah-ooh!Lion: Be quiet, Noisy Monkey!Monkey: I’m sorry. Goodbye.Lion: Goodbye and goodnight!

Session 6Level B AB pages 41, 42 / You Noisy Monkey! AB pages 15, 16Monkey: Hello, HippoHippo: Hello, MonkeyMonkey: Chitter-chatter, eeh-ah-ooh!Hippo: Be quiet, Noisy Monkey!Monkey: I’m sorry. Goodbye.Hippo: Goodbye and goodnight!Optional extensionactivity (10 mins)(5 mins)Audio CD track 7oPainting• The children can paint a picture of the fire and you can give each child atemplate of Noisy Monkey to stick on their painting (as a silhouette) oncethe paint is dry. See Preparation (above) for directions on making the NoisyMonkey templates from PCM 4 (page 91).Review• Play the story through again, twice (audio CD track 7). The second time,encourage the children to join in wherever they can e.g. Chitter-chatter,chitter-chatter, eeh-ah-ooh! or Fire! Fire! Fire!Home fun• If possible, the children could visit the local zoo to see the monkeys there!They might also spot other jungle animals from the story.You Noisy Monkey!51

Session 1 The Cat and the Monkey’s TailLevel B AB pages 43, 44 / The Cat and the Monkey’s Tail AB pages 3, 4Key words• cat • wind• monkey • milk• cow • water• farmer • grass• river • please• cloudActive language• Please give me …Passive language• Shake my handActivities• Kim’s game • Making masks• Kim’s game again• Spot the difference (Level B AB p.43 / The Cat and the Monkey’s Tail AB p.3)• Matching cows (Level B AB p.44 / The Cat and the Monkey’s Tail AB p.4)Resources• A tray, a bowl of milk (or a bottle or jug), a cup of water and a plate of grass• Six familiar objects on a tray for Kim’s game e.g. a cup, ball, toy etc• PCM 6 (p.93) Picture cardsPreparation• Cut up the pictures from PCM 6. Ideally, these could be laminated or stuckonto card.• You need to make a set of mask templates for the characters in the story (acat, monkey, cow, farmer, river, cloud and wind) that the children can colourin. You can also provide drinking straws (whiskers for the cat mask), shinypaper (for the river mask) and cotton wool (for the cloud mask). See page53 for some suggested mask designs.• Set out paints, crayons, glues, straws etc for mask making.The Cat and the Monkey’s Tail52Opener (10 mins)Sequencing• Greet the children by name as they arrive. Say Hello (Jessica), shake my hand!(The children will enjoy shaking hands!) The children should reply Hello (yourname).• Lay each of the picture cards that you have cut out from PCM 6 (page 93) ina row on the table. Put them in the order of cat, monkey, cow, farmer, river,cloud, wind. As you do, say the name of each one and repeat it several times.• Now point to each card, one at a time, and say the name e.g. cat, monkeyetc. Encourage the children to say the name after you. To help the children toremember add a ‘sound effect’ to each card. Point to each card and instead ofsaying the name, make a sound, e.g.cat = miaow!river = trickle! trickle!monkey = eeh-ah-ooh! or farmer = whistle (actually whistle)ooh! ooh! ooh! cloud = silent (put your finger on your lips)cow = moo!wind = whoosh!• Now see if the children can remember them. They will have fun trying towhistle, trickle and stay silent for a cloud!

Session 1Level B AB pages 43, 44 / The Cat and the Monkey’s Tail AB pages 3, 4• Choose three cards and lay them on the table in a line. Encourage the childrento look closely at them. Now muddle them up and ask the children to try toput them back in the original order. Repeat this several times and say the nameof each card at every opportunity e.g. cow, cat, wind etc. If the children areconfident enough, repeat the activity with four or five cards and ask them tore-order them correctly.Presentation (10 mins)Please give me …• This presentation is designed to teach the children the phrase Please give me...This phrase occurs throughout the story of The Cat and the Monkey’s Tail andit is important that they remember it.• Place on a tray, a bowl of milk (or a bottle or jug), a cup of water and a plateof grass. Point to them and say milk, water, grass. Encourage the children torepeat the words.• Say Please give me some milk. Encourage a child to give you the milk. Repeatthis with each item e.g. Please give me some water/grass. The children shouldbe encouraged to say grass, water and milk.• Now add a child’s name to your request e.g. Please give (Nadia) some grass.The children are now expected to pick up the correct item and give it to thecorrect child. This activity may need practise.Game (5 mins)Activity (10 mins)Level B AB p.43The Cat and theMonkey’s Tail AB p.3Kim’s game• Remove the items from the tray and replace them with six familiar objects, e.g.a toy, cup, ball etc. Play Kim’s game. The children look closely at the objectson the tray. They then close their eyes. (No peeping!) One object is removed.They open their eyes and try to remember which item has been removed. Ifthey can say the English word, even better.Spot the difference• Give each child their Activity Book open at Level B AB page 43 / The Cat andthe Monkey’s Tail AB page 3. Explain to the children that they need to find andcircle the differences between the two pictures. (This activity is designed tointroduce the children to the setting in the story.)Activity (5 mins)Level B AB p.44The Cat and theMonkey’s Tail AB p.4Final activity (20 mins)Matching cows• Give each child their Activity Book open at Level B AB page 44 / The Cat andthe Monkey’s Tail AB page 4. Fun can now be had matching up the cows tomake three pairs.Making masks• As the children will be acting out the story of The Cat and the Monkey’s Tailseveral times over the next six sessions, it will be useful to make a set of masks.You might like to design your own masks or copy the designs below.The Cat and the Monkey’s Tail53

Session 1Level B AB pages 43, 44 / The Cat and the Monkey’s Tail AB pages 3, 4• The children can be provided with ‘template’ masks to paint or crayon. Theymight want to give the cat whiskers made from drinking straws, cover the riverwith shiny paper and the cloud with cotton wool.Optional extensionactivity (5 mins)Kim’s game again• Play Kim’s game with more than six items and move the items into differentpositions when the children’s eyes are closed. This will add greater challengeto the activity.Home fun• Ask the children to say please to their parents at home. They can also teachtheir parents the word.For next time• Ask the children to bring a soft toy from home.The Cat and the Monkey’s Tail54

Session 2Level B AB pages 45, 46 / The Cat and the Monkey’s Tail AB pages 5, 6Key words• monkey • shoulders• tail • knees• no • long• pull • short• headsActive language• This is a monkey • Please give me …• Tail on the monkeyPassive language• toy • shortest• longestActivities• Pin the tail on the monkey • Match my tail• Where is my tail? (Level B AB p.45 / The Cat and the Monkey’s Tail AB p.5)• How long is my tail? (Level B AB p.46 / The Cat and the Monkey’s TailAB p.6)• Head, shoulders, knees and toes!Resources• Big Book • Audio CD (tracks 10, 11)• Bear puppet • Blindfold• Extra soft toys• PCM 7 (p.94) Pin the tail on the monkey• PCM 8 (p.95) Match my tailPreparation• Pin up the monkey picture (on PCM 7) ready for Pin the tail on the monkey.Make a tail from a piece of paper and put a pin through it. You can use Blutackrather than a pin if you prefer.• Make two labels that say ‘tail’ and ‘no tail’.Opener (10 mins)Pin the tail on the monkey• Greet the children with the bear puppet. Say Hello and wave the bear’s paw atthe children.• Show the children the picture of the monkey (on PCM 7 – page 94). SayMonkey. This is a monkey and encourage the children to repeat after you.They will probably not realise that the tail is missing, as some monkeys havevery short tails. Show them the missing tail and say Tail – monkey’s tail. Again,encourage the children to repeat this with you.• Show the children how to play Pin the tail on the monkey. Say Let’s pin thetail on the monkey and pin it in place.• Now blindfold a child and let them try to pin the tail in place. As each childhas their go the other children should say repeatedly Let’s pin the tail on themonkey.The Cat and the Monkey’s Tail55

