Ollie 1 - TB PDF

Contents
Introduction 2
For the student 3
For the teacher 4
Teach with Ollie 6
Teacher’s i-solutions for the classroom 11
Key competences 15
Game Bank 16
Student’s Book Contents 18
Welcome! 20
Unit 1 My school 34
Unit 2 My face 60
Unit 3 My family 86
Unit 4 My friends 112
Unit 5 My food 138
Unit 6 My toys 164
Unit 7 My pets 190
Unit 8 My garden 216
Festivals 242
Maths 251
End of Term Assessments 259
End of Year Assessment 262
End of Term Self-Evaluations 264
Letters for home 267
Student’s Book term covers 270
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Welcome to Learn with Ollie, an enjoyable and enriching environment for pre-primary
children learning English. Ollie is a clever little owl who accompanies Annie and Timmy (Level 1),
Mary and David (Level 2) and Lisa and Danny (Level 3) as they learn English and all about
the world they live in.
The early years of education are important not only on a linguistic level but also on a social,
emotional, physical and cognitive development level. A positive learning experience in early
childhood plays a major role in a child’s future success. Having the opportunity to learn a second
language at a very young age not only helps children grow up with the awareness that there is
more than one way of expressing ideas, solving problems, and viewing the world, but it can result
in positive long-term cognitive benefits as well.
Learn with Ollie aims to provide pre-primary children with the initial building blocks for future
success in English. For this to happen, the three stages of language development need to be
considered:
Pre-production Early production Speech emergence

Children understand the Children begin Children respond
language, but they are to produce words in short phrases
not ready to verbalise it. and phrases. and sentences.
Throughout the course, children are presented with content and tasks which encourage them to
steadily move from comprehension to production. The content has been carefully planned and
structured so that it promotes the development of essential skills in a fun and motivating way.

For the student
ES0000000027307 683354_Student-Book_1_46049
Student’s Book with Stickers,

Pop-outs and Stories and Songs CD PRE-PRIMARY
e.
Make a necklac
The Student’s Book contains 96 full-colour pages

divided into a Welcome unit, eight main units
and a Festivals section. Colourful and fun Unit
Stickers offer a motivational element to the
course. Also provided are Coloured Stickers, ES0000000027319 683479_Pop-outs_1_46020
Happy and Sad Stickers and Reward Stickers.

STUDENT’S BOOK
Name: .............................................................................................
Hands-on activities come in the form of Pop-outs 2 My face
which help the children review content
a Educación, S.L. 17/12/2015 8:37:10
1 © Santillan
Learn with Ollie
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and act out the stories. Rebecca Williams Salvador
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POP-OUTS
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Stories and Songs
The Stories and Songs CD
STORIES contains all the stories and songs
AND SONGS TEACHER’S
AUDIO
CD 1 from the course for the children
to enjoy at home.
© Sa
ntillana Educación, S.L.
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3

Let’s make
For the teacher

a monster
jigsaw. 2 My face
Sing. Point and

trace.
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116
Teacher’s Book with PRE-PRIMARY

Lesson 2 Extra
Objectives
Describing faces
2 My face
Photocopiable Worksheets
Decorating biscuits
Vocabulary Let’s make a biscu
S.L.
it face
Educación,
ears, eyes, mouth, Draw a circle
a lot of, a few
nose, face on the board.
your face to help
Point to the circle
and trace around
Maths
them guess what
it is. Ask:
T: What’s this?
lana
Resources and Materia
ls
le © Santil
T/C: A face. Look and colour.
Teacher’s i-solution
s1
The Teacher’s Book contains easy-to-follow

Plain biscuits Repeat the proced
ure with the eyes,
Photocopiab
Paper napkins Finally, ask the then add a spot
children what for a nose.
Icing sugar add a string of is missing and,
spots for a smile when they tell
you,
Lemon juice or water and two more
Tell the childre for ears.
Raisins n that they are
going to make
teacher’s notes. These notes integrate

out the biscuit a biscuit face.
Small bowls s (one per child) Give
on paper napkin
es Plastic knives for
Includ blePaper plates spreading
of raisins and s, and the bowls
icing. Show them
biscuit, using how to spread
a plastic knife. some icing on
the
pia Teacher’s Audio Material them instructions When all the childre
Photoco rial Photocopiable Worksheet1,UnitCD21Maths

n are ready, give
S.L.
to make the face
© Santillana Educación,
the raisins: on top of the
icing by adding
all the material and resources from the mate
Photocopiable
252 Unit 2 Maths
(see Teacher’s Book T: Let’s make
page 252) the eyes. Now 683505_TB_U10.indd
the nose. Now

252
Crayons the mouth…

The children can ES00000000
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take their biscuit 5_TB_U2_54 Ask the children to
s home or eat
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Preparation the day. them at the end 086.indd gather round

83
paper plates. and show them
of Put four biscuit two
s on each plate
course and offer carefully developed lesson

Copy one Photocop children. Encour and show the
iable Worksheet per
water or lemon juice child. Mix a little Let’s Play! age them to repeat
with you:
that the children can
with icing sugar to
make a thick icing
Play Hide the
T/C: The same. 2B 83
spread on the biscuits. plate. Ask the
Put some of the icing volunteer to stand children to sit
mixture into small in a circle and Put most of the
bowls (one for in the middle. choose a biscuits on one
each group). play 1.15 I am Tell them to cover the other. Show plate, leaving
happy. The childre their eyes and the children and just two on
plans that ensure well-balanced classes.

Put the raisins into behind their backs n sitting down say:
small bowls (one for and pass a paper put their hands T: A lot of biscuit 11/7/16
each group). plate around s. A few biscuit 9:21
while they all behind them s.
sing the first verse.
holding the plate When the music Encourage them
has to keep it stops, the child to point and repeat
child in the middle hidden behind with you:
their back, and T/C: A lot. A few.
tries to guess the
guess who has the plate.
correc
Extra lessons and Photocopiable Worksheets

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child in the middle
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21 swaps with the opiable Maths 21
TEACHER’S BOOK
several childre children to point Worksheets. Ask
n have had a to the jar which the
If you have extra
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pages 16-17. the Game Bank, s ‘a few’ biscuit
ask them to colour s. Then
the lid of the
jar which has 65
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Flashcards and Flashcard Cube

Teacher’s audio material The key vocabulary is presented using full-colour photo
The two CDs provide all the audio material used Flashcards. The inflatable Flashcard Cube provides
in the course – songs, stories, All about me! Posters an instant way to use the Flashcards for games.
and phonics. Also included is a copy of the Stories See the Game Bank in the Teacher’s Book
and Songs CD. for game suggestions.

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03 03
: 76 : 76
CP CP
STORIES
TEACHER’S TEACHER’S
AND SONGS TEACHER’S
AUDIO AUDIO AUDIO
CD 1 CD 2 CD 1
© Sa
© Sa
ntillana Educación, S.L. ntillana Educación, S.L. © Sa
ntillana Educación, S.L.
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For the teacher
Story Cards e
Posters and Poster Pop-outs
include all th
rg e fo rm at Story Cards The key vocabulary and language is presented
The la vel.
ies for each le
d original stor
traditional an y comes as
and practised with attractively illustrated
at ed ve rs io n of each stor
An anim Posters which come with Poster Pop-outs.
package.
th e Te ac he r’s i-solutions The All about me! lessons are supported by
part of
Posters showing photographs of real children
in action in order that the children can readily
identify with the activities depicted.
Ollie Puppet
The Ollie Puppet can be used in a multitude
of ways to engage the children and to bring the
material to life. Lessons begin by waking up Ollie,
saying ‘Hello!’ and using him to introduce
the topic or revise the previous lesson.
End the lesson by tidying up the classroom
and saying ‘Bye-bye’ to Ollie.

Teach with Ollie
Children are presented with and practise key language and concepts appropriate for their early years in English.
The language is introduced through illustrations, games, songs and a variety of engaging activities. The vocabulary
and language is recycled throughout each unit and provides the children with building blocks of knowledge.
6
Unit Overview Lessons 1 and 2
2 My f
ace
10
5 Sing. Point and stick. Sing. Point and trace.
1
11
2
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1 Each Unit Overview provides a detailed

8 5 Simple, easy-to-follow instructions.
list of the Objectives, Language and 2 My face NAME:
Vocabulary covered. 7 Touch your nose

Touch, touch, touch your nose, 6 Sticker activities offer a fun, dynamic element to the lesson.
Touch your nose like me.
Touch, touch, touch your nose,
2
Key competences are referenced.

Touch, touch, touch your eyes,
Touch your eyes like me.
7 Song lyrics and audio transcripts are provided.
3 8
Touch, touch, touch your mouth,
Resources and Materials list all the Extra space for practising, reinforcing or extending
Touch your mouth like me.
components and additional teaching Touch, touch, touch your ears,

Touch your ears like me.
Touch, touch, touch your ears,
the lesson content.
aids used in each unit.
9 List of key vocabulary for each lesson.

4 Teacher’s i-solutions provides the option
of comprehensive digital alternatives.
10 Ollie icons for visual support.
20
9 ears eyes mouth nose face Lesson 1 11 Tracing activities support children’s writing development.
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Icons
Count/Find/Look Listen Point Glue Sing Match/Trace Paint Colour

Lesson 3 Story 13
Look and point. Glue.

Lesson 4 Phonics
Look and stick. Listen.
12
A å 15
23
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12 Vocabulary, language and themes from the story Phonics 25
are worked on in the Student’s Book. ES0000000027307 ES0000000027307 683354_U2_23398_25040.indd 25 17/12/2015 11:31:02
13 oth original and traditional stories are depicted in the Story Cards
B
and an animated version is included in the Teacher’s i-solutions. 2 My face NAME:
14 Pop-outs provide a fun, hands-on activity to further exploit the story or unit content.
Transcript
a… a… a… apple
a… a… a… ant
a… a… a… ant
a… a… a… angry
AAA
14 Make a necklace.
16
26
ååå angry ant apple Lesson 4
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15 Children begin to work with initial sounds

and basic sound combinations in order
to develop their literacy skills.
Learn with Ollie 1 © Santillana Educación, S.L. 2 My face
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16 Both lower and upper case letters are practised.

Lesson 5 All about me! 18
All
about
me! I have feelings
Look and point. Stick. All

about
17 Ollie and the children learn about key values 17 I have feelings
me!
which help young children develop good

character traits such as appreciating friends and
family, looking after pets, learning to become
more responsible and independent, developing
healthy habits and so on.
18 ach All about me! lesson is accompanied by

E
a printed Poster and there is an accompanying
video as part of the Teacher’s i-solutions.
27
Learn with Ollie 1 © Santillana Educación, S.L.

2 My face
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Festivals
19 Halloween, Christmas, Valentine’s Day and
Sing. Point and paint.
Easter are all celebrated with fun activities.
21 Make a spider.
19 20 E
ach festival includes an original
or traditional song or rhyme.
GLUE
GLUE
Halloween NAME:
20 I’m a little pumpkin

I’m a little pumpkin, fat and round.
Here are my eyes and here is my mouth.
Inside there’s a candle shining bright,
Trick or treat! It’s Halloween night!
Festivals 89
Halloween
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Learn with Ollie 1 © Santillana Educación, S.L.
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21 Pop-outs provide creative,

hands-on fun!
90 pumpkin eyes mouth nose orange Halloween
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Additional Components
22
22 T he Poster and
Poster Pop-outs
can be used
to practise
vocabulary
and language.
23
2 My face 2 My face
Let’s make my face. Let’s make a monster jigsaw.

Photocopiable © Santillana Educación, S.L.

2A 69 2B 83
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23 Each unit includes two Photocopiable Worksheets with lesson plans. These are designed to
reinforce the content of Lesson 1 and Lesson 2, and Lessons 3, 4 and 5 respectively.

Assessments Listen and trace.
25
24 Children are assessed at

Trace and match.
the end of every term
and at the end of the year.
Each assessment reviews
key language and

vocabulary covered.
24
25 The activity types are those End of Term 3 Assessment 261
that have been seen during ES0000000027322 683505_TB_U11_ok_54253.indd 261 21/7/16 13:56
the course.
S.L.
© Santillana Educación,
Photocopiable
262 End of Year Asses
sment
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Letters for home

Self-Evaluations Term 1
27
26
Self-Evaluation Term 2 Hello!
Term 1
This term I have learnt lots of things with Ollie!
Self-Evaluation Term 3
I can…
Hello!
✹ Say ‘Hello’ and ‘Bye-bye’.
I have read these stories:
✹ Name classroom objects.
✹ Inside my backpack
gs with Ollie!
learnt lots of thin
✹ Name the parts of my face.
✹ Talk about how I am feeling.

✹ I see monsters
This term I have
✹ Recognise the number one.
I have practised saying these sounds:
✹ s for snake I can…
I can sing these songs: stories:
✹ a for apple ‘Bye-bye’.
I have read these
✹ Hello! How are you? ✹ Say ‘Hello’ and ck
Photocopiable © Santillana Educación, S.L. om objects. ✹ Inside my backpa
✹ Point to the table ✹ Name classro
of my face. ✹ I see monsters
✹ Put your finger on the table I know about these values: ✹ Name the parts
I am feeling.
✹ Talk about how ds:
✹ Touch your nose ✹ I keep my classroom tidy
saying these soun
✹ I am happy ✹ I have feelings ✹ Recognise the
number one. I have practised
✹ s for snake
s:
can sing these song
I ✹ a for apple
you?
✹ Hello! How are
values:
table I know about these
Educación, S.L.
✹ Point to the
on the table
✹ Put your finger om tidy

267 ✹ I keep my classro
✹ Touch your nose ✹ I have feeling
s
Santillana
• Put a red sticker on Grandma. • Trace the number two. • Colour the apple red. • Colour the happy faces. ✹ I am happy
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Photocopiable ©
Put a blue sticker on Grandad.
265 267
• Trace the number three. • Colour the cat orange. • Draw three spots • Colour the happy faces.
on the ladybird.
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266
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27 At the end of each term,

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the children are provided

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with letters to take home. The letters detail the key concepts and skills covered.
26 At the end of each term, the children can assess their abilities in key concepts
and skills by completing three exercises and then colouring in one, two or three
happy faces depending on how well they feel they have completed the task.
10

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Animated versions of
1 a all the course songs
Quick digital lesson to give visual support
guides to save time to the children’s
understanding of key
in class preparation.
2 language presented.
1 Access a unit. a
2 Access a lesson within the unit.
b
c
e d Fully interactive Posters

d
and Flashcards.
Every lesson in the course is presented as a pathway so that the

teaching sequence to follow is clear at a glance. All the teaching and learning
materials in the course are included on this pathway. The activities are
colour-coded to identify what is core material (green background) and what e Extra interactive games
Tips provide quick instructions to make the for continuous assessment.
is optional material (white background). Teachers can therefore choose
most of the print worksheet and other material.
activities according to their timetable.
11

The Teacher’s i-solutions for the classroom also provides a variety The Game Generator is accessible
of audiovisual material: Animated Stories, Values videos from the main menu and offers
for the All about me! lessons and well-known Action Song videos. the possibility of creating your own
These are accessible both from the step-by-step lesson plans integrated interactive games
within the teaching sequence, to play with the children.
and from the main menu. To watch Use this resource for
a complete section use the Play consolidation, revision
all function. or just for fun!
Animated stories
In the My Worksheets area, you can edit or create your own personalised
worksheets using any of the photocopiable material available in the course.
Values videos for the
These worksheets can be projected, saved and printed.
All About me! lessons.
3
2 4 5 6 1 Open an existing
worksheet to edit.
2 Use any resource
1 (picture, text or design
element) to create or
edit your worksheet.
3 Use the toolbar to edit
your worksheet.
4 Project your worksheet
and use the Richmond i-tools
to complete it on the IWB.
5 Print your worksheet so

Popular Action Song videos the children can complete it.
to promote the development of total 6 Save your worksheet for
physical response from the children. future use or edition. You
can also save it as a PDF.
12

Game Generator
This tool allows you to create your own IWB games. Use the Game Generator to review key Memory
vocabulary at any time in the unit, or as a quick class filler. The games are also ideal as wrap-up activities. The children take a few seconds to memorise the position
of words and pictures on the screen. Once the interactive
cards turn, the children tap the numbers to find the pairs.
How to create a game STEP 2
Choose two children to do the activity on the IWB. They
The Game Generator includes seven different 1 Select the pictures for your game. You can take turns to find the pairs. Alternatively, this can be set
types of games. Choose the type of game and choose pictures from different units to be as a competition between two teams. Open the
difficulty according to the children’s age included in the same game. This is ideal
Richmond i-tools and set the timer. Give each team two
and skills development. for End of Term Reviews or an End of
or three minutes to do as much as possible when it’s their
Year Assessment.
Follow these simple instructions to create your turn at the IWB. Teammates can help each other.
games:
2 Tap the arrow to add the pictures
to the game.
STEP 1
3 This indicates the minimum number of items
needed to create a game. Add more than
the minimum to make the game more varied
1 and challenging for the children.
2 4 The pictures for the game appear in this area.
5 If you want to delete a picture from your

game, select it and tap
6 Tap to start playing!
Simon says
Touch to start the game. The children look and
1 memorise the sequence as the pictures are highlighted.
They touch the pictures to repeat the sequence. Touch
1 Select the type of game you want to use
to watch the sequence again. The number of pictures
2 Choose the number of items and the
2
in the sequence increases as they play. Choose a child to
skills difficulty:
3 play on the IWB. The rest of the class help their classmate
a. Pictures + audio
4 by repeating the
b. Pictures + words* with audio support
5 sequence after
c. Pictures + words*
6 they’ve seen it. Use
*B
oth upper case and cursive writing options
the Richmond i-tools
are available.
to write the words for
Tap the pictures on the
screen if needed.
13

Richmond i-tools
This feature allows you to take the
What’s missing? Teacher’s i-solutions and make it yours
by inserting notes, hyperlinks and external
The children look at the sequence of pictures, read the words and
files. It is also possible to write or paint
drag the correct word to complete the sequence. This type of game
on the Teacher’s i-solutions and in the
promotes the development of the children’s competence in Maths.
zoom windows.
By using the Richmond i-tools you can
easily add your own material for the
Guess it! classroom, or stress the important points
Choose at least four pictures to create the game. Divide the class into four teams. of a unit or activity.
The teams take turns to play. A hidden picture appears on the screen. Touch The Richmond i-tools allows for two
to start the game. As the timer runs on, the picture is revealed. The children from levels of personalisation:
Team 1 say ‘Stop!’ when they know the answer. Stop the timer. If the answer is – On the main pages of the i-book,
correct, give two points to the team and use the Richmond i-tools to write their by adding reminders, general points
score and the time record on the chart provided. If the answer is wrong, Team 2 or materials for the class.
has a go. Touch again. Give a point to Team 2 if they answer correctly. – On the zoom windows, by including
materials or explanations
to enrich a particular section.
What’s this?
Choose at least four pictures to create the game. A picture appears
My notes
inside a magnifying glass on the screen. The children see a detail of
This feature allows you to access blank pages
the picture and have to guess what it is. Allow them to say different
on the Teacher’s i-solutions. Use My notes
possibilities. Tap to see more of the picture until the children are
and the Richmond i-tools to add any content
able to identify what the picture is or to validate the correct answer.
you consider relevant for your classes and
This game is good for promoting the children’s attention to detail.
keep it for future sessions. This content can
be in the form of presentations, notes,
expanded explanations, etc.
Everything you add or present
Match it! Drag it!
in My notes is printable.
The children match the pictures The children drag words to
Access to My notes is located
with the words. This game includes corresponding pictures. This game
at the top of every lesson plan
an interactive answer key. Use includes an interactive answer key.
or pathway on the Teacher’s
the feedback button for manually Use the feedback button for manually
i-solutions.
validating individual answers. validating individual answers.
14

Key competences for lifelong learning
Key competences combine the knowledge, skills and attitudes necessary to develop and achieve success as well as being active in all areas
of social and civic life. Each of the competences is equally important and for that reason there are many shared goals which support and
underpin one another. The basic skills of language, literacy, numeracy and information and communication technologies provide the foundation
blocks for critical thinking, creativity, taking initiative, problem-solving, decision-making and management of feelings.
Learn with Ollie works on the following Key Competences as set out by the European Commission:
LC Linguistic competence SCC Social and Civic competences

This competence develops the use of language as a tool for This competence equips children with the necessary skills to participate
communication. It involves understanding oral messages, communicating fully in social and civic life. Collaboration and tolerance are developed
verbally, reading and writing. The games and activities in the series throughout the course by the inclusion of pair and group work.
motivate children to speak right from the outset. The emphasis on Children learn about healthy lifestyles, empathise with characters in the
understanding oral messages is developed by the stories, dialogues stories and learn social rules through game playing.
and songs where children learn to listen to extract relevant information.
The ability to understand texts is systematically introduced and CAE Cultural awareness and expression
developed through the series.
This competence is developed through a wide range of fun songs,
chants, stories and craft activities. The Pop-outs provide the children
MST Mathematical competence and basic with the opportunity to be creative while practising language.
There is also a strong emphasis on appreciation and enjoyment of
competences in Science and Technology culture by the inclusion of popular stories and festivals.
This competence develops the ability to use numbers and mathematical
reasoning to solve a range of problems and to use science to explain LL Learning to learn
the natural world. The course provides plenty of opportunities for children
This competence means children develop and become aware of effective
to apply their mathematical thinking in everyday contexts. Children
ways to organise and manage their own learning. The incorporation of
are made aware of the world around them and the effect human
End of Term Assessments and Self-Evaluations encourages the children
activity has on it.
to be responsible, aware learners who can reflect on their own progress.
Throughout the course children are offered opportunities to build on prior
DC Digital competence learning, to apply their knowledge and to make use of guidance.
This competence involves the confident use of computers and other
technology for learning, communication and recreation. Through the
IE Sense of initiative and entrepreneurship
integration of digital and multimedia resources, the children develop This competence refers to the ability to turn ideas into actions. The
familiarity and competence in this area. The children are encouraged skills to be able to work both proactively as a member of a team and
to use the interactive material. individually are developed by activities which encourage children to use
their imagination and to be creative.
15

Game Bank
Vocabulary Games Escape the monster
Charades Line all the children up on one side of the playground. Get
Thumbs up, thumbs down
Mime a word from the target vocabulary. The child who two volunteers to pretend to be monsters. The children have
Hold up a Flashcard, point to the unit Poster or use an
guesses correctly can mime the next word. You can whisper to run across the playground without being caught by the
object in the classroom and make a correct statement about
this to them, show them a Flashcard or they can choose the monsters. If they’re caught, they become a monster too. The
it, for example, ‘It’s a crayon’. Encourage the children to give
word themselves. children run back and forth across the playground trying to
you a thumbs up. Point to another item, this time making an
avoid the monsters until the last child remains.
incorrect statement, for example say ‘It’s a bird’ while holding
Fruit salad up the fish Flashcard. The children give you a thumbs down.
Ask the children to sit in a circle. Stand in the middle and Continue making correct and incorrect statements
Grandma’s footsteps
assign each child a word from the target vocabulary, for Choose one child to be the leader or ‘Grandma’. Ask them
and encourage the children to correct you if they are able.
example if you want to review family members, say ‘You are to stand with their backs to everyone else and tell the rest of
the class to stand about 20 paces away. The rest of the class
a grandma’, ‘You are a sister’ etc. Make sure that there is What’s missing?
more than one of each family member. Check that each move closer to the leader when her back is turned. When the
Take six items from the classroom and hide them in a bag.
child knows who they are before you begin by getting them leader turns around, anyone seen still moving must go back
Ask the children to sit in a circle and show them the items
to raise their hands when you call out their word. to the beginning. The child who reaches the leader and taps
from the bag. Help them to name each item by modelling the
Demonstrate that when you call out the name of a family her on the shoulder is the winner. Then they are the leader
vocabulary and encouraging them to repeat the words. Then
member, everyone who is this person must change places. and the game begins again.
put the items back in the bag. Now take out just five of the
If you call out ‘Fruit salad!’, everyone changes places. Play items and ask the children to identify the missing one. Play
several times and when the children are confident with the again, picking one or more different objects each time. This
Flashcard Games
vocabulary, sit in one of their places and let the child game can also be played with Flashcards.
become the one who calls out the words. Flashcard Cube
To review or learn vocabulary using the cube, model and drill
I spy Playground Games the words first, encouraging the children to call out the words
as you hold up the Flashcards, then put them in the cube.
To review colours, for example, say ‘I spy with my little eye, Parachute games
something yellow’ and encourage the children to answer Always encourage the children to call out the word shown
There are various parachute games you can play. Take a
‘A banana’. You can also use the unit Poster to review on top. The cube can be used in many different ways. You
parachute (or a large sheet) out into the playground. Tell the
vocabulary from previous lessons. can put the number Flashcards in the cube and use it as you
children to form a circle around the edges of the parachute,
would a normal die, perhaps to decide who goes first in a
squat down and take hold of it. On the count of three, the
Magic word game or who hands out the material. Alternatively, the children
children stand up and stretch their arms up over their heads
Tell the children that Ollie is asleep and, to wake him, they call out the object shown on top (for example, ‘dog’), or
creating a canopy. For the second game, have the children
have to say the magic word. Give them clues, for example perform a task or action that you’ve assigned to that word (for
repeat this, but this time they all step forward as they lift
the magic word could be a colour, a number, a job and so on. example, ‘bark’). This can also be played in teams, with the
the parachute into the air. It will billow up. Tell the children
When they guess the right word Ollie wakes up. first team calling out instructions for the second team, and
to let go and watch as it floats down. You could repeat this
so on, until each team has had a turn. You can use the
game, but this time as the parachute billows up, call out
Ollie says Flashcard Cube to review colours. The children run to touch
the names of two of the children. They run under the sheet
Ask the children to sit in a circle. Display the puppet and an object of the same colour as that shown on top. For
and swap places before the parachute comes down. The
call out actions, for example ‘Ollie says… touch your nose’. variety, you can assign this task to different teams. To practise
parachute could also be used to make waves (of different
The children do the action, touching their noses. If you call numbers, the children clap or jump the same number of times
sizes if you like, according to your instructions). Another
out an action without saying ‘Ollie says’, the children must as that shown on the cube. Throw the cube in the air and
option is to put a beach ball on the parachute and bounce
not do the action and the teacher/class call out ‘Ollie didn’t before it falls, tell the children to guess which word will be
it or make it move around on the canopy.
say that!’ on top when it lands.
Divide the class into teams and have each one choose
a word from the cube, then throw it to see whose word
comes up first.
16

Musical chairs
Make a line of chairs back to back in the middle of the
Freeze!
Find the Flashcard classroom. Play music and tell the children to dance around
Play music and ask the children to dance. When the music
Display the Flashcards around the room and call out their the chairs. When you stop the music, the children sit down on
stops, the children freeze in whatever position they find
names in turn for the children to go to. For variety, you can a chair. After a few turns you can start to remove chairs one by
themselves in. To make the game more challenging, ask the
add other instructions, for example, ‘Hop’ or ‘You are a duck’ one and the children who do not manage to sit on a chair can
children to freeze in specific poses: animals, shapes, letters
and have the children do or mime that action while making clap in time to the music and encourage their friends.
or even yoga postures.
their way to a Flashcard.
Honey bear Relay races
Pass the Flashcard Have the children line up in teams and give the first child in
Ask the children to sit in a circle and choose a volunteer to
Tell the children to sit in a circle. Hand out the Flashcards each line a board pen. When you say ‘Go’ the first children
stand in the middle and be the bear. Tell them to cover their
from the lesson to some volunteers. Play music and tell the in line run to the board and follow your instructions, for
eyes and play some music. The children around the circle say
children to pass the Flashcards around the circle. Stop the example, ‘draw a worm’, then run back to hand the pen to
‘I wonder why a bear likes honey? Buzz, buzz, buzz, I wonder
music and have the children mime or say what’s on their the second in line. Continue until everyone has had a turn.
why (s)/he does. Go to sleep my bear!’ The child in the
Flashcard, or ask them a question about it. middle lays down and goes to sleep, and another child is
chosen to take the ‘honey pot’ (usually plastic keys that rattle
Roll the ball
Reveal Tell the children to sit in a circle. Select one child to start and tell
or a musical instrument). They return to their spot, rattle the
Put the Flashcards from the vocabulary set you want to them to call out another child’s name and roll the ball to them.
keys, and everyone puts their hands behind their back and
practise in a pile. Take one and cover it with a piece of card. The next child repeats the action. Make sure all the children
calls out ‘Wake up bear!’. The child in the middle wakes up
Slowly reveal it, encouraging the children to guess which one have a turn. Instead of calling out a name, the child rolling the
and has to guess who has the honey pot. They stand in front
it is. Once the card is shown, model and drill the word. Use ball can call out an instruction e.g. ‘Jump!’ (the child receiving
of each child in turn and ask ‘Do you have my honey pot?’.
different intonation, speeds, volume and voices to make it fun. the ball does the action). Target vocabulary from the lesson can
The children respond and show their hands. The child who
Repeat the procedure once or twice with all the Flashcards. be used e.g. ‘Red!’ (the child receiving the ball has to run and
has the honey pot is the bear in the next round.
You can also play using ‘binoculars’ or a ‘porthole’ by cutting touch something red in the room).
holes in the card used to cover the Flashcard. Hot, warm, cold!
Ask a volunteer to leave the room or cover their eyes while
Shapes
Whispers Put the children into teams and, depending on what you want
another one hides an object in the classroom. The group
Ask the children to sit in a line. Whisper a word or phrase to to review, call out different concepts, for example ‘the letter S’,
helps the child to locate the object by telling the volunteer
the first child or show them a Flashcard. The child whispers ‘number one’ or ‘triangle’. In their teams the children have to
how close they are to the object: cold (far away), warm
the word or phrase into the ear of the child sitting next to make the shape, number or letter, either on the floor or standing.
(getting closer) or hot (very close). An alternative is to hide
them. The children whisper in turn to their neighbour until a Flashcard and have everyone chant the word, louder
the end of the line. The last child to receive the message as the child gets nearer to it and quieter as they move away.
Sleeping lions
says it out loud. The game can also be played in teams, with Tell the children to roar like lions as loudly as they can. Have
them roar several times more, but each time getting quieter
two or more lines. Indoor basketball
and quieter, until they are whispering. Now tell them they are
Ask the children to stand in a big circle and place a
sleeping lions who must not move or make a sound. Walk
wastepaper basket or bucket in the middle. Give a child a soft
Music and Movement Games ball or beanbag. The children take turns trying to get it in the
around and try to spot anyone who moves. When you see
Follow the leader someone moving, tell them to get up and help you catch other
bucket. If you want to practise a vocabulary set, divide the
Ask the children to form a conga line. Play music and tell moving lions. The last one to wake up is the best sleeping lion.
children into teams and put a Flashcard or a sign in front of
them to sing along and dance around the room. A variation several buckets. Call out a word. The first child to get the ball
is to have the children copy exactly what the leader does. into the corresponding bucket wins a point for their team.
Tightrope
You could be the leader first to give them some ideas. Draw a line on the ground with a piece of chalk or make a line
Change the Flashcards several times and
Suggestions are: hopping, putting their hands on their heads, with a length of masking tape. The children try to walk along the
play until everyone has had a turn.
jumping, running, skipping, doing silly walks, waving their line as if they were balancing on a tightrope. You can make the
arms about or being an animal. game more challenging by asking them to walk backwards, walk
like different animals or hop on one foot along the line.
17

Contents
Objectives Language Vocabulary
• Introducing Annie and Timmy • I’m (Annie). • Annie, Timmy
Welcome! • Using greetings • How are you? • hello, bye-bye
• Introducing ourselves • I’m fine, thank you. • boy, girl, school, teacher
• Distinguishing between boys and girls • Stand up. Sit down. • different, the same
• Identifying as a boy or a girl • Go to school.
• Recognising objects which are the same • It’s the same.
1 My school
• Naming and reviewing classroom objects
• Following simple instructions
• Identifying things that are the same
• Listening to a story and joining in
• Point to the (table).
• Put your finger on the (table).
• The same.
• Look inside.
• book, chair, crayon, glue stick, pencil, table
• point, tidy up, put away
• backpack
• school, scissors, snake
Inside my backpack • Phonics: Practising the initial sound s • Good (girl)! • toys
• Values: Learning about keeping the classroom tidy • (We) keep (our) classroom tidy.
I keep my classroom

tidy
2 My face
• Naming the parts of the face
• Talking about feelings
• Number 1
• Touch your (nose).
• I am (happy).
• Make a (happy) face.
• (The monster) is (sad).
• ears, eyes, mouth, nose
• face, hair
• angry, happy, sad
• a lot of, a few
I see monsters • Phonics: Practising the initial sound a • monster
• Values: Learning about the importance of feelings • up, down
• one
I have feelings
• ant, apple
3 My family
• Naming and reviewing the members of the family
• Practising greetings
• Identifying family members
• This is (Mummy).
• How are you?
• Fine, thank you!
• family
• mummy, daddy, brother, sister, baby
• grandad, grandma
• Listening to a story and joining in • I can (jump). • circle
The gingerbread man • Phonics: Practising the initial sound p • This is me. This is my (mummy). • jump, run, swim
• Values: Appreciating our family • fox, gingerbread man
• paintbrush, pencil, pineapple
I love my family

18

Objectives Language Vocabulary
4 My friends
• Recognising numbers 1 and 2
• Distinguishing between one and two objects
• Distinguishing colours and shapes
• Sequencing colours and shapes
• How many are there?
• It’s number (one).
• It’s a (blue) (square).
• Hello! Bye-bye!
• one, two
• circle, square, triangle
• blue, red, yellow
• bird(s); up, down
Two little blue birds • Listening to a story and joining in • (One) (blue) (bird). • come back, fly away

• Phonics: Practising the initial short i sound • I have friends. • igloo, iguana, ink
I have friends • Values: Learning about having friends • friends

5
• Naming and describing fruit • I like to eat (apples). • apple, banana, orange, pear
My food • Understanding the difference between big and small • A (red) (apple). • green, orange, red, yellow
• Talking about preferences • (Annie’s) got (a banana). • big, small
• Listening to a story and joining in • It’s a (big) (green) (pear). • bat, hungry
I’m a hungry fruit bat • Phonics: Practising the initial sound t • I want my lunch. • one, two

• Values: Learning about the importance • (A sandwich) is good. • table, teacher, Timmy, train, tree, triangle, two
I eat healthy food of healthy eating • I like (yogurt). • doughnut, sweets, yogurt

6 My toys
• Naming toys and describing where they are
• Putting toys away
• Number 3
• Put the (ball) in the box.
• (The boat) is (on) the (bed).
• Roll over. Ouch! Good night!
• I look after my toys.
• ball, boat, car, clown, doll, robot, teddy, toy box
• in, on, under
• bed, chair, shelf
• one, two, three
Three in the bed • Phonics: Practising the initial sound o • Please. Thank you. • octopus, olive, ostrich

• Values: Learning about looking after our toys
I look after my toys

7 My pets
• Describing and recognising pets
• Talking about pet ownership
• Recognising animal sounds
• Reviewing the concept of the same and different
• I’ve got a (cat).
• (Timmy’s) got a (yellow) (dog).
• That’s a baby (cat).
• My (dog) can (run).
• bird, cat, dog, fish, pet, rabbit
• baby
• bow wow, meow
• one, two, three
I love my pet • Listening to a story and joining in • The (cat) needs (food). • car, caterpillar, clown, cow, crawl, crayon

• Understanding what pets need • I love my pet. • drink, food, home, love, exercise
I can look after pets • Phonics: Practising the initial sound c • bird food, food bowl
• Values: Learning about how to look after pets
8 My garden
• Naming and identifying insects
• Reviewing numbers 1-3
• Reviewing shapes
• Put the (bee) on the (flower).
• How many (spots)?
• Please be careful!
• It’s a (ladybird).
• ant, bee, butterfly, caterpillar, ladybird, worm
• flower, grass, leaf
• spots
• one, two, three
Walking in the garden • Phonics: Practising the initial sounds a, c, i, o, p, s and t • I see a (black) (ant). • black, brown, red

• Values: Learning about respecting nature • Don’t step on the worm! • magnifying glass
I respect nature • apple, crayon, igloo, octopus, pencil, snake, table

Festivals: Halloween Christmas Valentine’s Day Easter
19

Welcome!
1 2 3
• Using greetings • Distinguishing between boys and girls • Identifying as a boy or a girl
• Introducing ourselves • Recognising objects which are the same
Objectives
• I’m (Annie). • Stand up. • It’s the same.

• How are you? • Sit down.
Language • I’m fine, thank you. • Go to school.
• Annie, Timmy • boy, girl, school • boy, girl, teacher

• hello, bye-bye • different, the same
Vocabulary
Key LC CAE IE DC LC SCC IE DC LC MST SCC DC
competences
Materials Teacher’s i-solutions

Resources
A ball All teaching and learning materials are organised into step-by-step
with Stickers A box
Student’s Book 1 lesson plans including:
Classroom objects: glue sticks, pencils, crayons, etc. • Quick lesson guides and tips
Ollie Puppet
ns 1 Construction paper
Teacher’s i-solutio • Animated Songs
dio Ma terial 1, CD 1 Crayons • Animated Story
Teacher’s Au
Finger paints
lcome Unit • Values video for the All about me! lesson
Flashcards 1, We Glue
• Interactive games
Lolly sticks
Game Generator to create your own interactive games for
Sequins
A stapler consolidation, revision or just for fun.
Tissue paper My worksheets section to edit or create your own personalised
White label stickers worksheets using any of the photocopiable material from the unit.
20
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Welcome! NAME:
Hello, Ollie!
Hello! I’m Ollie!
How are you?
Hello! I’m Ollie!
Tu whit tu whit tu whoo!
Hello! How are you?

Hello, Annie!
How are you?
Hello, Annie!
I’m fine, thank you!
Hello, Timmy!
How are you?
Hello, Timmy!
I’m fine, thank you!
Bye-bye, Ollie!
Bye-bye Ollie,
Everybody bye-bye.
Time to go!
See you all next time!
4 Annie Timmy hello bye-bye Lesson 1
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Welcome!
Lesson 1
Objectives
Using greetings
Introducing ourselves Introduce yourself to the puppet, using your own name, then Tidy-up and say ‘Bye-bye’
prompt the children to do the same:
Play 1.4 The tidy up song. Call on volunteers to collect the
Vocabulary T: Hello, Ollie. I’m (Liz). materials and put them away. Encourage the children to tidy up
Annie, Timmy T/C: Hello, Ollie. I’m (Sofia). and join in with the song.
hello, bye-bye
Let all the children introduce themselves to Ollie. Ask the children to stand in a line facing you. When you say ‘Hello’
Language they take one step towards you; when you say ‘Bye-bye’ they take
I’m (Annie). Student’s Book one step back. If they are able, you can invite one of the children to
How are you? take your place to give the instructions.
Sit the children in a circle with their legs flat on the floor in a ‘V’
I’m fine, thank you.
shape. Greet one child by name and introduce yourself: Display the puppet. Tell the class that Ollie is tired and he is going
Resources and Materials T: Hello, (Fernando). I’m (Liz).
back to sleep. Sing 1.5 Bye-bye Ollie!
Teacher’s i-solutions 1 T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
Then roll the ball to them and encourage them to respond:
Puppet C: Bye-bye, Ollie! See you next time! Ssssh!
Teacher’s Audio Material 1, CD 1 C: Hello, (Liz).
Student’s Book 1
Ask the child to return the ball to you. Continue, rolling the ball to
A ball
each child in random order, and encouraging them to reply to you if
Red finger paint
they are able, but without insisting.
Open the Student’s Book at page 3. Point to the two pictures

Wake up Ollie and say ‘Hello’ in turn and introduce the characters, encouraging the children to
repeat their names with you:
Ask the children to sit in a circle. Show the puppet and tell the
children that this is Ollie. Tell them that he is a little owl and that T/C: Annie… and Timmy.
owls sleep during the day so Ollie is sleeping. Count to three and
Play 1.2 Hello! How are you? Sing along with the track, saying
tell the children to count with you to wake Ollie up.
the words clearly and pointing to each character in turn. Play the
T: One, two, three… Wake up, Ollie! track again and encourage the children to join in.
C: One, two, three… Wake up, Ollie!
Encourage the children to repeat with you:
Move the puppet to make Ollie ‘wake up’. Greet Ollie and
T/C: Hello Annie. How are you? I’m fine, thank you!
encourage the children to join in:
Continue with Timmy. Give out the red finger paint and let the
T: Hello, Ollie!
children colour Annie and Timmy’s clothes with fingerprints.
C: Hello, Ollie!
Play 1.1 Hello, Ollie! Move the puppet and make Ollie sing and
dance while the children listen. Play the song again and encourage Extra Activity
the children to sing along. Open the Student’s Book at page 4. The children make
Take the puppet over to individual children so that they can greet a handprint in the frame. Play 1.3 Hello! How are you
him: (Instrumental) while the children work.
T: Hello, (Lucia).
C: Hello, Ollie.
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Welcome!
Lesson 1 Extra
Objectives
Using greetings
Introducing ourselves Let’s make a hand flag Let’s Play!
Play 1.2 Hello! How are you? Sing along with the song then Ask the children to sit in a circle. Begin by saying ‘Hello’ and
Vocabulary repeat it, encouraging the children to join in. showing the front of your hand flag. Hold it out in front of you and
hello, bye-bye ask the children to do the same:
Give out the pieces of construction paper (see Preparation)
hand
and crayons and show the children your hand flag. Show the T/C: Hello.
Resources and Materials children how to draw around their hand, helping where necessary.
Repeat several times, then wave your flag around and say ‘Bye-
Teacher’s i-solutions 1 Distribute the finger paints and let the children decorate their
bye’. Encourage the children to copy you:
Teacher’s Audio Material 1, CD 1 hand using whichever colours they wish. They do not need to
Construction paper colour it all in; they can just make fingerprints. When they have T/C: Bye-bye.
Crayons finished, the children can scrunch up small pieces of coloured
Alternate the words and actions a few times, then invite one of the
Coloured finger paints tissue paper and glue those on the hand too. Alternatively, they
children to be the leader.
Glue can use Coloured Stickers.
Tissue paper or Coloured Stickers Now ask two children to stand up and change places:
Ask the children to come to the front of the class then stick a
Lolly sticks (one per child) T: (Ana) and (Pablo), change places.
lolly stick to the back of each of their hand flags using their name
White label stickers
sticker. Lead the children to demonstrate what you want them to do.
Preparation The children can take their hand flags home or you can display Repeat with more children and ask them to say ‘Hello’ and
little bigger
Cut the construction paper into rectangles a them in the classroom. ‘Bye-bye’ as they pass each other in the middle of the circle.
than a child’s hand. You will need one per child. Repeat until all the children have had a turn.
r.
Write each child’s name clearly on a white sticke
small pieces (appro x. If you have extra time, choose a game from the Game Bank,
Cut or tear the tissue paper into
to scrun ch into balls. pages 16-17.
8cm squared) for the children
Make a hand flag using your own hand as
an example (see instructions opposite).
24
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Point and stick.
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Welcome! NAME:
6 boy girl school Lesson 2
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Welcome!
Lesson 2
Objectives
Distinguishing between boys and girls
Use Ollie to show the girl and boy Flashcards. Point to the Ask the children to trace the line with their fingers, as you say:
children and the Flashcards and say:
T: Go to school Annie. Go to school Timmy.
Vocabulary T: Ollie can see girls… and boys.
boy, girl, school Then show the children how to put the Coloured Stickers on the
Display the two Flashcards on the board and say the words again, dots. Repeat the instruction for each sticker along the way.
Language encouraging the children to join in:
Stand up.
T/C: Girl. Boy.
Sit down. Extra Activity
Go to school. Call some children to the board and ask them to stand in front of Open the Student’s Book at page 6. The children can make a
the appropriate Flashcard: design with more Coloured Stickers in the frame. Play 1.3
Resources and Materials
T: (Roberto), come here. You’re a (boy). Hello! How are you? (Instrumental) while the children work.
Teacher’s i-solutions 1
Puppet When there are several children standing in line in front of each
Teacher’s Audio Material 1, CD 1 Flashcard, call the rest of the children forward one by one. They
Flashcards 1, Welcome Unit: boy, girl, schoo
l Tidy-up and say ‘Bye-bye’
should be able to stand in the correct line.
Student’s Book 1 Play 1.4 The tidy up song. Call on volunteers to collect the
Play 1.2 Hello! How are you? Encourage the children to sing
Coloured Stickers materials and put them away. Encourage the children to tidy up
along. Play the track again, asking the girls to sing the first verse and join in with the song.
Preparation and the boys to sing the second.
child).
Cut rows of Coloured Stickers (one row per Display the three Flashcards around the room and tell the children
Now hold up the boy Flashcard and tell the boys to go to their to go to them:
places. Repeat with the girls.
T: Go to the (boy).
T: (Boys), sit down.
Wake up Ollie and say ‘Hello’ Use the Ollie puppet to give some instructions to the children:
Ask the children to sit in a circle. Show the puppet and tell the Student’s Book T/O: Boys stand up. Girls sit down. Girls stand up.
children that Ollie is sleeping. Count to three and tell the children
Hold up the three Flashcards one by one and name them for
to wake Ollie up. Tell the class that Ollie is tired and he is going back to sleep. Sing
the children to repeat:
1.5 Bye-bye Ollie!
T/C: One, two, three… Wake up, Ollie!
T/C: Boy. Girl. School.
T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie.
Continue, then name them wrongly for the children to correct: C: Bye-bye, Ollie! See you next time! Ssssh!
Move the puppet and make Ollie sing and dance while the children
T: School?
listen. Play the song again and encourage the children to sing
C: No!
along. Greet Ollie and encourage the children to join in:
T/C: Boy.
T: Hello, Ollie!
Open the Student’s Book at page 5 and give each child a row
C: Hello, Ollie!
of Coloured Stickers, allowing them to choose the colour they
Take the puppet to several individual children so that they can want. Name the pictures on the page and encourage the children
greet him: to point to them and say the words:
T: Hello, (Lucia). T/C: Boy. Girl. School.

