Mariagrazia Bertarini ■ Martha Huber
S TORY GARDEN Teacher’s Book
1
■ Teaching suggestions for all the activities in the book
■ Language, grammar, culture tips and notes
■ Audio scripts
■ Syllabus planning by competences
■ Life Skills
■ Extension and supplementary activities
The pleasure of learning
Mariagrazia Bertarini ■ Martha Huber
The
S TORY GARDEN Teacher’s Book
1
Please note that this version of The Story Garden does not include audio CDs. All audio and video files are available in the Digital Book.
The Story Garden – Teacher’s Book 1
di Mariagrazia Bertarini and Martha Huber
© 2021 – ELI S.r.l.
P.O. Box 6 – 62019 Recanati – Italia
Tel +39 071 750701
Fax +39 071 977851 support@elipublishing.com www.elipublishing.com
Acknowledgements
Design and composition: Alessia Zucchi
Illustrations by: Elisa Enedino, Matteo Gaggia, Alessia Girasole, Ilaria Guarducci, Giovanni Lombardi, Giovanni Pierfranceschi, Elisa Rocchi, Marisa Vestita
Commissioned photography by: Danilo Maceratesi Studio
Printed by Tecnostampa - Pigini Group Printing Division
Loreto – Trevi 21.83.176.1
ISBN 978-88-536-3283-8
No unauthorized photocopying
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI.
This book is sold subject to the condition that it shall not, by way of trade or otherwise, be circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition being imposed on the subsequent purchaser.
While every effort has been made to trace all copyright holders, if any have been inadvertently overlooked, the publisher will be pleased to make the necessary arrangements at the first opportunity. Producing educational material is a complex procedure. While every effort has been made to ensure the correctness of our materials, experience has shown us that inaccuracies are still possible. Every comment or suggestion that we receive will be valuable to us and will allow us to improve our future publications.
The publisher would like to thank all the teachers who have commented on the course at various stages of its development.
Presentation
The Story Garden is a new primary school English course based on social and emotional learning.
• Equipped with the essential digital support, it conforms to the laws on digital and blended textbooks, effortlessly lending itself to both traditional and IWB classes.
• It follows the Common European Framework of Reference for Languages, guiding pupils to competence level A2
The course has six levels and fully adheres to the requirements of the Ministry of Education for school textbooks.
• It offers inclusive learning, mindful of the issues for pupils with Specific Learning Disorders (SLD) & Special Educational Needs (SEN).
The Teacher’s Book
The Teacher’s Book, which is full of teaching ideas and suggestions, is intended to give real and consistent support to the teacher and includes:
• A list of course components and indications about how to use them in class
• An introduction to the methodology and how to apply it
• Course features
• Unit-by-unit competence planning, with specific learning objectives and cross-curricular links
• Page-by-page instructions: each page in the course book corresponds to a page in the Teacher’s Book, which shows the Student’s Book’s page and highlights the skills, vocabulary and grammatical structures developed, as well as the materials needed to carry out the activities in class
• Teacher’s notes for all the activities in the course book, together with suggestions for additional games and activities
• Audio scripts
• Photocopiable worksheets for extension activities
• Tips, language, grammar and cultural points of interest, as well as games and rhymes
• A model letter to parents at the end of each unit, which aims to inform and involve families in their children’s progress in the English language enabling parents to participate in their children’s learning, a vital resource if appropriately targeted
• Tests which teachers can access when they go online to the Teacher’s Resource section of The Story Garden
INTRODUCTION
The Flip Book
The Flip Book can be used in class on an IWB or on a projector, or at home for homework and extra practice. It is also an essential support for blended learning. Each Flip Book contains:
• A browsable version of the whole Student’s Book
• A browsable version of the whole Teacher’s Book
• Digitalised activities
• Course audio scripts
• Songs, chants and their musical accompaniments
• Videos from the openers of each unit, the animated cartoons and the Living English sections
• Interactive revision paths with Mr Green
• Liquid book , the accessible, easy-to-read book
To activate the Teacher’s Digital Book, go to elidigitalhub.elionline.com, follow the instructions and use the access code at the front of the Teacher’s Book.