Session 2Level B AB pages 45, 46 / The Cat and the Monkey’s Tail AB pages 5, 6Activity (10 mins)Audio CD track 10oPresentation (10 mins)Activity (5 mins)Level B AB p.45The Cat and theMonkey’s Tail AB p.5Whole book• Introduce the Big Book to the children. As you read, point to each character asthey appear in the story. To help the children with their initial understanding ofthe text, point regularly to the pictures and add sound effects. Here are a fewsuggestions, which the children will also hear when they listen to the story onthe audio CD:Miaow! when the cat speaksOoh! ooh! ooh! when the monkey speaksMoo! when the cow speaksWhoosh! when the wind speaks• During this first reading, emphasise the words Please give me.• Play the story through (audio CD track 10), and encourage the children to joinin whenever they can.Tail or no tail?• Ask the children to bring out the soft toys that they have brought in from home.You might like to bring a few in too, as some children might forget. Let each childshow the group their toy. Say (Vincent’s) toy! as they hold it for the others to see.• Now look again closely at each toy. If they have a tail say tail and point. Thechildren should repeat tail. If they have no tail say no tail and point. Again thechildren should repeat no tail.• Look at pages 3 and 4 of the Big Book. Point to the monkey on page 3 and saytail and point. The children repeat tail. Now look at page 4 and say no tailand point. Again, the children should repeat no tail.• Let the children sort their toys into two piles: those with tails and those withno tails. Bring out the labels (see Preparation above) for tail and no tail.Encourage the children to say tail and no tail as they sort the toys.Where is my tail?• Give each child their Activity Book open at Level B AB page 45 / The Cat and theMonkey’s Tail AB page 5. The children can enjoy drawing tails on the animals.Encourage the children to say the word tail as they do.The Cat and the Monkey’s TailActivity (10 mins)Audio CD track 11oHead, shoulders, knees and toes!• Teach the children this short rhyme. Listen to the rhyme on the audio CD(track 11):Head, shoulders, knees and toesKnees and toes!Head, shoulders, knees and toesKnees and toes!• As you sing, add in the actions below:HeadsKneesShoulders56• Sing the rhyme through several times.Toes

Session 2Level B AB pages 45, 46 / The Cat and the Monkey’s Tail AB pages 5, 6Activity (10 mins)Level B AB p.46The Cat and theMonkey’s Tail AB p.6Optional extensionactivity (5 mins)How long is my tail?• Give each child their Activity Book open at Level B AB page 46 / The Cat andthe Monkey’s Tail AB page 6.• This activity is designed as an oral activity. The children should look closelyat the monkeys’ tails and say which is long and which is short. You may alsowish to introduce the words longest and shortest.• Pieces of string can also be used to help the children measure the tails. Helpthe children to cut pieces of string the same length as each tail. They can thenlay them out on a table and compare them.Match my tail• If there is time the children can complete the activity ‘Match my tail’ on PCM 8(page 95).Home fun• Ask the children to paint or draw a picture of their toy animal or a real pet.They can then bring their pictures in to show the class. You could make an‘animal gallery’ and display the pictures on the wall.For next time• Ask the children to bring in pictures from magazines showing different weatherconditions e.g. sun, rain, snow etc.The Cat and the Monkey’s Tail57

Session 3Level B AB pages 47–49 / The Cat and the Monkey’s Tail AB pages 7–9Key words• hot • cloud• wet • wind• cold • sun• rainActive language• tail • no tailPassive language• It is cold • It is hot• It is wetActivities• Weather picture• Jigsaw (Level B AB p.47 / The Cat and the Monkey’s Tail AB p.7)• What’s missing? (Level B AB p.49 / The Cat and the Monkey’s Tail AB p.9)Resources• Flashcards (fish, cow, duck, monkey, cat, bird)• Big Book• Umbrella, scarf, sunglasses• Some extra pictures showing cold, wet and hot weather• Character masks created in session 1• Paints etc.• PCM 9 (page p.96) Weather cards• Labels (‘tail’ and ‘no tail’) from session 2Preparation• Cut out the four weather pictures from PCM 9. Ideally, these could belaminated or stuck onto card.• If using Level B Activity Book, cut out the jigsaw pieces from each child’spage (Level B AB p.47) and place them in an envelope or paper clip.The Cat and the Monkey’s Tail58Opener (10 mins)Wet, cold or hot?• As the children arrive, greet them wearing the sunglasses and scarf. Carry theumbrella too. They will enjoy this and it will make a fun start to the session.• Once the children have settled, lay each item on the table, take the umbrellaand hold it above your head. Say Wet – it is wet. Repeat this. Hold out yourhand and pretend that rain is falling on it. Say It’s raining. My hand’s wet. Thechildren say wet. Encourage the children to repeat wet.• Now put down the umbrella and put on the scarf. Say Cold – it is cold andpretend to shiver. The children repeat cold.• Finally change the scarf for sunglasses. Say Hot – it is hot and encourage thechildren to respond.• Ask the children to lay out any weather pictures they have brought in fromhome. Let them look closely at each other’s pictures. You may also have someto add to the collection.• Pick up the pictures and say hot, cold or wet as appropriate. Put on or pickup the appropriate item i.e. the scarf, umbrella or sunglasses. Repeat this withseveral pictures. The children respond each time by saying hot, cold or wet.

Session 3Level B AB pages 47–49 / The Cat and the Monkey’s Tail AB pages 7–9• Now let a child choose a picture. They must put on the correct item of clothingand say hot, cold or wet as appropriate. (Some children will need a lot of supportwith this activity.) Repeat this activity with different children, encouraging themto say hot, cold or wet.• Finally, the children can sort their pictures into sets of cold, wet and hot pictures.They can also decide what the weather is like today!Big Book time(5 mins)Whole book• Read the Big Book. As you read the story this week, the emphasis should againbe on the characters in the story: cat, monkey, cow, farmer, river, cloud, wind.• Use the masks that the children created in session 1. Hand them out and asthe character appears in the story encourage the children to hold up the mask.Reinforce each of their names as they appear e.g. say Cat and then miaow!(5 mins) Review• Turn to pages 3 and 4 of the Big Book. Point to the monkey on page 3 and saytail and hold up the label. The children respond.• Now turn to page 4 and say no tail, holding up the label. Again, encouragethe children to respond. Keep turning the pages as the children shout out theappropriate response.Presentation (15 mins)What’s the weather like?• The next activity is designed to introduce the ‘weather’ words that appear in theBig Book and to encourage the children to enjoy movement and mime.• Introduce each weather condition. Bring out the four weather cards (cut up fromPCM 9 – page 96) for sun, rain, cloud and wind.• Talk to the children about what happens during each of these weatherconditions. As you talk about these activities, act them out in mime. The childrenwill enjoy copying you. There are some suggestions below.Sun – sunbathing, licking ice-cream, swimming, rubbing on sun cream,wearing sunglassesRain – splashing in puddles, putting up umbrellas, dashing for cover,bringing in washingCloud – looking at the sky to check for rain, watching clouds pass by,taking off sunglasses, wrapping up in warmer clothesWind – leaves blowing, trees bending, hanging out washing, umbrellasblowing inside out, flying a kite• Now hold up each weather card in turn and say sun and encourage the childrento repeat after you. The children can respond in mime to a sunny day.• Repeat with wind, rain and cloud.The Cat and the Monkey’s Tail59

Session 3Level B AB pages 47–49 / The Cat and the Monkey’s Tail AB pages 7–9Activity (5 mins)Level B AB p.47The Cat and theMonkey’s Tail AB p.7Activity (5 mins)Level B AB p.49The Cat and theMonkey’s Tail AB p.9Optional extensionactivity (10 mins)Jigsaw• Teach the children the vocabulary needed: fish, cow, duck, monkey, cat, birdand tree. Use the flashcards and play a hide and guess game. Stick the card onthe board, under a black piece of paper or some dark fabric and the childrenhave to guess which of the six items is covered. Now give them their stickersand explain they must listen to you as you say where to put each animal or thetree. Throughout the activity, and at the end, they can hold up their books soyou can see whether they have listened carefully.• Now turn the children’s books to The Cat and the Monkey’s Tail AB page 8and practise counting different objects and people with them, one to five.Revise the concept of the odd one out and make sure the children understandthey have to circle the one cow which is different before cutting the pieces outto make their jigsaw.• (If using Level B AB, give each child the jigsaw pieces already cut out frompage 47). The children can now enjoy completing their own weather jigsawpicture. Encourage them to say sun and cloud once it is complete.What’s missing?• Use flashcards to teach What’s missing? Show five cards with animals, coloursor foods, etc. and then stick up four of them on the board, or use four childrento hold one card each. The rest of the group have to try to recall which card ismissing. Use this game to revise vocabulary the children already know.• Give each child their Activity Book open at Level B AB page 49 / The Cat andthe Monkey’s Tail AB page 9. The children need to spot what is missing in thepicture i.e. the flowers without stalks, the bike with one wheel, the bench withno legs and the shed with no roof.• After they’ve recognised what is missing, children can complete the picture bysticking the missing objects onto the picture (stickers of which can be found inthe middle of the book).Weather picture• The children can now enjoy painting their own weather scene. They will haveto decide if it is to be wet, cloud, hot or windy. Encourage them to talk aboutthe weather as they paint or draw their pictures.The Cat and the Monkey’s TailHome fun• The children can take home their weather jigsaw to play with.60