C: Hello, Ollie.
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Welcome!
Lesson 2 Extra
Objectives
Identifying as a boy or a girl
Let’s make a headband Let’s Play!
Ask four boys and four girls to come to the front of the class, Ask the children to sit in a circle and play 1.3 Hello! How are
Vocabulary then stand them in a line to make a pattern. Say it out loud for you? (Instrumental). Pass the boy and girl Flashcards around
boy, girl the children to repeat: the circle. When you pause the music, the children holding the
Flashcards speak if they are holding the correct one:
Language T/C: Boy, girl, boy, girl…
Hello, I’m (Amelia). T/C: I’m (Laura). I’m a (girl).
Invite other children to join the line, one by one, sometimes keeping
I’m a (girl).
the pattern and sometimes breaking it to see if the children will If the children are able, you could also teach them to say:
Resources and Materials notice and correct you.

T/C: I’m (Sara). I’m not a boy.
Teacher’s i-solutions 1 Show the children the Ollie puppet wearing the headband and
If you have extra time, choose a game from the Game Bank,
Coloured construction paper tell the children that they are going to make one too. Give out the
pages 16-17.
White label stickers strips of construction paper and allow the children to choose the
Glue colour they want. Then give each child a sticker with their name on
Coloured tissue paper and help them to stick it to the headband. Distribute tissue paper
A stapler and glue. Demonstrate how to roll the tissue paper into a ball and
Teacher’s Audio Material 1, CD 1 glue it onto the headband, leaving the name sticker visible. If the
Flashcards 1, Welcome Unit: boy, girl children are finding the gluing difficult, offer help or allow them to
stick on smaller scraps of tissue.
Preparation
enough
Cut the construction paper into strips long When the children are ready, staple the headbands together to fit
Use a variet y of colou rs.
to make headbands. each child’s head.
child’s
You will need one strip per child. Write each
to put on the With their headbands on, ask the children to stand in a long line,
name clearly on a white sticke r ready
one behind the other. Demonstrate how to play a game to practise
strip of their choice.
ox. 8cm introductions: the first child turns around to talk to the second child
Cut or tear the tissue paper into pieces (appr
balls. and they introduce themselves:
squared) for the children to scrunch into
a name
Prepare a small headband for Ollie with C1: Hello, I’m (Alex).
decor ate it with tissue paper balls C2: Hello, I’m (Carmen).
sticker and
in a pattern. (Alex) now runs to the back of the line and (Carmen) turns around
to face and greet the child behind her. Continue until all the
children have been at the front of the line.
The children can wear their name headbands and take them home
at the end of the day.
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Look and point. Stick.
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Welcome! NAME:
8 boy girl teacher Lesson 3
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Welcome!
Lesson 3
Objectives
Recognising objects which are the same Wake up Ollie and say ‘Hello’
Ask the children to sit in a circle. Show the puppet and tell the Extra Activity
Vocabulary children that Ollie is sleeping. Count to three and tell the children Open the Student’s Book at page 8. The children use thick
boy, girl, teacher to wake Ollie up. crayons to draw coloured lines across the frame. Play 1.3
different, the same C: One, two, three… Wake up, Ollie!
Hello! How are you? (Instrumental) while the children work.
Language Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Put one of
It’s the same. the red hats on Ollie’s head, and say: Tidy-up and say ‘Bye-bye’
Resources and Materials T: Look. What has Ollie got? Nice hat, Ollie! Play 1.4 The tidy up song. Call on volunteers to collect the
Teacher’s i-solutions 1 materials and put them away. Encourage the children to tidy up
Give him a thumbs up and point at his hat so the children
Puppet and join in with the song.
understand. Pick up another red hat and put it on his head. Say:
Teacher’s Audio Material 1, CD 1 Ask the children to sit in a circle. Place the six different classroom
T: It’s the same!
A4 construction paper (blue and red) objects in the circle, but add a seventh so that two of them are
Student’s Book 1 Show the two hats side by side and repeat with the children: the same. Show the objects to the children. Ask for a volunteer
Coloured Stickers (six per child) to come forward and identify the objects which are the same.
, pencils, T/C: It’s the same!
Classroom objects (two of each): glue sticks Encourage the child to hold up the two objects and say:
crayons, scissors, felt-ti p pens, pens Display the three hats side by side and have Ollie look at each one
C: The same.
in turn. Point to the hats and repeat with the children:
Preparation Repeat, changing the objects which are the same, until all the
Make three paper hats for Ollie from A4 T/C: The same. The same. Different.
children who want to participate have had a turn.
construction paper: one blue and two red.
Student’s Book Display the puppet. Tell the class that Ollie is tired and he is going
Open the Student’s Book at page 7. Point to the characters and back to sleep. Sing 1.5 Bye-bye Ollie!
greet them with the children: T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
T/C: Hello, Annie! Hello, Timmy! C: Bye-bye, Ollie! See you next time! Ssssh!
Point to the teacher and say:
T/C: Hello, teacher!
Run your finger along the top line, naming the pictures with the
children:
T/C: Timmy… Annie, Timmy, Teacher.
Point to the two pictures of Timmy and say:
T: Timmy and Timmy. The same.
Repeat with the other two rows, encouraging the children to join
in with you, pointing and naming.
Give out the Coloured Stickers and repeat the process, showing
the children how to put a sticker on the two pictures in each row
which are the same.
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Welcome!
Lesson 3 Extra
Objectives
Using greetings
Introducing ourselves Let’s make a name card Let’s Play!
Hand out the name cards, small sequins and glue. Help the Ask the children to sit in a circle and display the Flashcards.
children put glue on the letters of their name and then carefully Teach the children an action for each Flashcard: when you show
Vocabulary
stick sequins onto the letters. (If you prefer, they can just stick the the girl, put your hands up; when you show the boy, put your hands
boy, girl, school, teacher
sequins on the first letter.) on your knees; when you show the teacher, clap your hands; when
Language Give out the large sequins and show the children how to glue the
you show the school, stamp your feet on the floor. Play the game,
Hello, I’m (Javier). showing the Flashcards slowly at first and then more quickly.
sequins around the edge of the name card to make a border.
I’m a (boy).
Continue the activity, standing up and teaching different actions:
Ask the children to sit in a circle and put all the name cards in a
Resources and Materials box. Pull your name card out, show it to the children, and say:
when you show the girl, wave; when you show the boy, jump; when
Teacher’s i-solutions 1 you show the teacher, run on the spot; when you show the school,
T: Hello!
Construction paper (red, yellow and blue) stand on one leg.
Large and small sequins Put your name card on the floor in front of you and continue with If you have extra time, choose a game from the Game Bank,
Glue each of the children, encouraging them to say ‘Hello!’ pages 16-17.
A box
Collect up the cards and repeat the game, this time introducing
Flashcards 1, Welcome Unit
yourself when you show your name card.
Preparation T: Hello, I’m (Liz).
strips. You
Cut the construction paper into 30cm x 12cm
childr en’s name s in
will need one per child. Write the Show each of the children’s names for them to identify and
cards .
large letters on the strips to make name encourage them to introduce themselves:
elf.
Make and decorate a name card for yours T: Hello, I’m (Javier).
Collect up the cards and repeat the procedure, this time say:
T: I’m a (teacher).
Continue, this time with the children:
T/C: I’m a (boy).

I’m a (girl).
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Notes
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1 My school
1 2 Story
3 4
Phonics
A ll 5
about me
!
• Naming classroom objects • Reviewing classroom objects • Listening to a story • Practising the initial sound s • Learning about keeping
• Identifying things that are • Responding to a story the classroom tidy
the same Worksheet 1B
Worksheet 1A • Tidying up the classroom
Objectives • Reviewing classroom objects • Making a medal
• Finding matching pairs
Extra
• Maths: the same
• Point to the (table). • Put your finger on the (table). • Look inside. • Good (girl)!
Language • We keep our classroom tidy.
• book, chair, crayon, table • book, chair, crayon, table • backpack, book, chair, crayon, • school, scissors, snake • put away (the toys), tidy up
Vocabulary glue stick, pencil, table
Key LC CAE DC LC CAE MST DC LC CAE IE DC LC LL IE DC LC SCC DC
competences

Resources A beanbag Paper piercers All teaching and learning materials are organised
d Pop-outs Blu-Tack Pipe cleaners into step-by-step lesson plans including:
with Stickers an
Student’s Book 1 Construction paper Plasticine • Quick lesson guides and tips
Ollie Puppet Crayons Realia: glue sticks, scissors, • Animated Songs
ns 1
Teacher’s i-solutio Crepe paper crayons, pencils, (picture) • Animated Story
Material 1, CD 1
Teacher’s Audio it 1
r Pop-outs 1, Un Decorating materials: stars, book, colouring book, chair, • Values video for the All about me! lesson
Poster and Poste
glitter, felt-tip pens, etc. (small) backpack, toy snakes • Interactive games
Finger Pointer
it 1 Drinking straws Ribbon Game Generator to create your own interactive
Flashcards 1, Un
Finger paints Scissors games for consolidation, revision or just for fun.
Flashcard Cube
it 1 Glue / glue sticks Sticky tape My worksheets section to edit or create your
Story Cards 1, Un Worksheets
1, Photocopiable A hole punch Tissue paper or newspaper own personalised worksheets using any of the
Teacher’s Book
d 251 Lolly sticks A wastepaper basket photocopiable material from the unit.
• pages 43, 57 an
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Sing. Point and stick.
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1 My school NAME:
Point to the table

Point to the table,
The table, the table.
Point to the table,
Point, point, point.
Point to the chair,

The chair, the chair.
Point to the chair,
Point to the crayon,

The crayon, the crayon.
Point to the crayon,
Point to the book,

The book, the book.
Point to the book,
10 book chair crayon table Lesson 1
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Lesson 1
1 My school
Objectives
Naming classroom objects
Wake up Ollie and say ‘Hello’ Student’s Book
Ask the children to sit in a circle. Show the puppet and tell the Open the Student’s Book at page 9. Encourage the children to
Vocabulary children that Ollie is sleeping. Count to three and tell the children point to Annie and Timmy and to greet them:
book, chair, crayon, table
to wake Ollie up.
T/C: Hello, Annie. Hello, Timmy.
Language C: One, two, three… Wake up, Ollie!
Play 1.6 Point to the table and encourage the children to point
Point to the (table).
Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello, to the objects on the page while they sing. Give out the Unit 1
Resources and Materials Ollie! Tell the children to look at Ollie. Make the puppet ‘whisper’ Stickers and play the first verse again. Show the children how to
Teacher’s i-solutions 1 in your ear, and then say: carefully peel off the table Sticker and put it in the appropriate
Puppet place on the page. Continue with the remaining Stickers.
T: Ollie wants to sit down.
Teacher’s Audio Material 1, CD 1
rs,
Realia: a glue stick, a picture book, some scisso Pretend that Ollie is trying to sit in inappropriate places, for
a crayon, a colouring book example, on your shoulder, on various children’s heads, etc. Each
Extra Activity
Student’s Book 1 time, encourage the children to repeat with you:
Open the Student’s Book at page 10. Let the children draw
Stickers 1, Unit 1 T/C: N
o, Ollie! Not on (me)! a picture using different coloured crayons in the frame. Play
Flashcards 1, Unit 1: book, chair, crayon, table No, Ollie! Not on (Rocío)! 1.7 Point to the table (Instrumental) while the children work.
A beanbag
Continue taking Ollie all around the classroom, encouraging as
Preparation many children as possible to join in. Hide Ollie behind your back,
realia
Have an empty chair next to you. Have the go over to the empty chair and whisper to the children: Tidy-up and say ‘Bye-bye’
it clearl y.
nearby where the children can see T: Where can Ollie sit? Play 1.4 The tidy up song. Call on volunteers to collect the
When they see the chair, say: materials and put them away. Encourage the children to tidy up
and join in with the song.
T: Yes, that’s right! Point to the chair.
Ask the children to sit in a circle and have the Flashcards face
Encourage the children to point to the chair and show Ollie where
up in the middle. Throw a beanbag to one of the children and ask
to sit. Make Ollie fly to the chair and sit him down, then have him
them to throw it onto a Flashcard. Ask another child to pick up
‘whisper’ to you again, and say:
the Flashcard and take it to the real object. When they bring the
T: Ollie wants to colour. Flashcard back, ask the class to name it. Continue until all children
have had a turn to either throw the beanbag or take a Flashcard.
Have Ollie pick up the glue stick, the scissors and the picture book.
Each time, encourage the children to repeat with you: Display the puppet. Tell the class that Ollie is tired and he is going
T/C: No Ollie, not (the book)!
Hide Ollie behind your back again and ask the children to point to
C: Bye-bye, Ollie! See you next time! Ssssh!
the correct object, the crayon.
Repeat the procedure, this time making Ollie try to colour in

inappropriate places (on the table, on the children, on the board)
before having the children point to the colouring book.
Play 1.6 Point to the table. Point to the corresponding items in

the classroom and encourage the children to sing along and join in.
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Lesson 1 Extra
1 My school
Objectives
Naming classroom objects
Following simple instructions Let’s make plasticine objects Let’s Play!
Display the four Flashcards around the room and give the children Divide the children into four groups and assign each group a
Vocabulary instructions to go to them: Flashcard. Tell the children that you are going to give them
book, chair, crayon, table instructions, and that they must follow the instructions only
T: Go to the (chair).
for their group:
Language When the children are confident with the vocabulary, you can vary
Go to the (chair). T: Books, (stand up). Chairs, (sit down).
the activity by giving instructions just to the boys, the girls, or small
Crayons, (stand up). Tables, (sit down).
Resources and Materials groups, pairs or individuals:
Teacher’s i-solutions 1 After a while you can add more instructions:
T: (Boys) go to the (book).
Flashcards 1, Unit 1: book, chair, crayon, table (Rocío, Isabella and Juan), go to the (crayon). T: Books, (say hello). Chairs, (say bye-bye).
Plasticine
Give out plasticine and let the children soften and shape it as they If the children are able, you can ask volunteers to take your place
like for a while. Then ask them if they can make a plasticine crayon. and give the instructions.
If necessary, demonstrate and help. When everyone is ready,
play the third verse of 1.6 Point to the table and sing along,
pages 16-17.
encouraging the children to point to the crayons they have made.
Roll up the plasticine again and ask the children to make a book.
Demonstrate and help them with the shaping if necessary.
Now that they can make cylinders and flat pieces, they will be
able to make tables and chairs. Play 1.7 Point to the table
(Instrumental) while they work.
When the children have had a go at making each of the objects,

get them to roll up their plasticine and choose one object to make
to display in the classroom.
38
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Sing. Point and trace.
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1 My school NAME:
Put your finger on the table

Put your finger on the table,
On the table, on the table.
Put your finger on the table,
Everyone.
Put your finger on the chair,

On the chair, on the chair.
Put your finger on the chair,
Everyone.
Put your finger on the book,

On the book, on the book.
Put your finger on the book,
Everyone.
Put your finger on the crayon,

On the crayon, on the crayon.
Put your finger on the crayon,
Everyone.
12 book chair crayon table Lesson 2
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Lesson 2
1 My school
Objectives
Reviewing classroom objects
Identifying things that are the same Wake up Ollie and say ‘Hello’ Student’s Book
Ask the children to sit in a circle. Have the Unit 1 Poster on display Open the Student’s Book at page 11. Play 1.8 Put your finger
Vocabulary near the children. Show the puppet and tell the children that Ollie is on the table again, pointing with one finger to the object at the top
book, chair, crayon, table sleeping. Count to three and tell the children to wake Ollie up. of the page and with one finger to the object at the bottom of the
page as you sing.
Put your finger on the (table). Show the children how to make ‘writing fingers’ by pressing the
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie
The same. first finger and thumb together in a pincer grip. Ask them to trace
look at each of the children and greet them.
a line with their fingers from the table at the top to the same
Resources and Materials T/O: Hello, (Arturo)! Hello, (Mariana)! picture at the bottom. Tell the children to pick up a crayon or pencil
Teacher’s i-solutions 1 using the pincer grip that they have just practised. Check they are
Then have Ollie ‘whisper’ in your ear and say:
Puppet holding their crayon or pencil correctly, then ask them to trace a
Teacher’s Audio Material 1, CD 1 T: Ollie says ‘Where are Annie and Timmy?’ line between the tables again, starting at the arrow. Continue with
r Pointer;
Poster and Poster Pop-outs 1, Unit 1: Finge the remaining objects to complete the page.
Encourage the children to point to the Unit 1 Poster and take
them over to it.
A lolly stick
Sticky tape
Poster Extra Activity
Student’s Book 1
Use Ollie to point to Annie and encourage the children to greet her: Open the Student’s Book at page 12. The children use
Crayons
thick coloured crayons to draw vertical lines in the frame.
Flashcards 1, Unit 1: book, chair, crayon, table T/C: Hello, Annie! How are you?
Play 1.9 Put your finger on the table (Instrumental) while
Blu-Tack
Continue with Timmy and the teacher, encouraging the children the children work.
Preparation to join in. Show the children the Finger Pointer Poster Pop-out.
Attach it
Prepare the Finger Pointer Poster Pop-out. Hold up the Finger Pointer and hold up your finger so they can
and lamin ate Tidy-up and say ‘Bye-bye’
to a lolly stick using sticky tape, see that they are the same:
it if you wish. Play 1.4 The tidy up song. Call on volunteers to collect the
T: The same.
materials and put them away. Encourage the children to tidy up
Then use the Finger Pointer to point to Annie and Timmy. Offer it and join in with the song.
to some of the children to name objects on the Poster. See if they
can find all the unit vocabulary on the Poster and also on the little Put the children into four teams and ask them to line up. Stick the
poster on the classroom wall. If they find something on the little four Poster Pop-outs on the board and give each team one of
poster, point out that it is ‘the same’ as on the big one. Encourage the matching Flashcards. The first member of each team runs
them to name (in English) any other items they know. If any of the to the board, matches the two images, then races back to hand
children are reluctant to speak, let them join in by pointing while the Flashcard over to the next member of their team. Continue
the others speak. until all the children have had a turn. As they match the images,
encourage the children to call out:
Play 1.8 Put your finger on the table and use the Finger Pointer
to point to the objects on the Poster. C: The same!
Display the puppet. Tell the class that Ollie is tired and he is going
41
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Lesson 2 Extra
1 My school
Objectives
Identifying things that are the same Let’s make a star pointer Maths
Teach the children a pointing rhyme. Use the Finger Pointer to
Vocabulary demonstrate the actions as you say the rhyme with them:
Point and match.
point
T/C: P
oint up, point down, point all around.
Point to the teacher and then sit down.
Language Encourage the children to join in as much as possible with the
Point (up).
rhyme and the actions.
Point to (the teacher).
The same. Show the children the star pointer you made and tell them that
they are going to make one too. Give out the construction paper,

stars, glue and decorating materials, and then tell the children to
Teacher’s i-solutions 1 decorate their stars. While they are working, hand out the strips of
Teacher’s Audio Material 1, CD 1 crepe paper, then when they are ready, show the children how to
Finger Pointer stick crepe paper streamers onto the back of the star. Finally, help Unit 1 Maths 251
Construction paper (yellow or gold)

683505_TB_U10.indd 251
each child to use sticky tape to attach the straw or lolly stick to the 7/7/16 9:55
Glue back of their star. Give out the Photocopiable Maths Worksheets. Ask the
stars, glitter,
Decorating materials: e.g. Coloured Stickers, children to look at the kites on the page. Ask the children
When they have finished, repeat the rhyme. The children use their
sequins to look at the first kite, then point to the other kites in turn,
star pointers to do the actions.
Yellow crepe paper strips asking:
Lolly sticks or drinking straws Repeat the rhyme several times, substituting the word ‘teacher’ for
Sticky tape T: Is it the same?
different children’s names and the classroom objects the children
Photocopiable Worksheet Unit 1 Maths have learnt (book, chair, crayon and table). Encourage the children to respond. When you reach the
(see Teacher’s Book page 251) identical kite, encourage them to say:
After the lesson, display the star pointers in a vase or jar and keep
Flashcards 1, Unit 1: book, chair, crayon, table
them to use in future lessons. C: The same!
Preparation The children match the identical kites with a crayon.
construction
Cut a star (about 12cm in diameter) from the Let’s Play!
crepe paper Repeat the procedure with the remaining two kites.
paper (you will need one per child). Cut the Play 1.6 Point to the table and let the children use their star
stream ers (you will need about
into strips to make pointers as they listen and sing along.
ate a star for yours elf to show
three per child). Decor
oppos ite). Play What’s missing? (see Game Bank, pages 16-17). Ask the
the children (see instructions
children to sit in a circle and tell them you are going to do some
Copy one Photocopiable Worksheet per child.
magic with your star. Put the four Flashcards face up in the middle
and ask the children to turn around and face the other way. Quickly
turn over one of the Flashcards and say:
T: Abracadabra!
Tell the children to turn around again and see if they can name the
hidden card.
If you have extra time, choose another game from the Game
Bank, pages 16-17.
42
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1 My school
Let’s find the pairs.

1A 43
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Photocopiable Worksheet 1A
1 My school
Objectives
Finding matching pairs Let’s find the pairs Let’s Play!
Ask the children to look at the board, and start to draw a sketch Play Musical chairs (see Game Bank, pages 16-17). Make a line
Vocabulary of a book, chair, crayon or table. Start slowly and encourage the of chairs back to back in the middle of the classroom. Play 1.7
book, chair, crayon, table children to guess what it is. Continue until the children have Point to the table (Instrumental) or 1.9 Put your finger on the
guessed all four objects. Let some of the children come forward to table (Instrumental) while the children dance around the chairs.
Language When you stop the music the children sit down on a chair. After
the board and have a go at drawing one of the objects for the rest
(Table) and (table). The same.
of the class to guess. a few turns, you can start to remove chairs one by one and the
Resources and Materials Give out the Photocopiable Worksheets and show the children
children who do not manage to sit on a chair can clap in time to
Teacher’s i-solutions 1 the music and encourage their friends.
how to pierce or cut along the dotted lines to separate the objects
Photocopiable Worksheet 1A on the right. Hand out the glue sticks and show them how to glue If you have extra time, choose another game from the Game
Paper piercers or scissors each object next to the matching one. Encourage the children to Bank, pages 16-17.
Glue sticks say with you:
Crayons
Teacher’s Audio Material 1, CD 1 T/C: (Table) and (table). The same.
When they have finished, the children can decorate their pictures
Preparation
by drawing coloured spots on the objects with crayons.
44
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Look and point. Paint.
13
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1 My school NAME:
Inside my backpack
Look inside my backpack, Look inside my backpack,
What do you see? What do you see?
A pencil for you, A crayon for you,
And a pencil for me. And a crayon for me.
Look inside my backpack, We’ve got our school things,

What do you see? It’s a lovely day.
A glue stick for you, It’s time for school,
And a glue stick for me. Hip hip hurray!
14 backpack crayon glue stick pencil Lesson 3
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Lesson 3
1 My school
Objectives
Listening to a story
Responding to a story Have Ollie find his own backpack and say: Pointer to point to the same object on the Poster. Repeat several
times with different children.
T: Let’s look inside Ollie’s backpack.
Vocabulary Next, choose a volunteer to stand up and turn around, facing
l, table
backpack, book, chair, crayon, glue stick, penci Show the backpack to the children and let them look inside.
away from the board. Use the Finger Pointer to point to one of
the Poster Pop-outs, and then ask the class to name the object
Language Story together:
Look inside.
Play 1.10 Story: Inside my backpack and act out the story with
C: (Chair!)
Resources and Materials Ollie and his backpack. (You don’t need to show the Story Cards
Teacher’s i-solutions 1 yet as the children will understand the story.) For the first three Now ask the volunteer to come to the board and use the Finger
Puppet verses, take out the objects mentioned and give one to Ollie and Pointer to identify the matching object on the Poster. If they
Teacher’s Audio Material 1, CD 1 keep one for yourself. When you reach the fourth verse, put the choose the correct object, encourage the class to say with you:
two pencils,
Realia: a small backpack for Ollie containing backpack on Ollie and make him ‘march to school’.
T/C: The same!
two glue sticks and two crayo ns
Display the four Story Cards and play 1.10 Story: Inside my
Story Cards 1, Unit 1 backpack again, pointing to the relevant parts of the Story Cards. Tidy-up and say ‘Bye-bye’
Student’s Book 1 Encourage the children to join in if they are able.
Finger paints Play 1.4 The tidy up song. Call on volunteers to collect the
Poster and Poster Pop-outs 1, Unit 1 Alternatively, watch the animated version of the story on the materials and put them away. Encourage the children to tidy up
Blu-Tack Teacher’s i-solutions. and join in with the song.
n,
Flashcards 1, Unit 1: backpack, book, crayo
Display the Flashcards around the room and tell children to go to
glue stick, penci l Student’s Book them:
Open the Student’s Book at page 13. Review the vocabulary by
giving the children instructions: T: Go to the (backpack).
Wake up Ollie and say ‘Hello’
T: Put your finger on the (school). Repeat until the children have practised all the vocabulary.
children that Ollie is sleeping. Count to three and tell the children to Point to the (book). Display the puppet. Tell the class that Ollie is tired and he is going
wake Ollie up. back to sleep. Sing 1.5 Bye-bye Ollie!
Ask the children to trace a line from the children to the school,
C: One, two, three… Wake up, Ollie! using their fingers. Name the pictures on the page and encourage T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
the children to repeat with you: C: Bye-bye, Ollie! See you next time! Ssssh!
‘whisper’ to you and say: T/C: Boy, girl, backpack, book…
T: What’s that Ollie? Look inside the backpack? Give out the finger paints and tell the children to paint the dots with
their fingers, starting at the boy and girl and ending at the school.
Pretend that Ollie is taking you over to the children’s backpacks
(if they have them), or your own bag. Make Ollie look inside one,
Poster
and say:
Display the Unit 1 Poster and stick the Poster Pop-outs on the
T: No, Ollie! Not (Susana’s) backpack! board next to it. Use the Finger Pointer to point to the Poster
Pop-outs in turn and ask the children to name them. Give a
Continue with several children’s backpacks and encourage the
volunteer the Finger Pointer and whisper the name of one of the
children to repeat with you:
Poster Pop-outs to them. The child points to the correct one. Ask
T/C: No, Ollie! Not (Eduardo’s) backpack. the class to name it, then call up another child to use the Finger
47
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Lesson 3 Extra
1 My school
Objectives
Listening to a story and joining in
Acting out a story Story Pop-outs Play a game.
Ask the children to sit in a circle and show them the realia. You Hand out the
Vocabulary will need the backpack, two crayons, two glue sticks and two Unit 1 Pop-outs
l, table
backpack, book, chair, crayon, glue stick, penci pencils. Open the backpack and invite six volunteers to come and crayons.
forward and put the objects inside. Encourage them to name them Help the children
Language
as they do so. to name the
(Book) and (book). The same.
objects in the
C: A (glue stick).
Resources and Materials pictures and ask
Teacher’s i-solutions 1 Tell the children that they are going to listen to the story about them to colour
Teacher’s Audio Material 1, CD 1 the backpack again. Show the corresponding Story Cards and them.
, pencils
Realia: an empty backpack, crayons, glue sticks play 1.10 Story: Inside my backpack. Learn with Ollie 1
1 My school
© Santillana Educación, S.L.
When they are

Story Cards 1, Unit 1
ES0000000027319 683479_PO1_34
590.indd 1
Alternatively, watch the animated version of the story on the ready, show the children how to carefully
17/12/2015 8:37:08
Pop-outs 1, Unit 1
Teacher’s i-solutions. pop out the pieces and play a game. The children turn the
Crayons
pieces over face down and mix them up, then they try to
Call on two children and ask them to each take out a pencil from
turn over two pictures which are the same. When they
the backpack. Say the words from the story as you do so, and
succeed, encourage them to say:
encourage them to join in if they are able:
T/C: (Book) and (book). The same.
T/C: A pencil for you, and a pencil for me.
Have the children repeat the procedure until they find all
Repeat the procedure with the glue sticks and crayons. Then tell
the pairs. If you wish, you can tell the children to turn all the
the children to put the objects back in the backpack and ask one
cards back over and play again.
child to pick up the backpack and ‘march to school’. Repeat with
the rest of the class:
T/C: It’s time for school, hip, hip, hurray!

Let’s Play!
Fill the backpack with glue sticks, pencils and crayons, making sure
there is one object for each child. Ask the children to sit in a circle
and show them the backpack. Pass the backpack around the circle
in a clockwise direction and recite with the children:
T/C: L ook inside my backpack, what can you see?

Look inside my backpack, what can you see?
When you finish the phrase, the child holding the backpack looks
inside and takes out an object for the class to name. Put the object
in the middle of the circle and continue chanting and passing the
bag until all the children have had a turn.
pages 16-17.
48
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Look and paint. Listen.
S fi
Phonics 15
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49
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1 My school NAME:
Transcript
s… s… s… snake
s… s… s… school
s… s… s… school
s… s… s… scissors
s… s… s… scissors
16 school scissors snake Lesson 4
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Lesson 4
1 My school
Objectives
Practising the initial sound s
Ask the children to sit in a circle. Show the puppet and tell the Transcript 1.11 Unit 1. Lesson 4. Phonics.
Vocabulary children that Ollie is sleeping. Count to three and tell the children s… s… s… snake
school, scissors, snake to wake Ollie up. s… s… s… snake
Resources and Materials C: One, two, three… Wake up, Ollie! s… s… s… school
Teacher’s i-solutions 1 s… s… s… school
Puppet
‘whisper’ to you and ‘hide’ behind your back. Say: s… s… s… scissors
T: Ollie’s scared. He says there are snakes in the school! s… s… s… scissors
Toy snakes
Student’s Book 1
Move your arm like a snake and hiss to demonstrate, then send the
Finger paints
children to look around the classroom to find the snakes:
Preparation T: Can you see any snakes in the school? Extra Activity
Hide the toy snakes around the classroom. Open the Student’s Book at page 16. The children paint dots
As they bring each snake to you, do the arm movement and repeat
inside the outlines of the letters with finger paints, following
together:
the direction of the arrow.
T/C: s-s-s snake.
When the children have collected all the snakes, say:

Tidy-up and say ‘Bye-bye’
T: Look Ollie. The snakes are not real!
Show a toy snake to Ollie and let the children pass them around. materials and put them away. Encourage the children to tidy up
Draw a hollow upper case letter S on the board and add a snake’s and join in with the song.
tongue and two eyes. Trace it with your writing fingers (pincer grip Ask the children to sit in a circle and teach them actions for the
with your first finger and thumb), saying the ‘s’ sound. Show the three words from the lesson.
children how to make the pincer grip, and then trace the shape in
‘Snake’: the children slide along the floor like snakes. ‘Scissors’: the
the air for them to copy. Encourage them to say the sound as they
children mime cutting with their first and middle fingers. ‘School’:
do so. Continue, using different body parts to trace the shape in
the children sit down cross-legged. Say the three words at random,
the air, such as elbows, feet, shoulders and nose. This will help the
emphasising the initial sound each time:
children to remember the letter shape.
T: s-s-s (snake)!
Student’s Book Encourage the children to do the corresponding actions. After
Open the Student’s Book at page 15. Point to each picture several rounds, mime the actions and encourage the children
and say the name, emphasising the initial sound. Encourage the to say the words while they do the actions.
children to do the same. Say the sound again as you point to the
letters. Then ask the children to trace a line from the school to the
scissors using their writing fingers.
Give out finger paints and play 1.11 Unit 1. Lesson 4. Phonics.
Then tell the children to paint a line from the school to the scissors.
51
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Lesson 4 Extra
1 My school
Objectives
Practising the initial sound s
Let’s make a stripy snake Let’s Play!
Draw an upper case S shape on the board and invite several Play 1.7 Point to the table (Instrumental) and ask the children to
Vocabulary children to come to the board and try to copy it. walk or dance around in a circle. Pause the music and say words
school, scissors, snake from the unit which have the initial ‘s’ sound, emphasising the
Ask the children to stand in a line and let them practise tracing
sound each time. When you say a word which has a different initial
Resources and Materials the letter on each other’s backs, and then repeat with them
sound, tell the children to call out ‘Stop!’ and sit down:
Teacher’s i-solutions 1 tracing the letter on each other’s hands. Next, distribute the pipe
Pipe cleaners cleaners and ask the children to bend them into an S shape. Give T: s-s-s snake. s-s-s school. s-s-s scissors. b-b-b book.
A4 coloured construction paper the children time to play with them, then tell them to put the pipe C: Stop!
Decorating materials: crayons, felt-tip pens, cleaners to one side.
Continue, starting the music again.
Coloured Stickers, glitter, glue
Give out the templates and tell the children that they are going to
Teacher’s Audio Material 1, CD 1 If you have extra time, choose a game from the Game Bank,
make a snake. Draw the picture from the template on the board
pages 16-17.
Preparation and show the children how to draw stripes across the snake’s
, upper
Using a thick marker pen, draw a large, hollow body. Hand out the decorating materials and give the children time
A4 paper . Draw two eyes to decorate their snakes. When they have finished, you can display
case letter S onto a piece of
. Copy the templ ate the stripy snake pictures in the classroom or allow the children to
and a tongue to turn it into a snake
will need
onto A4 coloured construction paper (you take them home.
one copy per child).
52
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Look, point and stick. All
about
me!
I keep my classroom tidy
17
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1 My school NAME:
18 Lesson 5
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Lesson 5
1 My school
Objectives
Learning about keeping the classroom tidy
As Ollie tidies away the toys, tell the children: Student’s Book
T: Ollie can put away the toys. Open the Student’s Book at page 17. Look at each picture in turn
Vocabulary and say:
tidy up Repeat the procedure, and this time name two or three children
and ask them to put away the pencils: T: Good (girl)! She’s (putting away her coat).
put away (the toys)
T: (Ana) and (Gerardo) can you put away the (pencils)? Encourage the children to point to the picture and then repeat with
Language you:
Good (girl)! Then say to the class:
We keep our classroom tidy. T/C: Good (girl)!
T: (Ana) and (Gerardo) can put away the (pencils).
Resources and Materials Continue the procedure with the rest of the objects and different
Give out the Happy Stickers and let the children stick one under
each picture.
Teacher’s i-solutions 1 children until the classroom is tidy.
Puppet Now watch the All about me! video on the Teacher’s i-solutions
Teacher’s Audio Material 1, CD 1 to consolidate what the children have learnt in this lesson.
All about me! Poster 1, Unit 1 T/C: We keep our classroom tidy.
Finger Pointer
Student’s Book 1 All about me! Poster Extra Activity
Happy Stickers (three per child)
Display the Unit 1 All about me! Poster and let the children look Open the Student’s Book at page 18. Give out crayons and
Preparation at it. Point out the picture of the tidy classroom at the bottom, and show the children how to draw vertical lines starting at the
lesson,
The classroom needs to be untidy for this compare it to your tidy classroom. arrow. Play 1.9 Put your finger on the table (Instrumental)
with several toys, penci ls, backp acks, while the children work.
T: They keep their classroom tidy and we keep our classroom tidy.
books and rubbish all lying around near where
Use the Finger Pointer to point to the All about me! Poster and
you will wake up Ollie.
play 1.12 I keep my classroom tidy.
Wake up Ollie and say ‘Hello’ materials and put them away. Encourage the children to tidy up
Transcript 1.12 I keep my classroom tidy.
Ask the children to sit in a circle. Show the puppet and tell the and join in with the song.
children that Ollie is sleeping. Count to three and tell the children Girl: I tidy up. I put away the toys.
Boy: I tidy up. I put away the pencils. Display the puppet. Tell the class that Ollie is tired and he is going
to wake Ollie up.
Children: We put away our backpacks and our coats. back to sleep. Sing 1.5 Bye-bye Ollie!
Girl: I put away the books.
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have Ollie Children: We keep our classroom tidy.
‘fly’ around and look at the messy classroom. Say: Boy: I put rubbish in the bin.
Children: I keep my classroom tidy!
T: Look at the classroom!
Make Ollie fly to each of the ‘untidy’ places you have prepared.
Encourage the children to name the objects with you: If the children are able, you can make phrases and let them use the
Finger Pointer to point to pictures on the All about me! Poster:
T/C: A (pencil)!
T: Point to the girl (putting away books). Point to the (backpack).
Ask Ollie to help tidy up:
T: Ollie, can you put away the toys?
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Lesson 5 Extra
1 My school
Objectives
General revision
Value: I keep my classroom tidy Let’s tidy up! Clear a space in the classroom and ask the children to stand in a
circle. Play 1.6 Point to the table and 1.8 Put your finger on
Start by sending individual children to do some small jobs in the
Vocabulary classroom.
the table. Encourage the children to dance and sing along. If you
l, table
backpack, book, chair, crayon, glue stick, penci wish, you can place the classroom objects in the middle of the
T: (Lucas) can you put away the (pencils)? circle and the children can point to the corresponding classroom
bin, rubbish
(Rodrigo) can you put away the (toys)? items as they are mentioned in 1.6 Point to the table.
Language Comment on what the children are doing and praise them to help While they are dancing, hide the paper balls all around the
Sit down.
the rest of the class notice what needs doing. classroom. Then tell the children to sit in a circle and put the empty
Stand up.
T: Good (boy), (Rodrigo)! waste paper basket in the middle.
Go to (the chair).
Ask the children what goes in the bin and help them to answer
Resources and Materials Continue, encouraging as many children as possible to participate.
‘rubbish’ or ‘paper’. Ask the children if they can see any rubbish in
Let’s Play! the classroom. Demonstrate by going to find one of the balls of paper.
crayon,
Flashcards 1, Unit 1: backpack, book, chair, Show the children the Flashcard Cube and the six Flashcards. Choose one of the children and tell them to go and find some
glue stick, pencil Encourage the children to name the Flashcards and let them help rubbish. Repeat until all the children have found a ball of paper,
Flashcard Cube you to put them in the cube. and help by guiding them if necessary.
stick, a pencil
Realia: a backpack, a book, a crayon, a glue When they are ready, the children can take turns trying to throw
Next, show the children the classroom objects (realia) and display
Tissue paper or newspaper the rubbish in the bin. Ask them to stand in a circle with the bin in
them around the classroom, placing each one on a chair. Review
A waste paper basket the middle. Let each child have one throw, then continue around
the vocabulary by pointing to each in turn and naming it with the
the circle to the next child. Go around the circle and repeat until all
Preparation children. Make sure to also revise ‘chair’. Put the children into five
oom for the groups, and then assign each group a classroom object. As you the children have thrown their ball of paper in the bin (or at least
Have some items out of place in the classr
assign the children their groups, they should go and stand next to had several attempts).
children to tidy up.
You the corresponding item.
Roll the tissue paper or newspaper into balls. If you have extra time, choose a game from the Game Bank,
will need at least one paper ball per child.
T: (Juan) go to the (glue stick). pages 16-17.
When all the children are in their groups, roll the Flashcard Cube.
Show the children which picture is on top and give that group an
instruction:
T: (Backpacks), stand up.
Continue rolling and giving instructions:
T: (Pencils), sit down. (Crayons), go to the (backpacks).