To activate the Student’s Digital Book, go to elidigitalhub.elionline.com, follow the instructions and use the access code at the front of the Student’s Book.
ELI LINK
ELI LINK is an application that can be downloaded for free from the AppStore (for iOS) or GooglePlay (for Android) on a smartphone or tablet. Thanks to ELI LINK, the material you see is enriched with multimedia elements that can be activated directly from a smartphone or a tablet. After downloading and launching the app, you can frame the page of your book and immediately access the connected video and audio content and the interactive exercises. Thanks to its technology, the ELI LINK tool is designed to increase productivity in class or at home, while saving time, as well as keeping students’ attention and involvement high. All the multimedia content of the course is in fact available at all times with one simple click from your mobile device.
Download the free ELI LINK App on a smartphone or tablet.
Launch the app, frame the video or audio icons on the paper page of your book.
Immediately access to audio and video content.
Lapbooks
Posters
Each level of the course comes with two educational posters, designed with pupils’ interests in mind.
The Story Garden 1: Classroom Language
The Story Garden 2: The Animal Kingdom, The Crossing Game
The Story Garden 3: The British Isles, Free Time Activities
The Story Garden 4: Time and Weather, Let’s Speak!
The Story Garden 5: In Town, What I Want to Be
The Story Garden 6: Time and Weather, Let’s Speak!
For levels 1-5 of the course there is a Lapbook, The Lapbook is extremely inclusive and relevant as it taps into all the sensory learning styles: visual, visual-verbal, kinaesthetic and auditory, thus facilitating not only SLD and SEN pupils, but aiding all pupils in the discover of their preferred learning style.
S N L L P P B o o
Methodology
“There
are only two lasting bequests we can hope to give our children. One of these is roots; the other, wings.”
William Hodding Carter II
This powerful quote from Carter encapsulates the spirit and the idea behind The Story Garden Tradition dictates that our roots are in the stories which give form to our social being and our cultural identity, and that in essence they provide us with the solid base from which to fledge our wings. The English language represents the wings which enable us to encounter and discover what is new in academic, scientific, artistic and social spheres. Not providing roots for our pupils is depriving them of a safe haven, clipping their wings and stopping them from realising their dreams and ambitions.
The competing pull of tradition and novelty is evident throughout this course through devices such as the juxtaposing of illustrations and photos, imaginary characters and real children, cartoons and the Living English culture section.
• In The Story Garden 1 most units present fairytales, well-known in many cultures, with very few variations, so that they can be recognised by pupils from all over the world.
• In The Story Garden 2 and 3, in addition to traditional fairytales and stories, there are some classic novels. The pupil’s development and personal growth are accounted for: those who need more time and those who are changing their reading tastes and are starting to hone their skills in reading the messages behind a story.
• In The Story Garden 4, 5 and 6 the units take inspiration from great classics: novels, epic poems and legends.
From the enormous choice available, an attempt has been made to vary the setting of the stories, so in each volume, from the first to the fifth year, there are some English stories or stories by British writers.
• In level 1: Goldilocks and the Three Bears
• In level 2: Jack and the Beanstalk
• In level 3: The Lost World, Robin Hood, The Jungle Book
• In level 4: Peter Pan in Kensington Gardens, Gulliver’s Travels, Treasure Island
• In level 5: Frankenstein, King Arthur, The Adventures of Sherlock Holmes
• In level 6: Huckleberry Finn
The Heart and Mind Approach
The Story Garden is based on the Heart and Mind Approach, or emotional learning which creates synergy between cognitive and emotive aspects, both for pupils and teachers.