Session 4Level B AB pages 50, 51 / The Cat and the Monkey’s Tail AB pages 10, 11Key words• blow • red• bubbles • yellow• balloon • green• floating • blueActive language• Blowing bubbles • Bigger!• Balloon in the wind • Please give me …Passive language• Look! • The balloon is floating• Blow, blow, blow! • Who does ..?• Bubbles in the wind • What colour?Activities• Balloon race! • What colour?• More colours• Balloons (Level B AB p.50 / The Cat and the Monkey’s Tail AB p.10)• How many candles? (Level B AB p.51 / The Cat and the Monkey’s TailAB p.11)Resources• Big Book • Audio CD (track 10)• Balloons (four colours needed: red, yellow, green, blue), bubble mixture• Pictures showing weather (these can be cut out from magazines)• Straws (one for each child) • Paints, etc.• Candles and cakePreparation• If it is possible to bring in a cake with birthday candles on it, it will makethe final activity more exciting.Opener (15 mins)Balloons and bubbles• As the children arrive, pretend you are almost too busy to say Hello as you areblowing up balloons and you are out of breath! Say Blow! Blow, blow, blow!The children should repeat Blow!• Let some of the balloons ‘go’ before you have tied them. Say Whoosh! as youdo this. The children will love watching them ‘whizz’ around the room! Thechildren can mime blowing a balloon and ‘whizzing’ around the room.• Settle the children down after the excitement. Blow some bubbles to helpthem calm down. Ask them to watch them float around the room. Say Look!Bubbles! The children repeat Bubbles! Then say Bubbles in the wind andrepeat several times. Let the children enjoy blowing bubbles. As they do sayBlowing bubbles! Encourage them to repeat this.• Now show the children the balloons you have blown up. Say Balloons! Look!Balloons! The children repeat this. It is important to have at least one red,yellow, green and blue balloon. Let the children watch you blow up a balloon.Say Blow! Blow, blow, blow! and repeat. The children say Blow!The Cat and the Monkey’s Tail61

Session 4Level B AB pages 50, 51 / The Cat and the Monkey’s Tail AB pages 10, 11• As the balloon gets bigger, stop and say Bigger! Blow a little more then stopagain and say Bigger! The children repeat this.• Tie the balloon and throw it into the air and let the children watch it float.Say The balloon is floating. Balloon in the wind. Let the children have funthrowing balloons to each other. They should be encouraged to say Balloon –balloon in the wind!Big Book time(5 mins)Audio CD track 10oWhole book• By now, the children should have become more familiar with the story.Today’s focus should be upon ‘sequencing’. As you read the story, stop at theend of each page and ask the children Who does the monkey ask next? Who’sthis? What’s this? For example, stop at the end of page 7 and ask the question.The children should say farmer. Ask the question again at the end of page 9and the children should say river.• Play the story (audio CD track 10). Encourage the children to join in withPlease give me …, and with the sound effects for the characters.Activity (15 mins)Balloon race!• Let the children have fun racing balloons! Hold up a balloon and say balloonand encourage the children to repeat this with you. Show them how to blowa balloon across the floor with a straw. Say Blow! The children should repeatthis.• Blow a balloon across the floor and say, several times, Blowing balloons. Thechildren should repeat this. Now have fun blowing and racing balloons!The Cat and the Monkey’s Tail62Activity (10 mins)Activity (5 mins)Level B AB p.50The Cat and theMonkey’s Tail AB p.10Activity (5 mins)Level B AB p.51The Cat and theMonkey’s Tail AB p.11What colour?• Ask the children to show each other the coloured items which they havebrought in from home. Place them on the table and talk about them.• Hold up a red balloon and say red. Point to other red objects and say Red.What colour? Red. The children reply red. Repeat the activity with the yellow,green and blue balloons.• Now hold up another balloon and ask the children to hold up objects of thesame colour. They should be encouraged to say red, yellow, green, blue etc.• Finally let the children sort their objects into colour sets. Say What colour? Red!Yellow! Blue! Green! etc. Encourage the children to say and remember eachcolour.Balloons• Give each child their Activity Book open at Level B AB page 50 / The Cat andthe Monkey’s Tail AB page 10. The children can now enjoy colouring in theballoons. They should be encouraged to say the colours as they are working.How many candles?• Light a candle and let the children enjoy watching the flame. Blow it out andsay Blow! as you do. Now let a child blow out the candle. Encourage the classto say Blow!• It will be even more fun if you can place several candles on a cake. They will

Session 4Level B AB pages 50, 51 / The Cat and the Monkey’s Tail AB pages 10, 11be harder to blow out! You could share out the cake at the end of the session.• Review the numbers 1–5. Encourage the children to write the numbers in theair, on each other’s backs (they can guess the number), and on paper.• Give each child their Activity Book open at Level B AB page 51 / The Cat andthe Monkey’s Tail AB page 11. Help them to count the candles on each cakeand write the number below each one.Optional extensionactivity (5 mins)More colours• Introduce balloons of other colours for more able children to learn e.g. purple,orange etc.Home fun• Give each child a different colour to look for at home (e.g. red, blue, greenor yellow). Ask the children to make a list in their first language, with theirparents or carers, of all the red or yellow, green and blue items they can find.The Cat and the Monkey’s Tail63

Session 5Level B AB pages 52, 53 / The Cat and the Monkey’s Tail AB pages 12, 13Key words• head • hand• shoulder • clap• knee • stamp• foot • wiggle• armActive language• Please give me …Passive language• Shake my hand! • What colour is it?Activities• ‘Hokey-cokey’ song • ‘Monkey, monkey’ song• Draw round me! • Footprints!• Draw me! (Level B AB p.52 / The Cat and the Monkey’s Tail AB p.12)• What is it? (Level B AB p.53 / The Cat and the Monkey’s Tail AB p.13)• What’s in a face?Resources• Big Book • Audio CD (tracks 11–13)• Flashcards (head, hand, foot, knee, arm)• A cup of water, a bowl of milk and a plate of grass• Four blown-up balloons (red, blue, yellow, green)• Character masks created in session 1• A large sheet of white paper (it needs to be large enough for a child to liedown on it whilst you draw around them so you might need to stick severalsheets together or use white wallpaper)• PCM 10 (p.97) What’s in a face?Preparation• Mix paints in trays for making footprints, collect some sponges (to put thepaint on the children’s feet), lay out large sheets of white paper and havebowls of soapy water and towels ready to wash and dry the children’s feet.The Cat and the Monkey’s Tail64Opener (10 mins)Audio CD track 12o‘Hokey-cokey’ song• Greet the children as they arrive and shake their hands. Say Hello! Shake myhand! The children should reply Hello (your name).• Play the first verse of the ‘Hokey-cokey’ song on the audio CD (track 12). Askthe children to form a circle. Teach the children the words and actions:You put your left arm in (Put left arm in circle)Your left arm out(Take left arm out of circle)In out! In out!(Move arm in and out of circle)Shake it all about!(Shake arm)You do the Hokey-cokey (Clasp hands)And you turn around(Turn around)That’s what it’s all about!Whoa-o the Hokey-cokeyWhoa-o the Hokey-cokeyWhoa-o the Hokey-cokeyKnees bend, arms stretch, (Bend knees, stretch arms)Ra! Ra! Ra!

Session 5Level B AB pages 52, 53 / The Cat and the Monkey’s Tail AB pages 12, 13• Play the subsequent verses in which the words right arm, left leg, and right legare substituted for the words left arm. Encourage the children to sing along.(5 mins) Review• Place a cup of water, bowl of milk and plate of grass on the table. Say Pleasegive me some grass. Repeat this and choose a child to give you the grass.Repeat this with milk and water.• Encourage the children to have a go and to say Please give me … (they canchoose what to ask for).• Revise colours by holding up different coloured balloons and saying Whatcolour is it?Big Book time(5 mins)Activity (15 mins)Audio CD track 11oWhole story• Read the story. The focus today should be on the items the monkey asks for:milk, grass, water, rain, wind.• As you read the story, point to each item. Encourage the children to join inwith as much as they can remember and hold up the masks as the charactersare introduced.Draw round me!• Ask a child to lie down on a large sheet of paper. Let the children help youdraw an outline around the child’s body. Talk about different parts of thebody. Play ‘follow me’. Touch a part of the outline body on the paper. Thechildren then touch the same part on their own bodies.• Play the rhyme ‘Head, shoulders, knees and toes’ again (audio CD track 11).Encourage the children to join in and do the actions. Now lay five flashcardson the body outline: head, hand, foot, knee, arm.• Let the children look closely. Point to each word and say it e.g. hand, foot etc.The children should repeat the word and point to that part on their own body.Hold each flashcard up and say head, knee etc. The children should repeatand point to the body part on the outline.• Now see if a group of children can place the flashcards back on the body inthe correct places. Encourage them to say the words as they do so.The Cat and the Monkey’s Tail65