(Books) shout (‘hurray!’).
When the Flashcard Cube shows the chair Flashcard on top,

everyone must go and sit on their chair, wait while you slowly
count to three, and then return to their groups. Repeat the game
several times.
56
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1 My school
Let’s make a medal.
I C A N
T
ID !
Y U P
1B 57
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Photocopiable Worksheet 1B
1 My school
Objectives
Tidying up the classroom
Making a medal Let’s make a medal Let’s Play!
Ask individual children to tidy up the classroom: Ask the children to sit in a circle and give instructions to two
Vocabulary children at a time:
tidy up, put away (the toys) T: (Felipe) can you put away the (crayons), please?
Good (boy)! T: (Joshua) stand up. (Maria) stand up. Change places. Sit down.
Language
Tell the children that they are very good at tidying up, and that they Make sure everyone has a turn. If the game is difficult for your
Good (boy)!
are going to make themselves a medal. Give out the medals and class, begin by having them sitting in a circle of chairs, so that it’s
Resources and Materials finger paint and tell the children to paint the star. When they have easier for them to find the right place. From time to time call out:
Teacher’s i-solutions 1 finished, hand out the tissue paper and glue. You can either let the
T: Everybody, change places.
Teacher’s Audio Material 1, CD 1 children choose the colours they want, or give each child lots of
Photocopiable Worksheet 1B different colours. Show them how to scrunch the tissue paper up Everybody (including you) should move to a different place.
A4 construction paper into balls. Once they have made enough small paper balls, show
Yellow finger paint the children how to glue them around the edge of their medal to
pages 16-17.
Glue make a border.
Coloured tissue paper When the children have finished, punch a hole in the top of each
A hole punch child’s medal and thread each one onto a piece of ribbon. Finally,
Some ribbon tie the medals around the children’s necks so that they can wear
them. The children can take their medals home to play with.
Preparation
oom
Have some items out of place in the classr
for children to tidy up.
ruction paper
Copy the Photocopiable Worksheet onto const
per child).
and cut out the medals (you will need one
into 5cm x 5cm squar es. Use as many
Cut the tissue paper
different colours as possib le.
child).
Cut the ribbon into 80cm lengths (one per
58
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Notes
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2 My face
1 2 Story
3 4
Phonics
A ll 5
about me
!
• Naming the parts • Talking about feelings • Listening to a story • Practising the initial • Learning about the
of the face Worksheet 2A • Joining in with a story sound a importance of feelings Review and
• Completing a face Worksheet 2B Assessment
Extra • Recognising different Consolidating
Objectives • Maths: a lot of and parts of a picture Term 1
a few • Colouring inside lines Vocabulary
and Language
• Touch your (nose). • I am (happy). • The monster is (sad). • I am (happy).
Language
• face, ears, eyes, • angry, happy, sad • angry, happy, sad • angry, ant, apple • angry, happy, sad
• monster
Vocabulary mouth, nose
• up, down
• one
Key LC CAE IE DC LC CAE MST DC LC CAE IE DC LC LL DC LC SCC LL DC
competences

Resources A beanbag Mirrors (large and small) All teaching and learning materials are organised into
d Pop-outs Blu-Tack Paints and paintbrushes step-by-step lesson plans including:
with Stickers an
Student’s Book 1 Building blocks Paper piercers • Quick lesson guides and tips
Ollie Puppet A camera Paper plates • Animated Songs
ns 1
Teacher’s i-solutio Construction paper Paper napkins
Material 1, CD 1 • Animated Story
Crayons Plastic knives
r Pop-outs 1, Un • Values video for the All about me! lesson
Poster and Poste Food ingredients: plain Plasticine
Finger Pointer biscuits, icing sugar, lemon Scissors
it 2 Game Generator to create your own interactive
Flashcards 1, Un juice or water, raisins Small bowls
rd Cu be Glue Star pointers games for consolidation, revision or just for fun.
Flash ca
it 2 Googly eyes (from Unit 1) My worksheets section to edit or create your
Story Cards 1, Un rksheets
he r’s Bo ok 1, Photocopiable Wo Lolly sticks Sticky tape own personalised worksheets using any of the
Teac
252 and 259 Magnetic letters Tissue paper photocopiable material from the unit.
• pages 69, 83,
Masking tape Wool
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2 My face NAME:
Touch your nose




20 ears eyes mouth nose face Lesson 1
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Lesson 1
2 My face
Objectives
Naming the parts of the face
Wake up Ollie and say ‘Hello’ Show the children how to carefully peel off the Sticker and place it
Ask the children to sit in a circle. Show the puppet and tell the on the picture. Continue with the rest of the Stickers.
Vocabulary children that Ollie is sleeping. Count to three and tell the children When they have finished, play 1.13 Touch your nose again and
face to wake Ollie up. encourage the children to sing along and point to the parts of the
ears, eyes, mouth, nose
C: One, two, three… Wake up, Ollie! face on the page.
Language Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello,
Touch your (nose).
Ollie! Tell the children to look at Ollie and make him fly over to
Extra Activity
Resources and Materials the mirror. Pretend that Ollie is looking at his face and say:
Open the Student’s Book at page 20. The children draw and
Teacher’s i-solutions 1 T: Look. Ollie is looking at his face. colour a smiley face in the frame. Play 1.14 Touch your nose
Puppet
Look at your own face in the mirror, then pass it to the children. (Instrumental) while the children work.
Point to your nose and say:
A mirror
Student’s Book 1 T: This is my nose. Poster
Stickers 1, Unit 2
hair, Encourage the children to point to their noses and repeat with you: Display the Unit 2 Poster and ask the children to name anything
Poster and Poster Pop-outs 1, Unit 2: ears,
they can see on it. Give the Finger Pointer to a child and help
happy eyes, happy mouth, nose T/C: Nose!
them to point to the parts of Annie’s face for the rest of the class to
Finger Pointer
Repeat the procedure with your eyes, mouth and ears. Then name. Repeat with another volunteer and the picture of Timmy.
Blu-Tack
practise the parts of the face, saying:
Display the Unit 2 Poster Pop-outs, and then place them on the
T: Touch your (nose). third face in the wrong places. Invite volunteers to come forward to
put them in the correct places. Encourage them to name the parts
Play 1.13 Touch your nose. Encourage the children to sing along
of the face as they do so.
and touch each part of the face as it is named.
Finish by reviewing all the parts of the face:

T: O
n my face (draw around your face with your finger) Play 1.4 The tidy up song. Call on volunteers to collect the
I’ve got a nose, a mouth, eyes and ears. materials and put them away. Encourage the children to tidy up
Touch each part as you name it and encourage the children and join in with the song.
to join in: Ask the children to sit in a circle, and then start to make a slow
C: Face. Nose. Mouth. Eyes. Ears. rhythm, clapping and tapping your legs without speaking. When
everyone is joining in, add in actions of touching parts of your face,
still keeping the rhythm very slow. The rhythm could go something
Student’s Book
like this: Clap… tap… touch your eyes... clap… tap… touch your
Open the Student’s Book at page 19. Ask the children to point to
nose, etc.
the girl’s face and name the different parts:
C: Face. Nose. Mouth. Eyes. Ears.
Give out the Unit 2 Stickers, and say:
T: Have you got a (nose)? Stick on the (nose). C: Bye-bye, Ollie! See you next time! Ssssh!
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Lesson 1 Extra
2 My face
Objectives
Naming the parts of the face
Let’s make a paper plate face Let’s Play!
Ask the children to sit in a circle. First, ask them to look at their Review the parts of the face using the Flashcards. Ask the
Vocabulary friends’ faces and to point to the different parts of the face. children to sit in a circle and pass the ears Flashcard around in a
ears, eyes, mouth, nose clockwise direction. Each child says the word and then passes the
T: Point to the (nose).
face Flashcard on. Continue, passing the nose Flashcard around in an
Pass around the mirrors and let the children look at their own anti-clockwise direction, then repeat with the eyes and the mouth.
Resources and Materials face, then ask volunteers to come to the board and draw a face.
Teacher’s i-solutions 1 Hold up any one of the Flashcards and name it correctly. Tell
Remind them to include the eyes, nose, mouth and ears. Leave the
Several small or handheld mirrors children to give you a thumbs up if it is correct. Then name one
drawings on the board as a model for the children to use later.
Plasticine incorrectly and tell them to give you a thumbs down if it is wrong.
Paper plates Give out the plasticine and let the children play with it for a while. Continue to name the Flashcards, sometimes correctly and
Glue Then give out the paper plates and glue. Explain that the plate sometimes not, and encourage the children to correct you.
Lolly sticks will be the face and that they are going to make the features with
Sticky tape plasticine. Demonstrate, showing them how to make the parts of
pages 16-17.
Flashcards 1, Unit 2: ear, eyes, mouth, nose the face and then show them how to glue them onto the plate.
When they have finished, tape a lolly stick to the back of each
child’s plate so that they can hold them up.
Encourage the children to hold up their faces and talk to each

other:
C: Hello, I’m (Sofia). Bye-bye!
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Sing. Point and trace.
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2 My face NAME:
I am happy
I am happy,
Happy as can be!
Make a happy face,
Look at me!
I am sad,
Sad as can be!
Make a sad face,
Look at me!
I am angry,
Angry as can be!
Make an angry face,
Look at me!
22 angry happy sad Lesson 2
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Lesson 2
2 My face
Objectives
Talking about feelings
Ask the children to sit in a circle. Show the puppet and tell the Open the Student’s Book at page 21. Tell the children to trace a
Vocabulary children that Ollie is sleeping. Count to three and tell the children line with their finger from Annie to the happy girl on the right. Point
angry, happy, sad
to wake Ollie up. to the two faces and get the children to copy you. As they point,
encourage them to say:
I am (happy). T/C: They are happy.
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Pretend that
Resources and Materials Ollie is sad. Say: Repeat with the pictures of the sad and angry children. Hand out
Teacher’s i-solutions 1 crayons and tell the children to trace along the lines with a crayon.
T: Ollie, what’s wrong? Oh, no. Ollie is sad.
Puppet Check that they are holding their crayon correctly (pincer grip
Teacher’s Audio Material 1, CD 1 Make an exaggerated sad face and say: between index finger and thumb) before they begin.
Flashcards 1, Unit 2: angry, happy, sad T: Now I’m sad.
Poster and Poster Pop-outs 1, Unit 2
Tell the children to make a sad face and take Ollie around to look at
Blu-Tack Extra Activity
Student’s Book 1 them. Repeat the procedure, pretending that Ollie is happy, and say:
Open the Student’s Book at page 22. The children use
Crayons T: Now Ollie is happy! Make a happy face. crayons to draw horizontal coloured lines across the page
Take Ollie around to look at the children again, then pretend that in the frame. Play 1.16 I am happy (Instrumental) while the
Ollie is angry. children work.
T: Now Ollie is angry! Make an angry face.
Show the children a frown and take Ollie around to look at the Tidy-up and say ‘Bye-bye’
children again. Play 1.4 The tidy up song. Call on volunteers to collect the
Display the three Flashcards and see if the children can name
them. Play 1.15 I am happy. Point to the Flashcards and make
the appropriate face for each verse of the song, encouraging the Display the three emotion Flashcards around the room and make
children to do the same and to join in with the words if they can. Ollie give the children instructions:
T: Ollie says (happy)!

Poster
If Ollie says ‘happy’, they skip or dance to the happy Flashcard
Display the Poster and ask individual children to come to the
with a smile on their face. If Ollie says ‘sad’, they put their head
Poster. Ask:
down, looking sad and walk slowly to the sad Flashcard. If
T: Are you (happy)? Ollie says ‘angry’, they frown and stamp their way to the angry
C: Yes. Flashcard.
Let the child choose the eyes and mouth for the emotion and stick Display the puppet. Tell the class that Ollie is tired and he is going
them on the Poster. Repeat, until the children have found the back to sleep. Sing 1.5 Bye-bye Ollie!
correct Poster Pop-outs for all the emotions. If the children are
able, encourage them to say:
C: I am (happy).
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Lesson 2 Extra
2 My face
Objectives
Describing faces
Decorating biscuits Let’s make a biscuit face Maths
Draw a circle on the board. Point to the circle and trace around
Vocabulary your face to help them guess what it is. Ask:
ears, eyes, mouth, nose, face Look and colour.
T: What’s this?
a lot of, a few
T/C: A face.
Resources and Materials Repeat the procedure with the eyes, then add a spot for a nose.
Finally, ask the children what is missing and, when they tell you,
Plain biscuits
add a string of spots for a smile and two more for ears.
Paper napkins
Icing sugar Tell the children that they are going to make a biscuit face. Give
Lemon juice or water out the biscuits (one per child) on paper napkins, and the bowls

Raisins of raisins and icing. Show them how to spread some icing on the
Small bowls biscuit, using a plastic knife. When all the children are ready, give
Plastic knives for spreading them instructions to make the face on top of the icing by adding 252 Unit 2 Maths
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7/7/16 9:55

T: Let’s make the eyes. Now the nose. Now the mouth… Ask the children to gather round and show them two
Photocopiable Worksheet Unit 2 Maths
paper plates. Put four biscuits on each plate and show the
(see Teacher’s Book page 252) The children can take their biscuits home or eat them at the end of
children. Encourage them to repeat with you:
Crayons the day.
T/C: The same.
Preparation Let’s Play! Put most of the biscuits on one plate, leaving just two on
sugar to make Play Hide the plate. Ask the children to sit in a circle and choose a the other. Show the children and say:
Mix a little water or lemon juice with icing
d on the biscuits. volunteer to stand in the middle. Tell them to cover their eyes and
a thick icing that the children can sprea
T: A lot of biscuits. A few biscuits.
bowls (one play 1.15 I am happy. The children sitting down put their hands
Put some of the icing mixture into small
behind their backs and pass a paper plate around behind them Encourage them to point and repeat with you:
for each group). Put the raisins into small bowls
while they all sing the first verse. When the music stops, the child
(one for each group). T/C: A lot. A few.
holding the plate has to keep it hidden behind their back, and the
child in the middle tries to guess who has the plate. When they Give out the Photocopiable Maths Worksheets. Ask the
guess correctly, the child who has the plate then swaps with the children to point to the jar which has ‘a lot of’ biscuits.
child in the middle. Continue until several children have had a turn. Repeat with the jar which contains ‘a few’ biscuits. Then
ask them to colour the lid of the jar which has a lot of
biscuits.
pages 16-17.
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2 My face
Let’s make my face.

2A 69
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2 My face
Objectives
Completing a face
Let’s make my face Let’s Play!
Ask the children to sit in a circle and distribute the mirrors. Ask the children to stand in a circle and tell them they are going to
Vocabulary Encourage them to look carefully at their own face in the mirror make a face. Tell them that the circle will be the face, then choose
ears, eyes, mouth, nose, face and at their friends’ faces. Ask them to point to the parts of the six volunteers to step outside the circle and have the others move
hair face and say the words. If you wish, you can revise them using the in to close the gaps. Position two children to sit cross-legged as
Poster and Poster Pop-outs or the Flashcards. eyes, and one more as the nose. Then have two children lie down
outside the circle in a slightly curved position to make the ears, and
Teacher’s i-solutions 1 Hand out the Photocopiable Worksheets and crayons, letting the
one more lie down in the circle to make a smiling mouth.
Several small or handheld mirrors children choose a crayon to colour in the face. When they have
Poster and Poster Pop-outs 1, Unit 2 (optional) finished, give each child two googly eyes and tell them to stick Take a photo of the ‘face’ if you can, as the children will not be able
(optional)
Flashcards 1, Unit 2: ear, eyes, mouth, nose them on. Show them how to draw on a smile for the mouth with a to see it. Continue the game, choosing another six children to make
Photocopiable Worksheet 2A red crayon. a sad face, then six more to make an angry face. Show the children
Crayons the photos you have taken after you finish the activities and
When they are ready, let them choose tissue paper to make
Googly eyes encourage them to identify the feelings on the faces they made.
the hair, then show them how to glue it on top of the head. The
Tissue paper
children can scrunch it up to make curly hair like Timmy’s or leave If you have extra time, choose a game from the Game Bank,
Glue
it in long strips to make straight hair like Annie’s. pages 16-17.
A camera
Preparation
children
Cut the tissue paper into strips ready for the
to make hair for their pictur e. Ensur e you have
a variety of colours suitable for the children

in your class.
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Look and point. Glue.
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2 My face NAME:
I see monsters
I look up. I look down. I look up. I look down.
I see a sad monster in my town. I see a happy monster in my town.
‘Monster, monster, go away!’ ‘Monster, monster, go away!’
And the monster ran away. And the monster ran away.
I look up. I look down. I look up. I look down.

I see an angry monster in my town. I see monsters all around.
‘Monster, monster, go away!’ They’re happy and sad,
And the monster ran away. And angry too.
‘Oh dear me! What should I do?’
24 angry happy sad monster one Lesson 3
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Lesson 3
2 My face
Objectives
Joining in with a story Wake up Ollie and say ‘Hello’ with the rest of the story, encouraging the children to participate as
much as possible.
Vocabulary children that Ollie is sleeping. Count to three and tell the children to Alternatively, watch the animated version of the story on the
angry, happy, sad wake Ollie up. Teacher’s i-solutions.
monster
up, down C: One, two, three… Wake up, Ollie!
one
Student’s Book
Write a large number one on the board, speaking as you write to
Language Walk around with Ollie, making him look at several of the children. demonstrate the correct way to form the number:
The monster is (sad). Say:
T: Up and down.
Resources and Materials T: Ollie is counting you. How many children are here?
Now face the children and make a large number one in the air,
Teacher’s i-solutions 1 Pretend to count the children silently, pointing at them, then stop reversed, and have them copy you as you say the words:
Puppet and say:
Teacher’s Audio Material 1, CD 1 T/C: Up and down.
1 (finger T: A lot of children.
Flashcards 1, Unit 2: angry, happy, sad; one, Open the Student’s Book at page 23. Ask the children to point to
counting Flashcard) Pretend that Ollie whispers in your ear, then say: the monster. Ask:
T: How many Ollies are there? T: How many monsters are there?
Student’s Book 1
Tissue paper Hold up one finger and encourage the children to repeat with you: C: One.
Glue Ask the children to trace the number one with their index finger and
T/C: One!
Star pointers from Unit 1 (optional) thumb, then give out the pieces of tissue paper and glue. Show the
Put the number one Flashcards on the board. Tell the children children how to scrunch up the tissue paper into small balls and glue
Preparation to hold up one finger, like in the picture, and say the number again. them on the number one in the Student’s Book.
t
Cut the tissue paper into small pieces (abou Then give the children instructions to put their finger up or down to
5cm squared). practise the number one:
T: Put one finger up. Put one finger down. Up. Up. Down. Down. Play 1.4 The tidy up song. Call on volunteers to collect the
Story and join in with the song.
Tell the children that they are going to listen to a story. Ask for four
Display the Flashcards clearly around the room and give the
volunteers to come to the front and hold up the Story Cards.
children their star pointers from Unit 1 (alternatively, you can tell
Point to Story Card 1 and ask the children what they can see.
them to show you their index fingers to point). Give instructions for
Give them prompts to help:
the children to point to the Flashcards.
T: One monster and…
T: Look up, look down. Point to the (sad) face.
T/C: One boy.
T: Is the monster happy? Display the puppet. Tell the class that Ollie is tired and he is going
T/C: The monster is sad. back to sleep. Sing 1.5 Bye-bye Ollie!
Play 1.17 I see monsters. Use gestures and expressions to help T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
the children understand: look up and down, make a sad face, C: Bye-bye, Ollie! See you next time! Ssssh!
pretend to shoo away a monster, etc. Continue in the same way
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Lesson 3 Extra
2 My face
Objectives
Acting out and remembering a story Encourage the child who is playing the boy to shout out: Let’s Play!
C: Monster, go away! Display the first three Story Cards around the room and have a
Vocabulary group of children next to each one. Tell the children next to Story
angry, happy, sad Continue, choosing different children to act out Story Cards 2 and
Card 1:
monster 3. For Story Card 4 you can take the role of the child and ask all
the children to be monsters. Let them choose which emotion they T: You are sad monsters.
up, down
one are going to act out and encourage them to tell you:
Continue with the other two groups (angry and happy monsters).
C: I’m a (happy) monster. Then tell all the monsters to go to sleep.
Language
I’m a (happy) monster. Alternatively, watch the animated version of the story on the T: Go to sleep, monsters!
Monster, go away! Teacher’s i-solutions. Give more instructions to each group. Make sure that they
(She’s) happy.
remember to be sad, angry or happy monsters as they follow your
Resources and Materials Pop-outs instructions:

Make a necklace.
Teacher’s i-solutions 1 Hand out the T: (Angry) monsters, (wake up). (Sad) monsters, (come here).
Teacher’s Audio Material 1, CD 1 Unit 2 Pop-outs, (Happy) monsters, (stand up). (Angry) monsters, go to sleep.
A beanbag crayons, glue Continue, changing the groups around so that the children get a
Story Cards 1, Unit 2 and wool. Help chance to act out all the different emotions.
Pop-outs 1, Unit 2 the children to
Crayons identify the two If you have extra time, choose a game from the Game Bank,
Glue characters by pages 16-17.
Wool name and ask
them to say
who is a boy Learn with Ollie 1
2 My face
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Ask the children to sit in a circle with their legs bent and give a girl. Ask:
them a beanbag to pass around. Teach them the following actions:
T: Is Annie (happy)? Is she (angry)? Is she (sad)?
when you say ‘up’ the children stretch their arms up and pass the
C: She’s happy.
beanbag around; when you say ‘down’ they pass it under their legs.
Continue around the circle several times. Ask them to colour in the mouth and hair. If they have time
they can also colour in the rest of the Pop-out.
Tell the children that they are going to listen to the story about the
monsters again. Show the Story Cards and play 1.17 Story: I see When they have finished, show them how to pop out the
monsters. template and pop out the small holes. Then ask them to
glue the two items back to back (with the small holes lined
Act out the story with the children. Choose a child to be the boy
up; you may need to help them with this). Next, help the
and another to be the sad monster and show them how to act out
children to thread a length of wool through the small hole at
Story Card 1.
the top so that they can wear their necklaces.
Tell the child who is the monster to act like a sad monster, and
The children can take their necklaces home to play with.
have them say:
C: I’m sad.
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Look and stick. Listen.
A å
Phonics 25
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2 My face NAME:
Transcript
a… a… a… ant
a… a… a… ant
AAA
26
ååå angry ant apple Lesson 4
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Lesson 4
2 My face
Objectives
Practising the initial sound a
Slowly write a large upper case A on the board, demonstrating the
correct formation. Then trace it in the air for the children to copy Extra Activity
Vocabulary and encourage them to repeat with you: Open the Student’s Book at page 26. Let the children use
angry, ant, apple T/C: Down, down, across. their fingers to trace the vertical lines from top to bottom,
encouraging them to say the ‘a’ sound as they do so. Then
Resources and Materials Let the children practise tracing the upper case letter A with their
give out crayons. Have them hold their crayons in the air,
Teacher’s i-solutions 1 writing fingers (pincer grip with index finger and thumb) in different
check that they are holding them correctly, then tell them to
Puppet places, e.g. on the floor, on the wall, on each other’s hands, on
trace over the lines. After tracing the dotted line, they can also
Teacher’s Audio Material 1, CD 1 each other’s backs, etc. Repeat the procedure with the lower case
; ant make parallel lines on each side if they have time. Play 1.16
Flashcards 1, Units 2, 5 and 8: angry; apple letter a.
I am happy (Instrumental) while the children work.
Student’s Book 1
T/C: Around, up, down and up.
Coloured Stickers
Magnetic letters Tidy-up and say ‘Bye-bye’
Student’s Book
Open the Student’s Book at page 25. Tell the children to trace over
the upper case letter A on the page using their writing fingers. Repeat
Wake up Ollie and say ‘Hello’ and join in with the song.
with the lower case letter a. Say the three words in random order and
Ask the children to sit in a circle. Show the puppet and tell the ask the children to point to the correct picture. Ask the children to sit in a circle, and put the magnetic letters in
the middle. Ensure that there are lots of letter A‘s. Choose
to wake Ollie up. Play 1.18 Unit 2. Lesson 4. Phonics, and ask the children to point to
individual children to come and find a letter A. When they find one,
the pictures as they hear the words. If they are able, you can extend
C: One, two, three… Wake up, Ollie! the rest of the class chants:
the activity by letting some of the children say the words for the rest
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie and make of the class to point to. T/C: a-a-a.
him ‘whisper’ in your ear. Say:
T: Ollie is saying ‘Aaaaaaaaah!’ Are you angry Ollie? Transcript 1.18 Unit 2. Lesson 4. Phonics. back to sleep. Sing 1.5 Bye-bye Ollie!
Stamp your foot and encourage the children to repeat with you: a… a… a… apple T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
a… a… a… apple C: Bye-bye, Ollie! See you next time! Ssssh!
T: Everyone say ‘Aaaaaah!’
T/C: Aaaaaah! a… a… a… ant
a… a… a… ant
Make Ollie ‘whisper’ to you again, then say:
T: Ah! Ollie’s not angry. He’s saying a sound. Look.
Display the angry, ant and apple Flashcards, and point to them
one by one, saying:
Tell the children to use their writing fingers to trace a line from the
T: a-a-a angry. a-a-a ant. a-a-a apple. ant to the boy. Then give out Coloured Stickers and show them
how to place them along the spots from left to right.
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Lesson 4 Extra
2 My face
Objectives
Practising the initial sound a
Let’s make a picture Let’s Play!
Ask the children if they can remember any words that start with Play Apples and ants. With the children sitting in a circle, choose
Vocabulary the ‘a’ sound. You may need to show them the Flashcards to a volunteer to start the game. Walk around the circle with the
angry, ant, apple remind them. If there are any children in the class whose names volunteer, touching each child lightly on the shoulder and saying
begin with the ‘a’ sound, you can elicit those too: the ‘a’ sound together.
Teacher’s i-solutions 1 T: What begins with a? a-a-a apple. a-a-a ant. a-a-a Alejandra. Choose two children at random by touching them on the shoulder
; ant (optional)
Flashcards 1, Units 2, 5 and 8: angry; apple and saying ‘apple’:
Hand out the construction paper and tell the children they are
Construction paper
going to paint an apple and some ants. Give out the paints and T/V: a-a-a-a-apple, apple.
Paints (red, green and black)
paintbrushes and let them start by painting the apple with red
Paintbrushes Continue walking, and then choose two more children by touching
or green paint.
them on the shoulder and saying ‘ant’:
Preparation When the children have finished, draw a simple ant shape on the
one for each T/V: a-a-a-a-ant, ant.
Draw a large apple on construction paper, board: three circles for the head, thorax and abdomen, six legs
an apple as a templ ate and
child. Alternatively, draw and two antennae. Hand out the black paint and show the children When you have chosen four children call out:
n paper (one per child).
photocopy it onto constructio how to paint an ant using three thumb prints, then draw legs
outsid e for T/V: Apples and ants!
Leave enough space around the and antennae on with a pencil. Encourage the children to be as
the children to make fingerprint ants. independent as possible but give help where needed. The two ‘apples’ change places with the two ‘ants’. Choose another
child to walk around with you and continue until everyone has
had a turn walking or changing places. If you prefer, three ants and
apples can be chosen each time.
pages 16-17.
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Look and point. Stick. All
about
me!
I have feelings
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2 My face NAME:
28 Lesson 5
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Lesson 5
2 My face
Objectives
Learning about the importance of feelings
All about me! Poster
Display the Unit 2 All about me! Poster and let one of the Extra Activity
Vocabulary children point to the pictures with the Finger Pointer. Describe Open the Student’s Book at page 28. Ask the children to
angry, happy, sad each picture and ask the children to copy the expressions, helping trace over the number one, first with their index finger and
them by using gestures: thumb, and then using a pencil, crayon or finger paints. Play
Language
1.16 I am happy (Instrumental) while they work.
I am (happy). T: She’s sad. Her head is down. Her mouth is sad. Her eyes are sad.
Resources and Materials Play 1.19 I have feelings, pointing to each picture in turn.
Teacher’s i-solutions 1 Encourage the children to copy the expressions for each one. Tidy-up and say ‘Bye-bye’
Puppet Play 1.4 The tidy up song. Call on volunteers to collect the
Teacher’s Audio Material 1, CD 1 Transcript 1.19 I have feelings. materials and put them away. Encourage the children to tidy up
Several small or handheld mirrors and join in with the song.
All about me! Poster 1, Unit 2 Boy: This boy is playing. He is happy!
Girl: Oh no, look at this girl. She is angry! Ask one child to sit with their back to the others. Choose a
Finger Pointer
Boy: Oh dear, this girl is sad! volunteer to call out an emotion:
Student’s Book 1
sad
Happy and Sad Stickers (three happy and one Girl: Oh no! Look, this boy is angry! C: I am (happy)!
per child) Boy: Look! This girl is in the pool. She is happy!
Girl: This girl is playing in the park. She is happy! The child at the front has to guess who spoke. If the child guesses
Boy: Sometimes I am happy! correctly, they swap places, if not, they try again. If they have three
Wake up Ollie and say ‘Hello’ Girl: Sometimes I am sad. incorrect guesses, change both children and continue the game.
Ask the children to sit in a circle. Show the puppet and tell the Boy: Sometimes I am angry! Display the puppet. Tell the class that Ollie is tired and he is going
children that Ollie is sleeping. Count to three and tell the children to Children: I have feelings! back to sleep. Sing 1.5 Bye-bye Ollie!
wake Ollie up.
C: One, two, three… Wake up, Ollie! Ask the children which is their favourite picture on the C: Bye-bye, Ollie! See you next time! Ssssh!
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Ask: All about me! Poster and let them come forward to point to it.
T: How are you feeling today Ollie. Are you happy?

Are you sad? Are you angry?
Student’s Book
Open the Student’s Book at page 27. Give out the Happy and
Draw three simple faces on the board and repeat the names of the
Sad Stickers. Point to the angry little girl and have the children
emotions. Make Ollie fly over to the happy face and say:
point with you. Ask them how she feels:
T: Ollie is happy!
T: Is she happy?
Hand out the mirrors and ask the children to look at their faces. C: No. She is angry.
Tell them to make a happy face, and encourage them to look in the
If the children are able, you can let them decide which Stickers
mirror so that they can see what changes they can see in their
to use on their page and then check and talk about it together.
face when they smile. Repeat with a sad face and an angry face.
Alternatively, you can discuss and point to each picture to ensure
Encourage them to exaggerate their expressions to make them
that they recognise the emotions before the children use their
very different. Then have them repeat the procedure in pairs,
Stickers.
with the children observing their friend’s face. Finish by inviting
volunteers to come to the front of the class to make a face for the Now watch the All about me! video on the Teacher’s i-solutions
rest of the class to guess how they are feeling. to consolidate what the children have learnt in this lesson.
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Lesson 5 Extra
2 My face
Objectives
General revision
Value: I have feelings Let’s be good friends Let’s Play!
Tell the children they are going to learn about feelings. The Play 1.13 Touch your nose and 1.15 I am happy. Encourage the
Vocabulary objective of the activity is to make the children aware of others’ children to dance and sing along.
angry, happy, sad feelings and to develop strategies for dealing with them.
Show the Flashcards and give the children instructions to do an
monster
Begin by inviting two children to sit at the front of the class and action for each one: for the number one Flashcards they show
one
give them some building blocks to play with. Have plenty more one finger; for the monster they roar; for happy they clap their
Resources and Materials blocks available. Tell them that they are going to be happy, and hands; for angry they stamp their feet and for sad they put their
Teacher’s i-solutions 1 ensure that they are smiling and making eye contact. Show the hands over their face and pretend to cry.
Building blocks class the happy Flashcard and explain that the children playing
1; monster Put the Flashcards in the Flashcard Cube and give it to one of
Flashcards 1, Unit 2: angry, happy, sad; one, are happy. Invite one or two more children to join them, explaining
the children. Tell the child to close their eyes, turn the cube over
Flashcard Cube that as they are happy, they will share and play nicely. As you invite
and then drop it. All the children must do the corresponding action
Teacher’s Audio Material 1, CD 1 more children to join, ask one of the original children to get some
for the Flashcard that lands on top. Repeat the game until all the
more toys so they can share.
children have had a chance to throw the cube.
Let the children return to their places, then choose a child to sit
and play with a few toys. Tell this child that they are going to be
pages 16-17.
sad, and show the sad Flashcard to the class. Ask for a volunteer
to play with the sad child. Choose someone who you think will
comfort the sad child and interact with them. Encourage them to
do this and praise them and, if necessary, make suggestions that
they build a model for the sad child or give them a hug. Invite some
more children to join them, one by one, praising their efforts to help
the sad child.
Repeat the same scenario with an angry child. Offers of help might
include bringing some different toys, trying to make eye contact,
patting them on the back or playing alongside them quietly.
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2 My face
Let’s make a monster jigsaw.

2B 83
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2 My face
Objectives
Recognising different parts of a picture
Colouring inside lines Let’s make a monster jigsaw Let’s Play!
Begin by playing 1.17 Story: I see monsters and displaying the Play Cross the bridge. Make a line about four metres long on
Vocabulary Story Cards. the floor with masking tape. Tell the children that they need to
monster walk along the line; if they step off, the monsters will catch them!
Alternatively, watch the animated version of the story on the
Resources and Materials Teacher’s i-solutions.
Choose four children to be the monsters, and ask them to crouch
on the ground next to the line. Explain that they are not allowed to
Teacher’s i-solutions.
Ask the children if they like the monsters, and tell them they are touch the children while they are walking on the line, but they may
going to make a picture of a monster for themselves. make noises to scare them and try to distract them. If the child
walking steps off the line, the monster can gently tickle their ankles.
Photocopiable Worksheet 2B Give out Photocopiable Worksheet 2B and crayons and tell children
(Choose children who won’t get too excited for this role!) Let the
Crayons to colour in the monster as carefully as they can, trying to stay
remaining children walk along the line one by one, trying not to fall
Paper piercers or scissors inside the lines. Give a lot of praise for all their efforts. When they
off.
Masking tape have finished, help them to cut along the dotted lines with either
sment
Photocopiable Worksheet End of Term 1 Asses paper piercers or scissors. Once they have the pieces, the children Play Monster chase. You can play this game either in the
(see Teacher’s Book page 259) can spread them around and then try to reassemble them into the playground or in the classroom, if you have a large space. The
valuation
Photocopiable Worksheet End of Term 1 Self-E monster. children all stand at one end of the room and one is chosen to
(see Teacher’s Book page 264) be the monster. The monster stands in the middle and, at your
At the end of the class they can take their monster jigsaws home
signal, the children try to run to the other side of the room while
Preparation to play with.
the monster tries to touch them. If the monster touches them they
Copy one of each Photocopiable Worksheet
become monsters too and try to catch the other children as they
per child.
cross the room.
pages 16-17.
Review and Assessment

The children can now check their progress with the End of
Term 1 Assessment Photocopiable Worksheet (see Teacher’s
Book page 259). Ask the children to identify Annie and Timmy
and revise the vocabulary ‘girl’ and ‘boy’. Ask the children to
identify the emotions ‘angry’, ‘happy’ and ‘sad’ and to match
the pictures of Annie with the pictures of Timmy. If you have
extra time, get the children to colour in the pictures.
The children are also now ready to complete the End of Term
1 Self-Evaluation (see Teacher’s Book page 264). Ask them to
complete the three exercises and then colour in one, two or
three happy faces, depending on how well they feel they have
completed the task.
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Notes
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3 My family
1 2 Story
3 4
Phonics
A ll 5
about me
!
• Naming the members • Naming more members • Listening to a story • Practising the initial sound p • Appreciating our family
of the family of the family and joining in • Reviewing names of members
Worksheet 3A of the family
• Identifying the members Worksheet 3B
Objectives of the family • Making a gingerbread man
• Making finger puppets • Reviewing members of the
Extra family
• Maths: circle
• This is (Mummy). • This is (Grandma). • I can (jump). • This is me.

Language • This is (Daddy). • This is my (mummy).
• mummy, daddy, brother, • grandad, grandma • mummy, daddy, brother, sister • paintbrush, pencil, pineapple • mummy, daddy, brother,
Vocabulary sister, baby

• family
• fox, gingerbread man
• jump, run, swim
sister, baby, grandad, grandma
• family
Key LC CAE DC LC CAE MST DC LC CAE IE DC LC LL DC LC SCC IE DC
competences

Resources
d Pop-outs A bag (opaque) Kitchen utensils: book, glue stick, All teaching and learning materials are organised into
with Stickers an
Student’s Book 1 A beanbag measuring cups or scissors step-by-step lesson plans including:
Ollie Puppet Blu-Tack a jug, plastic knives, Salt dough • Quick lesson guides and tips
ns 1
Teacher’s i-solutio Children’s and big bowl, big spoon, ingredients: flour, • Animated Songs
Material 1, CD 1
Teacher’s Audio teacher’s photos chopping board, salt, water, powder • Animated Story
it 3
r Pop-outs 1, Un
Poster and Poste A cloth sharp knife paint (optional) • Values video for the All about me! lesson
Finger Pointer Construction paper Paints and paintbrushes Scissors • Interactive games
it 3
Flashcards 1, Un Crayons Paper A sealable plastic Game Generator to create your own interactive
Flashcard Cube Drinking straws Paper piercers container or bag
games for consolidation, revision or just for fun.
it 3
Story Cards 1, Un Ag ingerbread man Realia: paper, Star pointers
Worksheets My worksheets section to edit or create your
1, Photocopiable
Teacher’s Book biscuit (optional) paintbrush, (from Unit 1)
own personalised worksheets using any of the
and 253
• pages 95, 109 Glue pineapple, pencil, Sticky tape
photocopiable material from the unit.
Googly eyes plasticine, crayon, Tissue paper
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3 My family NAME:
The finger song

Daddy finger, Daddy finger,
Where are you?
Here I am! Here I am!
How do you do?
Mummy finger, Mummy finger,

Where are you?
How do you do?
Brother finger, Brother finger,

Where are you?
How do you do?
Sister finger, Sister finger,

Where are you?
How do you do?
Baby finger, Baby finger,

Where are you?
How do you do?
30 mummy daddy brother sister baby Lesson 1
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Lesson 1
3 My family
Objectives
Naming the members of the family
Vocabulary children that Ollie is sleeping. Count to three and tell the children to Open the Student’s Book at page 30. Ask the children to
family wake Ollie up. draw their family in the frame. Play 1.21 The finger song
mummy, daddy, brother, sister, baby (Instrumental) while the children work.
Language Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello,
This is (Mummy).
Ollie! Tell the children to look at Ollie. Say: Tidy-up and say ‘Bye-bye’
Resources and Materials T: Ollie’s got a picture. Let’s look. Play 1.4 The tidy up song. Call on volunteers to collect the
Teacher’s i-solutions 1 materials and put them away. Encourage the children to tidy up
Puppet Show the picture of the owl family to the class and point to the
Teacher’s Audio Material 1, CD 1 different members of the family as you say:
Sit the children in a circle with the Flashcards face up and spread
A drawing of Ollie’s family T: L ook! This is Ollie’s family. Daddy, mummy, brother,
out in the middle. Let one of the children throw a beanbag onto
Student’s Book 1 sister and baby.
one of the Flashcards and then sing the appropriate verse of The
Stickers 1, Unit 3
er, sister, baby Hold up your hand and repeat the names of the members of the finger song together.
Flashcards 1, Unit 3: mummy, daddy, broth
family, indicating one for each finger, starting with your thumb. Ask
A beanbag T: Who is this?
the children to hold up one hand with the fingers outstretched and
C: (Daddy).
Preparation repeat the procedure, encouraging them to repeat with you:
T: Let’s sing. (Daddy) finger, (Daddy) finger…
y,
Draw a picture of a family of five owls: mumm
T/C: Daddy finger, Mummy finger…
daddy, brother, sister and baby. Display the puppet. Tell the class that Ollie is tired and he is going
Play 1.20 The finger song and sing along with the children, back to sleep. Sing 1.5 Bye-bye Ollie!
pointing to each finger in turn.
Student’s Book
Open the Student’s Book at page 29. Tell the children that this is
Timmy’s family. Help them to identify the members of the family:
T: D
addy. Put your finger on Daddy.
Mummy. Put your finger on Mummy.
Continue with all the members of the family. Give out the Unit 3
Stickers, point at the picture of mummy and baby on the page
and say:
T: Who is this?
T/C: Mummy and baby.
Tell the children to carefully peel off the correct Sticker and fix it
in the right place. Repeat the procedure with the picture of Timmy’s
sister.
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Lesson 1 Extra
3 My family
Objectives
Naming the members of the family
Let’s make an owl family Let’s Play!
Display the Flashcards one by one and name them. Then practise Display the Flashcards around the room and put the children into
Vocabulary the names of the members of the family by asking the children to five groups, one for each Flashcard.
mummy, daddy, brother, sister, baby hold up their fingers:
Tell the children to go to the Flashcard as you assign them to their
Resources and Materials T: (Daddy). Show me your (Daddy) finger. groups, then give the children instructions to change places:
er, sister, baby Play 1.20 The finger song. Have both your hands behind your T: (Mummies), go to (brother). (Brothers) go to (sister).
back for the first two lines. On the third line, show your hands (one
Teacher’s Audio Material 1, CD 1 If the children are able, you can invite volunteers to try giving
at a time) with the correct finger pointing. On the fourth line wiggle
A drawing of Ollie’s family (see Lesson 1) instructions.
the correct fingers.
Measuring cups or jug
Flour Show Ollie’s family picture again and tell the children that they are
pages 16-17.
Salt going to make a model of Ollie and his mummy.
Water
Make salt dough with the children. Sit around a table with them
Powder paint (optional)
and get them to help spoon the flour and salt into the big bowl. Let
Plastic knives
several volunteers stir it before you add the water. If you wish, you
A big bowl
can invite them to help you add in a little water too and stir it in,
A big spoon
being careful not to add too much. The salt dough is ready once it
A sealable plastic container or bag
has a good, doughy consistency for kneading (the mixture should
not be too wet). If you wish you can add some powder paint to the
Preparation
the salt dough, kneading it in to colour the salt dough.
Measure out the flour, salt and water to make
ients to one side. You will need
dough, and set the ingred Make sure the children are working on clean, smooth, flat surfaces.
roughly two parts flour, one part salt and one
Give each child a handful of the mixture and show them how to
part water. Alternatively, look online for roll and knead it. As they work with it, the mixture will become soft,
more recipe suggestions. elastic and good for modelling. Add more flour if necessary.
When the dough is ready to work with, demonstrate how to make

Ollie and his mummy. Make one big and one small ball, and use
the plastic knife to put texture on the dough. Ask the children to
make their own models of Ollie and his mummy, helping where
necessary. If the children finish quickly, they can make models of
more members of Ollie’s family.
At the end of the session, collect together the salt dough from the
children and put it all together in a sealed container or plastic bag.
Keep this in the fridge, ready to reuse in Lesson 2 Extra.
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Sing. Point and colour.
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3 My family NAME:
Hello, Grandma
Hello, Grandma. Hello, Grandma.
How are you? How are you?
Hello, Grandma. Hello, Grandma.
Fine, thank you! Fine, thank you!
Hello, Grandad. Hello, Grandad.

How are you? How are you?
Hello, Grandad. Hello, Grandad.
Fine, thank you! Fine, thank you!
32 grandad grandma Lesson 2
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Lesson 2
3 My family
Objectives
Naming more members of the family
Introduce the Flashcards of grandad and grandma, and continue Poster
with the game:
Display the Unit 3 Poster and Poster Pop-outs. Use the Finger
Vocabulary T: Ollie says ‘This is (Sister) and (Brother)’. Pointer to help the children to place all the Poster Pop-outs
grandad, grandma C: No! correctly. Point to one of the Poster Pop-outs of the family and
mummy, daddy, brother, sister, baby elicit the name from the children, then let one child stick it on the
Point to the pictures and name them, encouraging the children to
Poster.
Language repeat with you:
This is (Grandma). T: This is…
T: No, Ollie! This is Grandma and this is Grandad.
C: (Brother).
Resources and Materials C: This is Grandma and this is Grandad.
T: Put (Brother) here.
Teacher’s i-solutions 1 Pretend to talk to the grandma Flashcard:
Puppet Continue until all the Poster Pop-outs are in place.
Teacher’s Audio Material 1, CD 1 T: Hello Grandma, how are you?
er, sister,
Flashcards 1, Unit 3: mummy, daddy, broth Put the Flashcard in front of your face and respond: Tidy-up and say ‘Bye-bye’
baby, grandad, grandma, family Play 1.4 The tidy up song. Call on volunteers to collect the
T: Fine, thank you.
Student’s Book 1 materials and put them away. Encourage the children to tidy up
Crayons Repeat with the grandad Flashcard. Play 1.22 Hello, Grandma and join in with the song.
Poster and Poster Pop-outs 1, Unit 3 and help the children to sing along.
Display the family Flashcard. Tell the children that they are going
Finger Pointer
to make a family portrait. Choose seven children to represent
Blu-Tack Student’s Book
the people in the picture and work with the children to arrange
Open the Student’s Book at page 31. Ask the children to point to themselves in the same positions as the photo.
grandma and grandad. Hand out crayons and ask the children to
Wake up Ollie and say ‘Hello’ colour the pictures carefully, trying to stay inside the lines. T: You are Mummy. Sit here. You are Sister. Sit with Mummy.
Ask the children to sit in a circle. Show the puppet and tell the You are Grandma. Stand here…
Draw the children’s attention to the pictures again and encourage
children that Ollie is sleeping. Count to three and tell the children Check with the rest of the class that they agree with the
them to name and comment on anything they can see in the
to wake Ollie up. arrangement, then pretend to take a photo of the group, asking
illustrations. Help them to say:
C: One, two, three… Wake up, Ollie! them to smile for the camera. Repeat with other children.
T/C: A
nnie is making biscuits with Grandma.
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Show the Annie is walking with Grandad. Display the puppet. Tell the class that Ollie is tired and he is going
Flashcards of the members of the family the children saw in back to sleep. Sing 1.5 Bye-bye Ollie!
Ask if they like to do these things too.
Lesson 1 (mummy, daddy, brother, sister and baby), and pretend T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
that Ollie is identifying them. C: Bye-bye, Ollie! See you next time! Ssssh!
T: Ollie says ‘This is (Baby)’. Ollie says ‘This is (Brother)’. Extra Activity
Continue, making some ‘mistakes’ and encouraging the children Open the Student’s Book at page 32. The children draw
to correct you: a picture of something they like to do with their grandma
or grandad in the frame. Play 1.23 Hello, Grandma
T: Ollie says ‘This is (Sister)’.
(Instrumental) while the children work.
C: No, Ollie! This is (Daddy)!
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Lesson 2 Extra
3 My family
Objectives
Reviewing the members of the family
Practising greetings
Let’s make a present for Grandma Maths
Give the children their star pointers from Unit 1 and display the
Vocabulary Flashcards. Point to the Flashcards and name them either Point and colour.
mummy, daddy, brother, sister, baby
correctly or incorrectly, encouraging the children to correct you
grandma, grandad
where necessary. When you are correct, the children raise their star
circle
and call out ‘Yes’. If you name them incorrectly, the children call out
Language the right word. If they are able, you can let volunteers have a turn
Grandma, Grandad, how are you? at naming the Flashcards.
Fine, thank you! Play 1.22 Hello, Grandma and encourage the children to sing
along and join in with the words.