The conviction that emotions and thoughts are contrasting phenomena comes from a long philosophical and scientific tradition which holds that emotions are linked to sentiment and physical sensations, whilst thought is linked to logic and the mind. However, thanks to sophisticated technology such as functional MRI scans, it has been scientifically shown that things are not at all like that. Emotions and thoughts are dynamically intertwined both from a neurological and a psychological point of view. Emotions and thoughts don’t only interact, their integration is vital to learning.
The activities in The Story Garden have a meaning and an aim, so that pupils can learn to view the English language for what it is in reality: a system of signs and sounds which is required to communicate emotions, needs, information, and not simply a group of grammar rules and words to be memorised.
The pupil is gradually guided to undertake tasks, which not only focus on a language sphere, but also on a cultural and social sphere. This process requires both knowledge and know-how, and brings a sense of realism to what has been learnt.
Competences in The Story Garden
Teaching competences is considered vital in today’s school system. Competences are defined as “the proven ability to use personal, social and/or methodological knowledge, skills and abilities, in work or study situations and in professional and personal development”.
The Story Garden effectively applies these guidelines on the development of competencies set out in the national curriculum, offering a learning pathway orientated towards critical thinking, collaboration and autonomous and creative personal expression. In particular:
1 Communication in first language (L1): In The Story Garden, L1 aids in the comprehension of the stories presented. In fact, it is considered useful to tell the story to the pupils in the original version (in L1) before diving into the retelling of the stories presented in each unit.
2 Communication in second language (L2): The course fully develops this competence, guiding the pupils to reach the final CEFR level A2.
3 Mathematical competences and basic competences in science and technology: The course provides activities to develop logical-mathematical skills and, through the CLIL pages presents the themes of environmental, food, science and technology education.
4 Digital competence: This competence is activated through the Flip Books and through their digital contents both in terms of Internet research and the Real Task sections.
5 Learning to learn: The activities in the units, the pages in the Learning to Learn section and the self-evaluation pages, all aim to help pupils gain a gradual awareness and autonomy in the process of learning English.
6 Social and civic competences: These competences are practised through the many different social interaction activities in pairs and in groups in each unit.
7 Sense of initiative and inventiveness: These are developed during the execution of Real Tasks, when carrying out Make & Play tasks.
8 Knowledge and cultural expression: The Living English pages offer pupils the chance to discover the culture and traditions of English-speaking countries, encouraging intercultural dialogue and understanding.
In each unit of the course, this knowledge is transformed into skills through guided exercises and competences gained through semi-structured and freer activities, up to the Real Tasks, which enable teachers and pupils to evaluate the competence levels reached.
Competences developed in each unit are not however self-contained, but are amplified in concentric circles until they form a solid base of competences.
Evaluating competences
The evaluation of competences achieved can be undertaken through:
• The Real Tasks, which make it possible to use knowledge and activate skills to develop competences.
• Continuous assessment of the process that a pupil uses to demonstrate his/her competences.
• These aspects of evaluation are considered in specific activities in The Story Garden and are described in the section on course features.
Objectives for the development of competences
The objectives for the development of competences by the end of primary school, established in the the national curriculum 2012, equivalent to the Common European Framework of Reference for languages of the European Parliament and Council (2006) are as follows:
• Pupils can understand short oral and written messages about familiar subjects.
• Can describe orally or in writing, in simple terms, aspects of their everyday lives, their environment and their immediate needs.
• Can interact through play, communicate in a clear way, also with learnt expressions or sentences, in simple or routine information exchanges.
• Can undertake tasks following instructions given by the teacher in a foreign language, asking for explanations if needed.
Educational
objectives at the end of year 3
KNOWLEDGE
Basic vocabulary about everyday life.
Correct pronunciation of common words and phrases learnt.
Simple and everyday communication structures.
SKILLS
Listening (oral comprehension)
Can understand words, instructions, expressions and sentences of everyday use, pronounced slowly and correctly about self, friends and family.
Speaking (oral production and spoken interaction)
Can produce significant sentences referring to familiar things, places, people and situations. Can interact with a friend for presentations and/or in games, using learnt expressions and phrases, adapted to the situation.