Session 5Level B AB pages 52, 53 / The Cat and the Monkey’s Tail AB pages 12, 13Activity (5 mins)Level B AB p.52The Cat and theMonkey’s Tail AB p.12Activity (5 mins)Final activity(10 mins)Audio CD track 13oDraw me!• Teach half and half is missing. Use flashcards and cover up top half / bottomhalf or left half / right half of each picture. The card should show knownvocabulary items. Say Half the monkey is missing; Half of Kakadu Jack ismissing etc.• Use real sweets or fruit to cut half a piece for each child. Say You can havehalf, you can have half …• Draw half of something simple like a square or circle on the board and ask achild to complete the other half of the shape.• Give each child their Activity Book open at Level B AB page 52 / The Cat andthe Monkey’s Tail AB page 12. The children can enjoy drawing the other halfon to the body.What’s in a face?• Give the children the ‘face’ on PCM 10 (page 97) to help them learn the namesof parts of the face. They can take this home to learn too.‘Monkey monkey’ song• This final activity encourages children to enjoy dance and discover how to useparts of their body to express themselves. Let the children watch you to beginwith and then encourage them to join in with the words and actions:Monkey, monkey, what can you do?He can clap … clap with his hands.Monkey, monkey, what can you do?He can stamp … stamp with his feet.Monkey, monkey, what can you do?He can wiggle … wiggle with his tail.Clap, stamp, wiggle … clap, stamp, wiggle.He can wiggle, wiggle, wiggle with his tail.• Repeat this several times and then play the song (audio CD track 13). Let thechildren enjoy clapping, stamping and wiggling to the music! Encourage themto say the words as they move.The Cat and the Monkey’s Tail66Optional extensionactivity (15 mins)Footprints• Place large sheets of paper on the floor. Fill a tray with ready-mixed paint anduse a sponge to paint the soles of each child’s feet and let them walk over thepaper creating patterns! Have a washing-up bowl of soapy water and towels atthe ready to clean and dry their feet afterwards!Home fun – What is it? (Level B AB p.53 / The Cat and theMonkey’s Tail AB p.13)• Let the children take home their Activity Books and ask the parents andcarers to help their children complete Level B AB page 53 / The Cat and theMonkey’s Tail AB page 13.For next time• Ask the children to bring in a bottle of their favourite drink and a small snackthey really like to eat for next week’s lesson.

Session 6Level B AB pages 54–56 / The Cat and the Monkey’s Tail AB pages 14–16Key words• bananas • cow• grass • cat• milk • monkeyActive language• I like • Cats drink milk• Yes/No • Monkeys eat bananas• Cows eat grass • handPassive language• This is nice • Do girls/boys eat grass?• Do girls/boys drink milk? • Do girls/boys eat bananas?Activities• These are my favourite foods (Level B AB p.54 / The Cat and the Monkey’sTail AB p.14)• Put the pictures in order (Level B AB p.55 / The Cat and the Monkey’s TailAB pp.15, 16)• Picnic time! • Animal menuResources• Big Book• Flashcards (head, knee, foot, hand, arm) • Bananas, grass, milk• Extra food and drink (for children who may have forgotten to bringsomething from home)• The cat, monkey and cow picture cards cut out from PCM 6 (used in session 1)• A picture of a boy and a girl (this can be cut out from a magazine)• The body outline made in session 5 • Skipping rope tail• Character masks created in session 1• Bucket of water and a bottle of waterPreparation• Cut out each child’s set of pictures from Level B AB p.55 / The Cat andthe Monkey’s Tail AB p.15 in their Activity Book and put the pictures in anenvelope or a paper clip.Opener (10 mins)Food favourites• As the children arrive, eat something that you really like. Say Hello. Mmm, thisis nice! and repeat.• Hopefully many of them will have brought in things they like to eat and drink.Have some extra food and drink ready for children who may have forgotten.Let the children show each other what they have brought in to eat and drinkand show the children what you have brought.• Say I like (apples) and repeat this. Encourage each child to say I like and thenthey can hold up the food or drink and say the name in their first language.You might like to say the English word too.• Place the bananas, grass and milk on the table. Say bananas and point tothem. The children should repeat this. Say grass and point to it. The childrenmay now know this word and will need little prompting. Finally say milk andpoint to it. Again the children may now know this word.The Cat and the Monkey’s Tail67

Session 6Level B AB pages 54–56 / The Cat and the Monkey’s Tail AB pages 14–16• Place the picture cards for the monkey, cow and cat, together with a pictureof a boy and a girl, on the table. Say the name of each card and point to it.Encourage the children to repeat each word.• Ask the children which animals eat which food. Can they match the food tothe animal? Say:cows eat grasscats drink milkmonkeys eat bananasRepeat each line and encourage the children to say the words too.• Now hold up the picture of the boy and the girl and ask the followingquestions to which the children should reply either yes or no:Do girls drink milk?Do boys drink milk?Do girls eat grass?Do boys eat grass?Do girls eat bananas?Do boys eat bananas?Activity (10 mins)Level B AB p.54The Cat and theMonkey’s Tail AB p.14These are my favourite foods• Give each child their Activity Book open at Level B AB page 54 / The Cat andthe Monkey’s Tail AB page 14. Talk to the children about their favourite foods.• Let the children draw their favourite food whilst you write the words for themif you wish.(5 mins) Review• Bring out the ‘body outline’ that the children made in the previous lesson andplace it on the floor or on a table. Place the flashcards for hand, foot, arm,knee and head in a pile. Hold each card up in turn and say the word on it e.g.hand. Give the card to a child and ask them to put it in the correct place onthe body outline. As they do they should say hand.• Repeat this for each body part.The Cat and the Monkey’s TailBig Book time(20 mins)Role-play• The children are going to ‘perform’ the story today. They will need to practisefirst. Have ready the masks for each character. You will also need some grass,a bowl of milk, a bucket of water and a bottle of water (to shake for rain). Youwill also need to give a pretend tail to the child who is playing Monkey.• As you read the story the children can join in with as much as they have nowlearnt and remembered. The sequence of actions for the children to perform is:1. Cat pulls the tail from Monkey and runs away with it2. Monkey visits Cow, Farmer, River, Cloud, Wind3. Wind makes Monkey dance4. Wind gives wind (blowing noises) to Cloud5. Cloud gives rain to River (by shaking the water bottle)6. River gives the bucket of water to Farmer7. Farmer gives grass to Cow8. Cow gives milk to Cat9. Cat gives Monkey’s tail back to him.• There is plenty of opportunity for sequencing activities to be added to this partof the lesson.68

Session 6Level B AB pages 54–56 / The Cat and the Monkey’s Tail AB pages 14–16Activity (5 mins)Level B AB p.55The Cat and theMonkey’s Tail AB p.15Final activity (10 mins)Put the pictures in order• Give each child the pictures you have cut out from Level B AB page 55 / TheCat and the Monkey’s Tail AB page 15 in their Activity Book. Let the childrenenjoy trying to sequence the story. Many will need help with this activity.• Explain that if the children have sequenced the story pictures correctly, theywill find they can turn over and they will see a complete picture. If the picturedoes not look correct, their sequence will need rearranging (a self-correctionmechanism).Picnic time!• Now let the children enjoy eating and drinking everything they have broughtin. Share out the spare food and drink amongst any children who may haveforgotten to bring some.• As the children enjoy their picnic, encourage them to say the English words forthe food and drink. Say I like (name of food or drink).• If there is time, sing the ‘Hokey-cokey’ song or ‘Head, shoulders, knees andtoes’.Home fun• The children can ask family members what their favourite food is. They canalso paint or draw a plate of their own favourite food. (You can give them apaper plate to take home for them to paint or draw on.)The Cat and the Monkey’s Tail69