Teacher’s i-solutions 1 Tell the children they are going to make a present for their grandma
Star pointers from Unit 1 using salt dough. Give each child a ball of dough and show them
er, sister,
Flashcards 1, Unit 3: mummy, daddy, broth how to roll and squeeze it to make it pliable. Then tell them to Unit 3 Maths 253
baby, grandad, grandma make a circle; show the children how to roll and flatten it into a 683505_TB_U10.indd 253
7/7/16 9:55
Teacher’s Audio Material 1, CD 1 circle or disc shape just big enough to make an imprint of their Give out the Photocopiable Maths Worksheets and the
Salt dough (see Lesson 1 Extra) hand. Help each child press their hand into the dough to make red crayons. Remind the children of the dough circle they
Photocopiable Worksheet Unit 3 Maths a handprint (they will need to press down hard). Put each child’s just made. Tell them the boy is looking for some circles.
(see Teacher’s Book page 253) initials on the back of their handprint so that they can identify them Ask:
Red crayons later. The discs can then be dried in a warm place or baked in the
T: Can you see a circle?
oven at a very low heat.
Preparation Encourage the children to point to the circles and say:
Copy one Photocopiable Worksheet per child. When the salt dough is dry, the children can take their handprints
the children in C: Circle!
Get out the salt dough you prepared with home and give them to their grandma or another family member.
dough previously
Lesson 1 Extra. If you did not make the When they have identified all of the circles, tell them to
page 90
or if you prefer to make a new batch, see colour them red. Encourage the children to be careful and
for instructions. to try and stay inside the lines.
Let’s Play!
Ask the children to sit in a circle. Pass the Flashcards around and
have the children chant quietly:
T/C: Grandma, Grandad, how are you? Fine, thank you!
When they finish the chant, call out two Flashcards. The children
holding those Flashcards change places:
T: (Mummy) and (Sister), stand up and change places!
Continue the game, chanting and passing around the Flashcards.
pages 16-17.
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3 My family
Let’s make finger puppets.

3A 95
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3 My family
Objectives
Identifying the members of the family
Making finger puppets Let’s make finger puppets Let’s Play!
Play 1.20 The finger song, hiding your hands and then revealing Put the Flashcards in a bag and ask a volunteer to come forward
Vocabulary each finger in turn. Encourage the children to sing along and do and choose one. Secretly look at it together and tell the child to
mummy, daddy, brother, sister, baby the actions. hide it behind their back. Lead the rest of the class in trying to
grandad, grandma guess the Flashcard:
Give out the Photocopiable Worksheets and ask the children to
Language name each of the pictures: T/C: Is it (Mummy)?
This is (Mummy).
C: This is (Mummy). When a child guesses correctly, the card is revealed and that child
Is it (Mummy)?
gets to choose another Flashcard to continue the game.
Distribute crayons and let the children choose the colours they
Resources and Materials want to use. While they are colouring, talk to them about what they If you have extra time, choose a game from the Game Bank,
Teacher’s i-solutions 1 are doing, making comments and asking questions, for example: pages 16-17.
T: Who is this? What colour is (Mummy’s) hair?
Crayons This might be a good opportunity to cut out the bands for the
Paper piercers or scissors finger puppets from the Photocopiable Worksheets, if you haven’t
Glue done so already. When the children have finished colouring, let
er, sister,
Flashcards 1, Unit 3: mummy, daddy, broth them cut out some of the members of the family using paper
baby, grandad, grandma piercers. If any children need help, you can cut out the pictures for
A bag them with scissors. Hand out the glue and the bands, and show the
children how to stick the faces of the members of the family onto
Preparation the bands. Each face will be glued onto one of the strips. Then help
the them to adjust the bands to fit their fingers and glue them.
Cut out the bands for the finger puppets on
Photocopiable Worksheets. Help the children to put their finger puppets on the correct fingers.
T: S
how me Daddy. Now show me Daddy finger.
Put Daddy on Daddy finger. Well done!
Play 1.20 The finger song. Sing along and let the children act out
the song using their puppets.
At the end of the class they can take the puppets home to play
with.
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Look and point. Trace.
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3 My family NAME:
The gingerbread man

Mummy made a gingerbread man. The gingerbread man came to a river.
When she opened the oven door, he jumped out! ‘Oh no!’ he said. ‘I can’t swim!’
A fox saw him. ‘I can swim,’ said the fox.
‘Stop!’ said Mummy.
But the gingerbread man ran away! ‘I will carry you across the river,’ said the fox.
‘Thank you, Mr Fox!’ said the gingerbread man.
‘Stop!’ said Daddy.
But the gingerbread man ran away! So the fox carried the gingerbread man across the river.
‘Stop!’ said Brother and Sister. ‘Here we are,’ said the fox. ‘Bye bye, gingerbread man!’
But the gingerbread man ran away! ‘Bye bye Mr Fox. Thank you!’ said the gingerbread man.
34 mummy daddy brother sister fox gingerbread man Lesson 3
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Lesson 3
3 My family
Objectives
If you have a real gingerbread man, share it out for the children to Then tell the children to use their index finger and thumb to trace
eat (remembering to check for allergies first). a line to show where the gingerbread man ran. Give out crayons or
pencils, make sure the children are holding their crayon or pencil
Vocabulary
mummy, daddy, brother, sister
Story correctly, and ask them to trace the line.
fox, gingerbread man Display Story Card 1 and ask the children what they can see.
jump, run, swim; thank you They should be able to name the characters. Introduce some Poster
more vocabulary using actions and encourage the children Display the Unit 3 Poster with the Poster Pop-outs in the wrong
Language to copy you: places. Tell the children that Ollie has put the people on the family
I can (jump). tree. If the children don’t notice anything is wrong, give them clues
T: W
hat’s the gingerbread man doing? He’s jumping.
This is (Daddy). to help:
Can you jump?
Resources and Materials Jump up and down, encouraging the children to do the same,
T: Oh, look! Grandma is here. Where are Mummy and Daddy?
saying: Let the children come to the Poster and put the Poster Pop-outs
Puppet
in the correct places.
Teacher’s Audio Material 1, CD 1 T/C: I can jump!
nal)
Flashcards 1, Unit 3: gingerbread man (optio
Display Story Card 2, and repeat the procedure:
A gingerbread man biscu it (optio nal) Tidy-up and say ‘Bye-bye’
T: Is the gingerbread man jumping? No, he’s running. Can you run?
Story Cards 1, Unit 3 Play 1.4 The tidy up song. Call on volunteers to collect the
Student’s Book 1 Point to Mummy and ask: materials and put them away. Encourage the children to tidy up
Crayons and join in with the song.
T: Is Mummy happy? (No) Is the gingerbread man happy? (Yes)
Display Story Cards 1, 3, 6, and 8. Point to Story Card 1 and say:
Finger Pointer Repeat the procedure with Story Cards 3 and 4.
Blu-Tack T: Jump!
Display Story Card 5 and ask:
Demonstrate and encourage all the children to join in. Repeat
T: Is the gingerbread man happy? Why is he sad?
with the other Story Cards, teaching the children an action for
He can’t swim. Can you swim?
each one: for Story Card 3, say ‘run’; for Story Card 6, say
Mime swimming and ask the children if they can see the fox. ‘swim’ and for Story Card 8, say ‘Thank you’ and tell the children
Ask the children to sit in a circle. Show the puppet and tell the Display Story Cards 6, 7 and 8 and say: to shake hands.
to wake Ollie up. T: The fox can swim. Swim, swim, swim. Thank you! When the children have learned the prompts and actions, display
the four Story Cards around the room. Call out the words or
C: One, two, three… Wake up, Ollie! Play 1.24 Story: The gingerbread man. Display each Story Card
actions. The children go to the corresponding Story Card doing
as you listen.
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie the action.
‘whisper’ in your ear, and then say: Alternatively, watch the animated version of the story on the
T: Ollie says he likes biscuits. Do you like biscuits? back to sleep. Sing 1.5 Bye-bye Ollie!
I like biscuits. Ollie says he’s got a biscuit to eat.
Student’s Book T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
Show the gingerbread man Flashcard or the gingerbread man C: Bye-bye, Ollie! See you next time! Ssssh!
Open the Student’s Book at page 33. Look at the page with
biscuit. See if children can tell you what it is called and have them the children and encourage them to identify the pictures of the
repeat the name with you: characters from the story, pointing at them as they do so.
T/C: It’s a gingerbread man. T/C: This is (Daddy).
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Lesson 3 Extra
3 My family
Objectives
Acting out a story Story Pop-outs Make a picture.
Tell the children they are doing to read the story about the Give out the Unit 3
Vocabulary gingerbread man again. Begin by displaying Story Cards 1 to 4 Pop-outs. Ask the
mummy, daddy, brother, sister in the wrong order and help the children to put them in the correct children to name
fox, gingerbread man order. Give them prompts to help, using phrases from the story: the characters
Resources and Materials T: Mummy made a gingerbread man… ‘Stop!’ said Daddy…
in the picture:
Teacher’s i-solutions 1 T: Who’s this?

Display the remaining Story Cards and repeat the procedure.
Story Cards 1, Unit 3 C: (Mummy).
Teacher’s Audio Material 1, CD 1 Play 1.24 Story: The gingerbread man again and show the
Hand out crayons,
Pop-outs 1, Unit 3 corresponding Story Cards as the children listen. Retell the story,
then let the children
Crayons encouraging the children to add in the missing words if they are
Learn with Ollie 1
3 My family
choose the colours ES0000000027319 683479_PO1_34
Drinking straws able:

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they want to use to colour the Pop-outs.

Sticky tape
T: Mummy made a… When they finish colouring, show them how to pop out the
er, sister,
C: Gingerbread man. pictures and help them to use sticky tape to attach a straw
baby, grandad, grandma, ginge rbrea d man
Continue the procedure for the rest of the story, using the Story to the back of each one to make stick puppets.
Cards to prompt the children. The children can act out the story in pairs using their
puppets, then take them home to play with.
Alternatively, watch the animated version of the story on
the Teacher’s i-solutions.
Let’s Play!
Play Whispers (see Game Bank, pages 16-17). Ask the children to
sit in a line. Show a Flashcard to the first child in line, but don’t let
the rest of the class see. The child whispers the word in the ear of
the child sitting next to them, who whispers to their neighbour, and
so on until the end of the line. The last child to receive the message
says it out loud. Continue the game, changing the order of the
children in the line for each Flashcard.
If you have extra time, choose another game from the Game
Bank, pages 16-17.
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Look and trace. Listen.
P π
π
π Phonics 35
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3 My family NAME:
Transcript
p… p… p… pencil
p… p… p… pineapple
p… p… p… pineapple
p… p… p… paintbrush
p… p… p… paintbrush
36 paintbrush pencil pineapple Lesson 4
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Lesson 4
3 My family
Objectives
Practising the initial sound p
Ask the children to sit in a circle. Show the puppet and tell the Transcript 1.25 Unit 3. Lesson 4. Phonics.
Vocabulary children that Ollie is sleeping. Count to three and tell the children to p… p… p… pencil
paintbrush, pencil, pineapple wake Ollie up. p… p… p… pencil
Resources and Materials C: One, two, three… Wake up, Ollie! p… p… p… pineapple
Teacher’s i-solutions 1 p… p… p… pineapple
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie to
Puppet
show the bag and say: p… p… p… paintbrush
pple, a pencil, p… p… p… paintbrush
Realia: a piece of paper, a paintbrush, a pinea T: What’s in your bag Ollie?
scisso rs
a crayon, a book, a glue stick, a pair of
Begin by taking out a sheet of paper. Say:
Check that the children are holding their pencils or crayons
An opaque bag
T: What’s this? It’s paper. p-p-p paper. correctly, then ask them to carefully trace the writing pattern from
Student’s Book 1
the letters to the objects.
Finger paints Encourage the children to repeat the word with you, emphasising
the initial sound:
Preparation
a bag
Put the paper, paintbrush and pineapple in T/C: p-p-p paper. Extra Activity
(such as a cotton tote bag).
Take each object out of the bag and repeat the procedure as you Open the Student’s Book at page 36. Give out finger paints
show the paintbrush and the pineapple. and either tell the children to paint the letters, following the
direction of the arrows, or to make fingerprints to fill in the
T/C: A paintbrush. p-p-p paintbrush.
frame.
T: What are you going to paint?
T/C: A pineapple. p-p-p pineapple.
Practise the ‘p’ sound together. Hold the paper in front of your lips Tidy-up and say ‘Bye-bye’
as you say the sound and exaggerate the breath so that the paper Play 1.4 The tidy up song. Call on volunteers to collect the
moves. This will help the children to distinguish between the ‘p’ and materials and put them away. Encourage the children to tidy up
‘b’ sounds. Pass the paper around the circle and let all the children and join in with the song.
have a turn, while checking they are making the sound correctly.
Put all the realia into the bag and ask the children to sit in a circle.
Another way to practise this is to tell them to hold their finger in
Pass the bag around and let volunteers have a turn at putting
front of their mouth like a candle and blow it out. Then have them
their hand into the bag and choosing an object without looking.
make the ‘p’ sound and it should feel the same.
Encourage the rest of the class to decide if the name of the object
begins with the ‘p’ sound or not and to name the object:
Student’s Book
C: p-p-p (paper).
Draw an upper case letter P on the board and trace it in the air
for the children to copy using their writing fingers. Let some of the Display the puppet. Tell the class that Ollie is tired and he is going
children come to the board and try and write the letter. If you wish back to sleep. Sing 1.5 Bye-bye Ollie!
you can repeat the procedure with the lower case letter p.
Open the Student’s Book at page 35. Play 1.25 Unit 3. Lesson 4. C: Bye-bye, Ollie! See you next time! Ssssh!
Phonics and ask the children to point to the objects as they hear
the words.
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Lesson 4 Extra
3 My family
Objectives
Practising the initial sound p
Let’s Play! Let’s paint a pineapple
Review the letter P. Sit the children in a circle and remind them Display the pineapple where the children can see it clearly.
Vocabulary how to write the upper case letter P, demonstrating on the board. Preferably, have all the children sitting around one table with the
paintbrush, paper, pencil, pineapple, plasticine Ask the children to trace the letter P on the floor in front of them, pineapple in the middle. Show the children the paints and let
then on their own leg, and also on their friend’s hand. Ask them to them decide what colour paints they would need to do a painting
stand up and trace the shape with their nose, their elbow, their foot of a pineapple. Draw the children’s attention to the shape of
or any other body part they can suggest. the pineapple and draw a simple oval shape on the board. Ask
Realia: a pencil, a piece of paper, a pineapple,
the children to trace an oval in the air to practise. Add simple
a paintbrush, plasticine Continue reviewing the ‘p’ sound. Ask the children to sit in a circle
triangle shapes at the top to represent the leaves. Give out paints,
A cloth again. Tell the children to hold their finger in front of their mouth
paintbrushes and paper and let the children do a painting of a
Blank paper like a candle and blow it out, making the ‘p’ sound. Finally, ask
pineapple. Talk to the children and encourage them as they work,
Paints them if they can think of any words beginning with the ‘p’ sound.
commenting on what they are doing. If some children find the
Paintbrushes
Play What’s missing? (see Game Bank, pages 16-17). Place the activity difficult, paint or draw an outline of a pineapple on their
A chopping board
pineapple, the paintbrush and the pencil on the floor in front of paper for them to fill in.
A sharp knife
the children and name them several times, emphasising the initial
While the children’s paintings are drying, carefully peel and cut up
Preparation sound. Encourage the children to repeat the words with you.
the pineapple into small pieces, and give each child a piece to eat.
Note: Check if any children are allergic Cover the items with a cloth, then remove one of the items and
to pineapple before the class. take away the cloth. Ask: If you have extra time, choose a game from the Game Bank,
pages 16-17.
T: What’s missing?
When the children have guessed, add the piece of paper and
repeat the game. Repeat again, adding the plasticine.
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Look and stick. All
about
me!
I love my family
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3 My family NAME:
38 Lesson 5
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Lesson 5
3 My family
Objectives
Appreciating our family
Reviewing names of members Wake up Ollie and say ‘Hello’ Student’s Book
of the family
Ask the children to sit in a circle. Show the puppet and tell the Open the Student’s Book at page 37. Describe the pictures for
children that Ollie is sleeping. Count to three and tell the children the children to identify:
Vocabulary
ad, grandma to wake Ollie up.
mummy, daddy, brother, sister, baby, grand T: M
ummy is reading a book. The girls are holding the baby.
family C: One, two, three… Wake up, Ollie! The boys are with Grandad. Oh no! The boys are angry!
Give out the three Happy Stickers and one Sad Sticker to each
Language Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie
fly to your desk and pick up your photograph. Ask the children to child and describe the pictures again, asking:
This is me.
This is my (mummy). look at the picture as you describe it and point to the people: T: Is that good? Put a (happy) face.
T: This is me. This is my (brother). The children stick the Happy and Sad Stickers in the correct
spaces.
Teacher’s i-solutions 1 Display the children’s photographs and use Ollie to choose one.
Puppet Encourage the child in the photo to tell Ollie about the different Now watch the All about me! video on the Teacher’s i-solutions
Teacher’s Audio Material 1, CD 1 people in their family photograph. to consolidate what the children have learnt in this lesson.
Preparation)
Children’s and teacher’s photographs (see
C: This is me. This is my (mummy).
All about me! Poster 1, Unit 3
Finger Pointer Continue, displaying more photos one by one, until all the children Extra Activity
Star pointers from Unit 1 (optional) have had a turn.
Open the Student’s Book at page 38. Tell the children to
Student’s Book 1 trace the two lines from top to bottom with their writing
sad per
Happy and Sad Stickers (three happy and one All about me! Poster fingers (pincer grip, index finger and thumb), starting at the
child) Display the Unit 3 All about me! Poster. Let volunteers use the arrows. Check that the children are holding their pencils or
Blu-Tack Finger Pointer or their star pointers from Unit 1 to choose and crayons correctly, then let them trace over the lines. Play
describe one of the pictures on the All about me! Poster: 1.21 The finger song (Instrumental) while the children work.
Preparation
themselves
Ask the children to bring in a photograph of C: This is (Grandma).
family.
with one or more members of their immediate Play 1.26 I love my family, using the Finger Pointer to identify
Write the children’s names on the back of their
photos
each picture as the children listen. Tidy-up and say ‘Bye-bye’
and collect them at the beginning of the class. Play 1.4 The tidy up song. Call on volunteers to collect the
er
Bring in a photograph of yourself with a memb materials and put them away. Encourage the children to tidy up
Transcript 1.26 I love my family.
of your family. and join in with the song.
Boy: I love my baby brother.
Let the children display their photographs in the classroom. Give
Girl: I love my grandma.
each child a piece of Blu-Tack and let them stick them on the wall.
Girl: I love my sister.
Encourage the children to talk about their pictures as they stick
Boy: I love my mummy and daddy.
them on the wall, then let the class have time to look at all the
Girl: I love my grandad.
photos and talk to each other about them.
Boy: I love my sister.
Girl: And I love my little brother! C: This is me. This is my (brother and sister).
Children: I love my family! Display the puppet. Tell the class that Ollie is tired and he is going
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Lesson 5 Extra
3 My family
Objectives
General revision
Value: I love my family Let’s talk about our family Let’s Play!
Put the children into groups and assign each member of the group Put the Flashcards in the Flashcard Cube. Ask the children to sit
Vocabulary a different member of the family: mummy, daddy, brother, sister, in a circle and let them take turns to gently throw the Flashcard
ad, grandma
mummy, daddy, brother, sister, baby, grand baby, grandad or grandma. Groups, or ‘families’, can be small or Cube. If the Flashcard that lands on top is mummy, daddy,
family large (up to seven), depending on your class. You can use this as an grandma or grandad, ask the children what they like to do with that
Resources and Materials opportunity to demonstrate that families are different. Make sure person. If the baby Flashcard lands on top, all the children pretend
the children know who is in their ‘family’; if you think they may find to cry like a baby. If the family Flashcard lands on top, the children
this difficult, you can make it easier by sticking the same Coloured should find their ‘family’ from the previous game and give them a
Sticker on the hands of members of the same ‘family’. big group hug before returning to their places.
Coloured Stickers (optional)
Flashcard Cube When you are ready, play 1.21 The finger song (Instrumental) If you have extra time, choose a game from the Game Bank,
grandad,
Flashcards 1, Unit 3: mummy, daddy, baby, or 1.23 Hello, Grandma (Instrumental) quietly. Give the children pages 16-17.
grandma, family instructions, demonstrating the actions each time to help them
understand:
T: Dance! Jump! Hop! Skip! Crawl!
Periodically, pause the music and call out:
T: Family!
When you call out ‘Family!’, they must find their ‘family’ and get
together for a big hug.
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3 My family
Let’s make a gingerbread man.

3B 109
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3 My family
Objectives
Making a gingerbread man
Reviewing members of the family Let’s make a gingerbread man Let’s Play!
Show the Flashcard and ask the children if they can remember Play 1.20 The finger song and 1.22 Hello, Grandma. Encourage
Vocabulary what it is. the children to sing along with the music and do the actions.
gingerbread man
C: It’s a gingerbread man. Play 1.21 The finger song (Instrumental) and ask the children to
Resources and Materials Show the Unit 3 Story Cards and briefly retell the story to the
dance around. Pause the music and call out names of members
Teacher’s i-solutions 1 of the family. If you call out one name, e.g. ‘mummy’ or ‘grandad’,
children.
Flashcards 1, Unit 3: gingerbread man the children sit down alone. If you call out two names, e.g. ‘mummy
Story Cards 1, Unit 3 Tell them they are going to make a colourful paper gingerbread and daddy’ or ‘sister and brother’, they find a partner to hold hands
Photocopiable Worksheet 3A man. Give out the Photocopiable Worksheets. Put the tissue paper with and sit down together. Repeat, calling out one or two names of
Construction paper squares on the table and show the children how to roll the tissue family members.
Brightly coloured tissue paper paper into balls. Make sure they have a good supply of coloured
If they find this very easy, you can say three names, e.g. ‘grandad,
Glue tissue balls ready before they start gluing. When the children are
mummy, daddy’, and see if the children are able to get themselves
Googly eyes ready, hand out glue and tell them to spread it carefully over the
in a group of three, hold hands and sit down.
Paper piercers or scissors (optional) picture, staying inside the lines and avoiding the eye area. Then
Teacher’s Audio Material 1, CD 1 stick lots of different coloured paper balls onto the picture. Give If you have extra time, choose a game from the Game Bank,
out the googly eyes and help the children to put them in the right pages 16-17.
Preparation place. If there is time, they can cut out the figure using either
onto
Copy one Photocopiable Worksheet per child, scissors or paper piercers, if not, they can cut it out at home.
construction paper.
roll some of
Cut the tissue paper into 4cm squares and
some
them into balls so that the children will have
ready-made for the activity.
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Notes
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4 My friends
1 2 Story
3 4
Phonics
A ll 5
about me
!
• Recognising numbers 1 and 2 • Distinguishing colours • Listening to a story • Practising the initial • Learning about having friends
• Distinguishing between one and shapes and joining in short i sound Worksheet 4B
and two objects • Sequencing colours and • Making a friendship tree
shapes
Worksheet 4A
Objectives • Recognising shapes
• Distinguishing between 1 and 2
Extra
• Maths: up and down
• How many are there? • It’s a (blue) (square). • Hello! • I have friends.
Language • One (boy). • Bye-bye!
• Two (children).
• one, two • circle, square, triangle • two • igloo, iguana, ink • friends
Vocabulary • blue, red, yellow • bird • blue, red, yellow
• come back, fly away
Key LC CAE MST DC LC CAE MST DC LC CAE IE DC LC LL IE DC LC SCC DC
competences
Teacher’s i-solutions
Resources Materials All teaching and learning materials are organised
into step-by-step lesson plans including:
d Pop-outs
with Stickers an A bag Glue
Student’s Book 1 • Quick lesson guides and tips
A beanbag Googly eyes
Ollie Puppet • Animated Songs
ns 1 Blu-Tack Magnetic letters
Teacher’s i-solutio • Animated Story
Ma terial 1, CD 1 Board pens Paper
Teacher’s Audio it 4 • Values video for the All about me! lesson
r Pop-outs 1, Un Collage materials: Paper piercers
Poster and Poste • Interactive games
tissue paper, sequins, Plasticine
Finger Pointer Game Generator to create your own interactive
it 4 confetti, etc. Scissors
Flashcards 1, Un games for consolidation, revision or just for fun.
be Construction paper Star pointers (from Unit 1)
Flashcard Cu My worksheets section to edit or create your
it 4 Crayons Sticky tape (optional)
Story Cards 1, Un rksheets
ok 1, Photocopiable Wo Dried beans A toy iguana own personalised worksheets using any of the
Teacher’s Bo
5 and 254 Finger paints photocopiable material from the unit.
• pages 121, 13
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Sing. Stick. Trace and match.
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4 My friends NAME:
Show me one
One, one, show me one.
Show me one like this.
One!
Two, two, show me two.

Show me two like this.
Two!
40 one two Lesson 1
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Lesson 1
4 My friends
Objectives
Recognising numbers 1 and 2
Distinguishing between one and Count again, moving the two children together as you do so: Poster
two objects
T: One girl. One boy. Two children. Display the Unit 4 Poster and ask the children to look for the
Vocabulary Repeat several times, encouraging the children to hold up the
things which there are only one of (e.g. boy, girl, teddy, book, car).
one, two Let them use the Finger Pointer or their star pointers (from
corresponding number of fingers:
Unit 1) to identify the objects. Encourage them to say:
Language T: One girl. One boy. Two children.
C: One (boy).
How many are there?
Play 1.27 Show me one. Encourage the children to sing along
One (boy). Repeat the procedure, but this time tell the children to identify the
and show the correct number of fingers.
Two (children). things they can see two or more of (e.g. children, circles, eyes, ears,
fingers). Encourage and prompt them where necessary.
Resources and Materials Student’s Book
Teacher’s i-solutions 1 Open the Student’s Book at page 39. Ask the children to look at
Puppet
the picture on top and ask:
Teacher’s Audio Material 1, CD 1 Play 1.4 The tidy up song. Call on volunteers to collect the
Student’s Book 1 T: How many children are there? One child or two children? materials and put them away. Encourage the children to tidy up
Stickers 1, Unit 4 Repeat with the second picture, encouraging the children to and join in with the song.
Poster 1, Unit 4 answer. Then give out the Unit 4 Stickers and show the children Ask the children to sit in a circle and play 1.27 Show me one.
Finger Pointer or star pointers from Unit 1 how to carefully peel them off and stick them in the correct places. Sing along, encouraging the children to join in and copy your
Write a large number 2 on the board, describing the movement as actions as you raise first one, and then two arms above your head.
you write: Play the track again and sing along with the children, this time
Wake up Ollie and say ‘Hello’ holding out one, and then two fists at arm’s length in front of you.
T: Around, down and across. Ask the children to stand up, and then play the song a third time.
Trace the number in the air for the children to copy. Ask them to Teach the children more actions: for ‘one’, they try to hop on
use their writing fingers (pincer grip with thumb and first finger) to one leg while holding out their other leg in front of them; for ‘two’,
to wake Ollie up.
trace the number in the air, following your example. Then ask them they hop from one leg to another. They may find this easier
C: One, two, three… Wake up, Ollie! holding hands.
to trace over the number in the Student’s Book with either a
Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello, pencil or a crayon, starting at the arrow. Display the puppet. Tell the class that Ollie is tired and he is going
Ollie! Tell the children to look at Ollie. Tell the children that Ollie back to sleep. Sing 1.5 Bye-bye Ollie!
Play 1.27 Show me one, and encourage the children to point to
wants to count. Point to yourself and to Ollie, and say:
the correct picture. Then ask them to draw a line matching the T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
T: One teacher. One owl. number 2 with the picture of the two children. C: Bye-bye, Ollie! See you next time! Ssssh!
Call forward a boy and a girl to stand next to you and say:
T: One girl. One boy. Extra Activity

Repeat with the children, holding up one finger each time and Open the Student’s Book at page 40. Tell the children to
encouraging the children to do the same. draw and colour two circles in the frame. Play 1.28 Show
me one (Instrumental) while the children work.
T/C: One girl. One boy. One teacher. One owl.
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Lesson 1 Extra
4 My friends
Objectives
Reviewing numbers 1 and 2
Let’s make number cards Let’s Play!
Show and name the number Flashcards. Ask the children to match Ask the children to sit in a circle and play 1.27 Show me one as
Vocabulary the fingers with the numbers: hold up the number one Flashcard they pass around the Flashcards. Pause the music and ask:
one, two and encourage the children to point to the corresponding finger
T: Who’s got number one?
counting Flashcard. Repeat with number two.
Language Ask the two children to stand up, and then tell everyone to give one
It’s number (one). Ask one child to come to the front, and ask another two to hold
clap and say together:
hands. Get the class to count the two groups of children with you
Resources and Materials and then hold up the corresponding number of fingers. Then give T/C: One and one, change places.
Teacher’s i-solutions 1 the two number Flashcards to individual children and ask them
ing Repeat with number two, then start the music and play the game
Flashcards 1, Units 2 and 4: 1, 2 (finger count to match them to the correct group by taking the Flashcard and
again. When the children have learnt the rules of the game, you can
Flashcards), one, two standing next to that group. Let all the children have a turn.
vary it by saying:
A4 construction paper
Dried beans Distribute the number one cards (see Preparation) and remind the
T/C: One and two, change places.
Glue children how to trace over the number with their first finger and
thumb. Hand out the beans and glue, then tell the children to glue If you have extra time, choose a game from the Game Bank, pages
Coloured Stickers
16-17.
Teacher’s Audio Material 1, CD 1 some beans along the number, following the direction of writing.
Check that they remember that this is the number one, and ask
Preparation them to stick one Coloured Sticker on the back. Repeat the
and a large
Draw a large number 1 on a sheet of paper procedure with the number two cards.
per
number 2 on another. Copy one of each sheet
n paper. When they have both cards in front of them, write either number
child onto const ructio
1 or number 2 on the board and ask the children to hold up the
corresponding card.
Ask a volunteer to close their eyes, and then pass them one of
the completed number cards to identify by touch; help them to
find the beans and gently run their fingers over them to identify the
number. Let several children have a turn. Encourage them to say
the numbers:
T: Close your eyes. What is it?

C: It’s number (one).
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Sing. Look and colour.
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4 My friends NAME:
Point to red
Point to red, point to red.
Can you point to something red?
Point to red, point to red.
Can you point to something red?
Point to blue, point to blue.

Can you point to something blue?
Point to blue, point to blue.
Can you point to something blue?
Point to yellow, point to yellow.

Can you point to something yellow?
Point to yellow, point to yellow.
Can you point to something yellow?
42 circle square triangle blue red yellow Lesson 2
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Lesson 2
4 My friends
Objectives
Distinguishing colours and shapes
Sequencing colours and shapes Draw a square in the air and encourage the children to join in Student’s Book
and say with you:
Give out red, blue and yellow crayons. Play 1.29 Point to red and
Vocabulary T/C: It’s a square. Down, across, up and across. ask the children to sing along and point to the crayons.
circle, square, triangle
Make Ollie ‘whisper’ to you again, and say: Open the Student’s Book at page 41 and show the children how
blue, red, yellow
to run their finger along the top line of illustrations from left to right
T: Ollie says he’s got two squares.
Language as you ‘read’ the sequence of shapes and colours:
It’s a (blue) (square). Use Ollie to show the blue triangle Poster Pop-out, and say:
T: Blue circle, yellow square, blue circle, yellow square.
Resources and Materials T: Ollie, that’s not a square. It’s a triangle.

Encourage the children to say what comes next:
Teacher’s i-solutions 1 Encourage the children to join in and say with you:
C: Blue circle.
Puppet
T/C: It’s a triangle.
Teacher’s Audio Material 1, CD 1 Tell them to colour the circle with their blue crayon. Continue with
Poster and Poster Pop-outs 1, Unit 4 Show the blue circle, square and triangle Poster Pop-outs the remaining two sequences.
Finger Pointer or star pointers from Unit 1 and name them again.
Blu-Tack
Student’s Book 1 Poster Extra Activity
Crayons (red, blue and yellow) Display the Unit 4 Poster and Poster Pop-outs. Have the Poster Open the Student’s Book at page 42. The children choose
Pop-outs in separate colour groups and teach the children the a shape to draw in the frame and colour it blue, red or yellow.
Preparation
r three colours: red, blue and yellow. Invite individual children to Play 1.30 Point to red (Instrumental) while the children work.
Have the blue circle, square and triangle Poste
the class. point to the colours:
Pop-outs to hand to begin
T: (Juan) point to red.
Play 1.29 Point to red. Encourage the children to join in with the
Wake up Ollie and say ‘Hello’ Play 1.4 The tidy up song. Call on volunteers to collect the
words and actions.
Ask the children to sit in a circle. Show the puppet and tell the materials and put them away. Encourage the children to tidy up
children that Ollie is sleeping. Count to three and tell the children Hold up one of the Poster Pop-outs, name it, and then ask and join in with the song.
to wake Ollie up. the children to identify the matching shape on the Poster,
Play 1.29 Point to red. Invite individual children to point to
using the Finger Pointer or their star pointer (from Unit 1).
C: One, two, three… Wake up, Ollie! appropriately coloured objects around the classroom.
The red square and the red circle will be most difficult for the
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have Ollie children to find as they are only partially visible, so leave these till Display the puppet. Tell the class that Ollie is tired and he is going
‘whisper’ to you, and show the circle Poster Pop-out. Say: last. Encourage the children to find the correct colours and shapes, back to sleep. Sing 1.5 Bye-bye Ollie!
giving them prompts to help:
T: Ollie says he’s got a circle! Can you draw a circle? T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
T: It’s a blue circle. Where is the blue circle? C: Bye-bye, Ollie! See you next time! Ssssh!
Trace a circle in the air and encourage the children to do the same.
That’s a yellow circle. Where is the blue circle?
Then use Ollie to show the blue square Poster Pop-out. Say:
When they are confident naming the colours, ask individual
T: Ollie, that’s not a circle. It’s a square.
children to put the Poster Pop-outs on the Poster, naming one
for them to choose and guiding them to find the correct shape and
place it on the Poster.
T: (Mateo), put the (red) (circle) on the poster.
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Lesson 2 Extra
4 My friends
Objectives
Recognising shapes
Distinguishing between 1 and 2
Maths Let’s Play!
Show the children the red triangle Poster Pop-out and ask:
Vocabulary
circle, square, triangle Look and colour. T: What’s this?
blue, red, yellow C: A triangle.
up, down T: What colour is it?
C: Red.
Language
It’s a (blue) (circle).
T/C: It’s a red triangle.
Teacher’s i-solutions 1 Display the red triangle Poster Pop-out somewhere visible in

Teacher’s Audio Material 1, CD 1 the classroom, then repeat the procedure with the other Poster
Flashcards 1, Unit 4: blue, red, yellow Pop-out shapes.
Plasticine (blue, red and yellow) 254 Unit 4 Maths Next, give the children instructions:
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(see Teacher’s Book page 254) T: Go to the (blue) (square).

Ask the children to sit in a circle, and then give them
Crayons If the children are able, after a few turns you can ask volunteers to
instructions to stand up and sit down, demonstrating
Poster Pop-outs 1, Unit 4 give the instructions.
the first few times to help them understand. Then give
Preparation instructions to the girls and boys separately: If you have extra time, choose a game from the Game Bank,
Copy one Photocopiable Worksheet per child. T: (Girls) (stand up). pages 16-17.
Repeat the game, this time with the instructions ‘Hands up’
Let’s make coloured shapes and ‘Hands down’.
Review the three colours. Display the colour Flashcards around Give out the Photocopiable Maths Worksheets. Ask the
the room and play 1.29 Point to red. Encourage the children to children to look at the birds together:
sing along and point to the colours.
T: How many birds are up? One, two birds are up.
Hand out the plasticine, giving some of each colour to every child How many birds are down? One, two birds are down.
and ask the children to point to the three different colours in front
of them:
T/C: One, two birds up. One, two birds down.
T: Point to (blue).
Give out crayons and ask the children to draw a circle
Allow the children to play with the plasticine for a while, then show
around the birds which are up, and to colour in the birds
them how to make the shapes (circle, square, triangle). Encourage
which are down.
the children to make several shapes in different colours, and then
to name their shapes before rolling up the plasticine and starting
again.
C: It’s a (blue) (circle).
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4 My friends
Let’s make a shape crown.

4A 121
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4 My friends
Objectives
Recognising shapes
Distinguishing between 1 and 2 Let’s make a shape crown Let’s Play!
Display three of the Poster Pop-outs (different shapes) on the Ask the children to stand in a circle with the Flashcards on the
Vocabulary board and name them with the children. floor in the middle. Gently throw the beanbag to one of the children
circle, square, triangle and ask them to throw it onto the Flashcards. If the beanbag
Ask individual children to close their eyes or to put their hands
blue, red, yellow lands on a number one Flashcard they clap once, and if it lands
behind their backs and give them one of the Poster Pop-outs to
on a number two Flashcard they clap twice. After a few turns you
Language identify by touch.
can give the children additional instructions: as well as clapping
It’s a (triangle).
T: What is it? they can jump, hop, stamp their feet, sit down or raise their arms.
Resources and Materials C: It’s a (triangle).
Teacher’s i-solutions 1 Repeat with several children. pages 16-17.
Poster Pop-outs 1, Unit 4
Give out the Photocopiable Worksheets and scissors or paper
piercers. Ask the children to point to the individual shapes and to
Construction paper
name them. Then ask the children to cut out the crown, helping
Scissors or paper piercers
where necessary. Hand out crayons and ask them to colour in the
Crayons (blue, red and yellow)
circles: one blue, one red and one yellow. Then distribute glue and
Glue
, confetti, collage materials and let them decorate the rest of the crown.
Collage materials: tissue paper, sequins, glitter
When the children have finished, give out the headbands and help
small plastic shapes, etc.
them to glue the bottom of the crown onto the headband. Write
Flashcards 1, Units 2 and 4: 1, 2
the children’s names on their headbands, then adjust and staple
(finger counting Flashcards), one, two
the headbands to fit around each child’s head.
A beanbag
The children can take their crowns home at the end of the class.
Preparation
headbands
Cut long strips of construction paper to make
(one per child).
You may wish to cut out the crown templates
for your children before class.
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Trace and stick.
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4 My friends NAME:
Two little blue birds

Two little blue birds sitting on a wall. Fly away, Paul.
One named Peter. Bye-bye!
One named Paul. Let’s go!
Fly away, Peter. Come back, Peter.

Bye-bye! Hello, Peter!
Off you go! Come back, Paul.
Hello, Paul!
44 two bird come back fly away Lesson 3
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Lesson 3
4 My friends
Objectives
Talk to Ollie and say: Student’s Book
T: Ollie, you’re a bird. Distribute blue, red and yellow crayons, making sure every child
Vocabulary has one of each colour, and practise the names of the colours:
two; bird Display the boy, girl, teacher and bird Flashcards on the board
come back, fly away and stand in front of the teacher Flashcard. Call a boy and a girl T: Show me your (red) crayon.
blue, red, yellow forward to stand in front of their Flashcards, and put Ollie in front
Open the Student’s Book at page 43. Draw a circle on the board
of the bird Flashcard.
and ask the children to find the circle on the page. Ask the children
Language what colour it is and get them to find their blue crayon. Tell them
Change places with the boy, girl and puppet, and then ask for
Hello!
volunteers to come forward and put you all back in the correct to trace over the circle starting at the arrow, and make sure that
Bye-bye!
places. they are holding the crayon correctly (using the pincer grip). Repeat
Resources and Materials with the remaining shapes, revising the colours and shapes. Finally,
Teacher’s i-solutions 1 Story give each child a Coloured Sticker and tell them to stick it on the
Puppet picture of the two birds.
Display Story Card 1. Encourage the children to say anything they
Teacher’s Audio Material 1, CD 1 can about it, giving them prompts to help.
teacher; bird;
Flashcards 1, Units Welcome and 4: boy, girl, Tidy-up and say ‘Bye-bye’
T: I can see a bird. Is there one bird?
blue, red, yellow Play 1.4 The tidy up song. Call on volunteers to collect the
C: Two birds.
Story Cards 1, Unit 4 materials and put them away. Encourage the children to tidy up
T: Are the birds red?
Student’s Book 1 and join in with the song.
C: No. Blue.
Crayons (blue, red, yellow)
Play 1.27 Show me one and let the children choose what to show
Coloured Stickers Play 1.31 Two little blue birds and pause the track after the first
as they sing along (e.g. index finger, little finger, thumb, palm, fist,
part. Point to each bird as you say their names. Play the first part
arm, leg, etc.).
of the track again, encouraging the children to join in.
Wake up Ollie and say ‘Hello’ Display Story Card 2. Using gestures, help the children to say:
Ask the children to sit in a circle. Show the puppet and tell the back to sleep. Sing 1.5 Bye-bye Ollie!
T/C: One bird up, one bird down.
children that Ollie is sleeping. Count to three and tell the children to T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
wake Ollie up. Wave your hand, dismissing Peter, and encourage the children to C: Bye-bye, Ollie! See you next time! Ssssh!
say with you:
T/C: Fly away! Bye-bye!
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have Ollie
‘whisper’ to you and say: Repeat the procedure with Story Cards 3 and 4:
T: Ollie has a question. Is Ollie a girl? T/C: Bye-bye!

Come back! Hello!
Shake your head and encourage the children to say with you:
Play 1.31 Two little blue birds again, this time using your two
T/C: No! Ollie’s not a girl.
index fingers to represent the two birds, and encourage the
Repeat the question with ‘boy’ and ‘teacher’, encouraging the children to join in with the actions and words.
children to respond each time:
T/C: No! Ollie’s not a (teacher). Teacher’s i-solutions.
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Lesson 3 Extra
4 My friends
Objectives
Re-telling and acting out a story Story Pop-outs
Reviewing numbers and colours
Display the number 1, blue and bird Flashcards in a row, and see Hand out the
if the children can ‘read’ them. Point to the Flashcards one by one Unit 4 Pop-outs
Vocabulary
and help them to say with you: and blue crayons
two
and ask the
bird T/C: One blue bird.
children to colour
blue, red, yellow
Using the blue pen, draw a simple picture of a blue bird on the their birds. Ask
Language board. Continue, showing other combinations of Flashcards for if they can
(One) (blue) (bird). the children to ‘read’ (the third Flashcard should always be the remember the
bird) and draw a picture each time to help them understand. two birds’ names.
Resources and Materials Learn with Ollie 1
Display the Unit 4 Story Cards in the wrong order. Play 1.31 4 My friends
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Two little blue birds and ask the children to put the Story Cards
Flashcards 1, Units 2 and 4: 1, 2 colouring, show 17/12/2015 8:37:12
yellow in the correct order.