Reading (written comprehension)
Can understand postcards, notes, short messages, preferably accompanied by visible or auditory support, understanding words and sentences already learnt orally.
Writing (written production)
Can write words and simple sentences for everyday use, relating to classroom activities and personal or group interests.
SPECIFIC COMPETENCES
Can understand sentences and expressions of frequent use, relating to immediately relevant spheres, in spoken interaction, when watching multimedia content, or reading texts.
Can interact orally in everyday situations, exchanging simple and direct information about familiar topics or routines, also using digital tools.
Can undertake written interaction, also in digital form and online, to express information and feelings, simple aspects of everyday life and the environment, and immediate personal needs.
• Can identify some cultural elements and understand the relationship between language forms and use of a foreign language.
Educational objectives at the end of year 6
KNOWLEDGE SKILLS
Basic vocabulary about everyday life.
Use of a bilingual dictionary.
Basic grammar rules.
Correct pronunciation of words learnt or used everyday.
Simple writing of short messages, notes, informal letters.
Basic aspects of society and culture of countries in which the language is spoken.
Listening (oral comprehension)
Can understand dialogues, instructions, expressions and sentences and can identify the general theme of a conversation when talking about familiar topics. Can understand short multimedia texts, identifying key words and the overall sense.
Speaking (oral production and spoken interaction)
Can describe familiar people, places and things. Can refer to simple information relating to a personal sphere. Can interact in a comprehensible way with a friend or a known adult, using expressions and sentences suitable for the situation.
Reading (written comprehension)
Can read and understand short and simple texts, preferably accompanied by visual support, getting the overall gist and understanding familiar words and sentences.
Writing (written production)
Can write in a clear and comprehensible way messages to present yourself, wish somebody happy birthday, thank or invite someone, ask or give information.
Reflect on the language and on the learning process
Can distinguish between pairs of words with similar sounds.
Can look at words and expressions in context and understand their meaning.
Can observe the structure of sentences and relate form with communicative intention.
SPECIFIC COMPETENCES
Can understand frequently used sentences and expressions of immediate relevance in spoken interaction or by watching multimedia content, or reading texts.
Can interact orally in everyday situations, exchanging simple and direct information about familiar topics or routines, also using digital tools.
Can interact in writing, also in digital form and online, to express information and feelings, simple aspects of everyday life and the environment, and immediate personal needs.
Inclusive learning
Inclusive learning enables and facilitates pupils to develop their full potential and abilities.
Inclusive learning does not discriminate against, but accepts and values difference, creating learning environments suitable for everyone.
The Story Garden uses strategies to ensure inclusive learning by reinforcing:
• Differentiation of style, form and spacing
• Peer mentoring
• Different intelligences and learning styles
• Logical-visual strategies
• Metacognitive development
• Proactivity and self-confidence
The Story Garden 1
Course features
Vocabulary
Each unit opens with the first lexical group, presented in the context of a scene from the chosen story , aimed at stimulating pupils’ interest in the topic and promoting emotional learning.
From level 2 onwards, there is a second lexical group presented in each unit, with links to the first lexical group.
Songs
Songs enable pupils to produce a wide range of structures and a rich variety of words in a natural and spontaneous context
The music also aids memory , teaches pupils to use both cerebral hemispheres and is adaptable to different learning styles (visual, auditory, kinaesthetic). Music also helps create an atmosphere in which it is possible both to relax and concentrate, and enables pupils to express emotions and feel a sense of belonging to the group, thanks to the participation of all pupils in the activity.
It is well known that songs also enable us to feel positive energy and a sense of harmony and serenity, which promotes a positive environment for learning.
The songs were written with the singing and language ability of pupils from different year groups in mind. In the first year, the singing range required is limited to reflect their ability. Each year the singing range required for The Story Garden songs is increased, to reflect the changes in the pupils’ speaking ability, according to age and development.