Session 1 I Wish I Had a MonsterLevel B AB pages 57, 58 / I Wish I Had a Monster AB pages 3, 4Key words• Max • kitchen• water jar • egg• paint brush • bread• paint box • spaghetti• mouse • pan• Max’s DadActive language• It’s … • ‘Max is in the …’ chant• Hello Max • ‘The big, hairy spider’ songPassive language• Who/What is it? • Look at …• Let’s say hello … • Show me …• What is it? • It’s not very scary.• Where is …?Activities• Vocabulary• What is in the kitchen? (Level B AB p.57 / I Wish I Had a Monster AB p.3)• My paint set (Level B AB p.58 / I Wish I Had a Monster AB p.4)Resources• Big Book (pp.2, 3) • Audio CD (track 15)• A water jar, paintbrush and paintbox similar to the ones in the Big Book anda screen to hide them behind (or large sheet of paper)• PCM 11 (p.98) Mouse puppet • PCM 12 (p.99) Max and Max’s DadPreparation• Make a copy of PCM 11 and cut out the mouse outlines. Mount them oncard or laminate them, add a string tail and join them together (addinga stick) to make a mouse puppet. (The children will make their own micepuppets in session 3 so keep the PCM safe.)• Cut out Max and Max’s Dad from PCM 12 and either laminate or stickthem onto card.• If possible bring in an egg, a piece of bread and a pan.I Wish I Had a Monster70Opener (5 mins)Meet Max and mouse• Show the children the cover of the Big Book and introduce Max. Point to himand say Who is it? It’s Max. Repeat Who is it? and encourage the children toreply It’s Max. Reinforce the learning by pointing to individual children andsaying Who is it? It’s (Renata). The children can repeat It’s (Renata).• Say Let’s say Hello to Max. The the children should now say Hello, Max. Pointto the water jar Max is holding and say What is it? It’s a water jar. Ask againWhat is it? and help the children to repeat after you It’s a water jar. You canrepeat this sequence for the paintbrush and the paintbox.

Session 1Level B AB pages 57, 58 / I Wish I Had a Monster AB pages 3, 4• Hide the water jar, paintbrush and paint box behind a screen or large sheet ofpaper. Bring one of the items out from behind the screen, hold it up, and askWhat is it? You can repeat this several times with all three objects. You canalso invite individual children to come out, choose one of the objects and askthe rest of the class What is it?• Now bring out the mouse puppet (prepared from PCM 11 – see Preparationabove). Say Is it a water jar? No. It’s a mouse! Let’s say Hello to mouse.Practise introductions with the mouse.• Spend time practising the pronunciation of M for Max and M for mouse.Big Book time(5 mins)Audio CD track 15oPages 2 and 3• Show the children pages 2 and 3 of the Big Book. Point to Max’s Dad and sayWho is it? It’s Max’s Dad. Encourage the children to repeat It’s Max’s Dad.• Now teach the word kitchen. Reinforce it by playing the first verse of the chant‘Max is in the kitchen’ (audio CD track 15). Encourage the children to join inwith the words:Max is in the kitchenMax is in the kitchenMax is in the kitchenWith his Dad.• Now ask the children Where is Max? They can repeat after you Max is in thekitchen. With his Dad.• If the children are ready, you can sing the second verse of the chant. Place thefigures of Max and his Dad (cut out from PCM 12 – see Preparation above) inthe classroom and then encourage the children to join in:Max is in the classroomMax is in the classroomMax is in the classroomWith his Dad.Activity (5 mins)Vocabulary• Now hold up the egg, bread, and pan you brought in. Use this opportunity torevise colour names with the class e.g. Look at the bread. It’s brown. The eggis brown etc. Go through the book and find the pictures of the paint brush andpaint box. Use these to revise colour names.• As you hold up each object, or point to the picture in the book say What is it?Bread/egg/pan etc. The children should repeat the name of each object.Activity (5 mins)Level B AB p.57I Wish I Had a MonsterAB p.3What is in the kitchen?• Give each child their Activity Book open at Level B AB page 57 / I Wish I Hada Monster AB page 3.• You can reinforce the new vocabulary by asking the children Show me thewater jar/bread/spaghetti/pan/egg/mouse/paintbrush/paintbox. Thechildren then have to point to the corresponding object on Level B AB page 57/ I Wish I Had a Monster AB page 3 and circle it.I Wish I Had a Monster71

Session 1Level B AB pages 57, 58 / I Wish I Had a Monster AB pages 3, 4Activity (5 mins)Level B AB p.58I Wish I Had a MonsterAB p.4Big Book time(10 mins)My paint set• Revise the colours yellow, red, blue, orange, purple and green with thechildren.• Give each child their Activity Book open at Level B AB page 58 / I Wish I Hada Monster AB page 4. Tell the children that they need to fill in the palettes inthe paintbox with the following colours:1 = yellow2 = red3 = blue4 = orange5 = purple6 = greenPage 3• Read page 3 of the Big Book and explain the meaning of the page in firstlanguage. Point to the mouse and say What is it? It’s a mouse. Encourage thechildren to repeat It’s a mouse. Say to the children It’s not very scary andexplain in first language what this means.• Turn the pages of the Big Book and get the children to clap their hands whenthey see a mouse.Home fun• The children can collect pictures of kitchens and food etc at home and bringthem into class to make a big display. Add a few kitchen utensils of your ownand create a kitchen area where the children can play cooking.I Wish I Had a Monster72

Session 2Level B AB page 59 / I Wish I Had a Monster AB pages 5, 6Key words• cup • up• saucer • down• egg cup • spider• plateActive language• ‘The big, hairy spider’ songPassive language• Show me … • A big, hairy spider!• What is it? • The spider’s climbing down the wall.• It’s a …Activities• Find the object (Level B AB p.59 / I Wish I Had a Monster AB p.5)• Make a spider• ‘The big, hairy spider’ song• What’s missing (I Wish I Had a Monster AB p.6)Resources• Big Book (pp.2, 3) • Audio CD (track 16)• Flashcards (spider, cup, saucer, pan, plate)• A toy or cut-out spider• A paper plate for each child, some paper straws or pipe cleaners, tissuepaper and a length of elastic for each child to make a model spider.• PCM 13 (p.100) Picture grid for Level B AB p.59Preparation• Make sets of the following flashcards: cup, mouse, plate, water jar, saucerand paintbox. There should be one complete set for each group of fourchildren playing the flashcard game in the Opener.• For Level B Activity Book users, cut up the pictures on Level B AB p.59 fromeach child’s Activity Book and place in an envelope or paper clip. You willalso need to make enough copies of the grid on PCM 13 so that there isone for each child when they are using Level B AB p.59.Opener (5 mins)More crockery• Hold up the flashcards (or real objects) and teach four new kitchen itemswhich appear in the Big Book: cup, saucer, pan and plate.• Encourage the children to repeat each word and to point to the correctflashcard/object when you say its name.• Now open the Big Book and point out the objects as they appear on eachspread. Pretend you have forgotten the name and sometimes point to thewrong object. The children will be quick to correct you!I Wish I Had a Monster73

Session 2Level B AB page 59 / I Wish I Had a Monster AB pages 5, 6Game (5 mins)Flashcards• Revise with the children some of the words that they learnt in the last sessione.g. paintbrush, paintbox, egg, bread, pan and mouse.• Show the children the flashcards for jar, cup, mouse, plate, saucer and paintbox.• Divide the children into teams of four and give each team their own set of theflashcards (which you will have already copied – see Preparation above).• As you say a word, e.g. mouse, the first team to hold up the matchingflashcard wins a point.Activity (10 mins)Level B AB p.59I Wish I Had a MonsterAB p.5Activity (10 mins)I Wish I Had a MonsterAB p.6Find the object• Give each child their envelope or paper clip containing the picture cards cutup from Level B AB page 59. Hold up the pictures individually and say e.g.Show me a water jar etc. The children have to find and hold up the matchingpicture.• Now give each child the picture grid (photocopied from PCM 13). Wherepossible, hold up the flashcard for each of the objects on PCM 13 (for thepictures which don’t have an accompanying flashcard, hold up the cut-outpicture card). The children have to find the matching picture card in theirset and place it on the matching picture square on the grid. (You will seethat eight of the pictures on the grid are easy to recognise but a little morechallenge has been added for the remaining eight; the children have to pickup the visual clue e.g. the top of the paintbrush, the nose of mouse etc beforethey can place their card.)• Turn to I Wish I Had a Monster AB page 5. Say each object in a random order,using a specific colour, e.g. ask the children to Use red to circle the xxx, Usegreen to circle the xxx. The children should listen and then circle each one inthe colour. They can then compare their pages against each other’s.What’s missing?• Give the children their Activity Book open at I Wish I Had a Monster AB page6. Start by encouraging children to name the animals, or by reminding themof the vocabulary. Children should then draw the missing legs onto the duck,ladybird, chick and spider.I Wish I Had a Monster74Presentation(10 mins)It’s a spider!• Read page 2 of the Big Book to the children and invite someone to point tothe spider, which is in the top left-hand corner. Use a toy or cut-out spider toshow how the spider is climbing and show the flashcards for spider. Say Up,up, up as you make it climb the wall. Say Down, down, down as you make itdescend.• Encourage the children to repeat up or down as appropriate.• Say It’s a spider. A big, hairy spider! What is it? Help the children to saySpider. If they can manage the whole phrase, It’s a spider. A big, hairyspider! then help them to say it with expression and encourage then to makethemselves look big and scary as well!• Move your spider down and say The spider’s climbing down the wall. Thechildren can demonstrate ‘climbing down’ with their own model spider as theyrepeat down.