(finger counting Flashcards), bird, blue, red, them how to pop out the shapes and stick their fingers
Board pens (red, blue and yellow ) Play 1.31 Two little blue birds again and act out the story using through the holes. Let them play with their puppets in small
Story Cards 1, Unit 4 your index fingers to represent the two birds. Encourage the groups. Play 1.31 Two little blue birds again and let the
Teacher’s Audio Material 1, CD 1 children to join in with the actions and to say ‘Bye-bye’, ‘Hello’, children act out the story with their finger puppets, using
Pop-outs 1, Unit 4 ‘Come back’, ‘Fly away’ and any other words from the story that the phrases you taught them previously.
they can remember. The children can take their finger puppets home to play
with at the end of the class.
Let’s Play!
Put the children into pairs and tell them they are two little blue
birds. Ask them to fly around the classroom, watching you. Have
the Story Cards on the table next to you. When you show Story
Card 1, they must hold hands and sit down. If you show Story
Card 2 or 4, one must sit while the other flies around them. If you
show Story Card 3, they both fly away and hide.
pages 16-17.
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I ^
^
^ Phonics 45
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4 My friends NAME:
Transcript
i… i… i… igloo
i… i… i… ink
i… i… i… ink
i… i… i… iguana
46 igloo iguana ink Lesson 4
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Lesson 4
4 My friends
Objectives
Practising the initial short i sound
Write a lower case letter i on the board and then an upper case I. Tidy-up and say ‘Bye-bye’
Say the short ‘i’ sound as you write the two letters and encourage
Vocabulary the children to repeat it with you. Ask the children to trace the
igloo, iguana, ink lower case letter in the air with you, and then have them trace it on
their tables, on the walls, on their hands or on their legs. As they
Resources and Materials write, encourage them to say the short ‘i’ sound: Ask the children to sit in a circle and put the magnetic letters in the
Teacher’s i-solutions 1 middle. Ensure that there are lots of the letter i. Choose individual
C: i-i-i…
Puppet children to come and find a letter i. When they find one, the rest of
Teacher’s Audio Material 1, CD 1 the class chants:
A bag
Student’s Book
T/C: i-i-i.
A toy iguana Open the Student’s Book at page 45 and point to the letters at
Student’s Book 1 the top of the page. Ask the children to trace over them with their Repeat the procedure with the other letters the children have
Magnetic letters writing fingers. Play 1.32 Unit 4. Lesson 4. Phonics and encourage learnt so far: s, a and p.
them to copy you, pointing to the objects as they are named.
Preparation Display the puppet. Tell the class that Ollie is tired and he is going
Bring in a toy iguana and put it in the bag
before class. Transcript 1.32 Unit 4. Lesson 4. Phonics.
i… i… i… igloo C: Bye-bye, Ollie! See you next time! Ssssh!
i… i… i… ink
i… i… i… ink
to wake Ollie up. i… i… i… iguana
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie
Play 1.32 Unit 4. Lesson 4. Phonics again and encourage the
to show the bag and make him look inside. Then make Ollie jump
children to repeat the words. Then give out crayons or pencils,
back as if he is scared. Have Ollie ‘whisper’ in your ear, and say:
check that the children are holding them correctly, and tell them
T: What’s in the bag, Ollie? Let’s see! to trace the writing pattern from left to right, starting at the arrow.
Open the bag and let some of the children look inside. Then take
out the toy iguana and say:
Extra Activity
T: It’s an iguana! i-i-i iguana.
Open the Student’s Book at page 46. Remind the children
Let the children pass the iguana around and have them repeat with how to say the short ‘i’ sound, and practise together. Hand out
you: finger paints and show the children how to make dots with
their fingertips along the letters, following the direction of the
T/C: i-i-i iguana.
arrows. Encourage the children to say the short ‘i’ sound as
they make each fingerprint.
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Lesson 4 Extra
4 My friends
Objectives
Practising the initial short i sound
Let’s make an iguana Let’s Play!
Draw an upper and lower case letter i on the board and ask if Tell the children that they are going to be iguanas. Let them crawl
Vocabulary the children can remember what sound the letters represent. around the room for a while pretending to be iguanas, then play a
iguana Encourage the children to chant the short ‘i’ sound together: game. Tell the children that you are going to give them instructions
and that they must listen very carefully. They should only follow
Resources and Materials C: i-i-i…
the instruction if you begin the sentence with the word ‘iguanas’.
Invite the children to come to the board and try to copy one of the If you don’t say ‘iguanas’, they must not do the action. Give them
Green construction paper
letters. instructions and see if you can catch them out:
Scissors
Glue When all the children have had a turn, draw a large hollow outline T: Iguanas stand up. Iguanas sit down. Iguanas clap. Jump.
Blank paper (one sheet per child) of an upper case letter I on the board. The letter represents the
Googly eyes (two per child) iguana’s body and its four legs. Add a triangle at the bottom as a
pages 16-17.
Red crayons tail, and a small semicircle at the top as a head. Draw on eyes and
a tongue and ask the children if they can guess what it is.
Preparation
x 3cm strips C: Iguana!
Cut the green construction paper into 15cm
(three strips per child). Tell the children they are going to make their own iguana. Give
Cut triangles (4 x 4 x 4cm) and semicircles each child a sheet of blank paper and three strips of green
n paper
(4cm diameter) from the green constructio construction paper to form an upper case letter I (the body
(one of each per child). and legs of the iguana). Help the children to arrange the pieces
correctly, then hand out the glue and let them stick the strips of
paper onto the blank paper. Give each child a head and a tail (the
semicircles and triangles you prepared earlier, see Preparation) and
show them how to glue these on too. Finally, give each child two
googly eyes to glue onto the head. When they have stuck all the
pieces in place, hand out red crayons and show them how to draw
a red line for the tongue.
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Look, point and stick. All
about
me!
I have friends
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4 My friends NAME:
48 Lesson 5
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Lesson 5
4 My friends
Objectives
Learning about having friends
Ask the children: Student’s Book
T: Are you Ollie’s friend? Open the Student’s Book at page 47 and ask the children to look
Vocabulary
at the pictures. Point to the first picture and say:
friends Pass Ollie around and let the children give him a hug. Tell the
blue, red, yellow children that Ollie is happy now. Ask them if they are friends with T: I can see a boy and a girl. They are friends.
each other: They are playing in the sand.
Language
I have friends. T: (Hugo), are you (Eduardo’s) friend? Give him a hug. Get the children to point to the picture with you as you describe it,
and then repeat the procedure with the rest of the pictures. Next,
Resources and Materials Repeat with several children.
give each child four Happy Stickers. Point to the pictures again
Teacher’s i-solutions 1 and ask:
Puppet All about me! Poster
T: Do you do this with your friend? Put on a happy sticker.
Teacher’s Audio Material 1, CD 1 Display the Unit 4 All about me! Poster and read the title aloud.
Story Cards 1, Unit 4: Story Card 1 Point to each of the pictures and give the children a chance to The children stick a Happy Sticker on the activities they do with
All about me! Poster 1, Unit 4 speak before commenting on them. their friends.
Finger Pointer or star pointers from Unit 1
T: They’re running. She’s giving her friends a hug. Now watch the All about me! video on the Teacher’s i-solutions
Student’s Book 1
They’re playing. They’re talking. to consolidate what the children have learnt in this lesson.
Happy Stickers (four per child)
Ask volunteers to come and point to their favourite picture using
Preparation the Finger Pointer or their star pointers from Unit 1. As the
Display Story Card 1 where the children can
see it.
children choose a picture, describe again what the friends are Extra Activity
doing in the picture. Open the Student’s Book at page 48 and give out crayons
or pencils. Ask the children to trace over the number 2. Play
Play 1.33 I have friends and point to the corresponding pictures.
Wake up Ollie and say ‘Hello’ 1.30 Point to red (Instrumental) while the children work.
children that Ollie is sleeping. Count to three and tell the children Transcript 1.33 I have friends.
to wake Ollie up.
Girl: They are friends. They are running in the park.
C: One, two, three… Wake up, Ollie! Boy: They are friends. They are playing together at home.
Girl: They are friends. They are playing at school.
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie and join in with the song.
Boy: They are friends. They are playing on the slide.
‘fly over’ to the Story Card and look at the two birds. Have Ollie
Girl: They are friends. They are playing with their toys. Display the All about me! Poster. Review the colours the children
‘whisper’ to you, then say:
Boy: They are friends. They are talking and having fun. have learnt by asking them to point to something red, blue or
T: Ollie is sad. Why are you sad, Ollie? You haven’t got a friend? Girl: I have friends, do you? yellow in any of the pictures. You can call up individual children to
Boy: Yes, I do! I have friends! participate and get them to point using the Finger Pointer or their
Point to the birds on the Story Card and say:
star pointer.
T: Two birds. Peter and Paul. Peter and Paul are friends.
Point to some of the pictures again and ask the children simple
Give Ollie a big hug and say: back to sleep. Sing 1.5 Bye-bye Ollie!
questions:
T: I am your friend, Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
T: Are they happy or sad? Is this a boy or a girl?
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Lesson 5 Extra
4 My friends
Objectives
General revision
Value: I have friends Let’s be friends! Let’s Play!
Play some friendship games. Ask the children to stand in a row. Play 1.27 Show me one and 1.29 Point to red. Encourage the
Vocabulary Take the first child and have them stand opposite the second. Tell children to dance and sing along.
one, two the first child to give the second child a high five and say ‘Hello,
Display the Poster Pop-outs around the classroom where they
blue, red, yellow friend!’ (You could also ask them to wave, shake hands or give
are clearly visible to the children, but with the reverse (white) side
circle, square, triangle them a hug; whichever you think they will find more fun.) The first
on display. Put the colour and shape Flashcards in the Flashcard
child repeats this with all the children in the line, then stands at the
Language Cube and have the number Flashcards in a bag.
end of the row. When they have finished, repeat the procedure with
We are friends!
the next child in the line, and continue until all the children have Give one child the Flashcard Cube to throw and tell them to
Resources and Materials had a turn. choose a friend. The child rolls the Flashcard Cube and the friend
Teacher’s i-solutions 1 takes a number Flashcard from the bag. If a colour lands on top,
Ask the children to hold hands and stand in a big circle. Start this
Teacher’s Audio Material 1, CD 1 the two friends have to find one or two objects (depending on the
game by taking one child by both hands and walking them to the
Poster Pop-outs 1, Unit 4 chosen number Flashcard) of that colour in the classroom. If a
middle of the circle. As you walk, say:
; circle,
Flashcards 1, Units 2 and 4: blue, red, yellow shape comes up, they must go and touch the correct number of
square, triangle; one, two T: We are friends! that shape. Afterwards the friend chooses another friend and rolls
Flashcard Cube the Flashcard Cube. Continue until all the children have had a
Spin around with the child for a few seconds and encourage them
A bag turn.
to repeat the sentence with you. You and the first child then each
choose another child from the circle and say again: If you have extra time, choose a game from the Game Bank,
pages 16-17.
T/C: We are friends!
Take the two new children to the middle and dance around in a
circle holding hands. The other children are standing in a circle
around you but not moving. Continue the game until all the
children have joined the new circle.
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4 My friends
Let’s make a friendship tree.

4B 135
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4 My friends
Objectives
Making a friendship tree
Let’s make a friendship tree Let’s Play!
Ask the children to sit in a circle. Begin by telling them to show Put the children into three teams by giving each child a red,
Vocabulary you their hands. Tell them to hold hands with each other and then yellow or blue Coloured Sticker. Display the Poster Pop-outs
hand
to lift up their arms gently until they are over their heads. Next, tell at one end of the room and have the children in their teams at
tree
them to let go of each other’s hands and move their arms down the other end.
Resources and Materials to shoulder height straight in front of them, fingers spread and
Tell the children they are going to have a relay race. The first child
with their own thumbs touching. Finally, ask the children to lean
Teacher’s i-solutions 1 in each team will run to collect one of their colour shapes and
forward with their thumbs still touching, and put their hands flat
Photocopiable Worksheet 4B bring it back to their team, followed by the second and third team
) on the floor and try to make a circle on the floor made of their
Finger paints (blue, red, yellow and brown members. The next child will then run back, returning one of the
n paper hands all touching.
Large sheets of constructio shapes to the other side of the room. Continue until each child has
Sticky tape (optional) Have the children sit at their tables and give out the Photocopiable had a turn to run.
Scissors Worksheets and finger paints. Encourage the children to paint the
Glue hands, staying inside the lines. Tell them to colour one hand blue,
pages 16-17.
Poster Pop-outs 1, Unit 4 one red and one yellow. While they work, encourage them to talk
Coloured Stickers (blue, red and yellow) about what they are doing and which colours they are using. If any
of the children finish early, bring them over to the outline of the
Preparation tree trunk and let them paint it brown.
ruction
Tape or glue together two large sheets of const When the hands are completed, collect them and leave them to
outlin e on it.
paper and draw a simple tree trunk one side. When the paint is dry, cut the hands out, distribute glue,
and let the children stick them on the tree trunk to look like a tree
canopy. Display the tree in the classroom. You may want to make
name labels to identify the children’s hands when they are on the
tree. Alternatively, write their names on the hands before they stick
them on the tree.
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Notes
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5 My food
1 2 Story
3 4
Phonics
A ll 5
about me
!
• Naming and • Naming and describing • Listening to a story • Practising the initial • Learning about the
describing fruit fruit and joining in sound t importance of healthy Review and
• Understanding big • Responding to a story eating Assessment
and small Consolidating
Objectives Worksheet 5A
Worksheet 5B
• Talking about healthy Term 2
• Making fruit food Vocabulary
Extra and Language
• Maths: big and small
• I like to eat (apples). • (Annie’s) got (a banana). • Iwant my lunch. • (A sandwich) is good.
Language • A (red) (apple). • I’m (big). • (One) (big) (banana). • I like yogurt.
• A (big) (green) (pear).
• apple, banana, • apple, banana, • bat, hungry • table, teacher, train • doughnut, sweets,
orange, pear orange, pear • apple, banana, orange, yogurt
Vocabulary • green, orange, • big, small pear
• one, two
red, yellow
• big, small
Key LC CAE DC LC CAE MST DC LC CAE IE DC LC LL IE DC LC SCC LL DC
competences

Resources Blu-Tack Paints and paintbrushes All teaching and learning materials are organised into
d Pop-outs
with Stickers an Chalk Paper step-by-step lesson plans including:
Student’s Book 1
A cloth bag (closable) Paper piercers and scissors • Quick lesson guides and tips
Ollie Puppet
ns 1 Construction paper Plasticine (optional)
Teacher’s i-solutio and CD 2
• Animated Songs
Material 1, CD 1 Crayons Realia: fruit, backpack, lunch
• Animated Story
r Pop-outs 1, Un Finger paints boxes, toy train, healthy
Poster and Poste • Values video for the All about me! lesson
Fruit: apples, bananas, and unhealthy food
Finger Pointer • Interactive games
it 5 oranges, pears Sandwich ingredients
Flashcards 1, Un Game Generator to create your own interactive
Glue Small balls or beanbags
Flash ca rd Cu be games for consolidation, revision or just for fun.
it 5 Kitchen utensils: sharp Sticky tape
Story Cards 1, Un rksheets knife, chopping boards, A stapler My worksheets section to edit or create your
he r’s Bo ok 1, Photocopiable Wo
Teac plastic cutlery, etc. Tissue paper own personalised worksheets using any of the
1, 255 and 260
• pages 147, 16 Newspaper photocopiable material from the unit.
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5 My food NAME:
I like to eat
I like to eat apples.
So I grow big and strong.
I like to eat bananas.

I like to eat pears.

I like to eat oranges.

50 apple banana orange pear green orange red yellow Lesson 1
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Lesson 1
5 My food
Objectives
Naming and describing fruit
T: Would you like some fruit, Ollie? I’ve got some fruit
in my backpack. (Amelia), bring my backpack, please! Extra Activity
Vocabulary Take out each piece of fruit one at a time and say: Open the Student’s Book at page 50. The children draw
apple, banana, orange, pear and colour a picture of their favourite fruit in the frame. Play
green, orange, red, yellow T: What’s this? Yummy! It’s a (banana)! 2.2 I like to eat (Instrumental) while the children work.
Language Encourage the children to repeat with you:

I like to eat (apples). T/C: It’s a (banana). Poster
A (red) (apple). Display the Unit 5 Poster and give the children the opportunity to
Continue with the other pieces of fruit. When you have
comment on it. Show the children the Poster Pop-outs and put
Resources and Materials introduced all the fruits, pick up one of them, rub your tummy
two pieces of fruit in each lunch box. Ask:
Teacher’s i-solutions 1 and mime eating. Say:
Puppet T: What has (Annie) got?
T: Yummy! I like to eat (apples).
Teacher’s Audio Material 1, CD 1 and CD 2 C: (Annie’s) got a (banana). (Annie’s) got a (pear).
pear,
Realia: a red apple, a banana, an orange, a Encourage the children to repeat with you: When they have named all the fruit, cover one of the lunch boxes
a backpack
T/C: Yummy! I like to eat (apples). with a sheet of paper and ask the children if they can remember
Student’s Book 1
) what is in it. Allow volunteers to put pieces of fruit in the lunch
Finger paints (red, green, orange and yellow Offer the fruit to Ollie and pretend he is eating it. Repeat with all
big apple s, boxes and repeat the activity.
Poster and Poster Pop-outs 1, Unit 5: the pieces of fruit.
bananas, oranges and pears
Blu-Tack Play 2.1 I like to eat. When you sing the line ‘So I grow big and Tidy-up and say ‘Bye-bye’
pear
Flashcards 1, Unit 5: apple, banana, orange, strong’, stretch your arms up and flex your biceps. Encourage the Play 1.4 The tidy up song. Call on volunteers to collect the
class to do the same. materials and put them away. Encourage the children to tidy up
Preparation and join in with the song.
Put the fruit in the backpack and place it where Student’s Book
Display the Flashcards around the classroom and ask the children
the children can see it. Open the Student’s Book at page 49. Hold up the apple (realia) to point to each one. If you have space, ask them to run to each
and say: one in turn.
Wake up Ollie and say ‘Hello’ T: Point to the apple. T: Point to the (pear)!
Ask the children to sit in a circle. Show the puppet and tell the Repeat with all the pieces of fruit, holding them up each time Run to the (apple)!
children that Ollie is sleeping. Count to three and tell the children to help understanding. Alternatively, have the children point to Display the puppet. Tell the class that Ollie is tired and he is going
to wake Ollie up. the pictures of the fruit on page 49 of the Student’s Book. Next, back to sleep. Sing 1.5 Bye-bye Ollie!
name the pieces of fruit and say the colours, encouraging the
C: One, two, three… Wake up, Ollie! T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
children to say them with you:
Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello, C: Bye-bye, Ollie! See you next time! Ssssh!
T/C: A red apple.
Ollie! Tell the children to look at Ollie. Pretend that Ollie whispers
in your ear, and say: Give out finger paints and let the children paint the fruits with their
fingers, using the correct colours. When they finish, play 2.1 I like
T: Ollie says he is hungry.
to eat again, encouraging the children to join in with the words and
Rub your tummy to demonstrate what you mean, then point to actions.
your backpack. Ask one of the children to bring it to you:
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Lesson 1 Extra
5 My food
Objectives
Identifying fruit through taste and smell
Let’s taste some fruit Let’s Play!
Ask the children to sit in a circle. Show them the fruit and ask them Display the Poster Pop-outs: use two apples, two pears, one
Vocabulary to name them and say what colours they are. Put two of each fruit orange and one banana. Ask the children to stand at one end of
apple, banana, orange, pear in the bag and pass it around, inviting some of the children to put the classroom while you stand at the other. Tell them to listen
green, orange, red, yellow their hand in, feel around and try to name the fruit: carefully as you make true and false statements about the fruit.
They take one step towards you if the statement is true, and they
Language T: (Daniel). What is it?
stand still if the statement is false, for example:
It’s a (yellow) (banana). C: A (banana)?
I like to eat (apples). T: Take it out. Let’s see. T: The apple is red. I’ve got two pears. The orange is green.
T/C: It’s a (yellow) (banana).
Resources and Materials If you have extra time, choose a game from the Game Bank,
Teacher’s i-solutions 1 Play 2.1 I like to eat. Place one of each fruit in the middle of pages 16-17.
Teacher’s Audio Material 1, CD 2 the circle and encourage the children to sing along, point to the
A cloth bag which can be closed fruit and do the actions.
Fruit: apples, pears, bananas and oranges Display the Flashcards in different parts of the room and invite
(four or more of each) a volunteer to come forward and smell one of the bowls (see
pear
Flashcards 1, Unit 5: apple, banana, orange, Preparation). The child guesses which fruit is inside and goes to
A sharp knife stand next to the Flashcard of that fruit. When a few children have
Four plastic bowls had a turn, reveal the fruit and see if they were correct. Repeat
A roll of kitchen towel the game with more children. Make sure each child smells at least
Chopping boards two of the bowls. When you have finished, let them smell all of the
Plastic knives bowls and try to name the fruit.
Serving spoons
If you wish, you can distribute chopping boards and plastic knives
Plastic cups and spoons (one per child)
as, and let the children peel and divide the oranges and peel and slice
Poster Pop-outs 1, Unit 5: big apples, banan
oranges and pears the banana, while you cut up the apple and pear.
When the fruit is ready, ask the children to taste some pieces with
Preparation their eyes closed, and see if they can identify them.
and put
Cut up one of each fruit just before the class
. Cover each
the cut-up pieces separately into four bowls Finally, hand out plastic cups and spoons and help the children to
of kitche n towel so that the children
bowl with a piece serve themselves a small portion of each fruit, and then let them
can smell the fruit but can’t see it. try each one. Encourage them to say:
Note: Before the class, check if any of the
ients T/C: Yummy! I like to eat (apples).
children have allergies and modify the ingred
if necessary.
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Sing. Stick and trace.
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5 My food NAME:
Big and small

Big and small,
Big and small.
Now I’m big!
Now I’m small!
Big and small,

Big and small.
Now I’m big!
Now I’m small!
52 banana orange pear big small Lesson 2
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Lesson 2
5 My food
Objectives
Naming and describing fruit
Understanding the difference between Wake up Ollie and say ‘Hello’ Student’s Book
big and small
Ask the children to sit in a circle. Show the puppet and tell the Open the Student’s Book at page 51. Give out the Unit 5 Stickers
children that Ollie is sleeping. Count to three and tell the children and ask the children to name the fruit. Help them to peel off the
Vocabulary to wake Ollie up. banana Sticker and place it correctly, then tell the children to use
apple, banana, orange, pear
their writing fingers to carefully trace the zigzag line from the big
big, small C: One, two, three… Wake up, Ollie!
banana to the small banana. Repeat the procedure with the other
green, orange, yellow Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Pretend that two fruits. Give out yellow, green and orange crayons and revise
Ollie is whispering to you and is trying to hide. Say: the colours. Remind the children how to hold their crayons, using
Language
the pincer grip, then ask them to trace over the lines using the
(Annie’s) got (a banana). T: Ollie doesn’t want to play. He’s scared.
corresponding colours.
I’m (big).
Mime to demonstrate as you say:
It’s a (big) (green) (pear). Play 2.3 Big and small again, and ask the children to point to the
T: O
llie says you are very big and he is very small! Don’t be scared, big and small pieces of fruit while they sing.
Resources and Materials Ollie! Children, show Ollie you can be small, too.
Show the children how to crouch down and make themselves as
Puppet
small as possible. Make Ollie come out of hiding and look at them, Extra Activity
Teacher’s Audio Material 1, CD 1 and CD 2
then say: Open the Student’s Book at page 52. The children draw
and colour a picture of a big fruit and a small fruit in
Blu-Tack T: Now let’s be big.
the frame. Play 2.4 Big and small (Instrumental) while the
Student’s Book 1
Hold Ollie up in the air and stretch out your arms and legs, children work.
Stickers 1, Unit 5
and encourage the children to do the same. Practise the new
Crayons (green, orange and yellow)
pear vocabulary, using Ollie to give the children instructions:
Flashcards 1, Unit 5: apple, banana, orange,
T: Ollie says (big).
The children stretch up high or crouch down small, depending materials and put them away. Encourage the children to tidy up
on Ollie’s instructions. Play 2.3 Big and small. Encourage the and join in with the song.
children to sing along and do the actions.
Place the Flashcards in the four corners of the room and put the
Poster children into four groups, naming one for each Flashcard. Give
each group instructions:
Display the Unit 5 Poster with all the Poster Pop-outs in place.
Give instructions to the children to put the fruit in the lunch boxes: T: (Apples), sit down. (Bananas), come here.
T: Timmy’s got two big bananas. Annie’s got one small orange. When they are responding confidently, make the game more
difficult. Continue to give instructions, changing around the groups:
If they are able, you can let some of the children give the
instructions. T: Apples and bananas, change places.
Once they have changed groups, they must listen for instructions
for their new Flashcard. Display the puppet. Tell the class that Ollie
is tired and he is going back to sleep. Sing 1.5 Bye-bye Ollie!
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Lesson 2 Extra
5 My food
Objectives
Talking about preferences
Painting fruit
Let’s make big paper fruit Maths
Ask the children to sit in a circle. Display the Flashcards and
Vocabulary
review the names of the fruit. Pass the four balls or beanbags
apple, banana, orange, pear Point and match. Colour.
around; when you call out ‘Stop!’ the four children holding them
green, orange, red, yellow
must say what their favourite fruit is:
ladybird
T: (Juan). What’s your favourite fruit?
Language C: (Apple).
It’s a (green) (pear).
Continue until all the children have had a chance to speak. Encourage
Resources and Materials the children to name as many different fruits as possible.

pear Tell the children that they are each going to paint a picture of their
Flashcards 1, Unit 5: apple, banana, orange,
favourite fruit. Show them the fruit shapes (see Preparation) and
Four small balls or beanbags
ask each child to choose two which are the same. Hand out the
White A4 construction paper (two per child) Unit 5 Maths
paints and paintbrushes and tell the children to paint their pictures. 255
Paints (green, orange, red and yellow) 683505_TB_U10.indd 255
While they are working, walk around and ask questions. Encourage
7/7/16 9:55
Paintbrushes
the children to tell you the name of the fruit and the colour they Hand out the Photocopiable Maths Worksheets. Ask
A stapler
are using. the children to look at the picture and teach the new
Newspaper
vocabulary ‘ladybirds’. Encourage the children to say the
Photocopiable Worksheet Unit 5 Maths C: It’s a (green) (pear).
word with you:
(see Teacher’s Book page 255)
When the paint is dry, hold the fruit shapes back to back and staple
T: Look, these are ladybirds.
Preparation them together around the edges, leaving a small section open.
T/C: Ladybirds.
d be roughly
Draw four large fruit shapes (each one shoul Give out the newspaper. Show the children how to scrunch up
enlarge the
A4 size). You can either draw your own or small pieces of newspaper and stuff them inside their fruit shapes. Ask them to point to the big ladybirds. Ask how many there
Teacher’s Book are and count them together.
fruit on Photocopiable Worksheet 5A (see Finally, staple the opening shut. Write the children’s names on their
the large fruit shape s onto white A4 fruit and collect them to use in the guessing game.
page 147). Photocopy T: How many big ladybirds are there?
cut them out. Each child will
construction paper and T/C: One, two. Two big ladybirds.
need two of the same fruit. Let’s Play!
Repeat with the small ladybirds.
Copy one Photocopiable Worksheet per child. Play a guessing game. Sit the children on the floor and tell them to
close their eyes. Choose a volunteer to come to the front and give Give out red crayons and check that the children are
them their fruit (that they made earlier) to hold behind their back. holding them correctly, then ask them to draw a line from
Then let the other children take turns to guess what fruit they are one small ladybird to the other small ladybird. Tell them to
holding and what colour it is. colour the big ladybirds carefully, encouraging them to stay
inside the lines.
C1: A (red) (apple)? C3: A (yellow) (banana)?
C2: No. C2: Yes!
The child who guesses correctly then comes to the front and holds
their fruit behind their back for the others to guess. Continue until
all the children have had a turn.
pages 16-17.
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5 My food
Let’s make big and small fruit.

5A 147
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5 My food
Objectives
Making big and small fruit
Let’s make big and small fruit Let’s Play!
Give out the Photocopiable Worksheets. Ask the children to look Put the children in pairs and give out the Poster Pop-outs, one
Vocabulary at the worksheet and name the four pieces of fruit. Hand out per pair. The pairs walk around looking for a partner: for example,
the finger paints and let them decorate the fruit with appropriate the children with the big orange look for the pair with the small
big, small
colours; they can fill the shapes with colour or just make orange. Encourage the children to name and describe their fruit
Resources and Materials fingerprints. Help the children to cut out the four fruit shapes as they look for their partners.
Teacher’s i-solutions 1 with either scissors or paper piercers, then hand out the sheets
C: Big orange.
Photocopiable Worksheet 5A of construction paper (see Preparation) and glue. Read the words
C2: Small orange.
) at the top of the paper and show the children how to glue their
Finger paints (red, green, orange and yellow
pictures onto the left side of the paper. Ask what they think should After everyone has had a turn, check that the children can name
be on the right side of the page. If the children guess correctly, their fruit correctly and play the game again. This time, the children
A3 construction paper (one sheet per child)
praise them, otherwise read out the word for them. Hand out can look at the fruit Poster Pop-out you give them, but they must
Glue
crayons and tell them to draw and colour four small pieces of hide it behind their back and find their partners only by speaking.
Crayons
Poster Pop-outs 1, Unit 5 fruit in the right hand column to match the big pieces of fruit.
Display the children’s work in the classroom.
pages 16-17.
Preparation
sheet of A3
Draw a vertical line down the middle of a
of the left side write ‘big’
construction paper. On top
and on top of the right side, write ‘smal l’. Make
one copy per child.
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Look and point. Colour.
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5 My food NAME:
I’m a hungry fruit bat

I’m a hungry fruit bat, I’m a hungry fruit bat,
I want my lunch. I want my lunch.
One big banana, One big pear,
Munch, munch, munch! Munch, munch, munch!
I’m a hungry fruit bat, I’m a hungry fruit bat,

I want my lunch. I want my lunch.
Two small apples, Two small oranges,
Munch, munch, munch! Munch, munch, munch!
What a yummy, yummy lunch!
54 bat hungry apple banana orange pear one two big small Lesson 3
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Lesson 3
5 My food
Objectives
Responding to a story Wake up Ollie and say ‘Hello’ Alternatively, watch the animated version of the story on the
Vocabulary children that Ollie is sleeping. Count to three and tell the children
bat, hungry to wake Ollie up. Student’s Book
apple, banana, orange, pear Open the Student’s Book at page 53 and give out crayons. Tell
one, two C: One, two, three… Wake up, Ollie!
the children to look at the page and ask them to point to the
big, small Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie banana. Ask:
‘whisper’ to you. Say:
Language T: How many bananas are there? One banana or two bananas?
I want my lunch. T: What’s wrong Ollie? Does your tummy hurt? C: One banana.
(One) (big) (banana).
Rub Ollie’s tummy and your own. Say: Tell the children to colour in the square with the correct number.
Resources and Materials T: Oh! You want your lunch! You’re hungry!
Continue with the other illustrations in the same way.
Puppet
Show the children the lunch box and offer it to Ollie. Say: Poster
Teacher’s Audio Material 1, CD 1 and CD 2 T: Here is your lunch box! Display the Poster with some of the big and small Poster Pop-
a,
Realia: a lunch box containing one big banan outs in each lunch box. Lead the children in making up new verses
orang es, two small apples Hold up each fruit and encourage the children to name and
one big pear, two small for the story:
describe it with you:
T/C: I’m a hungry (Annie). I want my lunch.
Student’s Book 1 T/C: One big banana…
One (big) (orange), munch, munch, munch!
Crayons
Continue naming all the fruit and ‘feeding’ it to Ollie.
Story Play 1.4 The tidy up song. Call on volunteers to collect the
Display Story Card 1. Let the children tell you what they can see, materials and put them away. Encourage the children to tidy up
then tell them the animal is a bat. Say: and join in with the song.
T: Look. A bat. It’s a fruit bat. It eats fruit. Use the pieces of fruit (realia) to make true or false statements:
Tell them the fruit bat is hungry, and encourage them to rub their T: I’ve got one (big) (orange).
tummies and repeat with you:
If the statement is true, the children give you a thumbs up, if it is
T: I’m hungry! I want my lunch. false, they give you a thumbs down. If you wish, you can make the
Display Story Card 2 and help the children to describe the fruit. children move around more by asking them to stand up for a true
Continue with the remaining Story Cards. Use number, colour and statement and sit down for a false one, or run towards you for a
size prompts to help them. true statement and run away from you for a false one.
T: How many (bananas) are there? One or two? Is it (green)? Are Display the puppet. Tell the class that Ollie is tired and he is going
they (big) (apples) or (small) (apples)? back to sleep. Sing 1.5 Bye-bye Ollie!
Play 2.5 Story: I’m a hungry fruit bat and ask the children to T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
point to each picture as they hear it mentioned. Play the track C: Bye-bye, Ollie! See you next time! Ssssh!
again and encourage them to join in.
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Lesson 3 Extra
5 My food
Objectives
Acting out and retelling a story
Story Pop-outs Make the story.
Review the vocabulary from the story I’m a hungry fruit bat using Give out crayons and
Vocabulary the Flashcards. Hold up each Flashcard in turn and as you do so, the Unit 5 Pop-outs
bat, hungry
encourage the children to say the words and do actions: they point and tell the children
to something in the classroom of the appropriate colour for ‘green’ to colour in the bat,
one, two
and ‘orange’, they pretend to eat and say ‘munch, munch, munch’ encouraging them to
big small
for the fruit, they pretend to fly for ‘bat’, and they make themselves stay inside the lines.
big or small when they hear the words.
Language They do not need to
I’m a hungry fruit bat. use black; they can
Display the Story Cards and refer back to them as you do the
I want my lunch. make it as colourful
following activity. Tell the children that they are going to act out
(Two) (small) (apples). as they like. Help the Learn with Ollie 1
the story. Ask five children to come to the front of the class. Choose 5 My food
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appropriate colours to decorate the fruit. Then show

‘fruit trees’ the appropriate Poster Pop-outs for the story (one big
Resources and Materials banana, two small apples, one big pear, two small oranges). Play
them how to carefully pop out the pieces and help them to
Teacher’s i-solutions 1 thread the strip through the slots. Encourage the children
2.5 Story: I’m a hungry fruit bat and guide the children in acting
Flashcards 1, Unit 5 to use their Pop-outs to retell the story in small groups.
out the story. The child who is the bat ‘flies’ to the appropriate tree
for each verse and pretends to eat the ‘fruit’. Encourage the rest of C: (Two) (small) (apples). Munch, munch, munch!
the class to join in with the story and help. Repeat the procedure
Poster Pop-outs 1, Unit 5
with different volunteers.
Pop-outs 1, Unit 5
Let’s Play!
Crayons Alternatively, watch the animated version of the story on
Ask the children to sit in a circle. Pass the fruit and the bat
the Teacher’s i-solutions.
Flashcards around the circle in a clockwise direction and play
2.2 I like to eat (Instrumental). When you pause the music, the
children holding the Flashcards stand up, and then the child
holding the bat Flashcard chases the children holding the fruit
Flashcards around the outside of the circle. As soon as they catch
someone, everybody says:
C: Munch, munch, munch!
Ask the children to sit back down in their places, and play again.
Repeat the game several times, making sure that all the children
have a turn at running around the circle.
pages 16-17.
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Trace and stick. Listen.
Phonics 55
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5 My food NAME:
Transcript
t… t… t… table
t… t… t… teacher
t… t… t… teacher
† †
t… t… t… train
t… t… t… train
† †
56 table teacher train Lesson 4
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Lesson 4
5 My food
Objectives
Practising the initial sound t
Say to Ollie:
T: T he children are right, Ollie. That’s not Annie, it’s Timmy. Extra Activity
Vocabulary t-t-t Timmy.
Open the Student’s Book at page 56. The children trace
table, teacher, train
Encourage the children to repeat with you: over the writing pattern, first with their writing fingers and
Timmy, triangle, two
then with a crayon.
T/C: t-t-t Timmy.
Teacher’s i-solutions 1 Point to the toy train and say:
Puppet Tidy-up and say ‘Bye-bye’
T: What else does Timmy like? Let’s see… his train. t-t-t train.
Teacher’s Audio Material 1, CD 1 and CD 2 Play 1.4 The tidy up song. Call on volunteers to collect the
Student’s Book 1 Repeat the procedure, showing each item and encouraging the materials and put them away. Encourage the children to tidy up
Realia: an apple, a toy train children to repeat each time: and join in with the song.
Poster Pop-outs 1, Unit 4: triangle
T/C: t-t-t train. t-t-t triangle. t-t-t two. t-t-t table. Tell the children to listen to you carefully. If you say a word starting
Flashcards 1, Unit 4: two
Finally, point to yourself and say: with the ‘t’ sound, they should stand up and repeat it. If you say
Coloured Stickers
any other word, they should stay seated.
T/C: t-t-t teacher.
Preparation T: Table.
at page 49)
Have the apple and a Student’s Book (open
Student’s Book T/C: Table. (The children stand up)
near Ollie. Have the triangle Poster Pop-o ut,
y. T: Chair. (The children remain seated and stay silent)
the Flashcard and a toy train on a table nearb Draw an upper case letter T on the board and trace it in the air for
the children to copy. Ask the children to use different body parts to Use the following words in random order: train, car, teacher,
trace the letter, e.g. fists, elbows, shoulders and feet. As they repeat mummy, triangle, circle, two, one. The children do not need visual
the sound, encourage the children to move in different ways, e.g. prompts for this as they are practising their listening skills.
stand up, sit down, look up and look down. Repeat the procedure
Ask the children to sit in a circle. Show the puppet and tell the Display the puppet. Tell the class that Ollie is tired and he is going
with the lower case letter t.
children that Ollie is sleeping. Count to three and tell the children back to sleep. Sing 1.5 Bye-bye Ollie!
to wake Ollie up. Open the Student’s Book at page 55. Ask the children to trace
over the letters with their writing fingers (pincer grip with thumb
C: One, two, three… Wake up, Ollie! C: Bye-bye, Ollie! See you next time! Ssssh!
and first finger), following the direction of the arrows. Then check
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Show the that they are holding their crayons correctly and ask the children to
apple and say: carefully trace over the letters.
T: Look. What has Ollie got? Distribute Coloured Stickers. Play 2.6 Unit 5. Lesson 4.
C: An apple. Phonics. The children stick a Coloured Sticker on the pictures as
T: Ollie says he likes apples. they hear the words.
And Ollie says Annie likes apples.
Point to the picture of Timmy eating an apple and see if the Transcript 2.6 Unit 5. Lesson 4. Phonics.
children can correct Ollie. Repeat the phrase if necessary:
T: Annie likes apples. t… t… t… teacher
C: No! Timmy! t… t… t… train
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Lesson 4 Extra
5 My food
Objectives
Practising the initial sound t
Let’s make two tissue trees Let’s Play!
Put the children into two teams (one for each poster) and ensure Draw an upper case T shape on the board and invite several
Vocabulary you have enough table space for all the children to work at once. children to come to the board and try to copy it.
tree Give each team a large sheet of construction paper with a letter T
apple, orange, pear Then ask the children to stand in a line and let them practise
on it (see Preparation) and tell them that they are going to make
tracing the letter on each other’s backs. Repeat, this time with the
Resources and Materials a tree. Encourage the children to say the new vocabulary with you,
children tracing the letter on each other’s hands. If you have time,
emphasising the initial sound:
Teacher’s i-solutions 1 you can give the children some plasticine and ask them to mould
Blue construction paper (four large sheets) T/C: t-t-t tree. it into a T shape.
Sticky tape
) Divide each team into three groups and hand out the glue and If you have extra time, choose a game from the Game Bank,
Brown construction paper (one large sheet
coloured tissue paper. The first group will be working at the top pages 16-17.
of their poster, gluing yellow and white tissue paper onto the sun
Glue
and cloud. The second group will be working at the bottom of their
Chalk (white and yellow)
, poster, using brown tissue paper to add texture to the trunk and
Coloured tissue paper: white, yellow, brown
branches of the tree. The third group will be working in the middle
dark green and light green
of their poster, using green tissue paper to make the leaves of the
Blank paper (one sheet per child)
tree. Demonstrate by loosely scrunching up a piece of green tissue
Crayons
paper and gluing it around the ‘branches’ of the T shape.
Plasticine (optional)
After the children have been working for a while, change the
Preparation groups around so that all the children have a chance to work on
together to
Tape two sheets of blue construction paper each part of the poster.
need one for
make the background for the poster (you will
upper case letter T shapes from When the posters are finished, put them to one side and hand out
each team). Cut two large
; these can each be made blank paper and crayons. Ask each team to choose a fruit for their
the brown construction paper
letter T at the bottom tree (an apple, a pear or an orange) and to each draw and colour
from two long rectangles. Glue the
lower branc hes of one piece of their chosen fruit. Help the children to cut out their
of each poster to form the trunk and
to draw
the tree. At the top of each poster, use chalk fruit using either scissors or paper piercers and tell them to glue
Cut
the outline of a white cloud and a yellow sun. the fruit on the tree. Encourage the children to talk about their
into squar es (appro x. 15 x 15cm ). trees as they are working and to decribe the fruit.
the tissue paper
C: It’s an (apple tree).
It’s a (red apple).
Display the trees in your classroom.
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Look and stick. All
about
me!
I eat healthy food
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5 My food NAME:
58 Lesson 5
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Lesson 5
5 My food
Objectives
Learning about the importance
of healthy eating Continue naming all the food, encouraging the children to name it Student’s Book
with you:
Open the Student’s Book at page 57 and give out green and
Vocabulary C: (A doughnut). yellow Coloured Stickers. Ask the children to look at each picture
doughnut, sweets, yogurt in turn and ask:
Then make Ollie ‘whisper’ in your ear. Say:
Language T: Is this healthy food? Does it make you big and strong?
T: You want to see my lunch box? OK.
(A sandwich) is good.
If they have difficulty answering, give them clues. Tell them to put
I like (yogurt). Show and name the items one by one, saying:
a green Coloured Sticker on the healthy food. Point to the other
Resources and Materials T: A (sandwich). A (sandwich) is good for lunch. food and tell them:
Teacher’s i-solutions 1 Encourage the children to repeat the words with you as you take T: It’s nice, but it isn’t good for you. A little bit is OK.
Puppet out all the healthy food, then say:
Teacher’s Audio Material 1, CD 1 and CD 2 Tell the children to put a yellow sticker on the other food.
(yogurt, juice, T: I eat healthy food.
Realia: a lunch box filled with healthy food
a sandwich, a carrot , a piece of fruit) and a lunch box
filled with junk food (swee ts, a dough nut, crisps, All about me! Poster Extra Activity
a fizzy drink, a chocolate bar) Display the Unit 5 All about me! Poster. Let several children Open the Student’s Book at page 58. Check that the children
All about me! Poster 1, Unit 5 come forward and give them the Finger Pointer to point to a are holding their crayons or pencils correctly, then tell them to
Finger Pointer picture. Encourage them to say what they can see and say what trace over the numbers.
Student’s Book 1 they like to eat. If they are reluctant to speak, prompt them:
Coloured Stickers (yellow and green) Now watch the All about me! video on the Teacher’s i-solutions
T: Yummy. (Pasta). I like (pasta).
T/C: I like (pasta). to consolidate what the children have learnt in this lesson.
Wake up Ollie and say ‘Hello’ Play 2.7 I eat healthy food and point at each picture in turn.
Play the track again, pausing it and encouraging the children to
repeat each sentence. Play 1.4 The tidy up song. Call on volunteers to collect the
to wake Ollie up.
C: One, two, three… Wake up, Ollie! Transcript 2.7 I eat healthy food.
Tell the children they are going to play a game. Tell them that they
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie and show Girl: I am eating an apple. I like to eat apples. have to listen carefully for the word ‘doughnut’. Ask the children to
them the lunch box filled with junk food. Say: Girl: I am eating watermelon. Yummy! walk around the room while you say the names of the food they
Boy: I am drinking milk. I like to drink milk. have learnt in class. When you say ‘doughnut’ they must join hands
T: Look. What has Ollie got? Is this your lunch box, Ollie?
Boy: I am eating soup. I am eating healthy food! with two friends to make a circle like a doughnut, spin around and
Open the lunch box and say: Boy: I am eating yogurt. I like to eat yogurt. then sit down together. When everyone is sitting, start again.
Boy: We are eating pasta. Yummy!
T: Can we see your lunch, Ollie? Oh! Display the puppet. Tell the class that Ollie is tired and he is going
Children: I eat healthy food!
Show and name the unhealthy foods as you take them out of the back to sleep. Sing 1.5 Bye-bye Ollie!
box: T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
T: (Sweets). (Sweets) are not good for lunch. C: Bye-bye, Ollie! See you next time! Ssssh!
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Lesson 5 Extra
5 My food
Objectives
General revision
Value: I eat healthy food Let’s make a sandwich Let’s Play!
Ask the children if they can remember the names of the healthy Display the four big fruit Poster Pop-outs around the classroom
Vocabulary foods they learnt in the last lesson (Lesson 5). Give them prompts and put the four fruit Flashcards and the bat Flashcard in the
sandwich if necessary and give them lots of praise when they name an item. Flashcard Cube. Tell the children that you are going to throw the
bat Tell them that today they are going to make a sandwich, which Flashcard Cube. If the bat lands on top they must ‘fly’ around
apple, banana, orange, pear is part of a healthy lunch. Show and name all the ingredients, the room like bats. If one of the pieces of fruit lands on top, they
one, two encouraging the children to repeat after you: must run to the corresponding fruit Poster Pop-out, saying its
name. If the blank side of the Flashcard Cube lands on top, the
Language T/C: (Bread.)
children must shout out ‘Sandwich!’, choose two friends and stand
(Bread), please.
Hand out the plates and knives, and ask the children to take one squashed together like a sandwich.
Thank you.
and pass the rest on. Start by passing a plate to the child next to
Make sure the children are paying attention and looking at you
Resources and Materials you and say:
each time you roll the Flashcard Cube.
Teacher’s i-solutions 1 T: A plate.
jam, cheese,
Sandwich ingredients: sliced bread, butter, When the children are confident with the game, ask them some
your class will eat) Encourage the child to say ‘thank you’ and repeat the name as questions as they play. When they pretend to be sandwiches, ask
(or other ingredients you know
they pass the item on: the person in the middle what kind of sandwich it is. When they go
Paper plates
Plastic knives and small spoons to the fruit, ask a few children if they like that fruit. When they fly
C: Thank you. A plate.
Sandwich bags like bats, ask them what animal they are.
When all the children have a plate and a knife, encourage them to
Flashcards 1, Unit 5 T: (What’s in your sandwich)?
politely ask you for the ingredients for the sandwich:
Flashcard Cube C: (Cheese).
big fruits
Poster Pop-outs 1, Unit 5: one of each of the T: Bread, please. T: Do you like (apples)?
T/C: Bread, please. C: (Yes!)
Preparation T: One or two slices?
children have T: What animal are you?
Note: Before the class, check if any of the T/C: Two, please. Thank you.
sary. C: A bat!
allergies and modify the ingredients if neces
r is
Slice some cheese and make sure the butte Hand out the butter and help the children to spread it if necessary. If you have extra time, choose a game from the Game Bank,
soft enough for the children to spread. Then ask the children if they would like jam or cheese: pages 16-17.
T: (Sara), would you like jam or cheese?
C: Cheese, please.
Encourage the children to keep using ‘please’ and ‘thank you’.