Particular care was given to the choice of the musical arrangement : we wanted to avoid ‘babyish’ songs; on the contrary, the sounds and rhythms chosen for the course songs directly echo the kind of music that today’s pupils listen to themselves.
The song at the beginning of each unit is presented in two versions: with singing, or as karaoke. In the latter case, the melody will help pupils to sing.
Cartoons
Cartoons involve all the senses and are, therefore, effective with pupils of any learning style: visual, auditory, kinaesthetic or verbalvisual.
The cartoons are inspired by the stories presented in each unit, adapted to create modern reading
They aren’t extracts taken from the original stories or total retelling, but variations on a theme, which maintain the main sense of the works they are inspired by. The reason for this choice is a desire to encourage pupils to read the classics and create their own
The Story Garden 1
personal knowledge that they will be able to look at again, until they become proficient in relating to others (life skills), predicting events (critical thinking) and reacting (emotional intelligence), and above all proficient in communicating in English and become a citizen of the world.
With carefully graded language, the stories in The Story Garden have several layers of meaning: they are funny , but they also convey moral values beyond their language content.
How to get the most out of the cartoon stories
From the first volume onwards, immediately after the story is the instruction: Act out the story. This implies a precise methodology, avoiding the usual translation of the stories presented from English into the pupil’s own language: translation takes place from the English language to the ‘acting out’ combined with the English sounds. Pupils learn the meaning of what they hear and see written down, not through the literal translation of words or sentences, but by assimilating the sentences and sounds association within a particular communicative context. To get the most out of the stories linguistically, it is suggested that teachers follow these steps in this order:
• Listen to and watch the video
• Act out the story
• Go back to the text to learn the written form (from year 2 onwards)
The procedure generally follows these phases:
1 Warm up
• Ask the class to look at the pictures and predict the cartoon story.
• Ask pupils to identify the key words in the cartoon, to gain overall understanding of the text, write them on the board and highlight them to the class.
2 Listen
• Invite the class to follow the story in their books, watch the story on the IWB video, or listen to it on the CD.
• Read the story from the book, miming the different scenes, changing your voice to model the correct pronunciation of the words and the intonation of the sentences in English.
• Show the video again and ask pupils to focus on what they see: the characters’ expressions, backgrounds and colours.
• Invite pupils to listen to the story with their eyes closed and imagine as many details as possible of what they have seen and heard.
3 Mr Green’s tip
• Stimulate pupils’ critical thinking by asking what the cartoon means: what it is trying to say to us.
• Read the guide’s advice or saying. Ask pupils: Do you agree? Can you think of an alternative?
4 Listen and sing
• The song after the cartoon in the first three levels retraces the story highlighting the listening mode. This will suit auditory learners who will enjoy this activity. Pupils with different learning styles, largely visual, visual-verbal or kinaesthetic, will be able to experiment in an enjoyable way.
5 Act out
• Watch the video for a third time and ask pupils to repeat the dialogues. You can monitor whether you need to repeat and model the lines or to let pupils say the lines spontaneously.
• This is the ‘translation’ phase of the story, as previously mentioned: it is a translation of the English language into the language of gestures, avoiding the usual translation into pupils’ L1.
• This translation model aids comprehension of the story at a deeper level than simple translation from one language to another could provide, as it involves the pupil’s entire body and emotions.
• At this point invite pupils to speak, using their books. You can choose one of two methods: either all the pupils can say the lines of all the characters, changing their voices as appropriate (choral reading) or each pupil can choose a character to voice (selective reading); in the latter case you should invite them to make gestures, and assume the appropriate expressions and intonation.
• An extension activity could be to divide pupils into groups, learn the story by heart and act it out for the class. It is a good idea to encourage pupils to make improvised props or masks to contextualise the story in a more realistic way.