Session 2Level B AB page 59 / I Wish I Had a Monster AB pages 5, 6Final activity (5 mins)Audio CD track 16oOptional extensionactivity (10 mins)‘The big, hairy spider’ song• Tell the children that you are now going to sing ‘The big, hairy spider’ song.Let them listen to the first verse of the song on the audio CD first (track 16)and then encourage them to sing along and mime the actions of the spider:It’s a big, hairy spiderIt’s a big, hairy spiderIt’s a big, hairy spiderAnd it’s climbing down the wall!• Encourage the children to sing along with the second verse, and to mime thespider going up the wall.It’s a big, hairy spiderIt’s a big, hairy spiderIt’s a big, hairy spiderAnd it’s climbing up the wall!Make a spider• Each child can make their own model spider using a paper plate for the bodyand paper straws or pipe cleaners for the legs. The children can paint orcrayon the body and add some eyes using rolled up tissue paper. When thespider is finished, thread a piece of elastic through the middle of the body.Make your own spider too!Home fun• Ask the children to collect books and pictures about spiders.I Wish I Had a Monster75

Session 3Level B AB pages 61, 62 / I Wish I Had a Monster AB pages 7, 8Key words• mouse • eyes• monsterActive language• ‘Max is in the kitchen’ chant • ‘Hickory-dickory dock’ song• He’s painting • It’s a …• He’s washing plates • Two red eyes• It’s a mousePassive language• What’s … doing? • up• Is the mouse/monster scary? • down• No, it’s a … mouse! • in• Yes, he’s scary! • outside• What is it? • aboveActivities• Make a mouse puppet • ‘Hickory-dickory dock’ song• Find the mice and spiders (Level B AB p.61 / I Wish I Had a Monster AB p.7)• My monster (Level B AB p.62 / I Wish I Had a Monster AB p.8)Resources• Big Book (pp.2–5) • Audio CD (tracks 15, 17)• A stick, some string (for the tail) and glue for each mouse puppet• Draw a clock (or use a real one) where the time is set to 1 o’clock• PCM 11 (p.98) Mouse puppetPreparation• Make enough copies of the mice puppets on PCM 11 so that there is onefor each child. To make them more durable, you could mount each one oncard and add a stick.• Make two green monster eyes from cardboard.I Wish I Had a Monster76Opener (5 mins)Audio CD track 15oChant• To start the session, encourage the children to join in with the chant (audio CDtrack 15), clapping as they say:Max is in the kitchenMax is in the kitchenMax is in the kitchenWith his Dad.Max is in the classroomMax is in the classroomMax is in the classroomWith his Dad.• Now hold the mouse puppet up in front of the kitchen scenes where Maxand his Dad are depicted (Big Book pages 4 and 5). Teach the children anew verse:Mouse is in the kitchenMouse is in the kitchenMouse is in the kitchenWith Max and Max’s Dad.

Session 3Level B AB pages 61, 62 / I Wish I Had a Monster AB pages 7, 8Presentation(10 mins)Painting pictures … washing plates!• Read pages 2 and 3 from the Big Book to the children. Ask the children What’sMax doing? The children should reply in first language that he is painting. SayHe’s painting and encourage the children to repeat this.• Now ask the children what Dad is doing. The children will say that he iswashing the plates. Say to them He’s washing plates. Ask the children againWhat’s Dad doing? and encourage them to repeat He’s washing plates.• Ask one child to come up. Start pretending to paint a picture and encouragethe child to copy you. Ask the class What’s (Paulo) doing? and get them torepeat with you He’s painting.• Now call up a second child and mime washing dishes. Ask What’s (Pepe)doing? He’s washing plates. Again, encourage the children to repeat this.• Finally, encourage all the children to stand up and mime painting pictures andthen washing plates. Make it fun by speeding up the instructions: Wash plates… Paint pictures … Wash plates … and vary the pattern e.g. Paint pictures …Paint pictures … (someone is bound to automatically wash plates!).Activity (10 mins)Make a mouse puppet• Give each child a cut-out mouse (from PCM 11 – page 98) to colour in. Theycan also add a string tail. When they have finished, they can glue or tape astick to the back of the puppet. (You will already have made your own mousepuppet for session 1.)• When the children have made their mice puppets, ask Is the mouse scary? Mimescary and then say No, it’s a friendly mouse. It’s a kind mouse. It’s a sweet mouse!Activity (5 mins)Audio CD track 17oActivity (10 mins)Level B AB p.61I Wish I Had a MonsterAB p.7‘Hickory-dickory dock’ song• Hold up your mouse puppet and say What is it? The children should reply It’sa mouse.• Now play the song ‘Hickory-dickory dock’ on the audio CD (track 17). Let thechildren listen and then encourage them to join in with the words:Hickory-dickory dockThe mouse ran up the clockThe clock struck oneThe mouse ran downHickory-dickory dock!• As you sing, use your mouse puppet to run up and down the clock (either realor drawn – see Preparation above).Find the mice and spiders• Give each child their Activity Book open at Level B AB page 61 / I Wish I Hada Monster AB page 7. The children need to find and circle the five mice andfour spiders that are hidden in the picture. Once they have finished, you canpoint to the mice in the picture to reinforce the words for up, down, in, aboveand outside.I Wish I Had a Monster77

Session 3Level B AB pages 61, 62 / I Wish I Had a Monster AB pages 7, 8Activity (10 mins)Level B AB p.62I Wish I Had a MonsterAB p.8My monster• Give each child their Activity Book open at Level B AB page 62 / I Wish I Hada Monster AB page 8. They need to draw two green eyes and then colour themonster.• Now hold up one of the two green monster eyes (see Preparation above). AskWhat is it? and say It’s a green eye. Encourage the children to repeat this.• Show the children the second green monster eye and say Two green eyes. Nowsay Max painted two green eyes and encourage the children to say Two greeneyes.• Ask Is the monster scary? and mime being very scary! Say Yes, he’s scary. Grrr!etc.• Now say But the mouse is not scary. Oh no, he’s sweet. Act out cuddling andstroking your mouse puppet. Say You can take him home. He’s not scary.Home fun• The children can look at home for pictures of mice and toy mice.I Wish I Had a Monster78

Session 4Level B AB pages 63, 64 / I Wish I Had a Monster AB pages 9, 10Key words• kitten • spoon• knife • towel• forkActive language• It’s a … • Yes/No• miaow! • ‘Max wants a monster’ chant• purr!Passive language• What is it? • Show me the …• What does the kitten say? • Where’s …?• Is it a …?Activities• Kittens eating spaghetti (Level B AB p.63 / I Wish I Had a Monster AB p.9)• Is it yellow? (Level B AB p.64 / I Wish I Had a Monster AB p.10)• Max wants a monster • FlashcardsResources• Big Book (pp.1–7) • Audio CD (tracks 14, 18)• Flashcards (kitten, towel, fork, knife, spoon)• A toy kitten or picture of a kitten• As many of the following items as you can find: water jar, paint brush, paintbox, cup, saucer, egg cup, egg, plate, bread, pan, spaghetti, mouse and spiderPreparation• Paint a blue monster with green eyes (you could copy the monster on LevelB AB p.62 / I Wish I Had an Monster AB p.8 in the children’s Activity Books).• Draw and cut out some ‘yellow, terrible teeth’ that you can stick onto the bluemonster. Also, cut out small yellow teeth for each child to stick on Level B ABp.62 / I Wish I Had an Monster AB p.8• Prepare a piece of card or paper for each child to take home headed ‘Yellowthings’.Opener (5 mins)Meet the kitten• Hold up a toy kitten or a picture of a kitten. Say What is it? It’s a kitten. Thechildren should repeat It’s a kitten. Explain that a kitten is a baby cat.• Now encourage children to make kitten noises such as ‘miaow’ and ‘purr’ andsay What does the kitten say? Miaow, miaow, miaow! The children repeatMiaow, miaow, miaow!• Now ask again What does the kitten say? Purr, purr, purr! and encourage thechildren to repeat Purr, purr, purr!• Show the children the toy kitten (or picture) again. Point to each feature andsay:A kitten hasFour pawsTwo earsLong whiskersI Wish I Had a Monster79