When the children have made their sandwich, show them how
to cut it in half or into quarters. Let the children put their finished
sandwiches in a sandwich bag, ready to eat later.
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5 My food
Let’s make a lunch box.

5B 161
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5 My food
Objectives
Talking about healthy food
Let’s make a lunch box When the children are confident with the game, mix them up and
ask them to sit in a circle. Name each of the foods in turn and ask
Ask the children to sit in a circle and show them the lunch box.
Vocabulary Show the rest of the realia and invite volunteers to come forward
them to change places:
apple, banana, sandwich, water, yogurt and pack the lunch box with healthy options. Encourage the class T: (Sandwiches), (stand up) and change places.
lunch box to name the foods as they choose them.
You can add more instructions once they are confident:
Language C: Banana, apple, water…
T: (Yogurts), (stand up), (clap) and change places.
It’s a (yellow) (banana).
Repeat, letting several children have a turn. Remind the children
When you say ‘lunch box’ everyone has to listen to the instruction
Resources and Materials that some foods taste nice, but they are not good for us so we
and do the actions.
Teacher’s i-solutions 1 shouldn’t eat them all the time.
y and
Realia: a lunch box and a selection of health T: They taste nice, but they don’t make us big and strong.
yogurt,
unhealthy options, e.g. a bottle of water, a pages 16-17.
doughnut,
a sandwich, an apple, a banana; sweets, a Give out Photocopiable Worksheet 5B and tell the children that
crisps, a fizzy drink they are going to choose food to make a healthy lunch box. Name
the food from the worksheet, encouraging the children to repeat
Crayons
the words with you, then hand out crayons and ask them to colour Review and Assessment
the food. While they work, walk around asking questions and
Scissors or paper piercers The children can now check their progress with the End of
encouraging the children to talk about what they are doing. Term 2 Assessment Photocopiable Worksheet (see Teacher’s
Glue
sment
Photocopiable Worksheet End of Term 2 Asses T: What’s this? Book page 260). Ask the children to identify the three shapes.
(see Teacher’s Book page 260) C: It’s a (yellow) (banana). T: Point to the (triangle).
valuation
Photocopiable Worksheet End of Term 2 Self-E
If there is time, they can also colour the lunch box. When they have Hand out blue, red and yellow crayons and review the three
finished, hand out scissors or paper piercers and ask them to cut colours by asking the children to hold them up:
Preparation out the pictures along the dotted lines. Give help where necessary,
T: Show me your (yellow) crayon.
Copy one of each Photocopiable Worksheet then hand out glue and tell the children to stick the food in the
per child. lunch box. If you have any fast finishers, they can draw another Give the children instructions to trace the shapes:
item of their choice in the lunch box. If your children bring lunch
T: Show me your (yellow) crayon. Trace the (triangle) (yellow).
boxes to school you can ask them to compare their own with the
one they have made. If you have extra time, get the children to colour in the
pictures.
Let’s Play! The children are also now ready to complete the End of
Ask the children to suggest names of healthy foods that they like. Term 2 Self-Evaluation (see Teacher’s Book page 265). Ask
Divide them into six groups, and name each group as one of the them to complete the three exercises and then colour in one,
healthy foods the children suggested. Give the children simple two or three happy faces, depending on how well they feel
instructions: they have completed the task.
T: (Sandwiches), (stand up). (Apples), dance. (Bananas),

clap your hands.
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Notes
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6 My toys
1 2 Story
3 4
Phonics
A ll 5
about me
!
• Naming toys • Describing where toys are • Listening to a story • Practising the initial sound o • Learning about looking
• Putting toys away using prepositions of place and joining in after our toys
Worksheet 6A • Acting out a story Worksheet 6B
• Making a toy shop • Counting to 3 • Counting objects
Objectives • Reviewing prepositions • Recognising numbers 1 to 3
of place
Extra
• Maths: Reviewing the same,
different and a lot of
• Put the (ball) in the box. • Ollie’s (on) the (table). • One, two, three. • Put the (doll) in the toy box.
Language • It’s (not) a (ball). • The (car) is (under) the (bed). • Roll over!
• Ouch!
• I look after my toys.
• Good night!
• ball, car, doll, robot, • boat, car, clown, robot, • one, two, three • octopus, olive, ostrich • ball, boat, car, clown, doll,
teddy bear
Vocabulary teddy, toy box
• in • in, on, under
• bed robot, teddy bear
• bed, chair, shelf, table, toy box
Key LC CAE IE DC LC CAE MST DC LC CAE IE DC LC LL IE DC LC SCC MST DC
competences
Resources Acrylic paints Glue / glue sticks All teaching and learning materials are organised into
A blanket Googly eyes step-by-step lesson plans including:
d Pop-outs
with Stickers an
Student’s Book 1 A blindfold A long piece of ribbon • Quick lesson guides and tips
Blu-Tack or rope
ns 1 A box A mat
Teacher’s i-solutio d CD 2 • Animated Story
Ma terial 1, CD 1 an Children’s own toys Paints and paintbrushes
r Pop-outs 1, Un Construction paper Paper piercers
Poster and Poste Counters or buttons Plasticine • Interactive games
Finger Pointer Crayons Realia: small toys, chair, box, Game Generator to create your own interactive
it 6
Flashcards 1, Un Crepe paper teddy bear, bowl of pitted games for consolidation, revision or just for fun.
Flashcard Cu be Decorating materials: olives, three small balls My worksheets section to edit or create your
it 6
Story Cards 1, Un rksheets pom-poms, pipe cleaners, Scissors own personalised worksheets using any of the
ok 1, Photocopiable Wo
Teacher’s Bo glitter, etc. Small boxes
7 and 256
• pages 173, 18 Empty milk cartons Toilet roll tubes
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Sing. Point and match.
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6 My toys NAME:
Put the ball in the box

Put the ball in the box, in the box.
Put the ball in the box,
Put the ball in the box,
Put the car in the box, in the box.

Put the car in the box,
Put the car in the box,
Put the robot in the box, in the box.

Put the robot in the box,
Put the robot in the box,
Put the doll in the box, in the box.

Put the doll in the box,
Put the doll in the box,
Put the teddy in the box, in the box.

Put the teddy in the box,
Put the teddy in the box,
60 ball car doll robot teddy toy box in Lesson 1
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Lesson 1
6 My toys
Objectives
Naming toys
Putting toys away Wake up Ollie and say ‘Hello’ Student’s Book
Ask the children to sit in a circle. Show the puppet and tell the Open the Student’s Book at page 59. Ask the children to point to
Vocabulary children that Ollie is sleeping. Count to three and tell the children and name the different objects on the page. Help them to identify
ball, car, doll, robot, teddy, toy box to wake Ollie up. which ones are fruit and which are toys. Point to the toy box and
in explain that they should draw lines from the toys to the box. Give
out crayons and check that the children are holding them correctly,
Language
Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello, then play 2.8 Put the ball in the box and encourage the children
Put the (ball) in the box.
Ollie! Tell the children to look at Ollie. Make Ollie put his head down to draw the line as each toy is mentioned.
It’s (not) a (ball).
and say:
Check their answers together. Point to the items in turn and ask:
Resources and Materials T: Ollie’s sad. What’s wrong, Ollie?
Teacher’s i-solutions 1 T: Is the (ball) in the box?
Puppet Encourage the children to repeat the question with you: C: Yes.
Teacher’s Audio Material 1, CD 1 and CD 2 T/C: What’s wrong, Ollie?
T: Is the (banana) in the box?
Realia: small toys for Ollie (a ball, a car, a doll, C: No.
Pretend Ollie whispers in your ear and say:
a robot, a teddy)
ox for Ollie’s toys and decorating material
Ab T: No toys? Where are your toys, Ollie?
(see Preparation) Extra Activity
Show the children the empty toy box and say:
Student’s Book 1 Open the Student’s Book at page 60. The children draw and
Crayons T: O
llie has lost his toys! Let’s help him find them. colour a picture of a colourful ball in the frame. Play 2.9
bear
Flashcards 1, Unit 6: ball, car, doll, robot, teddy Look on the chair. Put the ball in the box (Instrumental) while the children work.
Preparation Direct Ollie to look on a chair to find the ball, and then say:
Ollie’s toy
Bring in a box (such as a shoe box) to use as T: Look! It’s a ball!
box. Decorate this with pictures of toys from catalogues Tidy-up and say ‘Bye-bye’
ial, such as sticke rs, glitter and Encourage the children to repeat with you:
and other decorating mater Play 1.4 The tidy up song. Call on volunteers to collect the
and put the rest of Ollie’s
sequins. Put the ball on a chair T/C: It’s a ball. materials and put them away. Encourage the children to tidy up
and chairs for the
toys around the classroom on tables and join in with the song.
to him. Direct the children to the tables and chairs where the remaining
children to find. Have Ollie’s toy box next
toys are and ask them to bring them to you. Encourage them to Put one of the Flashcards in Ollie’s toy box and pass it around
box to show
Note: In Lesson 2 Extra you can use this toy
name each toy. Play 2.8 Put the ball in the box and ask different the circle. When you call out ‘Stop!’ the child holding the box
making their own
the children as an example, as they will be
children to put each toy in the box as it is named. Play the track looks inside. The other children then ask questions to identify the
hout
toy boxes. Ollie’s toy box will be used throug
again and repeat the procedure, asking different children to put the Flashcard:
the unit in various other lesson s and activities.
toys in the box and encouraging the rest of the class to sing along. T/C: Is it a car? Is it a doll?
Help the child to respond:
T/C: No, it’s not a (car).Yes, it’s a (doll).
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Lesson 1 Extra
6 My toys
Objectives
Making a model toy
Let’s make a robot Let’s Play!
Show the robot Flashcard and see if the children can name it. Display the Flashcards around the classroom. Call out the names
Vocabulary Tell them that they are going to make a robot. Give out the milk of the toys. The children go to the corresponding Flashcard.
ball, car, doll, robot, teddy
cartons, paints and paintbrushes and let the children choose a
T: (Ball)!
Language colour to paint their robot. Help them if necessary and make sure
they have their name or initials written on the bottom. Then put the When the children are confident with the game you can make
I’ve got a (doll).
painted milk cartons to one side and play a game while the cartons the instructions more complex. Help the children at first by
Resources and Materials are drying. demonstrating the actions, then when they recognise the words,
Teacher’s i-solutions 1 allow them to do it alone:
Ask the children to get in pairs or groups of three. Get them to sit
Empty milk cartons (one per child)
in a circle in their groups and give each group a Poster Pop-out T: Jump to the (ball)!
Acrylic paints
or Flashcard to hold. Walk around the inside of the circle, holding Run to the (robot)!
Paintbrushes
s, teddies one of the pictures, and say:
Poster Pop-outs 1, Unit 6: balls, car, doll, robot If you have extra time, choose a game from the Game Bank,
bear
Flashcards 1, Unit 6: ball, car, doll, robot, teddy T: I’ve got a toy, you have too. I’ve got a (car). What about you? pages 16-17.
Construction paper
Point to a group of children and encourage them to name their toy.
Glue
Large googly eyes (two per child) C: I’ve got a (doll).
ers, glitter,
Decorating materials: pom-poms, pipe clean When the milk cartons are dry, hand out the construction paper
small plastic shapes, confe tti, etc.
strips and glue. Give each child four strips: two for the arms and
two for the legs. Show them how to fold the strips in a concertina
Preparation
milk style, then help them to glue them onto the body of their robot.
Ask the children to each bring an empty clean
carton from home. Give each child two googly eyes and tell them to stick them on.
strips.
Cut the construction paper into 30cm x 3cm Then distribute the decorating materials and let the children
You will need four strips per child. decorate their robots however they wish.
The children can take their robots home with them at the end of
the day.
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6 My toys NAME:
I love my teddy bear

I love my teddy bear,
My teddy bear, my teddy bear.
I love my teddy bear,
It’s my favourite toy.
I love my car,
My car, my car.
I love my car,
I love my robot,
My robot, my robot.
I love my robot,
I love my boat,
My boat, my boat.
I love my boat,
I love my clown,
My clown, my clown.
I love my clown,
62 boat car clown robot teddy bear in on under bed chair shelf toy box Lesson 2
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Lesson 2
6 My toys
Objectives
Describing where toys are using
prepositions of place Demonstrate to show the children what you mean. When their eyes Student’s Book
are closed, put Ollie on a chair and say:
Open the Student’s Book at page 61. Help the children to identify
Vocabulary T: Open your eyes! We can see you, Ollie! Ollie’s on the chair. the toys and describe where they are.
boat, car, clown, robot, teddy bear
in, on, under Encourage the children to repeat with you: T: Point to the (boat). The (boat) is (on) the (shelf).
bed, chair, shelf, table, toy box T/C: Ollie’s on the chair.
T/C: The (boat) is (on) the (shelf).
Continue with all the toys. Give out the Unit 6 Stickers and ask the
Language Repeat the game, putting Ollie under the chair and sitting in
children:
Ollie’s (on) the (table). the box. Next, ask Ollie:
The (car) is (under) the (bed). T: Where’s the teddy bear?
T: What have you got in the box, Ollie?
Resources and Materials Take the Flashcards out one by one and name them with the
Help them to answer correctly, then show them how to carefully
Teacher’s i-solutions 1 children. Begin with the toys (ball, car, doll, robot, teddy bear) and
peel off the Sticker and stick it on the picture. Repeat the
Puppet procedure with the remaining toys.
then name the other words for the children to repeat (toy box,
Teacher’s Audio Material 1, CD 1 and CD 2 bed, boat, clown, in, on, under).
fit inside
Realia: a chair, a box big enough for Ollie to
(see Lesson 1) Poster Extra Activity
, doll,
Flashcards 1, Unit 6: ball, bed, boat, car, clown Open the Student’s Book at page 62. The children draw and
Display the Unit 6 Poster and help the children to name the parts
robot, teddy bear, toy box; in, on, under colour their favourite toy in the frame. Play 2.11 I love my
of the room by making Ollie fly and land on the Poster. Encourage
Poster and Poster Pop-outs 1, Unit 6 teddy bear (Instrumental) while the children work.
the children to repeat with you:
Blu-Tack
Student’s Book 1 T: Look! Ollie’s on the table.
Stickers 1, Unit 6 T/C: Ollie’s on the table.
Preparation Continue, naming the chair, bed and shelf. Play 2.10 I love my Play 1.4 The tidy up song. Call on volunteers to collect the
shown in
Have the Flashcards in the box, ready to be teddy bear and show each Poster Pop-out as it is named. materials and put them away. Encourage the children to tidy up
, teddy bear, Encourage the children to sing along, naming the toys.
the following order: ball, car, doll, robot and join in with the song.
toy box, bed, boat, clown, in, on, under. Put the Poster Pop-outs on the Poster, placing some of them ‘in’, Show the preposition Flashcards one by one and name them
‘on’ or ‘under’ the furniture, and encourage the children to repeat with the children. Tell the children that when they see ‘on’ they
with you: must jump up, when they see ‘in’ they must curl up in a ball as if
Wake up Ollie and say ‘Hello’ T/C: The (ball) is (under) the (table). they are inside a box and when they see ‘under’ they should lie flat
Ask the children to sit in a circle. Show the puppet and tell the on the floor. Show the Flashcards in random order and call out
Call volunteers to come forward and give them the remaining the word, encouraging the children to say the words while they
Poster Pop-outs, then give them instructions to put them on do the actions.
to wake Ollie up.
the Poster:
C: One, two, three… Wake up, Ollie! Display the puppet. Tell the class that Ollie is tired and he is going
T: Put the (ball) (on) the (chair). back to sleep. Sing 1.5 Bye-bye Ollie!
As the language is challenging, the children may need some help T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
Ollie whispers to you and say:
in placing them correctly, so ask the children to repeat each time C: Bye-bye, Ollie! See you next time! Ssssh!
T: Ollie wants to play! Ollie says he’s going to hide. Close your eyes. as you guide them:
T/C: On the chair.
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Lesson 2 Extra
6 My toys
Objectives
Decorating a small toy box
Reviewing the concepts the same, Let’s make a toy box Maths
different and a lot of
Ask the children to sit in a circle. Show the realia (the small toys)
and have the toy box to hand. Review the names of the toys. Call
Vocabulary Point and stick. Colour.
toy box on volunteers and ask them to put the toys in, on or under the box.
ball, boat, car, clown, doll, robot, teddy bear,
T: (Juan), put the (ball) (in) the box, please.
Resources and Materials (Lucía), put the (teddy) (under) the box, please.
Realia: small toys (ball, boat, car, clown, doll, Ask the children to sit down, and then give out the boxes, paints
robot, teddy bear) and paintbrushes. Let them choose their own colours to paint
Small boxes (one per child) the box. After the children have finished painting their boxes, put

Paints them to one side to dry. While the boxes are drying, you can do the
Paintbrushes Maths Photocopiable Worksheet activity or choose a game from
Glue the Game Bank, pages 16-17.
stickers,
Decorating materials: sequins, glitter, small When the paint is dry, let the children decorate their boxes with
256 Unit 6 Maths
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decorating materials and/or small pictures of toys from catalogues.

Toy catalogues Keep and display the children’s boxes in the classroom until you Give out the Photocopiable Maths Worksheets and ask the
Scissors or paper piercers have finished teaching this unit, as the children can use them for children if they can name the toys.
Photocopiable Worksheet Unit 6 Maths other activities. Ask if the two toy boxes are the same or different, in order
to elicit ‘different’. Point to the box at the bottom and ask
Crayons
Let’s Play! how many toys are in the box. Encourage the children to
Coloured Stickers
Ask the children to stand up and walk around the room. Tell them answer:
Preparation to listen carefully, and then give them instructions to perform
C: One.
e.g. a shoe
Ask the children to each bring in a small box, different actions related to the toys:
exam ple toy box you used in Lesson Ask how many are in the box at the top. Start to count
box. Show them the
es of toys T: Walk like a robot! Bounce like a ball! Drive your car!
1. If you wish, you can cut out some pictur them and say:
ativel y, the Hug your teddy! Dance like a clown!
from catalogues for the children to use. Altern
T: One, two, three… a lot! There are a lot of toys!
using scisso rs or
children can cut them out themselves When they have practised several times, put the children into small
groups. Then whisper an instruction to each group and tell them to Encourage the children to repeat the sentences with you.
paper piercers.
Next, hand out crayons and give each child a Coloured
Copy one Photocopiable Worksheet per child. act it out for the other groups to guess.
Sticker. Ask them to point to the box with a lot of toys,
then tell them to put their sticker on that box. Finally, ask
pages 16-17.
them to point to the box with only one toy and tell them to
colour it.
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6 My toys
Let’s make toys.

FOLD
FOLD
FOLD
FOLD
FOLD
FOLD
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6 My toys
Objectives
Making a toy shop
Reviewing prepositions of place Let’s make toys Let’s Play!
Begin by reviewing the prepositions of place. Put the teddy bear Play 2.9 Put the ball in the box (Instrumental). Call out the
Vocabulary on a table at the front of the class, along with the toy box you name of one of the toys from the Photocopiable Worksheet at
ball, boat, clown, monster, robot, teddy bear made for Ollie in Lesson 1. Hold up the teddy bear and ask the the beginning of each verse. The children sing along and put the
in, on, under children to identify it, then do the same with the box. Practise corresponding toy cut-out (from the worksheet) in the box.
prepositions by putting the teddy bear in different positions and
Language T: (Ball!)
encourage the children to say where the teddy is each time.
Put the (ball) (in) the box. T/C: Put the (ball) in the box, in the box…
The (teddy) is (in) the box. C: The teddy is (in) the box.
Draw a large table and an open box on the board and invite
Resources and Materials Say true and false sentences about the location of the teddy bear. the children to stick two of their toy cut-outs on the board with
Teacher’s i-solutions 1 Put the teddy under the box and say: Blu-tack. Help the rest of the class to talk about the toys:
Realia: a teddy bear, a box (see Lesson 1) T: The teddy is in the box. T/C: (Enrique’s) (teddy) is under the table. His (robot) is in the box.
Encourage the children to respond: Repeat several times to allow different children to have a turn.
Crayons
Scissors or paper piercers C: No! The teddy is under the box. If you have extra time, choose a game from the Game Bank,
Extra)
Children’s decorated boxes (see Lesson 2 pages 16-17.
Distribute the Photocopiable Worksheets and crayons. Ask the
children what toys they can see, then let them colour the toys
Blu-tack
however they wish. Hand out scissors or paper piercers and ask the
Preparation children to carefully cut along the dotted lines. When they are ready,
Copy one Photocopiable Worksheet per child. demonstrate how to fold back the tab so that the toys stand up.
Give the children instructions to put their toys on, in and under
their decorated boxes from Lesson 2 Extra if they have made them,
or alternatively they can put them in other classroom locations:
T: Put the (robot) (in) the (box).
If the children are able, you can let volunteers give instructions to
the rest of the class:
C: Put the (ball) (under) the (box).
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Look and trace. Match.
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6 My toys NAME:
Three in the bed

There were three in the bed, So they all rolled over and
And the little one said, one fell out.
‘Roll over! Roll over!’ Teddy hit the floor and shouted, ‘Ouch!’
So they all rolled over and There was one in the bed,
one fell out. And the little one said,
Dolly hit the floor and shouted, ‘Ouch!’ ‘I’m lonely! I’m lonely!’
There were two in the bed, So she picked up her toys and
And the little one said, put them back to bed.
‘Roll over! Roll over!’
There were three in the bed,
And the little one said,
‘Good night!’
64 one two three bed Lesson 3
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Lesson 3
6 My toys
Objectives
Acting out a story
Wake up Ollie and say ‘Hello’ Show Story Card 3 and ask the same questions, inviting the
Counting to 3 children to suggest what they think has happened. Repeat the
procedure with Story Cards 5 and 7.
Vocabulary children that Ollie is sleeping. Count to three and tell the children to
one, two, three wake Ollie up. Play 2.12 Story: Three in the bed and display the corresponding
bed Story Cards. Play the track again and encourage the children to join
in or repeat any words they can, pausing the CD when appropriate.
Language Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie to
One, two, three. show the Poster Pop-outs. Say: Alternatively, watch the animated version of the story on the
Roll over! Teacher’s i-solutions.
T: Look. What has Ollie got? Let’s see.
Ouch!
Good night! Show the Poster Pop-outs and encourage the children to name Student’s Book
them and count with you and Ollie: Draw a large number three on the board and trace it in the air for
Resources and Materials the children to copy (using their writing fingers). Then ask them to
T/C: O
ne doll. One, two teddies. One, two, three robots.
One, two, three balls. show you three fingers and count them:
Puppet
Teacher’s Audio Material 1, CD 1 and CD 2 Count to three and hold up three fingers, encouraging the children C: One, two, three.
doll,
Poster and Poster Pop-outs 1, Unit 6: balls, to do the same. Open the Student’s Book at page 63. Ask the children to trace
robots, teddies
T: Show me three fingers. One, two, three. over the number three, starting at the arrow, first with their writing
Blu-Tack
C: One, two, three. fingers and then with a crayon. Ask the children to count how
Finger Pointer
many are in the bed in each picture, then tell them to draw a line to
Student’s Book 1
Poster match the number three to the picture with three in the bed.
Crayons Display the Unit 6 Poster and have the Poster Pop-outs nearby.
A mat Give individual children instructions to put the Poster Pop-outs Tidy-up and say ‘Bye-bye’
A blanket on the Poster: Play 1.4 The tidy up song. Call on volunteers to collect the
T: P
ut (one) (ball) (on) the (bed). Put (two) (robots) (under) materials and put them away. Encourage the children to tidy up
the (table). and join in with the song.
When all the toys are on the Poster, invite different children to Use the mat and blanket to let the children act out the story,
come and count each type of toy with the Finger Pointer. Then reading it aloud for them. Choose one child to be the little girl, one
ask different volunteers to come forward and count how many toys to be the teddy and one to be the doll. Repeat the activity several
are in each place. times with different groups of three children. Encourage the rest of
the class to join in as much as they can:
T: How many toys are (on) the (bed)?
C: One, two. C: Roll over! Roll over!
Ouch!
Story Good night!
Show Story Card 1 and tell the children that the little girl and Display the puppet. Tell the class that Ollie is tired and he is going
her toys are in bed. Ask how many dolls, how many teddies and how back to sleep. Sing 1.5 Bye-bye Ollie!
many girls they can see. Then count how many are in the bed in total.
T/C: One, two, three. C: Bye-bye, Ollie! See you next time! Ssssh!
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Lesson 3 Extra
6 My toys
Objectives
Commenting on a story Story Pop-outs Make a picture.
Use the number Flashcards to revise numbers one, two and three. Distribute the
Vocabulary Show one, two, and then three fingers and ask the children to say Unit 6 Pop-outs
one, two, three the numbers. Then show the finger counting Flashcards and ask and crayons and
bed the children to hold up the same number of fingers. Continue, give the children
showing the number Flashcards, and asking them to show the time to colour
Language
same number of fingers. Hold up one, two or three fingers and ask some of the
The (ball) is (under) the (bed).
the children to clap or stamp the correct number of times, then objects. Hand
Resources and Materials repeat with the number Flashcards. out sheets of
Teacher’s i-solutions 1 construction
Display the Story Cards in the wrong order and ask individuals or
Teacher’s Audio Material 1, CD 2 paper, then show
Learn with Ollie 1
6 My toys
groups to sequence them correctly. When they have finished, play

r counting
Flashcards 1, Units 2, 4 and 6: 1, 2, 3 (finge
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the children
2.12 Story: Three in the bed and let the children join in with some
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Flashcards); one, two, three how to carefully pop out the pieces and lay them on the
of the words if they can.
Story Cards 1, Unit 6 construction paper. Then give instructions where to put
Pop-outs 1, Unit 6 Alternatively, watch the animated version of the story on the the toys:
Crayons Teacher’s i-solutions.
T: Put the (teddy) (on) the (chair).
Glue sticks If the children are able, let them work in pairs and give
instructions to their partner. Finally, give out glue sticks and
let them stick the toys where they like, then ask them to
describe the position of the three toys.
C: The (ball) is (under) the (bed)…
Let’s Play!
Put the children in groups of three and assign each child a
character from the story. Let the children work together to practise
acting out the story. Get the groups to act out the story for the rest
of the class to watch.
pages 16-17.
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Trace and circle. Listen.
Phonics 65
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6 My toys NAME:
Transcript
o… o… o… octopus
o… o… o… olive
o… o… o… olive
o… o… o… ostrich
66 octopus olive ostrich Lesson 4
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Lesson 4
6 My toys
Objectives
Practising the initial sound o
Add some eyes and eight tentacles to the circle you drew on the
board, turning it into an octopus. Encourage the children to say Transcript 2.13 Unit 6. Lesson 4. Phonics.
Vocabulary with you:
octopus, olive, ostrich T/C: o-o-o octopus. o… o… o… octopus
Resources and Materials Draw another circle on the board and add a neck, head, beak, tail o… o… o… olive
Teacher’s i-solutions 1 and legs to make an ostrich and say: o… o… o… olive
Puppet
T/C: o-o-o ostrich. o… o… o… ostrich
Realia: a bowl of olives (pitted) Show the children the olives and draw a sketch of an olive on the
Student’s Book 1 board. Repeat together:
s)
A long piece of ribbon or rope (approx. 3 metre
T/C: o-o-o olive.
Point to each of the ‘o’ words (Ollie, octopus, ostrich and olives) Extra Activity
in random order and encourage the children to name them, Open the Student’s Book at page 66. Check that the children
emphasising the initial ‘o’ sound. Finally, call on individual children are holding their crayons correctly, then ask them to trace
Ask the children to sit in a circle. Show the puppet and tell the to make the ‘o’ sound and then let them all eat an olive. over the letters following the direction of the arrows.
Play 2.11 I love my teddy bear (Instrumental) while the
to wake Ollie up.
Student’s Book children work.
C: One, two, three… Wake up, Ollie! Draw an upper case letter O on the board and then trace it in the
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have the air for the children to copy. Check that they are drawing the letter
in an anti-clockwise direction. Ask the children to trace the letter Tidy-up and say ‘Bye-bye’
Ollie puppet hold a board pen and use him to draw a circle on the
board. Say: on their own hand and on their own leg, then ask them to sit in a Play 1.4 The tidy up song. Call on volunteers to collect the
circle and tell them to trace it on each other’s backs. materials and put them away. Encourage the children to tidy up
T: o-o-o. and join in with the song.
Draw several large lower case letter o’s on the board at a height
Make circles with your finger around your mouth and emphasise the children can reach and invite volunteers to come and erase Show the children how to make a large upper case letter O on
the shape and sound of the letter o. Encourage the children to do the letters with a tissue or small board eraser, following the same the floor with the ribbon or rope. Undo the shape, and then invite
the same and repeat with you: direction as the writing. individuals or small groups of children to come forward and do the
T: o-o-o. same. Repeat with the lower case letter o.
Open the Student’s Book at page 65. Ask the children to trace
Ask the children if they can think of any words beginning with the over the letters at the top of the page following the direction of Display the puppet. Tell the class that Ollie is tired and he is going
‘o’ sound. If they do not guess Ollie’s name immediately, prompt the arrow, first with their writing fingers and then with a pencil or back to sleep. Sing 1.5 Bye-bye Ollie!
them by making Ollie bounce around excitedly. crayon (check that the children are holding their crayons correctly).
Play 2.13 Unit 6. Lesson 4. Phonics and ask the children to listen
T/C: Ollie! o-o-o Ollie. C: Bye-bye, Ollie! See you next time! Ssssh!
carefully and circle each picture using their writing fingers when
they hear the word. Play 2.13 Unit 6. Lesson 4. Phonics again and
ask them to trace over the circles with their pencil or crayon.
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Lesson 4 Extra
6 My toys
Objectives
Practising the initial sound o
Let’s make an octopus Let’s Play!
Ask the children to sit in a circle. Show them the octopus you made Write an upper and lower case letter o on the board and ask the
Vocabulary earlier and ask them what it is: children how many words they can think of beginning with the ‘o’
octopus sound. If they struggle, give them some clues. Examples of words
C: Octopus!
could include: ostrich, octopus, olive, Ollie, on, orange, etc.
Resources and Materials Tell the children that they are going to make their own octopus.
Teacher’s i-solutions 1 Ask the children to suggest actions for each of the ‘o’ words, for
Begin by giving out the toilet roll tubes, paints and paintbrushes
Toilet roll tubes (one per child) example: moving like an octopus or an ostrich, eating an orange,
and ask the children to paint their tube blue.
Blue paint and so on.
Paintbrushes While the paint is drying, give out scissors and blue crepe paper
Ask the children to stand up and walk around the classroom. Give
Blue crepe paper and show the children how to cut strips to make tentacles for their
them instructions to hop, jump, dance, run, etc. Clap your hands to
Scissors (optional) octopus. Each child will need eight strips. (Alternatively, use the
be sure you have their attention, then call out one of the ‘o’ words.
Glue strips you have cut previously: see Preparation)
Googly eyes (two per child) T: Dance. Hop. Run. (Clap hands) Octopus!
When the tubes are dry, hand out the glue and show the children
The children trace a large letter o in the air, then they do the
Preparation how to glue the tentacles onto the bottom of the tube. Give each
roll tube child two googly eyes and show them how to glue them onto their appropriate action for the word you named, and repeat the word.
Ask the children to each bring an empty toilet
painted tube to make the octopus’s face. Display the octopuses in
to class. If you have extra time, choose a game from the Game Bank,
paper the classroom and allow the children to take them home when you
If you wish, you can cut strips of blue crepe pages 16-17.
for the have finished teaching the unit.
(approx. 15cm x 2cm) to make the tentacles
en cut
octopus. Alternatively, you can let the childr
the strips thems elves with scisso rs.
Make an octopus as an example to show the
children (see instructions opposite).
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Look and stick. All
about
me!
I look after my toys
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6 My toys NAME:
68 Lesson 5
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Lesson 5
6 My toys
Objectives
Learning about looking after our toys
Show the children the empty box. Have Ollie fly around the Student’s Book
classroom looking for his toys, and encourage the children to tell
Open the Student’s Book at page 67 and give out the Happy
Vocabulary you where he is looking:
and Sad Stickers. Give the children time to look at the pictures,
ball, boat, car, clown, doll, robot, teddy bear T/C: Where are Ollie’s toys? Not (in) the (box). then point to the first picture and say:
Not (under) the (chair). Not (on) the (shelf).
Language T: I love my teddy bear. That’s good.
Put the (doll) in the toy box. Continue making sentences using the vocabulary the children have
Tell the children to put a Happy Sticker under the picture.
I look after my toys. learnt and the prepositions in, on and under. Finally, help Ollie to
Continue with the other pictures. For the broken car and the
‘find’ one of the toys, and then say:
Resources and Materials discarded teddy bear, ask the children to use a Sad Sticker.
Teacher’s i-solutions 1 T: H
ere’s the (ball). Put the (ball) in the toy box.
Now watch the All about me! video on the Teacher’s i-solutions
Puppet Oh dear! Ollie, this (ball) is (wet).
to consolidate what the children have learnt in this lesson.
Teacher’s Audio Material 1, CD 1 and CD 2 Continue finding more toys and put them away in the box. Each
Realia: small toys for Ollie (a ball, a car, a doll, time make comments:
a robot, a teddy)
T: T his (car) is wet. This (robot) is broken. This (doll) is dirty. Extra Activity
A box for Ollie’s toys (see Lesson 1)
All about me! Poster 1, Unit 6 Ollie, you should look after your toys. That’s not good. Open the Student’s Book at page 68 and ask the children
Finger Pointer to identify the number. Give out pencils or crayons and check
Play 2.10 I love my teddy bear. Have Ollie take each toy in turn
Student’s Book 1 that the children are holding them correctly before they
and hug it as it is mentioned in the song, with the children joining
sad
Happy and Sad Stickers (three happy and two in and singing. If Ollie’s toys are different from those mentioned,
trace over the numbers. Play 2.9 Put the ball in the box
stickers per child) (Instrumental) while the children work.
play 2.11 I love my teddy bear (Instrumental) and sing new verses.
A blindfold
Preparation All about me! Poster Tidy-up and say ‘Bye-bye’

toys in
Put the empty toy box next to Ollie. Hide the Display the Unit 6 All about me! Poster. Play 2.14 I look
e.g. in the bin,
inappropriate places in the classroom, after my toys and let some of the children use the Finger Pointer
w ledge , in the
under a storage box, outside on a windo to point to each picture in turn. At the end of the recording, ask
d look
corridor outside the classroom. The toys shoul the children:
Ask the children to sit in a circle, and then give a child one of
a bit dirty and abandoned. If one of the toys T: Do you look after your toys?
so Ollie’s toys. Invite a volunteer to sit in the middle of the circle and
can be dismantled, take some pieces off it
blindfold them. The other children pass the toy around the circle
that it looks broken.
Transcript 2.14 I look after my toys. until the blindfolded child says ‘Stop!’ Whoever is holding the toy
hides it behind their back and all the other children put their hands
Girl: I look after my toys. I keep my toys in a box.
behind their back too. The child in the middle takes off the blindfold
Wake up Ollie and say ‘Hello’ Girls: We look after our toys. We look after our dolls.
and tries to guess who is holding the toy. When they guess
Ask the children to sit in a circle. Show the puppet and tell the Girl: I look after my toys.
correctly, choose a different volunteer and continue the game. Play
children that Ollie is sleeping. Count to three and tell the children I put my toys away in the box.
several times.
to wake Ollie up. Boy: I look after my toys.
I put my toys away after I play with them. Display the puppet. Tell the class that Ollie is tired and he is going
C: One, two, three… Wake up, Ollie! Boys: I look after my toys. I play with my toy tractor. back to sleep. Sing 1.5 Bye-bye Ollie!
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Say: Girl: I look after my toys. I love my teddy bear!
Children: I look after my toys!
T: Ollie’s sad. What’s wrong Ollie? Where are your toys, Ollie? C: Bye-bye, Ollie! See you next time! Ssssh!
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Lesson 5 Extra
6 My toys
Objectives
General revision
Value: I look after my toys Let’s share and look after our toys Let’s Play!
Ask the children to sit in a circle with their toys. Invite each child to Ask the children to sit in a circle and put the box and the three
Vocabulary come to the front of the class or the middle of the circle to show small balls in the middle. Put the Flashcards in the Flashcard
Please. their toy to their friends. Ask simple questions about the toy to Cube.
Thank you. encourage each child to speak:
Roll the Flashcard Cube until a number lands on top. Hold up the
Language T: (Ana), what have you got? Flashcard Cube to show the children the number Flashcard, and
Please, can I play with your toy? C: A (teddy). check that they can name it.
T: What colour is your (teddy)?
Resources and Materials C: (Blue).
C: (Three.)
Teacher’s i-solutions 1 T: What’s his name? Next, pass the Flashcard Cube to a child and let them roll it until
Children’s own toys C: (Tickly Bear). they get a preposition word. Have the children identify that too:
When everyone has had a chance to show their toy, explain to the C: (On.)
Realia: a box, three small balls
Flashcard Cube children that they are going to share their toys. Play 2.9 Put the
Finally, ask another child to place the correct number of balls in the
;
Flashcards 1, Units 2, 4 and 6: one, two, three ball in the box (Instrumental) and ask the children to pass the toys
correct position in relation to the box: for example, if the Flashcard
in, on, under around the circle. When you pause the music, say together with the
Cube shows the number ‘three’ and the preposition ‘on’, the child
children:
puts three balls on top of the box.)
Preparation
from T/C: Please, can I play with your toy?
Ask the children to each bring in a small toy Continue until all the children have participated by rolling the cube
home for this lesson . Each child keeps the toy they are holding and can play with it for a or by placing the balls.
few minutes. Before starting the music again, hold up several toys
one at a time and ask whose they are. Then help the child who has
pages 16-17.
been playing with that toy to say ‘Thank you!’ to the toy’s owner.
Talk to the children about sharing and taking care of their own and
their friends’ toys.
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6 My toys
Let’s make a number line.