The four skills
The learning path of The Story Garden integrates all the four language skills: listening, speaking, reading, and writing. In year 1, reading is intuitive and largely supported by images, and writing is copying words to give pupils a sense of achievement. The skills work progresses in subsequent levels and at levels 4 and 5 the final two pages of each unit are totally dedicated to developing skills.
CLIL
In all the units of each volume of The Story Garden (one page per unit in the first two levels, two pages in subsequent levels) there are CLIL sections, dedicated to intercurricular links between English and other subjects. These can serve as support or extension activities to the course or can be used independently. The topics covered use specific vocabulary and are in line with the ministerial curricula for each school year.
The aim of the CLIL section is to introduce the idea of a foreign language as a vehicle to learning in a simple and natural way, guiding the pupils along a pathway which will take them from describing things using a new instrument and really living the experience, whilst redefining, re-establishing and reorganising knowledge, thanks to the internalisation of a different point of view, which gives a global dimension for each individual.
The sections present short intercurricular pathways, using English as a functional vehicle for everyday experiences, stimulate curiosity, research and discovery, which interact with other types of education and with particular subjects, widening and improving the quality of the learning process for the pupil. In these pages pupils will also find Mr Green’s messages, which form the value pathway in which pupils are given advice on how to be happier with themselves and live happily with other people.
The Story Garden 4
The Story Garden 3
Make & Play
In the lower level books, these pages are presented as a laboratory which conclude the CLIL pathways and aim to activate creative processes and provide new input to enhance and deepen the motivation to use English inside and outside school.
This activity puts into play, strengthens and develops not only creativity, but also pupils’ informal knowledge and skills, contributing greatly to their knowledge of the world
Making and building, or producing a graphic-manual composition require an intense metacognitive effort, or a reflexion on one’s own thinking processes, which reflects in a concrete and tangible way to the metacognitive phases of language interaction. The manual task visibly reflects a process which involves:
• Comprehension of an oral or illustrated text (instructions)
• Forming hypotheses (if I do it this way, I will achieve this result)
• Designing projects
• Planning
• Organising
• Reorganising your skills and knowledge
• Testing if the creation works (Does it work? If if doesn’t, where did I go wrong?)
• Self-evaluation of the process
Living English
• Self-evaluation of the outcome in terms of how much enjoyment, personal satisfaction and gratification there is (Am I happy with what I’ve achieved?)
Living English is the section on culture and society, which is presented from the start of the learning pathway. In the first two levels of The Story Garden the Living English pages present situations that pupils are familiar with and transpose them into English-speaking cultures. The culture pages at this level offer an awareness that the English language isn’t only a game, fantasy or school activity, but a world language that other children use to express and share their daily lives, feelings and themselves. The English language crosses the borders of the school and becomes an instrument to communicate and make friends with the world. In the last four levels of The Story Garden, the Living English pages broaden their horizons, as pupils’ interests and curiosity grow, and they start to take in the whole world. Living English becomes a starting point to learn about British traditions and at the same time, shows how a little knowledge can bring people from different cultures and ethnicities together, and how important and incredible it is to use this to become a citizen of the world. This can only happen through English, shared throughout the world. Pupils are stimulated to find out about things which they are curious about and are motivated to use English to find answers.
The Sound Game
The Sound Game is a phonetic section in each unit of the course, from year 2 onwards. It is a collection of phonetic activities and exercises with phonemes and common sounds in the English language. The consonants p , b , d , h , n , t , d , j , s , sh , th , the monopthongs and diphthongs are presented in minimal pairs, through games and tongue twisters, allowing pupils first to imitate and then to consciously internalise the L2 sounds. Particular attention is given to sounds which are difficult to tell apart for pupils with different L1s and SEN pupils.
Life Skills
Linked to competence-based learning are the life skills , or the psycho-social skills, defined by the Department of Mental Health of the World Heath Organisation (WHO) in 1993, as “the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life”. Techniques to promote health education, workable in a school environment include:
• Decision-making skills
• Problem-solving skills
• Creative thinking
• Critical thinking
• Effective communication skills
• Interpersonal skills
• Self-awareness skills
• Empathy
• Coping with emotions
• Coping with stress
The list has been updated with more precise subdivisions, to identify key competencies and skills for the 21 st century.