Session 4Level B AB pages 63, 64 / I Wish I Had a Monster AB pages 9, 10Two gleaming eyesAnd a long, furry tail.• Repeat this and, as you mention each feature, the children should point to iton their own body or mime them e.g. waving hands for paws, using fingers forwhiskers etc.Activity (5 mins)Level B AB p.63I Wish I Had a MonsterAB p.9Kittens eating spaghetti• Give each child their Activity Book open at Level B AB page 63 / I Wish I Hada Monster AB page 9.• The children must trace the spaghetti strands to discover which pairs ofkittens are eating the same piece of spaghetti. (Kittens 1 and 3 are eatingthe same piece of spaghetti and kittens 2 and 4 are eating another pieceof spaghetti.)(10 mins) Review• Read pages 1 to 7 of the Big Book. Revise the children’s knowledge of thekitchen objects that were named in the previous lessons e.g. water jar, paintbrush,paintbox, cup, saucer, egg cup, egg, plate, bread, saucepan, spaghetti,mouse and spider.• Now show the children the collection of kitchen items that you have gatheredtogether (see Resources above). As you hold up each one, ask What is it? Thechildren should reply It’s a pan/mouse/spider etc.Activity (10 mins)Flashcards• Hold up the flashcards for the kitchen objects: towel, fork, knife and spoon.Say each item and get the children to repeat the words with you.• Play a flashcard game. Hold one of the cards close to your chest and say Is ita fork? All those who say Yes can stand up, nod their heads or hold up theirthumbs (if this action is not offensive in your culture). If they think it is adifferent object they act out the negative, by staying seated, shaking their headsor giving a thumbs down.• Now show which card you have been holding and applaud those who guessedcorrectly. Repeat this process for each of the cards and carry on playing untilthe children tire of the game.I Wish I Had a MonsterBig Book time(5 mins)Page 6• Read page 6 to the children and encourage the children to join in.• Bring out your painted monster picture (see Preparation above). Now show thechildren the cut-out ‘yellow, terrible teeth’ and stick them onto the picture. Sayto the children: Show me the green, gleaming eyes and Show me the yellow,terrible teeth.• The children can turn back to their copies of the monster on Level B AB page62 / I Wish I Had an Monster AB page 8 in their Activity Books. They can addthe ‘yellow, terrible teeth’ you have cut out for them.80

Session 4Level B AB pages 63, 64 / I Wish I Had a Monster AB pages 9, 10Activity (5 mins)Audio CD track 18oActivity (5 mins)Level B AB p.64I Wish I Had a Monsterp.10(5 mins)Audio CD track 14oMax wants a monster• Teach the children the chant below (audio CD track 18). You can mime theadjectives:Max wants a monsterMax wants a monsterA big, hairy, scary oneWith green, gleaming eyesAnd yellow, terrible teeth!Is it yellow?• Give each child their Activity Book open at Level B AB page 64 / I Wish I Hada Monster AB page 10. The children should colour the sun, teeth, flower, star,banana and chicken in yellow.Story time• Play the story all the way through (audio CD track 14). Focus on the mouse,spider and monster and the phrase Where’s …? Pause in places and askWhere’s the mouse? Where’s Max? etc.Home fun• Ask the children to find pictures of yellow things and ask them to stick themon the piece of card or paper which you have given them to take home(headed ‘Yellow things’ – see Preparation above).I Wish I Had a Monster81

Session 5Level B AB pages 65, 66 / I Wish I Had a Monster AB pages 11, 12Key words• dog • legs• rabbit • feet• eyes • nose• bottom • ears• teeth • goatActive language• ‘The big, hairy spider’ songPassive language• Has it got …? • What’s this?• Yes, one, two … • Who’s this?• Show me … • Put the … on the monsterActivities• ‘The big, hairy spider song’ • Monster features• Which way home? (Level B AB p.65 / I Wish I Had a Monster AB p.11)• Dog’s friends (Level B AB p.66 / I Wish I Had a Monster AB p.12)• Body partsResources• Big Book (pp.1–11) • Audio CD (track 16)• Flashcards (eyes, teeth, legs, feet, nose, ears)• A large ball of stringPreparation• Make five or six copies of a monster on plain paper – this should be a blankoutline and as similar to Max’s picture as you can make it. You also need tomake cut-outs of the monster’s features e.g. his eyes, teeth and legs so thatthe children can stick them onto the monster using Blu-tack. Again, theseshould be made from plain paper.I Wish I Had a Monster82Opener (5 mins)Audio CD track 16oActivity (5 mins)Level B AB p.65I Wish I Had a Monsterp.11‘The big, hairy spider’ song• Tell the children that you are now going to sing ‘The big, hairy spider’ songagain. Let them listen to the song on the audio CD first (track 16). Thenencourage them to sing along, miming the actions:It’s a big, hairy spiderIt’s a big, hairy spiderIt’s a big, hairy spiderAnd it’s climbing down the wall!It’s a big, hairy spiderIt’s a big, hairy spiderIt’s a big, hairy spiderAnd it’s climbing up the wall!Which way home?• Lay out a trail of string around the classroom e.g. from your desk to the chairof a particular child. Ask one child to follow the trail to see where it goes.• Next draw a maze-like route on the board for a dog to find its friend, therabbit. Use the flashcards or a toy dog and rabbit to teach these new words.

Session 5Level B AB pages 65, 66 / I Wish I Had a Monster AB pages 11, 12• Give each child their Activity Book open at Level B AB page 65 / I Wish I Hada Monster AB page 11. Explain that the children are going to find a route forthe spider. They can then trace the spider’s path through the maze.Game (10 mins)Big Book time(5 mins)Activity (10 mins)Level B AB p.66I Wish I Had a MonsterAB p.12Body parts• Draw a rabbit on the board and teach eyes, teeth, legs, feet, nose and ears.• Play a game where you say a body part e.g. foot and the children have totouch each other’s body part with their own e.g. foot to foot, leg to leg.However, be sensitive to cultural expectations and safety issues here.Pages 1–11• Read the Big Book up to page 11, pointing out the following features: themonster’s eyes, teeth, legs, spots and bottom and also mouse, kitten, rabbit, dogand goat.• Note that goat is a new word for the children. Use the picture in the Big Bookto teach it and to revise body parts e.g. Has it got legs? Yes, one, two, three,four legs. Has it got eyes? Yes, one, two eyes.• Read the story again stopping to ask individual children to point out thedifferent features and creatures e.g. Show me two eyes/a rabbit etc.Dog’s friends• Revise the names of the animals shown on Level B AB page 66 / I Wish I Hada Monster AB page 12 with the children i.e. kitten, dog, rabbit, spider, mouseand goat.• Stress the initial letter of each name and practise pronunciation. Say the animaland get the children to produce the initial sound e.g. rabbit = r-r-r.• Give each child their Activity Book open at Level B AB page 66 / I Wish I Hada Monster AB page 12. Explain that dog only likes some of the other animals.The children must listen and join the dog to the animals he likes. Say Doglikes Rabbit. Dog likes Goat. Dog likes Spider. Dog likes Mouse. Ask the childrenwhich animal the dog does not like.Final activity(10 mins)Monster features• Divide the class into four or five teams or into pairs, then put copies of themonster (without any features — see Preparation above) around the walls.• Give each team their own set of the monster’s features and say e.g. Put the legson the monster.• Read the Big Book again up to page 11 and point out the features on each page:‘With green, gleaming eyes’‘Yellow, terrible teeth’‘Wild, waving legs’• Explain ‘wild, waving legs’ in their first language and get the children to lie ontheir backs and pedal in the air to experience wild, waving legs!Home fun• Give the children some plasticine to take home and ask them to make a smallmodel rabbit that they can bring back next time.I Wish I Had a Monster83

Session 6Level B AB page 67 / I Wish I Had a Monster AB pages 13–16Key words• rubbish • binActive language• ‘Max wants a monster’ chant • In the bin• ‘Incy-wincy spider’ songPassive language• What does Max want? • My spider has …• … put the rubbish in the bin • What’s this?• Where …? • Who’s this?• I made a monster … • Where’s …?Activities• ‘Incy-wincy spider’ song • Flashcards• My spider (Level B AB p.67 / I Wish I Had a Monster AB p.13)• Make a monster• Animal shadows (I Wish I Had a Monster AB p.14)• Make a book (I Wish I Had a Monster AB pp.15, 16)Resources• Big Book • Audio CD (tracks 14, 19)• Flashcards (monster, eyes, spider)• Some ‘rubbish’ for the children to put in the bin• Plenty of scrap materials for each child to make their own monster• PCM 14 (p.101) Incy-wincy spiderPreparation• Make enough copies of PCM 14 so that there is one for each child to followas you sing ‘Incy-wincy spider’.• Make three copies of each of the following flashcards and place themaround the room: monster, eyes and spider.• Make and decorate a monster from scrap materials (old boxes, egg cartons,coloured paper). Make sure it has very distinctive features e.g. one eye, fourarms, six legs etc.I Wish I Had a Monster84Opener (5 mins)Chant• Read the Big Book up to page 13 and encourage the children to join in. AskWhat does Max want? Help the children to say:Max wants a monsterA big, hairy, scary oneWith green, gleaming eyes• Repeat this process with ‘the yellow, terrible teeth’ and the ‘wild, waving legs’and then say the chant again with the children (note that a new last line hasbeen added):Max wants a monsterMax wants a monsterA big, hairy, scary oneWith green, gleaming eyesYellow, terrible teethAnd wild waving legs!• Now point to the features in turn and encourage the children to call out thephrase or name e.g. yellow, terrible teeth or just teeth.