6B 187
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6 My toys
Objectives
Counting objects
Recognising numbers 1 to 3 Let’s make a number line Let’s Play!
Distribute the Photocopiable Worksheets and scissors or paper Display the Flashcards of the toys around the classroom and
Vocabulary piercers. Help the children to cut out the number cards along divide the children into four teams. Give each team three counters
one, two, three the dotted lines. When they have finished, give out the sheets of or buttons. Tell the children to line up and listen carefully. Call out a
construction paper and glue. Tell the children to glue the three number from one to three and the name of a toy:
numbers onto the sheet of construction paper in the correct order.
Teacher’s i-solutions 1 T: One. Teddy.
Give out the plasticine and show the children how to fill in each
number with a different colour of plasticine, then count the dots The first member of each team picks up the correct number
under the numbers together. Next, give out the pompoms and ask of counters and runs to put them next to the corresponding
the children to glue the correct number of pompoms under each Flashcard. If they place the correct number by the right card they
Glue
number. get a point. Continue until everyone has had a turn and all the toys
Plasticine (red, yellow and blue)
have been named.
Small pompoms (six per child)
doll,
Flashcards 1, Unit 6: ball, boat, car, clown, If you have extra time, choose a game from the Game Bank,
robot, teddy bear pages 16-17.
Counters or buttons
Preparation
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Notes
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7 My pets
1 2 3
Story
4
Phonics
A ll 5
about me
!
• Describing pets • Naming animals • Listening to a story • Practising the initial sound c • Learning about how to look
• Talking about pet ownership • Recognising and imitating and joining in after pets
animal sounds • Understanding what Worksheet 7B
Worksheet 7A pets need • Identifying suitable homes
Objectives • Reviewing numbers 1-3 • Reviewing the concept for pets
• Reviewing colours and pets of the same
Extra
• Maths: the same
• I’ve got a (cat). • That’s a baby (cat)! • I love my pet. • (He) needs (food).
Language • (Timmy’s) got a (yellow) (dog). • Ollie loves his pet. • I can look after pets.
• It’s the same.
• cat, dog • bird, cat, dog, fish, rabbit • bird, cat, dog, fish • cat, cow, crayon • bird, cat, dog, fish, rabbit,
Vocabulary • pet • baby • pet spider
• orange, yellow • pet
Key LC CAE IE DC LC CAE MST DC LC CAE IE DC LC LL DC LC SCC DC
competences

Resources A bag Paper All teaching and learning materials are organised
Blu-Tack Paper piercers and scissors into step-by-step lesson plans including:
d Pop-outs
with Stickers an
Student’s Book 1 Children’s soft toy cats and dogs Photos of the children’s pets • Quick lesson guides and tips
Construction paper Pipe cleaners
ns 1 Cotton wool balls Post-it notes
Teacher’s i-solutio d CD 2 • Animated Story
Ma terial 1, CD 1 an Crayons Realia: various toys animals,
r Pop-outs 1, Un Decorating materials: glitter, etc. crayons, board pen, pencil,
Poster and Poste Drinking straws bag, cat food, water bowl, • Interactive games
Finger Pointer Glue cushion, cat’s toy, box with a lid, Game Generator to create your own interactive
it 7
Flashcards 1, Un Googly eyes toy food, cup and bed games for consolidation, revision or just for fun.
Flashcard Cu be Lolly sticks A stapler My worksheets section to edit or create your
it 7
Story Cards 1, Un rksheets Masking tape or sticky tape Tissue paper own personalised worksheets using any of the
ok 1, Photocopiable Wo
Teacher’s Bo Materials for constructing a den Wool
3 and 257
• pages 199, 21 Paint and paintbrushes
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Sing and point. Colour.
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7 My pets NAME:
Point to the cat

Point, point, point to the cat,
Point to the cat with me.
Point, point, point to the cat,
Point to the cat with me.
Point, point, point to the dog,

Point to the dog with me.
Point, point, point to the dog,
Point to the dog with me.
70 cat dog pet Lesson 1
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Lesson 1
7 My pets
Objectives
Describing pets
Talking about pet ownership Wake up Ollie and say ‘Hello’
Vocabulary children that Ollie is sleeping. Count to three and tell the children Open the Student’s Book at page 70. The children draw and
cat, dog to wake Ollie up. colour a picture of a cat or dog in the frame. Play 2.16 Point
pet to the cat (Instrumental) while the children work.
orange, yellow
Move the puppet to make Ollie ‘wake up’ and sing 1.1
Language Hello, Ollie! Tell the children to look at Ollie. Show the toys and say: Poster
I’ve got a (cat).
(Timmy’s) got a (yellow) (dog). T: L ook. What has Ollie got? Ollie’s got two pets. Display the Unit 7 Poster and ask the children what they can see
Ollie’s got a cat. Ollie’s got a dog. in the pet shop. Let individual children come to the front to name
Resources and Materials items while using the Finger Pointer. Ask how many cats and
Point to the toy cat and dog and repeat with the children:
Teacher’s i-solutions 1 dogs there are and let the children come forward and count them.
Puppet T/C: Ollie’s got a cat. Ollie’s got a dog. Then put the cat and dog Poster Pop-outs in place and ask them
Teacher’s Audio Material 1, CD 1 and CD 2 to count again. Have Ollie ‘fly’ to the Poster with his two soft toy
Ask the children to go and get their toys and sit back down in the
Realia: a soft toy cat and dog for Ollie, pets and encourage the children to help him put them next to the
circle. Repeat the procedure, introducing Ollie’s animals again. Then
a soft toy cat or dog for you correct cages. Finally, invite the children to come forward and do
introduce your own cat or dog and encourage the children to do
Children’s soft toy cats or dogs the same with their toy animals.
the same:
Student’s Book 1
dog
Poster and Poster Pop-outs 1, Unit 7: cat, T: I’ve got a (cat). What have you got, (Luis)? Tidy-up and say ‘Bye-bye’
Finger Pointe r C: I’ve got a (dog).
Blu-Tack
Ask the children to put the toy animals in the middle of the circle materials and put them away. Encourage the children to tidy up
Preparation and categorise them into two groups: and join in with the song.
class.
Ask the children to bring a toy cat or dog into T: Put the (cats) here. Ask the children to sit in a circle. Tell them to show their animals
again and give them to you:
Play 2.15 Point to the cat. Encourage the children to sing along
and point to the corresponding group of toys. T: What have you got?
C: I’ve got a (cat).
Student’s Book T: Can you give me your (cat), please?
Open the Student’s Book at page 69. Ask the children what they Tell the children to close their eyes, and then hide the toys around
can see. Point to the page and say: the classroom. When you give the signal, the children open their
T: Annie’s got a cat. Timmy’s got a dog. eyes and go to find the toys. If you have a large class, you can ask
half of the children to wait outside and let the other half of the
Ask the children to point to the two animals. Then give out orange class hide the toys. When they have found the toys, repeat with the
and yellow crayons and give the children instructions to colour the other group.
animals:
T: Annie’s got an orange cat. Timmy’s got a yellow dog. back to sleep. Sing 1.5 Bye-bye Ollie!
When they finish colouring, play 2.15 Point to the cat again. T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
Encourage the children to sing along and point to the animals. C: Bye-bye, Ollie! See you next time! Ssssh!
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Lesson 1 Extra
7 My pets
Objectives
Recognising pets
Let’s make imaginary pets Let’s Play!
Show the children your decorated cat or dog template and Ask one of the children to think of an imaginary pet, using the
Vocabulary describe it to the children: ones on display as a guide. Encourage the rest of the class to ask
cat, dog
questions to guess which pet it is:
pet T: I’ve got a (cat). My (cat) is (blue).
T/C: Have you got a cat?
Explain that real (cats) aren’t (blue), but imaginary pets can be
Language C: Yes.
any colour that they want. Tell the children that they are going to
I’ve got a (cat). T/C: Have you got a green cat?
make their own imaginary pets. Show the animal templates and let
My (cat) is (blue). T: No.
the children choose one, then show the children the tissue paper
T/C: Have you got a blue cat?
Resources and Materials squares. Let them choose the colours they want.
C: Yes.
Give out glue and show the children how to glue the tissue paper
Cat or dog templates (see Preparation) Continue until they have guessed correctly, then let more children
squares onto their pet shapes so that they overlap. Make sure they
Construction paper have a turn.
e and yellow) cover the whole animal.
Coloured tissue paper (blue, green, red, orang
Glue When they have finished, give out googly eyes, pipe cleaners and
pages 16-17.
Googly eyes (two per child) pom-poms. Show the children how to use the pipe cleaners to
Pipe cleaners make whiskers and glue on pom-poms to make noses.
Small pom-poms (one per child) Ask the children to describe their animals:
Watered-down glue solution (optional)
Paintbrushes (optional) C: I’ve got a (green) (cat).
If you wish, you can have the children paint over the tissue paper
Preparation
cat or dog squares with a watered-down glue solution to create a shiny effect.
Cut the tissue paper into 5cm squares. Make
can use Display the imaginary pets around the classroom.
templates for the children to decorate. (You
page 69 of the Stude nt’s Book, enlarged,
the pictures on
ructio n paper.) You will need one
and copied onto const
per child.
nal).
Make a watered down glue solution (optio
as an example
Before the class, decorate a template
using coloured tissue paper (see instructions
opposite).
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Sing. Stick and match.
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7 My pets NAME:
I’m a little cat

I’m a little cat,
I say ‘Meow!’
I’m a little dog,
I say ‘Bow wow!’
I’m a little bird,
I say ‘Chirp chirp!’
I’m a little fish,
I say ‘Blurp blurp!’
72 bird cat dog fish rabbit baby Lesson 2
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Lesson 2
7 My pets
Objectives
Naming animals
Recognising and imitating animal sounds Wake up Ollie and say ‘Hello’ Student’s Book
Ask the children to sit in a circle. Show the puppet and tell the Open the Student’s Book at page 71. Ask the children to name
Vocabulary children that Ollie is sleeping. Count to three and tell the children the animals at the top of the page. Explain that these are the
bird, cat, dog, fish, rabbit to wake Ollie up. mummy animals and that they have lost their babies. Tell the
baby children that they are going to help them to find them. Give out
the Unit 7 Stickers and start by asking the children to find the
Language Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Have Ollie baby rabbits. Show them how to carefully peel off the Sticker
That’s a baby (cat)!
whisper to you, and then say: and put it in the correct place, then continue with the other two
Resources and Materials T: Ollie says he is a baby.
Stickers. Ask the children to trace a line with their writing fingers
Teacher’s i-solutions 1 from each mummy animal to its babies, starting with the rabbit.
Pretend to listen to Ollie and say: Then give out pencils or crayons, make sure the children are
Puppet
Teacher’s Audio Material 1, CD 1 and CD 2 T: Woof, woof? That’s not a baby, Ollie. That’s a baby dog! holding them correctly, and ask them to match the two rows by
cat,
Poster and Poster Pop-outs 1, Unit 7: bird, drawing connecting lines.
Ask the children to pretend to be baby dogs. Then repeat the
dog, fish, rabbit
game, pretending that Ollie says ‘meow’. Encourage the children
Blu-Tack
to repeat after you:
Student’s Book 1 Extra Activity
Stickers 1, Unit 7 T/C: That’s not a baby. That’s a baby cat! Open the Student’s Book at page 73. The children draw
Flashcards 1, Unit 7 and colour a picture of a baby animal in the frame. Play
Let the children pretend to be cats for a while, then continue with
a bird (‘chirp chirp’) and a fish (‘blurp blurp’). Finish with a human 2.18 I’m a little cat (Instrumental) while the children work.
baby noise (‘goo goo’), and say with the children:
T/C: That’s right, Ollie. That’s a baby!

Let the children pretend to be babies, then play 2.17 I’m a little
cat. Encourage the children to join in with the animal noises.
Poster
Display the Unit 7 Poster and name the five animal Poster Pop- Display the animal Flashcards and encourage the children to
outs. Ask the children to make the appropriate sound for each name them, first slowly and then more quickly. Play 2.17 I’m a
animal, and then get them to jump and say ‘Boing, boing!’ for the little cat and ask the children to dance around. When you stop
rabbit. Ask volunteers to come forward and put the Poster Pop- the music, hold up a Flashcard and encourage the children to
outs in the correct place on the Poster. Tell the children to close name and imitate that animal. Start the music again and repeat the
their eyes while you move some of the Poster Pop-outs. When procedure with a new Flashcard.
they open their eyes, ask what’s wrong. Invite individual children to Display the puppet. Tell the class that Ollie is tired and he is going
come to the Poster and put the animals in the correct place. back to sleep. Sing 1.5 Bye-bye Ollie!
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Lesson 2 Extra
7 My pets
Objectives
Naming and imitating animals
Reviewing the concept of the same Maths
Let’s make cat masks
Tell the children that they are going to make cat masks. Hand
Vocabulary out the paper plates, paintbrushes and orange paint, and tell the Look and point. Circle.
bird, cat, dog, fish, rabbit
children to paint their paper plates. Leave them to dry and play
Resources and Materials a game.
Teacher’s i-solutions 1 Use the Flashcards to review the names of the animals, and then
Paper plates (one per child) teach the children an action for each one: for the rabbit they make
Paintbrushes bunny ears and hop, for the cat they pretend to wash behind their
Orange paint ears, for the fish they pretend to swim and blow bubbles, for the dog
Flashcards 1, Unit 7: bird, cat, dog, fish, rabbit they stick out their tongue and pant, and for the bird they pretend to

Construction paper (orange and black) fly. Show the Flashcards one at a time and tell the children to do the
Glue or a stapler action. Then show a Flashcard secretly to a child or small group of
Lolly sticks (one per child) children and tell them to act it out for the rest of the class to guess.
Masking tape or sticky tape Unit 7 Maths 257
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Black wool 7/7/16 9:55
help the children to glue or staple them onto the plate. Help them to
Glue Show the children the two crayons, the pencil and the board
fix the lolly stick to the back of the mask with tape. Finally, show them
Photocopiable Worksheet Unit 7 Maths pen from the realia. Ask:
how to glue on the nose and add wool for whiskers. When they have
finished, let the children move around the classroom holding their T: Which are the same?
Realia: two crayons, a board pen, a pencil;
masks in front of their faces while pretending to be cats.
two toy cats, a toy dog, a toy rabbit Encourage the children to point to the crayons, and then
A bag say:
Let’s Play!
Preparation Put the Flashcards into a bag. Choose a volunteer to say
T: Yes, they are the same.
make
Prepare the material to make cat masks and ‘Stop’ and start passing the bag around the circle. When the
ite). Repeat with the toy animals (or any other combination of
one as an example (see instructions oppos
volunteer says ‘Stop’, the child holding the bag has to remove the classroom objects).
the eye holes.
Cut two circles from each paper plate for Flashcards one by one. Encourage the class to name them. Then
paper to make
Cut out triangles from orange construction put the Flashcards back in the bag and choose another volunteer
Give out the Photocopiable Maths Worksheets and tell the
circles from
the cat ears (two per child). Cut out small and pass the bag around again. When it passes you, remove one
children to look at the pictures at the top and to put their
n paper to make noses (one per child). finger on the first picture. Tell them to look for something
black constructio of the Flashcards without showing it. When the child calls ‘Stop’,
wool for the whisk ers (appro x. 10cm). that is the same. When they find the spoon, tell them to
Cut lengths of black have the class name the Flashcards they see, and ask them which
Copy one Photocopiable Works heet per child. draw a circle around it and to cross out the other two
one is missing. When the children guess correctly, put the missing
pictures on that row.
Flashcard back in the bag, remove another, and continue with the
game. Encourage them to say with you:
If you have extra time, choose a game from the Game Bank, T/C: The same.
pages 16-17.
Repeat the procedure with the remaining rows.
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7 My pets
Let’s make a pet puzzle.

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7 My pets
Objectives
Reviewing numbers 1-3
Reviewing colours and pets Let’s make a pet puzzle Let’s Play!
Ask the children to sit in a circle and begin by reviewing numbers Place a chair in front of the class and ask a volunteer to sit on the
Vocabulary one to three with them. Hold up between one and three fingers chair, facing away from the other children. Tell them that they are
one, two, three and tell the children to clap that number of times: e.g. hold up three going to be a dog. Show the children the paper bone and tell the
cat, dog, fish fingers and the children clap three times. Start with the numbers in children that dogs like bones. Place the paper bone under the chair
blue, green, orange, red, yellow order, and then show them one to three fingers at random. and tell the volunteer to close their eyes. Choose a child to sneak
bone up and quietly take the bone back to their seat and sit on it. Lead
Write the numbers one, two and three on the board and continue
the class in chanting:
Language the game, pointing to the numbers in random order. Continue,
How many (fish) are there? changing the children’s activity to jumping, stamping and nodding. T/C: D
oggy, doggy, where’s your bone?
If they are able, you can choose volunteers to come forward and Somebody took it from your home!
Resources and Materials show or point to the number.
Teacher’s i-solutions 1 Give the ‘dog’ three chances to guess who has the bone. Then
Photocopiable Worksheet 7A Give out the Photocopiable Worksheets and ask the children to choose another child to be the dog and another to take the bone.
Crayons identify the animals and count them together.
Scissors or paper piercers T: What’s this? pages 16-17.
White construction paper (one sheet) C: (A fish).
T: How many (fish) are there?
Preparation
T/C: One, two, three.
ruction
Cut out a paper bone shape from the const Give out crayons and tell the children how to colour the numbers:
paper.
T: P
oint to number one. Find your (blue) crayon.
Colour the number one (blue).
Encourage the children to colour as carefully as they can and stay

inside the lines. If there is time, you can repeat the procedure with
the animals:
T: Point to the (dog). Find your (red) crayon. Colour the dog (red).
Hand out scissors or paper piercers and show the children how
to cut out the pictures and numbers along the dotted lines. When
they have the separate pieces in front of them, ask them to find
the number one and then to find the picture with one pet. Continue
with the other numbers.
After the class they can take the puzzle home to play with.
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Match and colour.
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7 My pets NAME:
I love my pet
I love my cat and my cat loves me. I love my fish and my fish loves me.
My cat drinks milk, My fish can swim,
1, 2, 3. 1, 2, 3.
I love my dog and my dog loves me. I love my bird and my bird loves me.
My dog can run, My bird can sing,
1, 2, 3. 1, 2, 3.
74 bird cat dog fish Lesson 3
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Lesson 3
7 My pets
Objectives
Understanding what pets need Move the toy cat and meow. Say: Ask the children to match the animals to their objects, as in
Reviewing the concept of the same the example, using first their writing fingers and then a pencil
T: What does your cat want, Ollie?
or crayon. Check that they are holding their pencils or crayons
Vocabulary Open the bag and take out the cat food. Offer the food to the cat correctly (pincer grip using the index finger and thumb) before
bird, cat, dog, fish and say: they begin. When they have finished, give out crayons and tell
pet the children to colour the animals as carefully as possible, staying
T: No, the cat doesn’t want food.
inside the lines.
Language Continue, offering the water bowl, the cushion and the cat’s toy.
I love my pet.
Ollie loves his pet.
Each time, shake your head and say: Poster
It’s the same. T: No, the cat doesn’t want a drink. No, the cat doesn’t want Display the Unit 7 Poster and name the five animal Poster Pop-
to sleep. No, the cat doesn’t want to play. outs with the class. Ask volunteers to come forward and put the
Resources and Materials Poster Pop-outs in the correct place on the Poster. Encourage
Make Ollie pick up the cat and give it a cuddle. Say:
Teacher’s i-solutions 1 them to name the animals as they place them:
Puppet T: Ah! The cat wants a cuddle! Ollie loves his pet.
Teacher’s Audio Material 1, CD 1 and CD 2 C: (Rabbit) and (rabbit). It’s the same.
water bowl, Encourage the children to say with you:
Realia: a bag, a toy cat, a tin of cat food, a Show the remaining Poster Pop-outs and ask the children which
a small cushion, a cat’s toy T/C: Ollie loves his pet. pets they are for.
T: Which pet is this for?
Student’s Book 1 Story
C: The (rabbit).
Crayons Show Story Card 1 and invite the children to come and point
Poster and Poster Pop-outs 1, Unit 7 to details in the picture relating to food, drink, sleep and play. Call different volunteers forward to place the Poster Pop-outs on
Blu-Tack the Poster.
Photos of the children’s pets T: Can you see (cat food)? Come and show me.
Preparation
Tell the children that they are going to listen to a story about pets. Tidy-up and say ‘Bye-bye’
pet if they Play the first section of 2.19 Story: I love my pet. Play the section
Ask the children to bring in a photo of their Play 1.4 The tidy up song. Call on volunteers to collect the
again and encourage the children to join in. Then display the materials and put them away. Encourage the children to tidy up
have one.
toy in three remaining Story Cards and play the whole track. Draw the
Put the cat food, water bowl, cushion and cat’s and join in with the song.
next to Ollie. children’s attention to each picture in turn, making sure that they
the bag. Have the bag and the toy cat If any children have brought in photos of their pets, give them time
understand what the children in the story are doing.
to show their photos to the class. Encourage the others to ask
Alternatively, watch the animated version of the story on the them questions:
Wake up Ollie and say ‘Hello’ Teacher’s i-solutions.
T/C: What’s your cat’s name? What colour is your dog?
children that Ollie is sleeping. Count to three and tell the children Student’s Book Ask the children who have not brought in photos what their
to wake Ollie up. Open the Student’s Book at page 73. Ask the children if they can favourite pet is.
C: One, two, three… Wake up, Ollie! name the animals. Point to the objects and tell the children that we Display the puppet. Tell the class that Ollie is tired and he is going
need these things to look after pets. Point to each item in turn and back to sleep. Sing 1.5 Bye-bye Ollie!
ask which pet it is for:
Ollie whispers to you and show the toy cat. Encourage the children T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
to name the animal and say: T: Which pet is this for? C: Bye-bye, Ollie! See you next time! Ssssh!
C: The (bird).
T: Look. This is Ollie’s cat.
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Lesson 3 Extra
7 My pets
Objectives
Answering questions about a story Story Let’s Play!
Show the children one of the Story Cards from I love my pet Put the children into two groups: rabbits and fish. Ask the children
Vocabulary for a few moments and tell them to look at it carefully. Then turn to stand up and play 2.16 Point to the cat (Instrumental) or 2.18
bird, cat, dog, fish the Story Card around, stick a Post-it note over one significant I’m a little cat (Instrumental). Ask the children to dance, then stop
pet detail, show it to the children again and ask what you have hidden. the music and call out an instruction for each group:
Repeat the procedure with either the same Story Card or a
Language T: (Rabbits), sit down! (Fish), point to something (red).
different one.
I love my (bird).
Start the music again and continue the game, pausing the music
Tell the children that they are going to listen to the story again.
Resources and Materials Show the corresponding Story Cards and play 2.19 Story:
and giving instructions using vocabulary the children have learnt,
Teacher’s i-solutions 1 for example:
I love my pet. Encourage the children to participate and join in
Teacher’s Audio Material 1, CD 2 T: (Rabbits), (jump) (three) times! (Fish), touch your (noses).
with the story.
Post-it notes (Rabbits), stamp your feet! (Fish), clap your hands.
Story Cards 1, Unit 7 Alternatively, watch the animated version of the story on the
(Rabbits), go to sleep! (Fish), draw a (circle) with your finger.
Pop-outs 1, Unit 7 Teacher’s i-solutions.
Cotton wool balls Continue giving instructions, focusing on actions, numbers, colours,
Glue shapes, etc. If the children are able, you can choose volunteers to
Glitter Pop-outs Make stick puppets. give instructions for the rest of the class to follow.
Sequins Hand out the If you have extra time, choose a game from the Game Bank,
Drinking straws Unit 7 Pop-outs pages 16-17.
Masking tape or sticky tape and ask the
children what
animals they
can see.
C: A
fish.
A rabbit.
Show the Learn with Ollie 1

7 My pets
children how
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to carefully pop out the template and distribute cotton wool

balls, glitter and glue. Show them how to decorate their
Pop-outs: first they glue cotton wool onto the rabbit to
make fur, then they glue glitter and sequins onto the fish
to make scales. Help them to tape a drinking straw to the
back of the Pop-outs so they can hold up their pet stick
puppets. Ask them to jump around the room like a rabbit,
holding their rabbit puppet and then to swim around like a
fish, holding their fish puppet. At the end of the lesson, the
children can take their Pop-outs home to play with.
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©
©
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Phonics 75
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7 My pets NAME:
Transcript
c… c… c… crayon
c… c… c… cat
c… c… c… cat
c… c… c… cow
c… c… c… cow
76 cat cow crayon Lesson 4
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Lesson 4
7 My pets
Objectives
Practising the initial sound c
Repeat the procedure with the toy cow: Tidy-up and say ‘Bye-bye’
T: O
llie says this is a rabbit. That’s not a rabbit, Ollie. Play 1.4 The tidy up song. Call on volunteers to collect the
Vocabulary That’s a cow. c-c-c cow. materials and put them away. Encourage the children to tidy up
cat, cow, crayon T/C: That’s a cow. c-c-c cow. and join in with the song.
Resources and Materials Point to the three objects and encourage the children to name Display the Flashcards and ask the children to identify them.
Teacher’s i-solutions 1 them with you, emphasising the initial sound: Encourage them to emphasise the initial sound each time they say
Puppet the word, then display the Flashcards around the room and give
T/C: c-c-c crayon. c-c-c cat. c-c-c cow.
Teacher’s Audio Material 1, CD 1 and CD 2 the children instructions to look at, point to, or go to them.
Realia: a crayon, a toy cat, a toy cow Write an upper case letter C on the board and invite volunteers
T: (Go to) the (cat).
Student’s Book 1 to come to the board and copy it. Ask the whole class to trace
; cat
Flashcards 1, Units 1, 6 and 7: crayon; car, clown the letter in the air using their writing fingers, while they say the Ask the children to sit in a circle, then go around the circle
‘c’ sound. assigning children to groups: cats, crayons, clowns and cars. Give
instructions to different groups to change places:
Wake up Ollie and say ‘Hello’ Student’s Book T: (Cows), change places.
Ask the children to sit in a circle. Show the puppet and tell the Open the Student’s Book at page 75. Ask the children to show
If the children are confident playing the game, you can tell them
children that Ollie is sleeping. Count to three and tell the children you their writing fingers, then ask them to trace over the upper
to move like cows, crayons or clowns as they change places. For
to wake Ollie up. and lower case letter c at the top of the page and then trace over
the crayons, encourage the children to trace the letter c in the air
the letter patterns below using either a pencil or a crayon. Ask
C: One, two, three… Wake up, Ollie! before they change places. You can also tell two groups to change
the children to look at the pictures and name them, then listen to
places:
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. 2.20 Unit 7. Lesson 4. Phonics. The children point to the pictures
as they hear the words. T: (Cows) and (cats), change places.
T: Look. What has Ollie got? Let’s see. What have you got Ollie?
Hold up the crayon and have Ollie whisper to you. Say:
Transcript 2.20 Unit 7. Lesson 4. Phonics. back to sleep. Sing 1.5 Bye-bye Ollie!
T: Ollie says he’s got a pencil.
c… c… c… crayon T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
If the children do not immediately correct Ollie, prompt them c… c… c… cat C: Bye-bye, Ollie! See you next time! Ssssh!
and encourage them to repeat: c… c… c… cow
T: That’s not a pencil, Ollie. That’s a crayon. c-c-c crayon.

T/C: That’s a crayon. c-c-c crayon.
Show the toy cat and make Ollie ‘whisper’ to you again. Repeat the Extra Activity
procedure, saying: Open the Student’s Book at page 76. Ask the children to
T: Ollie says this is a dog. That’s not a dog, Ollie. trace over the letters, first with their writing fingers and then
That’s a cat. c-c-c cat. with a pencil or crayon.
T/C: That’s a cat. c-c-c cat.
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Lesson 4 Extra
7 My pets
Objectives
Practising the initial sound c
Let’s make a wall painting Let’s Play!
Tell the children to sit in a circle and ask them to think of as many Put the children into two teams. Ask each team to line up, standing
Vocabulary words as they can beginning with the ‘c’ sound. Help them by one in front of the other and holding onto each other’s waists.
car, cat, caterpillar, clown, cow, crayon reminding them of the words from this unit and, each time they Draw a picture of a caterpillar on the board, or show them the
make a correct suggestion, draw a sketch of the word on the caterpillar Flashcard from Unit 8. Tell the children that they are
board. If you wish, you can invite some of the children to come going to be a caterpillar too. The child at the front of the line will be
forward and try to copy your picture on the board. the head of the caterpillar and the others will be the body. Let the
White paper (a roll or multiple sheets)
children practise moving slowly around the room, staying together.
Paints Tell the children that they are going to make a wall painting. Show
After a while, tell them they are going to have a caterpillar crawl
Paintbrushes them the paper on the wall and ask each child to choose a picture
race: the child at the front of the line gets down onto the floor,
Flashcards 1, Unit 8: caterpillar (optional) to draw from the examples on the board. Put them into groups
crawls through the legs of the rest of the caterpillar, then stands
according to the picture they have chosen and hand out the
Preparation painting material.
up at the back of the line and holds onto the waist of the last child
the wall
Fix a long length of paper (from a roll) onto in line. The children repeat the procedure until the original child is
do not have a roll of paper, Help each group to get started painting their section of the at the front again. Have a practice run, and then once they have
at child height. If you
you can tape several sheet s of white paper collaborative wall painting. As each child finishes painting their understood what to do, the two teams can have a race to see who
together instead. chosen object, let them move to another section of the mural finishes first.
and paint a different object.
Comment on the painting while the children are working and pages 16-17.
encourage the children to describe what they are painting.
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Look and stick. All
about
me!
I can look after pets
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7 My pets NAME:
78 Lesson 5
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Lesson 5
7 My pets
Objectives
Learning about how to look after pets
T: Y
ou have to look after your pet, Ollie. Student’s Book
What does your pet need? He needs food.
Open the Student’s Book at page 77 and give out the Happy
Vocabulary Have Ollie offer the spider the toy food, then see if the children can and Sad Stickers. Encourage the children to comment on each
bird, cat, dog, fish, rabbit, spider picture, asking:
suggest what else the pet needs. Prompt and mime if necessary,
pet
showing the toy cup and cushion or toy bed to help. Have Ollie
T: Is that good?
care for the spider, offering it a drink and putting it to bed. Have the
Language
children repeat with you: The children put the Stickers under the pictures. When they get to
(He) needs (food).
the picture of the baby, point out that the children know what to do
I can look after pets. T/C: He needs a drink.
(because they are big) but the baby doesn’t.
He needs a bed.
Teacher’s i-solutions 1 Finish by saying:
Puppet
T/C: He needs love.
Extra Activity
Teacher’s Audio Material 1, CD 1 and CD 2 Open the Student’s Book at page 78. Check that the children
Realia: a toy spider, a box with a lid; toy food, Make Ollie give the spider an enthusiastic hug. Say:
are holding their pencils or crayons correctly and ask them
a toy cup, a cushion or a toy bed T: Be gentle, Ollie! to trace over the numbers on the page. Play 2.16 Point to
All about me! Poster 1, Unit 7 the cat (Instrumental) while they work.
Finger Pointer Make Ollie hug or stroke the spider very gently, then say:
Student’s Book 1 T: Very good, Ollie. You can look after your new pet.
Happy and Sad Stickers (three happy and Now watch the All about me! video on the Teacher’s i-solutions
one sad per child) All about me! Poster to consolidate what the children have learnt in this lesson.
Preparation Display the Unit 7 All about me! Poster and allow the children
to look at it and identify the pets. Play 2.21 I can look after pets Tidy-up and say ‘Bye-bye’
Put the toy spider in the box.
and point to the corresponding pictures with the Finger Pointer Play 1.4 The tidy up song. Call on volunteers to collect the
as you listen to the recording. materials and put them away. Encourage the children to tidy up
Ask the children to sit in a circle. Show the puppet and tell the Transcript 2.21 I can look after pets. Play 2.18 I’m a little cat (Instrumental) and let the children dance.
children that Ollie is sleeping. Count to three and tell the children When you pause the music, give instructions for the children to do
Girl: I love my dog.
to wake Ollie up. actions:
Boy: I can feed my cat.
C: One, two, three… Wake up, Ollie! T: Swim like fish! Run like dogs! Fly like birds!
Boy: I can feed my rabbits.
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Show the Display the puppet. Tell the class that Ollie is tired and he is going
Girl: I can look after my fish.
box then pretend that Ollie whispers in your ear, and say: back to sleep. Sing 1.5 Bye-bye Ollie!
Boy: I can take my dog for a walk.
T: Ollie says he’s got a new pet. What is your pet, Ollie? Is it a cat? T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
Boy: I can look after my rabbit.
Encourage the children to make more suggestions to guess Ollie’s Children: I can look after pets!
new pet. Next, open the box and let the children look inside. Say:
T: Your new pet is a spider!

Read the phrases from the transcript aloud in random order and
Ask a few of the children to repeat the word ‘spider’, then say: allow volunteers to come forward and point to the corresponding
picture with the Finger Pointer.
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Lesson 5 Extra
7 My pets
Objectives
General revision
Value: I can look after pets Let’s see some animals Let’s Play!
If you have access to a pet which can be easily and safely Review the vocabulary by holding up the Flashcards in turn
Vocabulary transported, bring it into class for the children to see, along with and asking the children to name them. Put the Flashcards in the
bird, cat, caterpillar, dog, fish, rabbit its food, water, toys, etc. Alternatively, you could take the children Flashcard Cube and divide the children into teams. Each team
pet out to a place where they can see some animals, for example a takes it in turns to roll the cube and look at the animal which lands
local park with an animal enclosure. The idea is for them to observe on top, making sure that the other teams don’t see it. They then
people caring for animals, giving them food and water, and for the mime their animal for the other teams to guess.
children to see the animals’ home environment, how they eat,
Story Cards 1, Unit 7 If you have extra time, choose a game from the Game Bank,
drink, exercise and sleep. If possible, take some photographs of
Flashcards 1, Unit 7 pages 16-17.
what the children have seen (with the pet owners’ permission) so
Flashcards 1, Unit 8: caterpillar
that you can make a classroom display on your return. Use the
Flashcard Cube
Unit 7 Story Cards to remind the children of what animals need,
either before or after you see the animals.
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7 My pets
Let’s match the pets to their homes.

7B 213
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7 My pets
Objectives
Identifying suitable homes for pets
Let’s match the pets to their homes Let’s Play!
Begin by reminding the children that pets need a place to live. Use Tell the children that they are animals and that they are going to
Vocabulary Story Cards 1, 3 and 4 from I love my pet (see Lesson 3) to show make themselves a home. Let the children make dens. Provide
cat, dog, fish, rabbit the children the different homes for the different pets. material for them to make their dens with: old sheets, curtains
or towels, cardboard boxes, pegs, chairs, etc. Let small groups of
Language Hand out the Photocopiable Worksheets and ask the children
children set up their dens in different corners of the classroom or
The (dog) lives here. to identify the pets and to tell you which home belongs to each
outside in the playground. Encourage them to use the materials
animal.
Resources and Materials to make a den big enough to hide in. If you are lucky enough to
Teacher’s i-solutions 1 T: Which pet lives here? have access to an outdoor wooded area, they can also use natural
Story Cards 1, Unit 7 C: The (dog) lives here. materials to construct their shelter.
Photocopiable Worksheet 7B Distribute crayons and give the children instructions to decorate If you have extra time, choose a game from the Game Bank,
Crayons the animals’ homes: pages 16-17.
T: Find your (blue) crayon. Colour the (dog’s) home (blue).
Glue
s,
Materials for constructing a den: old sheet Ask several children what colours they want to colour the animals
boxes , pegs, chairs
curtains or towels, cardboard and let them all choose which ones to use. Walk around the class
while they work and ask questions, encouraging the children to tell
Preparation you about their work.
T: What colour is your (dog)?
C: (Yellow.)
When they have finished, give out scissors or paper piercers

and help the children to cut out the animals. Distribute glue and tell
them to glue the pets in their homes. The children can take their
work home at the end of the class.
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Notes
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8 My garden
1 2 3
Story
4
Phonics
A ll 5
about me
!
• Naming common • Reviewing numbers 1-3 • Listening to a story • Practising the initial • Learning about
insects Worksheet 8A and joining in sounds a, c, i, o, p, s respecting nature Review and
• Recognising circles • Distinguishing between and t Worksheet 8B Assessment
• Reviewing colours and big and small objects • Learning to respect Consolidating
Objectives numbers 1-3 nature vocabulary and
Extra • Reviewing colours language from
• Maths: circle, square, Term 3 and Units 1-8
triangle
• Put the (butterfly) • It’s a (ladybird). • Please be careful. • (Ladybirds) live outside.
(on) the (flower). • Don’t step on me. • It’s a (ladybird).
Language • A (black) (ant). • Don’t step on the
(worm)!
• ant, bee, butterfly, • one, two, three • ant, ladybird, worm • apple, crayon, pencil, • animal, ant, butterfly,
flower, grass, ladybird,
Vocabulary caterpillar
• flower, grass, leaf
• ladybird, spots
• black, red
• black, brown, red
• big, small
snake, table
nature, playground,
outside
Key LC CAE MST DC LC CAE MST DC LC CAE IE DC LC LL DC LC SCC LL DC
competences

Resources A bag Glue pencil, toy snake, All teaching and learning materials are organised into
Blu-Tack Googly eyes table, nature step-by-step lesson plans including:
d Pop-outs
with Stickers an
Student’s Book 1 Board pens Magnifying glasses books • Quick lesson guides and tips
Ollie Puppet Bowls for water Masking tape A ribbon • Animated Songs
ns 1
Teacher’s i-solutio d CD 2 Chalk Paints and Scissors or paper • Animated Story
Ma terial 1, CD 1 an
Teacher’s Audio it 8 Construction paper paintbrushes piercers • Values video for the All about me! lesson
r Pop-outs 1, Un
Poster and Poste Crayons Paper A small ball • Interactive games
Finger Pointer Egg cartons Pipe cleaners Smooth stones Game Generator to create your own interactive
it 8
Flashcards 1, Un An empty jar with a lid Pom-poms Sticky tape games for consolidation, revision or just for fun.
Flashcard Cu be
Empty water bottles Realia: a real ant, Towels My worksheets section to edit or create your
it 8
Story Cards 1, Un rksheets own personalised worksheets using any of the
ok 1, Photocopiable Wo Felt-tip pens ladybird and worm, Wooden clothes
Teacher’s Bo d 263
258, 261, 262 an Finger paints an apple, a crayon, pegs photocopiable material from the unit.
• pages 225, 239,
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8 My garden NAME:
Butterfly, butterfly
Butterfly, butterfly,
Where can it be?
Point to the butterfly,
1,2,3.
Caterpillar, caterpillar,
Where can it be?
Point to the caterpillar,
1,2,3.
Ant, ant,
Where can it be?
Point to the ant,
1,2,3.
Bee, bee,
Where can it be?
Point to the bee,
1,2,3.
80 ant bee butterfly caterpillar flower grass leaf Lesson 1
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Lesson 1
8 My garden
Objectives
Naming common insects
Wake up Ollie and say ‘Hello’ When all of the Stickers are in place, play 2.22 Butterfly, butterfly
again, and encourage the children to sing along and point to the
corresponding pictures on the page.
ant, bee, butterfly, caterpillar to wake Ollie up.
flower, grass, leaf
Language Extra Activity
Move the puppet to make Ollie ‘wake up’ and sing 1.1 Hello,
Put the (butterfly) (on) the (flower). Open the Student’s Book at page 80. The children draw
Ollie! Tell the children to look at Ollie. Use Ollie to show the butterfly
and colour a picture of a butterfly in the frame. Play 2.23
Resources and Materials Poster Pop-out and say:
Butterfly, butterfly (Instrumental) while the children work.
Teacher’s i-solutions 1 T: What have you got, Ollie? It’s a butterfly!
Puppet
Teacher’s Audio Material 1, CD 1 and CD 2 Encourage the children to repeat with you:
Poster
Poster and Poster Pop-outs 1, Unit 8: ant, T/C: A butterfly. Display the Unit 8 Poster and put the four Poster Pop-outs next
bee, butterfly, caterpillar
Make Ollie take the butterfly and stick it on the Unit 8 Poster. to it. Ask a pair or small group of children to find one of the Poster
Blu-Tack
Encourage the children to repeat with you: Pop-outs and then give instructions for them to place it correctly
Student’s Book 1
on the Poster:
Stickers 1, Unit 8 T/C: Put the butterfly in the garden.
Chalk or masking tape T: Find the (butterfly). Put the (butterfly) (on) the (flower).
Repeat the procedure with the Poster Pop-outs of the ant, bee
and caterpillar. When all four Poster Pop-outs are in place, ask Repeat with the other insects. If they are confident, you can let
four children to go to the Poster and retrieve them: the children have a go at giving the instructions. Leave the Poster
Pop-outs on the Poster for the final activity.
T: (David), bring me the (ant), please.
Ask the four children to stand at the front holding their Poster Tidy-up and say ‘Bye-bye’
Pop-outs. Play 2.22 Butterfly, butterfly. Ask the children holding
the corresponding Poster Pop-outs to step forward when they
hear the name of their insect, and encourage the rest of the class
to point and sing along.
Draw a line on the floor with chalk or masking tape and tell the
Student’s Book children to stand on one side of it. Make statements about where
the insects are on the Poster. If the statements are true, the
Open the Student’s Book at page 79. Ask the children to point to
children jump over the line, if they are false, they stay where
and name the insects. Then have them do the same for the other
they are.
elements on the page (flower, grass, leaf):
T: This is a (flower). Put your finger on the (flower).
T/C: (Flower).
Give out the Unit 8 Stickers and show the children how to
carefully peel off the bee and stick it on the page. Continue with
the other three insects.
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Lesson 1 Extra
8 My garden
Objectives
Naming insects
Reviewing colours Let’s make a butterfly Let’s Play!
Noticing symmetry
Review the vocabulary the children have learnt: show the Let each child choose a coloured crayon. Ask them to walk
Flashcards one by one and have the children name them. Start around the room holding their crayon, and then play 2.23
Vocabulary
off slowly and gradually speed up. Then call out the names of the Butterfly, butterfly (Instrumental). When the music stops, call out
ant, bee, butterfly, caterpillar
insects and ask the children to move like them: for the butterfly one of the target colours:
blue, green, orange, red, yellow
they flap their arms gracefully like wings, for the bee they buzz T: Yellow!
Resources and Materials around, for the caterpillar they creep slowly along the floor and for
The children find the others who have the same colour as them
Teacher’s i-solutions 1 the ant they crawl around quickly.
and sit down together in a group. Ask each group to name their
illar Tell the children they are going to make a butterfly picture. Give out colour, then tell the children to exchange crayons with someone
Flashcards 1, Unit 8: ant, bee, butterfly, caterp
the butterfly shapes (see Preparation) and paints, and encourage in a different group and play the game again.
(one per child)
A3 sheets of coloured construction paper
per child) the children to name the colours with you:
A3 sheets of contrasting coloured paper (one If you have extra time, choose a game from the Game Bank,
Paints T/C: Red, green, blue… pages 16-17.
Paintbrushes Hand out the paintbrushes and tell the children to listen carefully
)
Crayons (blue, green, orange, red and yellow to you. Begin by asking them to paint a thick line of paint down
the centre fold of the butterfly, demonstrating if necessary. Then
Preparation
construction encourage them to choose different colours to paint thick spots
Cut out a butterfly shape from the coloured
of paint on just one of the wings. Make sure that they leave the
paper for each child. Make sure you fold each
line other wing blank. Before the paint has time to dry, show them how
sheet of construction paper down the centre
to fold the paper along the centre line and press the two halves
before cutting.
together gently, in order to transfer the paint to the other wing.
When they open the wings they should have an identical pattern of
dots on both sides. Mount the children’s butterflies on contrasting
coloured paper and display them in the classroom.
Note: to make this activity more difficult, you can give the children
instructions how to paint their butterfly using the numbers and
colours they have learnt during the course, for example:
T: Paint (one) (red) spot. Paint (two) (blue) spots…
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Sing. Trace and paint.
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8 My garden NAME:
The ladybird
The ladybird is black and red,
Black and red, black and red.
The ladybird is black and red,
With two antennae on her head.
82 one two three ladybird spots black red Lesson 2
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Lesson 2
8 My garden
Objectives
Reviewing numbers 1-3
Wake up Ollie and say ‘Hello’ Invite individual children to put the ladybirds wherever they like
on the Poster, and then continue with the remaining Poster Pop-
outs. Ask the class to name each Poster Pop-out, and then let a
one, two, three child put it on the Poster.
to wake Ollie up.
ladybird, spots
black, red C: One, two, three… Wake up, Ollie! Student’s Book
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Pretend that Open the Student’s Book at page 81. Ask the children to trace
Language
Ollie whispers to you and say: the number one with their writing fingers and then to put one
It’s (a ladybird).
finger on the ladybird’s spot. Continue with the numbers two and
T: Ollie says he’s got something beautiful.
Resources and Materials three and the other ladybirds. Then tell them to trace the numbers
Teacher’s i-solutions 1 Show the flower Flashcard and ask Ollie: with a pencil or crayon, making sure they are holding their pencils
Puppet correctly. Finally, hand out black finger paints and let the children
T: Is it a flower?
Teacher’s Audio Material 1, CD 1 and CD 2 paint the spots on each ladybird.
Flashcards 1, Unit 8: ant, bee, butterfly, Make Ollie shake his head, then repeat with the leaf Flashcard.
caterpillar, flower, ladybird, leaf Pretend that Ollie whispers to you again, and say:
Poster and Poster Pop-outs 1, Unit 8 T: Ollie says it’s got legs. Extra Activity
Blu-Tack
Show the ant Flashcard, and say: Open the Student’s Book at page 82. The children draw
Student’s Book 1
and colour a picture of a ladybird with one, two or three
Black finger paint T: Is it an ant? Show Ollie what an ant looks like.
spots, in the frame. Play 2.25 The ladybird (Instrumental)
A bag
Encourage the children to crawl around on the floor like ants. while the children work.
Preparation Make Ollie shake his head again, and repeat the procedure with
Hide the ladybird Flashcard near Ollie. the caterpillar Flashcard. Pretend that Ollie whispers to you again,
and then say: Tidy-up and say ‘Bye-bye’
T: Oh! Ollie says it can fly. Play 1.4 The tidy up song. Call on volunteers to collect the
Show the children the butterfly Flashcard. Encourage them to fly and join in with the song.
like a butterfly, then repeat with the bee Flashcard. Finally, say:
Tell the children to sit in a circle and have the three ladybird
T: Ollie says it’s black and red. Poster Pop-outs in the middle. Show each one in turn and ask
Encourage the children to guess, then show the ladybird the children to show you the corresponding number of fingers.
Flashcard that Ollie was ‘hiding’, and encourage the children Put the three Poster Pop-outs in the bag, shake it up and choose
to repeat with you: one. Ask the children to guess which one you have, indicating the
number of spots with their fingers. Give a big cheer and clap each
T/C: It’s a ladybird!
time someone guesses correctly. You can vary between asking the
Play 2.24 The ladybird. Encourage the children to sing along and whole class, asking a small group and asking individuals.
use their fingers to mime the two antennae.
Poster
Display the ladybird Poster Pop-outs. Count them with the
children, then count the spots on each one.
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Lesson 2 Extra
8 My garden
Objectives
Reviewing shapes and numbers 1-3
Let’s make a ladybird stone Maths
Draw a simple ladybird, line by line, on the board. Begin by drawing
Vocabulary a circle and eliciting the name of the shape.
Point and trace. Colour.
one, two, three
ladybird, head, spots T: What’s this?
black, red C: A circle.
circle, square, triangle Draw a line across the top, cutting off a small segment for the
head, then a line down the middle from there. Add spots, eyes and
antennae. Explain what you are doing as you draw:
Board pens (red and black) T: One, two, three spots. One, two antennae. One, two eyes.

per child) If you have a red board pen, colour the ladybird red with black
Smooth stones at least 6cm in diameter (one
spots. Play 2.24 The ladybird and sing along, pointing to the
Paints (black, red and white)
different colours, the head and the antennae.
Paintbrushes 258 Unit 8 Maths
Sheets of A5 paper (one per child) Give out the stones, paints and paintbrushes and show the children
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White (PVA) glue (optional) how to paint the stone red. Let the red paint dry, then show them Distribute the Photocopiable Maths Worksheets. Ask
Photocopiable Worksheet Unit 8 Maths how to paint one end of the stone black to make the head, draw the children to point to the circles. Give out crayons and
(see Teacher’s Book page 258) a line down the middle, and paint black spots on the wings. Paint remind the children to hold them with their index finger
Coloured chalk on two white spots for the eyes. Put the finished ladybirds on the and thumb as they trace the circles. They can then colour
named pieces of paper and put them to one side to dry. While the the circles. Continue with the squares and the triangles,
Preparation paint is drying you can do the Maths Photocopiable Worksheet or giving instructions to complete and colour each shape with
stone
Ask the children to each bring an oval-shaped choose a game from the Game Bank, pages 16-17. a different colour.
into class.
.
Write each child’s name on a piece of A5 paper
You can keep the collection of stone ladybirds in your classroom
ble Works heet per child. or the children can take them home to use as paperweights. If
Copy one Photocopia
you wish, you can apply a thin coat of watered down white glue Let’s Play!
to make a glaze when all the paint is completely dry. It is advisable Take the children outside and draw large shapes on the ground
that you do this, rather than the children. with different coloured chalk.
Give the children instructions to move about on the shapes like

insects:
T: Fly like a butterfly on the circle. Crawl like an ant on the square.
Buzz like a bee on the triangle.
pages 16-17.
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8 My garden
Let’s make a caterpillar.