Real Task
There are different types of Real Tasks in the course book. They are simply tests when they only involve English, but are truly ‘real tasks’ when they involve other subjects.
You can recognise a real task by the fact that pupils are asked to deal with challenging, complex or new situations, as close as possible to real life, using knowledge and skills already gained and applying procedures and thought processes to contexts and environments which are different from those they are used to facing in class.
Tasks may sometimes be based on only one subject, but in general they tend to invite pupils to integrate different lessons learnt to find solutions in an independent way. The solution to the problem (real task) represents the pupil’s final product on which the teacher can base his/her evaluation.
Unit 1
HELLO, LITTLE RED RIDING HOOD! HOOD!
Pupils immediately encounter a familiar character, possibly the first protagonist of a traditional fairytale that they have ever met through the stories their parents and grandparents have told them.
This choice further promotes the conviction that you learn a foreign language just as you do a first language, in a natural way, by listening, repeating, playing and getting a feel for it.
The cartoon presented throughout this unit is Little Red Riding Hood, who is no longer eaten by the wolf but comes back to tell children of her own age how she recognises danger, and that when she meets the wolf, the only sensible thing to do to run away!
She is very bright and will teach the class lots of things, like how to recognise and name numbers up to 10, learn the words for colours and play games with colours and numbers together.
Little Red Riding Hood will teach the class how to say no, and to express their true feelings about this new means of communication: the English language.
You can treat Unit 1 like an entry test to observe and evaluate the previous knowledge of pupils who may have already played games in English in infant school.
Learning objectives
Knowledge
Numbers 1 to 10
Colours
Simple classroom instructions
Skills
Identifying numbers and colours
Listening to and understanding instructions given through mime and in games
Understanding and following instructions and procedures
Recognising and reproducing L2 sounds and rhythms
Asking and responding to simple questions
Developing manual dexterity
Vocabulary
one, two, three, four, five, six, seven, eight, nine, ten black, white, yellow, green, orange, pink, purple, brown, red, blue
Communicative structures
Look at…
Who is it? It’s…
Yes! No!
Hello! Goodbye! Great!
Intermediate goals in the development of competences
Basic competences (English language skills axis)
Understanding and responding to an informal greeting
Knowing how to say your name
Understanding and following simple instructions in class
Identifying colours
Counting to ten
Listening to and understating an illustrated story read out loud by the teacher or on multimedia
Singing and miming a song or a chant
Key competences
Communicating: understanding verbal and non-verbal messages
Collaborating and participating: maintaining positive relations with classmates; respecting established rules in individual and group work; recognising the elements and characteristics of other cultures
Problem-solving: using logic to work out what you need to do
Learning to learn: reusing what you've learnt in new contexts
Planning: creatively transferring language learnt into actions
Life skills
Self-awareness
Developing critical thinking
Managing feelings: winning, losing, competing
Activities
Singing and miming a song
Distinguishing language elements when listening
Using the language learnt through games
CLIL
Social skills: following spoken instructions
Living English
Approaching new experiences positively
Interpersonal skills
Creative thinking
Listening to and understanding a short story
Acting out a story
Make & Play The Wolf Mask: following procedures to make fun things
Using the English language in real, authentic and emotionally-inclusive tasks
Subject links
Music: recognising different voices and matching them with different characters; recognising and reproducing musical rhythm; reproducing intonation
History: understanding whether actions and situations happen in succession or simultaneously
Art and images: reusing things creatively; depicting an animal graphically
Maths: matching alphanumeric symbols and
Support
Materials
The Story Garden 1 pp. 4-15
Activity time pp. 78-85
Easy English pp. 106-109
Audio CD
Flashcards
Photocopiable worksheets n. 2-4
Classroom language poster
quantities; completing a sequence; making hypotheses and predictions
Physical education: remembering and reproducing a sequence of movements; using the body and movements to act out real and imaginary communicative situations; moving to a rhythm; understanding gestures
Equipment
Usual daily classroom kit
For Make and play The Big Bad Wolf Says Game: paper plates, tissue paper, cardboard, elastic
HELLO, LITTLE RED RIDING HOOD! HOOD!