Session 6Level B AB page 67 / I Wish I Had a Monster AB pages 13–16Activity (10 mins)Audio CD track 19oActivity (5 mins)Level B AB p.67I Wish I Had a MonsterAB p.13Big Book time (5 mins)‘Incy-wincy spider’ song• Play the song ‘Incy-wincy spider’ (audio CD track 19) and let the children listento it.• Hand out copies of PCM 14 (page 101) to the children and, as you sing eachline, point to the corresponding picture.• Now encourage the children to sing the song with you:Incy-wincy spider climbed the water spoutDown came the rain and washed the spider outOut came the sunshine and dried up all the rainSo Incy-wincy spider climbed the spout again.My spider• Give each child their Activity Book open at Level B AB page 67 / I Wish I Hada Monster AB pages 13–16. Each child draws a picture of a spider on the endof its thread. Encourage the children to tell you what colour it is, and to pointout its eyes and legs. Practise counting 1–8 and make sure each spider has 8legs.Whole book• Read the Big Book as far as page 13. Point out the rubbish Dad has put in thebin and say Dad put the rubbish in the bin.• Give each child some scrap paper, straws and boxes etc and invite the childrento come out one by one and put their ‘rubbish’ in the bin. As they do so say(Canto) put the rubbish in the bin.• After each child has done this, say (Canto), where did you put the rubbish?Help each child to say In the bin.• Read pages 12 and 13 again and ask the children to predict what is likely tohappen on the next page when Max sees the spider. Now read pages 14, 15and 16 to the children. The children act out Max’s reaction to the spider.• Finish reading the book and ask the children why Max wishes for a mouse atthe end.Activity (15 mins)I Wish I Had a MonsterAB p.14Animal shadows• Make sure everyone knows the word for each animal. Play charades wherea child acts out one of the animals and the others have to guess what it is.Another good activity to practise vocabulary would be to show a card of theanimal but have only a small part showing, e.g. a foot or an ear. The class haveto try to guess the animal. If it is too hard, expose a little more of the card eachtime.• Now open up the Activity Books to page 14 and explain that they must joineach animal to their shadow.• If it’s a sunny day, go out into the playground and let the children use chalksto draw around each other’s shadows on the ground or up a wall. Whoseshadow is the longest? Whose is the biggest?• What makes shadows? Teach sun / sunshine. Ask the children to look forshadows in pictures and storybooks.I Wish I Had a Monster85

Session 6Level B AB page 67 / I Wish I Had a Monster AB pages 13–16Activity (5 mins)Flashcards• Show the children the flashcards for monster, eyes and spider and encouragethem to repeat the words.• Put the children into pairs and tell them that you have placed three copies ofeach flashcard around the room. When you hold up one of the flashcards, thechildren have to search for the matching card.• When all the cards have been shown, each pair of children can show theirmatching cards and name the objects on them. The pair with the most cardswins.I Wish I Had a MonsterActivity (15 mins)I Wish I Had a MonsterAB pp.15, 16Optional extensionactivity (10 mins)Make a book• Use mime and objects to teach I wish I had ... For example:– I want to brush my teeth ... I wish I had a ... (toothbrush)– I want to write ... I wish I had a ... (produce a pen)– I want to sleep ... I wish I had a ... (produce a pillow)– I want a pet ... I wish I had a ... (produce a toy cat)• (If you feel it is appropriate, you could also use flashcards to teach theopposite: I don’t want a ... For example: I don’t want an elephant, I want adog …)• Now check everyone knows the animals on pages 15 and 16 by usingflashcards.• You could use black card cut-outs of each animal, and a lamp or projectorto make shadows of each animal on the wall of the room. The children canalso make shadow puppets of the animals using their fingers and hands e.g. arabbit or a spider are quite easy.• Now, to make the book, explain that the children have to cut out the pagealong the dotted lines and then fold down the middle. The pages can now beglued together (or the teacher can staple or thread the pages together withribbon or string). The page numbers should follow correctly 1–8.• Show the children their stickers and go through the story, page by page.Children can draw their own monster on page 1, then draw a head onto theboy’s body on p.2 and stick a mouse sticker into the thought bubble. Onpages 3–7 children can draw their own face beneath the thought bubble andstick stickers onto the pictures of animals if they wish. On page 8 childrencan choose from the stickers of eyes, noses and mouths to make their ownmonster. They can then get into pairs and retell the story using their minibooksas prompts. Later they can take the books home to recycle the languagethey have learned.Make a monster• Show the monster model that you made in advance of the session (seePreparation above) and say I made a monster. Point out the distinctivefeatures of your monster e.g. My monster has one eye/four arms/six legs etc.• Now give the children some scrap materials so that they can make their ownmonster. Ask them to think about one of the special features of their monster.They can incorporate this into the sentence My monster has … (you cancomplete the English word(s) for them).86

Session 6Level B AB page 67 / I Wish I Had a Monster AB pages 13–16(10 mins)Audio CD track 14oFinal activity (5 mins)Audio CD track 19oReview• Play the story all the way through again, twice (track 14). Do this once withoutstopping, and once with you using the pause button, asking What’s this? Who’sthis? Where’s Max? etc.‘Incy-wincy spider’ song• Play the song ‘Incy-wincy spider’ (audio CD track 19) again and encourage thechildren to sing along. This time, mime your actions:Incy-wincy spider climbed the water spoutDown came the rain and washed the spider outOut came the sunshine and dried up all the rainSo Incy-wincy spider climbed the spout again.Home fun• Give each child PCM 14 (Incy-wincy spider – page 101) to take home andcolour.I Wish I Had a Monster87

PCM 1 Missing Make a whale window bookmark panesI Looked Through my Window88Jamboree Storytime Activity Guide B © Pearson Education, 2011

PCM 12 Make Monsters a whale bookmarkThe Monster Pet© Pearson Education, 2011Jamboree Storytime Activity Guide B89

PCM 31 Find Make the a whale word bookmarkThe Monster Pet90Jamboree Storytime Activity Guide B © Pearson Education, 2011

PCM 14 Make Monkey a whale puppets bookmarkYou Noisy Monkey!© Pearson Education, 2011Jamboree Storytime Activity Guide B91

PCM 51 Chasing Make a whale noisy bookmark monkeyYou Noisy Monkey!92Jamboree Storytime Activity Guide B © Pearson Education, 2011

PCM 16 Make Picture a cards whale bookmarkThe Cat and the Monkey’s Tail© Pearson Education, 2011Jamboree Storytime Activity Guide B93

PCM 71 Pin Make the a tail whale on bookmark the monkeyThe Cat and the Monkey’s Tail94Jamboree Storytime Activity Guide B © Pearson Education, 2011

PCM 18 Make Match a my whale tail bookmarkThe Cat and the Monkey’s Tail© Pearson Education, 2011Jamboree Storytime Activity Guide B95

PCM 91 Weather Make a whale cardsbookmarkThe Cat and the Monkey’s Tail96Jamboree Storytime Activity Guide B © Pearson Education, 2011

PCM 10 Make What’s a whale in a face? bookmarkThe Cat and the Monkey’s Tail© Pearson Education, 2011Jamboree Storytime Activity Guide B97

PCM 11 Make Mouse a whale puppet bookmarkI Wish I Had a Monster98Jamboree Storytime Activity Guide B © Pearson Education, 2011

PCM 12 Make Max a and whale Max’s bookmark DadI Wish I Had a Monster© Pearson Education, 2011Jamboree Storytime Activity Guide B99

PCM 13 Make Picture a whale grid for bookmark AB p.59I Wish I Had a Monster100Jamboree Storytime Activity Guide B © Pearson Education, 2011

PCM 14 Make Incy-wincy a whale spider bookmarkI Wish I Had a Monster© Pearson Education, 2011Jamboree Storytime Activity Guide B101