8A 225
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8 My garden
Objectives
Recognising circles
Reviewing colours and numbers 1-3 Let’s make a caterpillar Let’s Play!
Ask the children to sit in a circle. Hand out the Flashcards and Play a game. Choose one child to be the caterpillar’s head. Let
Vocabulary play 2.23 Butterfly, butterfly (Instrumental). The children pass the them walk around the classroom touching other children saying:
caterpillar
Flashcards around the circle in a clockwise direction. When you
circle C: I’m a caterpillar. I’m a caterpillar… You’re a caterpillar.
stop the music, the children holding the Flashcards stand up and
one, two, three The child they choose then holds onto their waist and they
mime the insect for the rest of the class to guess.
blue, green, red, yellow continue walking and asking other children to join them. When
When you finish the game, leave the caterpillar Flashcard on
there are five children in a line, you can start another caterpillar,
Language display.
and then another, until all the children are part of a caterpillar. Play
I’m a caterpillar. You’re a caterpillar.
Tell the children they are going to make a caterpillar. Give out the again with different children leading, and this time have all the
Resources and Materials Photocopiable Worksheets and crayons and ask the children to caterpillars start at once.
Teacher’s i-solutions 1 colour the circles.
T: Find your (green) crayon. Colour the circles (green). pages 16-17.
Flashcards 1, Unit 8: ant, bee, butterfly,
caterpillar, ladybird Ask the children to trace the numbers with their writing fingers,
Photocopiable Worksheet 8A then give out Coloured Stickers. The children carefully peel off
Crayons the stickers and stick them over the numbers: one sticker on the
Coloured Stickers (six per child) number one, two on the number two and three on the number
Scissors or paper piercers three. When they are ready, give out scissors or paper piercers
A4 construction paper (one sheet per child) and help them to cut out each circle. Give out the construction
Sticky tape paper and glue and tell the children to glue on the circles to make
Pipe cleaners (two per child) a caterpillar. Make sure they place the pieces in the correct order
from left to right before gluing them in place. When they have
Preparation finished they can stick pipe cleaners on to the head with sticky
Copy one Photocopiable Worksheet per child. tape to make antennae.
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Look and point. Match.
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8 My garden NAME:
Walking in the garden

Walking in the garden, Walking in the garden,
What do I see? What do I see?
I see a black ant looking up at me. I see a red ladybird looking up at me.
‘Please Mr Giant,‘ the ant says to me, ‘Please Mr Giant,‘ the ladybird says to me,
‘Please be careful! Don’t step on me!‘ ‘Please be careful! Don’t step on me!‘
Walking in the garden, Creeping around the garden,

What do I see? Very carefully.
I see a brown worm looking up at me. I see all my friends looking up at me.
‘Please Mr Giant,‘ the worm says to me, ‘Thank you, Mr Giant,‘ my friends say to me,
‘Please be careful! Don’t step on me!‘ ‘Thank you, Mr Giant, for creeping carefully!‘
84 ant ladybird worm black brown red Lesson 3
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Lesson 3
8 My garden
Objectives
Distinguishing between big and Wake up Ollie and say ‘Hello’ Show the Story Cards again one at a time, repeating the story
small objects but missing out the names of the creatures for the children to
complete.
Vocabulary
to wake Ollie up. T: I see a black… looking up at me.
ant, ladybird, worm
black, brown, red C: Ant!
big, small Encourage the children to say with you:
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Say:
Language T: Look. What has Ollie got? Let’s see.
T/C: Please be careful. Don’t step on me.
Please be careful.
Use Ollie to show the creatures. Give the children time to look at Alternatively, watch the animated version of the story on the
Don’t step on me.
them with the magnifying glasses. Show the Flashcards and name Teacher’s i-solutions.
A (black) (ant).
the creatures with the children:
Resources and Materials Student’s Book
T/C: Ant. Ladybird. Worm.
Teacher’s i-solutions 1 Open the Student’s Book at page 83. Tell the children to point
Puppet Show the ant Flashcard and make Ollie ‘whisper’ to you. Say: to the ant, then ask them to find the ant inside the magnifying
Teacher’s Audio Material 1, CD 1 and CD 2 glass. Ask them to draw a line to join the two ants, first with their
T: Ollie says he’s scared because the ant is very big. No, Ollie!
Realia: an ant, a ladybird and a worm writing fingers, and then with a pencil or crayon. Check that they
Magnifying glasses (one per 4-5 children) Compare the size of Ollie and some of the children with the real are holding their pencils correctly before they begin (pincer grip
Flashcards 1, Unit 8: ant, ladybird, worm ant. Say: between index finger and thumb). Encourage the children to point
Story Cards 1, Unit 8 to the two pictures and repeat with you:
T: We are very big. The ant is very small.
Student’s Book 1
Repeat with the other creatures if you have them. Remind the T/C: A black ant and a black ant.
Preparation children that we use a magnifying glass to make small things, like Repeat the procedure with the ladybird and the worm.
for the children
If possible, bring in real creatures to class the little creatures, look bigger. Put the creatures in a safe place
in one or all three of the
to look at. You can bring and remember to put them back outside after the class.
creatures from the lesson . Have them in separ ate Tidy-up and say ‘Bye-bye’
s or earth .
containers with air holes and leave Story Play 1.4 The tidy up song. Call on volunteers to collect the
Show Story Card 1 and ask the children what they can see. Elicit
the words ‘boy’ and ‘ant’. Tell the children that the boy is big and
the ant is small. The ant is scared that the boy will step on him. Play 2.25 The ladybird (Instrumental) and tell the children to
Encourage the children to say with you: pretend to be giants and to walk around the room using big steps.
When the music stops they all stand still with one foot in the air,
T/C: Please be careful. Don’t step on the ant.
like the boy in the story.
Briefly show the remaining Story Cards, asking what the children
Tell the children to line up, and then, if it's possible, take them
can see each time.
outside. Bring the small creatures back to their natural environment
Play 2.26 Walking in the garden while displaying and pointing and carefully let them go.
to the corresponding Story Cards. Explain that the small creatures
think that the boy is a giant.
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Lesson 3 Extra
8 My garden
Objectives
Make clothes peg insects.
Retelling and acting out a story Story Pop-outs
Recognising insects
Call on volunteers to come forward and give each one a Display the
Flashcard, encouraging the rest of the class to name them as you Flashcards
Vocabulary
hand them out. When they all have a Flashcard, ask the volunteers of the butterfly,
ant, bee, butterfly, caterpillar, ladybird, worm
to stand at the front of the class in a line. Remind them to hold up the bee and
flower, leaf
their Flashcards and keep them visible. Ask the other children to the caterpillar,
Language walk around the classroom and chant with you: and ask the
I see (an ant) looking up at me. T/C: Walking in the garden, what do I see? I see…
children to name
them. Give out
Resources and Materials Use the Finger Pointer to indicate one of the Flashcards. The crayons and
Learn with Ollie 1
8 My garden
Teacher’s i-solutions 1 child holds up the Flashcard and the other children complete the
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Flashcards 1, Unit 8 rhyme: Pop-outs and ask the children to colour them in carefully.
Finger Pointer Let them look at the Flashcards to choose appropriate
T/C: … (an ant) looking up at me.
Teacher’s Audio Material 1, CD 2 colours. When they have finished decorating their creatures,
Story Cards 1, Unit 8 Continue until the children have identified all the Flashcards. tell the children to carefully pop out the shapes from the
Pop-outs 1, Unit 8 page, and then help them to write their name or initials on
Display the Story Cards and play 2.26 Walking in the garden.
Crayons the back of each one. Give out wooden clothes pegs and
Encourage the children to join in with the last two lines of Story
Wooden clothes pegs glue and show the children how to fix the pegs to the back
Cards 1 to 3. When you get to Story Card 4, show the children
White (PVA) glue of the pictures. Put the clothes peg insects to one side and
how to creep carefully, and then encourage them to copy you.
wait for the glue to dry. The children can take their clothes
Alternatively, watch the animated version of the story on the peg insects home with them at the end of the class.
Let’s Play!
Tell the children that they are going to retell the story about the
insects in the garden. Ask seven children to come to the front of
the room to play the roles of the boy and the creatures. Give each
of the children playing the creatures one of the Flashcards (ant,
bee, butterfly, ladybird, caterpillar and worm).
Help the characters introduce themselves, for example:
T/C: I’m a boy. I’m big.

I’m a brown worm. I’m small.
Play 2.26 Walking in the garden or read the story aloud. Lead
the children in acting out the story. Encourage the rest of the class
to join in when they can.
pages 16-17.
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fi π © † † fi
^ π å ø
Phonics 85
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8 My garden NAME:
Transcript
CAT
86 apple crayon pencil snake table Lesson 4
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Lesson 4
8 My garden
Objectives
Reviewing the initial sounds a, c, p, s,
and t Give the children the opportunity to remember the letter sounds
and to write the letters if they can. If they volunteer but are unable Extra Activity
Vocabulary to write a letter correctly, guide their hands to make the correct Open the Student’s Book at page 86. Help the children to
apple, crayon, pencil, snake, table lower case letter shape under the picture. Continue with the other say the three letter sounds under the picture. Demonstrate
words. If the children don’t volunteer, write the letters yourself. how they can blend the sounds together to make a word:
When you have finished, put the realia on a table and ask the class
Teacher’s i-solutions 1 T: c-a-t. Cat.
to name the objects again, emphasising the initial sound. Rub the
Puppet
pictures off the board but leave the letters in place. Ask volunteers Check that they are holding their pencils correctly, then
, to pick up the objects and hold them up to the corresponding ask them to trace over each of the letters. When they have
Realia: an apple, a crayon, a pencil, a toy snake
letters on the board. finished, they can colour the cat.
a table
Student’s Book 1
Student’s Book
Open the Student’s Book at page 85. Ask the children to listen
Wake up Ollie and say ‘Hello’ carefully and play 2.27 Unit 8. Lesson 4. Phonics. Ask the children
to point to the pictures as they hear the corresponding words, then materials and put them away. Encourage the children to tidy up
tell them to look at the snake. Ask them to look at the two letters and join in with the song.
under the snake and to find the letter corresponding to the ‘s’ Play I spy, (see Game Bank, pages 16-17). Put the realia on the
to wake Ollie up.
sound. Sound out both letters to help them: table and give clues using the initial sounds:
T: s-s-s. p-p-p. s-s-s snake. T: I spy with my little eye something beginning with (‘s’).
Check that they are holding their pencils correctly and ask them C: (Snake!)
T: Look. What has Ollie got? Let’s see. to trace the circle around the letter s. Continue with the other Repeat with all of the realia.
Show the realia one by one, for the children to name. pictures and sounds, then play 2.27 Unit 8. Lesson 4. Phonics
again to check answers.
C: Crayon. Apple. Pencil. Table. Snake. back to sleep. Sing 1.5 Bye-bye Ollie!
Then hold up the crayon and draw a simple sketch of a crayon T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
Transcript 2.27 Unit 8. Lesson 4. Phonics.
on the board. Say: C: Bye-bye, Ollie! See you next time! Ssssh!
T: This is a crayon. c-c-c crayon.
Repeat the procedure with the other items, drawing a simple
c... c… c… crayon
sketch of each one.
c... c… c… crayon
Pretend that Ollie whispers to you, and then say:
T: Ollie wants to do some writing. t… t… t… table
Offer the board marker to Ollie, make him whisper to you again, p… p… p… pencil
and say: p… p… p… pencil
T: Ollie doesn’t know the letters. Can you help him? a… a… a… apple
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Lesson 4 Extra
8 My garden
Objectives
Reviewing the initial sounds a, c, i, o, p, s,
and t Let’s make an egg carton caterpillar Let’s Play!
Reviewing numbers and colours
Tell the children that they are going to make a caterpillar. Give Set up the water bottles like skittles. Let the children take turns
out the egg carton sections, paints and paintbrushes. Tell the rolling a ball at the skittles and seeing how many they can knock
Vocabulary
children to choose one section to be the caterpillar’s head and over. Encourage each child to put the skittles upright again for
caterpillar
to paint it green. the next player, and to say the sounds on the bottles they have
head
knocked over.
one, two, three T: Find the green paint. Paint the head green.
black, blue, brown, green, orange, red, yellow C: (a-a-a. c-c-c.)
Give each child a felt-tip pen, and show them how to write the
Resources and Materials numbers 1, 2 and 3 on the remaining three sections. Alternatively, If you have extra time, choose a game from the Game Bank,
Teacher’s i-solutions 1 the children can draw one, two and three dots. pages 16-17.
Egg cartons
When they have finished, give them instructions to paint the
Paints
remaining three sections:
Paintbrushes
Felt-tip pens T: Find the (yellow) paint. Paint number one (yellow).
Pom-poms (four per child) Hand out the glue, googly eyes, pom-poms and pipe cleaners.
Pipe cleaners The children glue a pom-pom to the top of each egg carton section.
Googly eyes (two per child) Show them how to glue the googly eyes onto the head to make
Scissors the caterpillar’s face, and to stick on pipe cleaners using sticky tape
Glue to make the antennae. Finally, ask the children to assemble their
Sticky tape caterpillar in the correct order and help them to stick the parts of
Seven empty water bottles the body together using sticky tape.
A small ball
When they have finished, the children can then take their
Preparation caterpillars home.
s to school.
Ask the children to bring in some egg carton
m of each egg carton into
Before the class, cut the botto
Each child will need
sections (one section for each egg).
four sections.
on each
Make skittles. Write one of the phonics letters
a little
empty water bottle (A, C, I, O, P, S and T). Put
in each bottle to make them harde r
water or sand
to knock over.
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Look and point. Paint. All
about
me!
I respect nature
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8 My garden NAME:
88 Lesson 5
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Lesson 5
8 My garden
Objectives
Learning about respecting nature
Ask the children to sit in a circle. Show the puppet and tell the Open the Student’s Book at page 87. Ask the children to point to
Vocabulary children that Ollie is sleeping. Count to three and tell the children the boy on his way to the playground, and the living things he will
nature
animal, ant, butterfly, flower, grass, ladybird, to wake Ollie up. pass on his way. Encourage the children to name them:
playground
C: One, two, three… Wake up, Ollie! C: It’s a (ladybird).
outside
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie Tell them to trace a path with their fingers, making sure they don’t
Language to show the jar, saying: touch the living things. Give out finger paints and show the children
(Ladybirds) live outside.
how to make footsteps with their index and middle fingers, staying
It’s a (ladybird). T: Look. What has Ollie got? Let’s see.
on the path but avoiding the living things.
Don’t step on the (worm)!
Pretend that Ollie whispers to you, and then say:
Now watch the All about me! video on the Teacher’s i-solutions
Resources and Materials T: Ah. Ollie wants to put a ladybird in here. to consolidate what the children have learnt in this lesson.
Teacher’s i-solutions 1 No, Ollie. Ladybirds live outside.
Puppet
Have the children repeat with you:
Extra Activity
An empty jar with a lid T/C: No, Ollie! Ladybirds live outside.
All about me! Poster 1, Unit 8 Open the Student’s Book at page 88. Check that the children
Repeat the procedure with flower and caterpillar. are holding their pencils correctly, and then ask them to trace
Finger Pointer
Student’s Book 1 over the numbers. Play 2.23 Butterfly, butterfly (Instrumental)
Finger paints
All about me! Poster while the children work.
A ribbon (approx. 6 metres long) Display the Unit 8 All about me! Poster. Tell the class that the
Flashcards 1, Unit 8 children in the pictures are all outside. Ask the children what they
can see in the Poster and encourage them to comment on it. Tidy-up and say ‘Bye-bye’
Play 2.28 I respect nature and let one of the children use the
Finger Pointer to point to the pictures. Play the track again,
pausing to let the children repeat what they have heard.
Take the children and Ollie outside into the playground and place
the ribbon on the floor. Place the Flashcards at intervals along
Transcript 2.28 I respect nature.
the ribbon. Tell the children that they are going to walk along the
Girl: I can see a ladybird. It’s red. ribbon, but that they must be very careful not to tread on anything.
It has got black spots. The children walk along the ribbon, carefully stepping over each
Boy: I can see a butterfly. It’s beautiful! Flashcard. When everyone has walked along the line, choose one
Girl: I can see a flower. or two children to walk it again and encourage the rest of the class
Girl: I like to smell the flowers. to comment on what they are doing:
Boy: I’m looking for animals in the water.
What will I see? T/C: B
e careful. There’s a (worm). Don’t step on the (worm)! Well done!
Boy: I’m outside. I’m looking for animals too. Display the puppet. Tell the class that Ollie is tired and he is going
Boy: I’m looking for animals in the grass. back to sleep. Sing 1.5 Bye-bye Ollie!
What will I see?
Children: I respect nature.
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Lesson 5 Extra
8 My garden
Objectives
General revision
Value: I respect nature Let’s go outside Let’s Play!
Display the Unit 8 All about me! Poster and remind the class Ask the children to sit in a circle. Play 2.22 Butterfly, butterfly and
Vocabulary what the children in the pictures are doing. Discuss how the 2.24 The ladybird and pass around the bag of Poster Pop-outs.
outside children are all respecting nature by looking, and not taking or Pause the music and ask the child holding the bag to put their
magnifying glass breaking anything. Ask the children to line up, and then say: hand inside and choose one. First they hold it up for the rest of the
class to name, then they roll the Flashcard Cube to try to match
Language T: Let’s go outside to see some living things.
the creature to the Poster Pop-out. If they succeed, the children
It’s a (red) (butterfly).
Take the children into the school grounds or to a nearby park. Put all act out that creature.
Resources and Materials them into groups, giving each one a magnifying glass to share, and
Continue the game, playing the music and passing the bag until all
Teacher’s i-solutions 1 let them observe nature. Praise them for good behaviour and for
the Poster Pop-outs have been chosen.
All about me! Poster 1, Unit 8 being careful. If possible, take photos of the expedition which you
to share
Magnifying glasses, enough for the children can later display in the classroom. If you have extra time, choose a game from the Game Bank,
A camera (optional) pages 16-17.
Go back to the classroom and ask the children to sit in a circle. Ask
the children
Age-appropriate nature books, enough for them to tell you what they saw on their walk:
to share
C: A (flower). A (worm)…
Poster Pop-outs 1, Unit 8: ant, bee, Show one of the nature picture books, pointing out the living things
butterfly, caterpillar, ladybird, worm they have seen and commenting on interesting features such as
A bag the colours or sizes. Allow the children to ask questions. Then,
Flashcards 1, Unit 8: ant, bee, butterfly, reminding them to hold the books carefully, let the children choose
caterpillar, ladybird, worm a book to share with a friend. Encourage them to talk about what
Flashcard Cube they see in the pictures, for example:
Preparation C: It‘s a big worm.

Put the Poster Pop-outs in a bag. It‘s a red butterfly.
Put the Flashcards in the Flashcard Cube.
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8 My garden
Let’s respect nature.

8B 239
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8 My garden
Objectives
Learning to respect nature
Reviewing colours Let’s respect nature
Explain to the children that they are going to pretend to walk
Vocabulary carefully in the garden with insects all around their feet. Get the Review and Assessment
black, blue, brown, green, orange, red, yellow children to take their shoes off and line up barefoot and place a The children can now check their progress with the End of
ant, bee, butterfly, caterpillar, ladybird, worm sheet of A3 construction paper on the floor in front of the first Term 3 Assessment Photocopiable Worksheet (see Teacher’s
child. Let them choose the colour paint they want to use, and
Language Book page 261). Ask the children to identify the pets and
encourage them to name it: revise the vocabulary ‘circle’. Hand out black, blue, brown,
The (ant) is (black).
C: Blue, please. green and orange crayons and review the colours by asking
Resources and Materials the children to hold them up:
Teacher’s i-solutions 1 Then paint the soles of their feet and help them to make four
, T: Show me your (green) crayon.
A3construction paper (grey, brown or green footprints on the paper. Repeat the procedure with each child,
one sheet per child) one at a time. After each child has had a turn, wash their feet in Give the children instructions to trace the circles:
Paint a bowl of water and dry them. While the children are waiting for
their footprints to dry, give out the Photocopiable Worksheets and T: Show me your (green) crayon.
Bowls of water
crayons. Ask the children to name the creatures, and then ask Find the dog. Trace the circle (green).
Towels
Photocopiable Worksheet 8B which colours they are going to use to colour them. If you have extra time, ask the children to colour in the
Crayons T: What colour is the (ant)? pictures:
Scissors or paper piercers C: The (ant) is (black). T: Colour the (dog) (black).
Glue
When they have finished, distribute scissors or paper piercers and
Flashcards 1, Unit 8: ant, bee, butterfly, The children are now ready to complete the End of Term 3
help the children to cut out their creatures.
caterpillar, ladybird, worm Self-Evaluation (see Teacher’s Book page 266). Ask them to
sment
Photocopiable Worksheet End of Term 3 Asses When the footprints are dry, let the children glue their creatures complete the three exercises and then colour in one, two or
(see Teacher’s Book page 261) around the footprints on the paper. (If you prefer you can make the three happy faces, depending on how well they feel they have
valuation
Photocopiable Worksheet End of Term 3 Self-E footprints on a large sheet of paper beforehand and cut them out, completed the task.
(see Teacher’s Book page 266) ready for the children to use.) Arrange the sheets of paper to make To consolidate what the children have learnt over the course,
sment
Photocopiable Worksheet End of Year Asses a long path of footprints and display them around the classroom. use the End of Year Assessment (see Teacher’s Book pages
(see Teacher’s Book pages 262-263) 262-263). For page 262, ask the children to identify the three
Let’s Play! shapes. Check they are holding their pencil or crayon correctly
Preparation
Show the Flashcards one by one and encourage the children and ask them to carefully trace over them. Finally, tell them to
Copy one of each Photocopiable Worksheet
to shout out the names of the creatures. Give the children look at the three butterflies and to match them with the three
per child.
instructions to do an action for each one: for the ant they scurry shapes. For page 263, ask the children to identify the three
around on their hands and feet; for the bee they buzz about; for numbers and to trace over them. Then ask them to name the
the butterfly they flap their arms gracefully like wings; for the toys, count them and match them with the numbers. If you
caterpillar they crawl along the floor; for the ladybird they fly have extra time, the children can colour their worksheets.
around with their arms like small wings and for the worm they
wriggle about on the floor.
Display the Flashcards around the classroom. Call out the names
of the creatures. The children go to the Flashcard, imitating the
corresponding creature.
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Notes
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Festivals
w tin e’s D a Easter
H a ll o e e n Christmas a le n
y
• Learning about Halloween • Talking about Christmas • Talking about Valentine’s Day • Learning about Easter
• Reviewing parts of the face • Reviewing shapes • Reviewing names of members • Reviewing numbers 1-3
Objectives of the family
• Trick or treat! • Follow the star. • This is a heart. • How many hot cross buns are there?
• I love you, (Mummy).
Language
• Halloween, pumpkin, spider • Christmas • Valentine’s day, heart • Easter, hot cross buns, raisins
• eyes, mouth, nose • star • mummy, daddy, brother, sister, baby
Vocabulary • orange
Key LC CAE IE DC LC CAE IE DC LC CAE IE DC LC CAE MST DC
competences
Materials
Resources Acrylic paints Paper plates and a knife
Teacher’s i-solutions
Blu-Tack Pipe cleaners
with Pop-outs All teaching and learning materials are organised into
Student’s Book 1 Butter Plasticine
step-by-step lesson plans including:
Ollie Puppet A candle and matches A pumpkin
ns 1 • Quick lesson guides and tips
Teacher’s i-solutio Cotton wool balls A scarf
Ma terial 1, CD 1 • Animated Songs
Teacher’s Audio Decorating materials: glitter, Self-adhesive magnetic tape
and CD 2 crayons, sequins, etc. A sharp knife
stivals Game Generator to create your own interactive games
Flashcards 1, Fe Finger paints Small containers
for consolidation, revision or just for fun.
Glue Small empty juice cartons
My worksheets section to edit or create your own
Hot cross buns Sweets
Paints and paintbrushes Tissue paper personalised worksheets using any of the photocopiable
Paper hearts A torch material from the course.
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Halloween NAME:
I’m a little pumpkin

I’m a little pumpkin, fat and round.
Here are my eyes and here is my mouth.
Inside there’s a candle shining bright,
Trick or treat! It’s Halloween night!
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Festivals
Halloween
Objectives
Learning about Halloween
Reviewing parts of the face Sing 1.1 Hello, Ollie! Tell the children to look at Ollie and say: Pop-outs Make a spider.
T: Look. What has Ollie got? Let’s see. Tell the children
Vocabulary they are going
Halloween, pumpkin, spider Use Ollie to show the pumpkin, and ask the children if they know
to make a
eyes, mouth, nose what it is. Repeat the word together:
Halloween spider.
GLUE
orange
GLUE
T/C: Pumpkin. Draw a picture
Language Let the children touch the pumpkin, then show them the pumpkin
of a spider on
Trick or treat! the board and
Flashcard. Explain that for Halloween night we can make a lantern
teach them the
from a pumpkin and put a candle inside. If the children don’t
Resources and Materials already know about it, you can also explain the tradition of trick
new word. Hand
Teacher’s i-solutions 1 out the Halloween
Learn with Ollie 1
Halloween
or treating. Leave the pumpkin and the pumpkin Flashcard on

Puppet
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Teacher’s Audio Material 1, CD 1 and CD 2 the children to carefully pop out the pieces of the spider,
A pumpkin Play 2.29 I’m a little pumpkin. Sing along and encourage the and then hand out the plasticine. Show the children how to
Flashcards 1, Festivals: pumpkin children to do the actions: they can curl up in a ball to make roll it into thin sausages to make ‘legs’ for their spider. When
Student’s Book 1 themselves short and round, point to their eyes and mouths, they are ready, hand out glue and show them how to glue the
Paints (red and yellow) and hold out their hands at the end as if asking for a treat. plasticine legs onto the spider’s legs. Give the children the
Paintbrushes tissue paper squares and show them how to glue them onto
Small containers to mix the paint Student’s Book the spider’s body. Finally, glue on the eyes. When the children
Pop-outs 1, Halloween Open the Student’s Book at page 89. Ask the children to identify have finished, help them to glue the legs behind the body and
Black plasticine the pumpkin, then review the parts of the face: thread a pipe cleaner through the hole. Hang the spiders up to
Glue decorate the classroom or let the children take them home at
T: Point to the (eyes).
Black tissue paper the end of the class.
Pipe cleaners Hand out the paints and paintbrushes. Ask the children to look
A sharp knife at the Flashcard and the pumpkin on display and tell them that
A candle and matches they are going to mix the paints together to make the right colour. Tidy-up and say ‘Bye-bye’
Some sweets Show them how to mix the red and yellow paint together to make
orange paint, drawing their attention to how the colours change.
Preparation Encourage them to name the new colour with you:
es.
Cut the tissue paper into 2cm x 2cm squar and join in with the song.
T/C: Orange.
Carve the pumpkin to make a pumpkin lantern. Light the candle
When they have made their orange paint, ask them to paint their inside and teach the children to say:
Wake up Ollie and say ‘Hello’ pumpkins.
T/C: Trick or treat!
children that Ollie is sleeping. Count to three and tell the children Give the children some sweets to celebrate Halloween.
to wake Ollie up. Extra Activity
C: One, two, three… Wake up, Ollie! Open the Student’s Book at page 90. The children make an back to sleep. Sing 1.5 Bye-bye Ollie!
orange handprint in the frame. Play 2.30 I’m a little pumpkin
(Instrumental) while the children work. T: Sssh, everyone! Ollie is tired. Bye-bye, Ollie! See you next time!
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Sing. Look and glue.
Christmas NAME:
Twinkle, twinkle, little star

Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are.
Festivals 91
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92 Christmas star Christmas
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Festivals
Christmas
Objectives
Talking about Christmas
Reviewing shapes Wake up Ollie and say ‘Hello’ Pop-outs Make Christmas decoratio
ns.
Ask the children to sit in a circle. Show the puppet and tell the Hand out the
Vocabulary children that Ollie is sleeping. Count to three and tell the children Christmas
Christmas, star
to wake Ollie up. Pop-outs and
Language C: One, two, three… Wake up, Ollie! tell the children
Follow the star. that they are
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Make Ollie going to make
Resources and Materials ‘whisper’ to you and say: Christmas
Teacher’s i-solutions 1 decorations
T: Ollie says he’s looking for a star. Can you see a star?
Puppet to hang in the
Teacher’s Audio Material 1, CD 1 and CD 2 Draw a star on the board to teach the new vocabulary, then Learn with Ollie 1
classroom or Christmas
Flashcards 1, Festivals: star encourage the children to look around the classroom to find the
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Student’s Book 1 star Flashcard. When they find it, praise them and then make
them to carefully pop out the templates.
Glue Ollie ‘whisper’ to you again. Say:
star stickers, Give out the glue and decorating materials. Tell the children
Decorating materials: glitter, crayons, small T: Ollie says he knows a song about a star.
that they can decorate their Christmas decorations however
sequins, tissue paper, paints, etc.
Play 2.31 Twinkle, twinkle, little star. Teach the children actions they wish. Remind them that they should be bright and shiny.
Pop-outs 1, Christmas
to go with the song: line one, twinkling fingers; line two, palms When the decorations are complete, help the children to thread
Pipe cleaners
upturned in a gesture of surprise; line three, pointing up at the sky: a pipe cleaner through the top of each one. You can then use
A torch
line four, making a diamond shape with their index fingers and them to decorate the classroom or Christmas tree and then
Preparation thumbs of both hands. For lines five and six they repeat the actions allow the children to take them home.
Hide the star Flashcard in the classroom for lines one and two. Play 2.31 Twinkle, twinkle, little star again,
for the children to find. and encourage the children to sing along and do the actions.
Student’s Book Play 1.4 The tidy up song. Call on volunteers to collect the
Open the Student’s Book at page 91 and ask the children to point materials and put them away. Encourage the children to tidy up
to the big star. Hand out glue and glitter and show the children how and join in with the song.
to put glue on the star and then sprinkle it with glitter. Help where
Play Follow the star with the torch. If possible, close the shutters
necessary, encouraging the children to be careful with the glue and
and play in the dark. Move carefully through and around the
stay within the outline of the star.
classroom and furniture, shining the torch and asking individual
children to follow you. Encourage the children to chant with you.
T: (Cristina), follow the star. (Hugo), follow the star.

Extra Activity
T/C: Follow the star.
Open the Student’s Book at page 92. The children use
crayons to colour the frame black and stick on star stickers to Continue until all the class are in a line following the ‘star’.
make a picture of the night sky. Play 2.32 Twinkle, twinkle,
little star (Instrumental) while the children work.
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Sing. Look and point. Paint.
Valentine’s Day NAME:
Little hearts
Little hearts,
Can you see?
Little hearts,
Point with me.
One for Daddy,
One for Mummy,
One for Baby too.
One for Sister,
One for Brother,
And here is one for you! Festivals 93
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94 heart mummy daddy brother sister baby Valentine’s Day
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Festivals
Valentine's Day
Objectives
Talking about Valentine’s Day
Reviewing names of members of the family Draw a star on the board, then point to the heart Flashcard and Pop-outs Make heart magnets.
draw a heart. Say:
Hand out the
Vocabulary T: This is a heart. Valentine’s Day
Valentine’s day, heart Pop-outs. Draw
mummy, daddy, brother, sister, baby Invite the children to come and draw more hearts on the board.
some hearts on
Repeat together with the children:
the board and
Language
T/C: This is a heart. give the children
This is a heart.
some ideas on
I love you, (Mummy). Explain that on Valentine’s Day we can give hearts to our friends
how they could
and family to show that we love them.
Resources and Materials decorate them,
Teacher’s i-solutions 1 Display the family Flashcards on the board and name the e.g. drawing
Learn with Ollie 1
Valentine’s Day
members of the family together:
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Teacher’s Audio Material 1, CD 1 and CD 2 T/C: Mummy, daddy… concentric heart shapes inside the outline. Let the children
Flashcards 1, Festivals: heart suggest their own ideas, too. Hand out the decorating materials
er, sister, baby Play 2.33 Little hearts. Sing along with the rhyme and put the
Flashcards 1, Unit 3: mummy, daddy, broth and let the children decorate their hearts, encouraging them
paper hearts (see Preparation) in the correct places, using Blu-Tack
Six paper hearts to be creative. When they have finished, show the children how
to stick them above or next to the corresponding Flashcard. to carefully pop out the heart shapes and help them to fix a
Blu-Tack
Give the final heart to Ollie. Remove the hearts and play 2.33
Student’s Book 1 piece of self-adhesive magnetic tape to the back of each. They
Little hearts again. Pause after each family member and ask one can then take their heart magnets home as gifts for
Red finger paints
of the children to place a heart next to that picture. Say with the
Pop-outs 1, Valentine’s Day their families.
ns, rest of the class:
Decorating materials: crayons, glitter, sequi
tissue paper, paints, confe tti, etc.
T/C: I love you, (Mummy).
Self-adhesive magnetic tape Tidy-up and say ‘Bye-bye’
A scarf to use as a blindfold Student’s Book Play 1.4 The tidy up song. Call on volunteers to collect the
Preparation Open the Student’s Book at page 93. Ask the children to point to materials and put them away. Encourage the children to tidy up
Make six paper hearts. and name the members of the family. Play 2.33 Little hearts and and join in with the song.
ask them to sing along and point to the pictures of the members
Tell the children to sit in a circle and ask for a volunteer to sit
of the family. Give out red finger paints and ask the children to
in the middle, blindfolded. Play 2.33 Little hearts and ask the
decorate the heart outline with their fingerprints.
Wake up Ollie and say ‘Hello’ children to pass the heart Flashcard around the circle. When you
Ask the children to sit in a circle. Show the puppet and tell the pause the track, the child holding the Flashcard hides it behind
children that Ollie is sleeping. Count to three and tell the children their back. Tell all the children to put their hands behind their
Extra Activity backs and then remove the blindfold from the child in the middle.
to wake Ollie up.
Open the Student’s Book at page 94. The children paint a The child in the middle must guess who is holding the Flashcard.
C: One, two, three… Wake up, Ollie! heart shape in the frame with finger paints. Repeat the game with different volunteers.
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. Use Ollie to
show the heart Flashcard and pretend that he whispers to you. Say:
T: Look. What has Ollie got? Let’s see. Ollie says he has found a
star. That’s not a star, Ollie.
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Sing. Count and circle. Glue.
Easter NAME:
Hot cross buns

Hot cross buns!
Hot cross buns!
One a penny,
Two a penny,
Hot cross buns!
Festivals 95
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96 hot cross buns raisins Easter
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Festivals
Easter
Objectives
Learning about Easter
Reviewing numbers 1-3 Show the hot cross buns and say: Pop-outs Make an Easter bunny.
T: Ollie has got hot cross buns for Easter. Explain to the
Vocabulary children that
Easter, hot cross buns, raisins Explain that on holidays we sometimes eat special food. Show the
the Easter bunny
children one of the buns and point to the different parts. Say:
brings Easter
Language
T: Mmm, delicious. It’s got a cross. And it’s got raisins. eggs and that
How many hot cross buns are there?
Display the hot cross buns Flashcard and ask the children to they are going
Resources and Materials point to the crosses and the raisins. Ask them to count the hot to make a bunny
Teacher’s i-solutions 1 because it is
cross buns:
Puppet Easter.
Teacher’s Audio Material 1, CD 1 and CD 2 T: How many hot cross buns are there?
Learn with Ollie 1
Easter
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acrylic paints and paintbrushes and tell the children to

Flashcards 1, Festivals: hot cross buns Play 2.34 Hot cross buns and sing along with the children. paint their empty juice carton. Next, give out the Easter Pop-outs
Butter Encourage them to hold up the corresponding number of fingers and crayons and tell the children to colour their bunny using
Paper plates and a knife for spreading when they hear the numbers in the song. whatever colours they like. Then show the children how to pop
Student’s Book 1
Cut up the hot cross buns and spread some butter on the pieces. out the pieces of the template and assemble them in the shape
Glue
Give each child a little piece to try. of a bunny. The toes should face upwards, so the bunny looks as
Black tissue paper
if it is sitting down. Show them how to glue the pieces onto their
Pop-outs 1, Easter
Student’s Book painted juice carton and give them a ball of cotton wool each
Small empty juice cartons (one per child)
to glue to the back of the carton to make the bunny’s tail. The
Acrylic paints Open the Student’s Book at page 95. Ask the children how many
children can take their Easter bunnies home to play with.
Paintbrushes hot cross buns they can see, then tell them to say and circle the
Cotton wool balls (one per child) correct number below:
Preparation C: Two. Tidy-up and say ‘Bye-bye’

children
Bring in some hot cross buns. Check if any Ask the children to think about the hot cross buns they have just Play 1.4 The tidy up song. Call on volunteers to collect the
have allergies befor e the class.
tried and see if they can tell you what is missing from the ones in materials and put them away. Encourage the children to tidy up
4cm x 4cm.
Cut the tissue paper into squares, approx. the picture. and join in with the song. Play 2.35 Hot cross buns (Instrumental)
a small empty juice
Ask the children to each bring and ask the children to dance. Pause the music and call out:
C: Raisins.
carton to class.
Give out glue and the squares of black tissue paper. Show T: One bunny!
the children how to scrunch the tissue into small balls and glue the The children put their hands on their heads like bunny ears and
Wake up Ollie and say ‘Hello’ ‘raisins’ onto the hot cross buns. hop once. Continue calling out numbers one to three at random,
Ask the children to sit in a circle. Show the puppet and tell the with the children hopping the corresponding number of times. Let
children that Ollie is sleeping. Count to three and tell the children some of the children have a turn calling out the numbers while the
to wake Ollie up. Extra Activity rest of the class do the actions.
Open the Student’s Book at page 96. The children draw Display the puppet. Tell the class that Ollie is tired and he is going
and colour a picture of a hot cross bun in the frame. Play back to sleep. Sing 1.5 Bye-bye Ollie!
Sing 1.1 Hello, Ollie! Tell the children to look at Ollie. 2.35 Hot cross buns (Instrumental) while the children work.
T: Look. What has Ollie got? Let’s see.
250
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Point and match.
Unit 1 Maths 251
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Look and colour.

252 Unit 2 Maths
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Point and colour.
Unit 3 Maths 253
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Look and colour.

254 Unit 4 Maths
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Point and match. Colour.
Unit 5 Maths 255
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Point and stick. Colour.

256 Unit 6 Maths
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Look and point. Circle.
Unit 7 Maths 257
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Point and trace. Colour.

258 Unit 8 Maths
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Look and match.
End of Term 1 Assessment 259
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Listen and trace.

260 End of Term 2 Assessment
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Listen and trace.
End of Term 3 Assessment 261
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Trace and match.

262 End of Year Assessment
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Trace. Count and match.
End of Year Assessment 263
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• Are you a girl or a boy? • Trace a line. • Trace the number one. • Colour the happy faces.
Stick on a Coloured Sticker.
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• Put a red sticker on Grandma. • Trace the number two. • Colour the apple red. • Colour the happy faces.
Put a blue sticker on Grandad.
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• Trace the number three. • Colour the cat orange. • Draw three spots • Colour the happy faces.
on the ladybird.
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T erm 1
Hello!
I can…
✹ Say ‘Hello’ and ‘Bye-bye’.
I have read these stories:
✹ Name classroom objects.
✹ Inside my backpack
✹ Name the parts of my face.
✹ I see monsters
✹ Talk about how I am feeling.
✹ Recognise the number one.

I have practised saying these sounds:
✹ s for snake
I can sing these songs:
✹ a for apple
✹ Hello! How are you?
✹ Point to the table
✹ Put your finger on the table I know about these values:

✹ Touch your nose ✹ I keep my classroom tidy
✹ I am happy ✹ I have feelings
267
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T erm 2
Hello!
I can sing these songs I have practised saying

and chants: these sounds:
✹ The finger song ✹ p for pencil
✹ Hello, Grandma ✹ i for iguana

I can… ✹ Show me one ✹ t for table
✹ Name the members of the family. ✹ Point to red
✹ Count to two. ✹ I like to eat

I know about these values:
✹ Name three shapes. ✹ Big and small
✹ I love my family
✹ Recognise three colours.
✹ I have friends

✹ Name and describe fruit.
I have read these stories: ✹ I eat healthy food
✹ Recognise the difference between
✹ The gingerbread man
big and small objects.
✹ Two little blue birds
✹ I’m a hungry fruit bat
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T erm 3
Hello!
I can… I can sing these songs

and chants:
✹ Name my toys.
✹ Put the ball in the box
✹ Describe where my toys are.
✹ I love my teddy bear
✹ Count to three.
✹ Name pets.
✹ Point to the cat I have practised saying
✹ Understand how to care for pets.
✹ I’m a little cat these sounds:
✹ Butterfly, butterfly ✹ o for octopus
✹ Identify insects.
✹ The ladybird ✹ c for cat
I have read these stories: I know about these values:

✹ Three in the bed ✹ I look after my toys
✹ I love my pet ✹ I can look after pets
✹ Walking in the garden ✹ I respect nature
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Term 1
Name:

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Term 2
Name:

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Term 3
Name:

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What is the purpose of Learn with Ollie?

What is the purpose of Learn with Ollie?

What are the three stages of language development?

What are the three stages of language development?

Contents

ES0000000027322 683505_TB_INTRO_ok_54859.indd 1 10/28/17 11:31 AM

Pre-production Early production Speech emergence

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Student’s Book with Stickers,

The Student’s Book contains 96 full-colour pages

Happy and Sad Stickers and Reward Stickers.

and act out the stories. Rebecca Williams Salvador

ES0000000027307 683354_Student-Book_1_46049.indd 1 01/03/2016 9:36:53

o od w o ES0000000027319 683479_Pop-outs_1_46020.indd 1 23/02/2016 12:25:04

a n ta s 13:46:24 13:46:56 13:46:17 11:31:23

17/12/2015 17/12/2015 17/12/2015 17/12/2015

6.indd 21 6.indd 23 6.indd 17 2.indd 3

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For the teacher

Sing. Point and

Teacher’s Book with PRE-PRIMARY

Vocabulary Let’s make a biscu

The Teacher’s Book contains easy-to-follow

teacher’s notes. These notes integrate

Photoco rial Photocopiable Worksheet1,UnitCD21Maths

all the material and resources from the mate

the nose. Now

Crayons the mouth…

Preparation the day. them at the end 086.indd gather round

course and offer carefully developed lesson

plans that ensure well-balanced classes.

Extra lessons and Photocopiable Worksheets

wish to devote more time to 68

a particular unit or lesson. ES000000002732

Flashcards and Flashcard Cube

and Songs CD. for game suggestions.

ES0000000027322 683505_TB_INTRO_ok_54859.indd 4 10/28/17 11:32 AM

ES0000000027322 683505_TB_INTRO_ok_54859.indd 5 10/28/17 11:32 AM

1 Each Unit Overview provides a detailed

Vocabulary covered. 7 Touch your nose

Key competences are referenced.

components and additional teaching Touch, touch, touch your ears,

9 List of key vocabulary for each lesson.

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Look and point. Glue.

ES0000000027307 ES0000000027307 683354_U2_23398_25040.indd 23 17/12/2015 11:30:54

12 Vocabulary, language and themes from the story Phonics 25

ES0000000027307 ES0000000027307 683354_U2_23398_25040.indd 26 17/12/2015 11:31:04

15 Children begin to work with initial sounds

ES0000000027322 683505_TB_INTRO_ok_54859.indd 7 10/28/17 11:32 AM

Look and point. Stick. All

which help young children develop good

18  ach All about me! lesson is accompanied by

Learn with Ollie 1 © Santillana Educación, S.L.

20 I’m a little pumpkin

Learn with Ollie 1 © Santillana Educación, S.L.

ES0000000027319 683479_PO1_34590.indd 17 17/12/2015 8:37:19

21 Pop-outs provide creative,

1 Each Unit Overview provides a detailed

Key competences are referenced.

9 List of key vocabulary for each lesson.

12 Vocabulary, language and themes from the story Phonics 25

15 Children begin to work with initial sounds

18 ach All about me! lesson is accompanied by

21 Pop-outs provide creative,

24 Children are assessed at

27 At the end of each term,

e d Fully interactive Posters

5 If you want to delete a picture from your

T/C: I’m a (boy).