We learn to
• Interpret an image
• Follow oral instructions
• Name numbers and colours
• Sing a song
Vocabulary
• flower
• one, two, three, four, five, six, seven, eight, nine, ten
• black, white, yellow, green, orange, pink, purple, brown, red, blue
• Bye-bye!
Structures
• Look!
• Point to...
Equipment and resources
• Student’s Book
• Audio CD
• Flashcards of numbers and colours
• IWB if available
• Photocopiable worksheet n. 2
Pages 4 and 5
Greet the class with the rhyme at the beginning of the lesson:
Hello, hello, how are you, I’m so happy to see you!
Continue, saying: Hello, boys and girls!
Point to the boys when you say boys and to the girls when you say girls.
Life skills: Self-awareness
Name the girls, too, when you greet them. Inclusive language is extremely important in English-speaking countries, as it is here.
Tell the class that today, Mr Green is taking them into the world of Little Red Riding Hood , where they're going to meet... the Big Bad Wolf!
Don´t worry, Little Red Riding Hood is going to teach them how to recognise him and stay away from him! Using the IWB or holding the book up so everyone can see, show the image on page 4 of Little Red Riding Hood and the wolf. Ask the class to open their books at page 4, saying: Open your book at page 4. Go around the class to help pupils to find the correct page. Then ask them to look at the scene and tell you what is happening. Ask who the little girl is, where she is and what she is doing.
Say: Look: a girl! Who is she? She’s Little Red Riding Hood.
1 Listen and say the number. 4
Use the flashcards to present all the number and colour vocabulary.
Often pupils will already know numbers and colours in English. However, you can revise and practise them by putting the colour flashcards around the class and saying: Point to yellow! Point to red!...
Now turn to the activity in the book.
Ask pupils to: Listen and say the number.
The pupils listen to the colour on the first audio track and say the corresponding number.
Do the first one to check the pupils know what to do.
Audio script 4
black – white – yellow – green – orange – pink –purple – brown – red – blue
Key competences: Communicating Pupils can understand oral messages.
Use the IWB if available to show the scene in the Flip Book. The pupils will find the presentation in the form of an animated cartoon engaging.
2 Listen and find. 5
Mime the actions for listen and find and say: Listen and find.
Play the audio track. Pupils should point to the flowers of the colour they hear in the Little Red Riding Hood scene on page 4.
Check the pupils understand the activity and praise them.
Audio script 5 yellow orange pink green
Tell the class: Look at me and say.
Hold up one flashcard at a time and ask: What number is it? What colour is it?
Elicit replies from pupils.
Language tips
Pupils often have difficulty pronouncing the sound r in English as it is very pronounced in many languages, whereas it is often a barely perceptible vibration in English.
Attention should be paid to the pronunciation of: morning /ˈmɔːnɪŋ/ colour /ˈkʌlə/ number /ˈnʌmbə/
3 Listen and sing. 6-7
Before listening to the song, put the flashcards around the classroom and say: Now, listen and look at me! Play the song and accompany it with mime and gestures. When the colours are named, point to the corresponding flashcard in the class.
After listening once, invite pupils to sing along with the audio track, then you can use the karaoke track with pupils singing along to the musical base.
Colours and numbers 6-7
1 – 2 – 3 – 4 – 5 (point to the numbers)
Hello, hello, hello! (say hello)
6 – 7 – 8 – 9 – 10
Hello, hello again! (twice)
Black and white (point to the flashcards around the class)
Yellow and green
Orange and pink
Purple and brown
Red and blue
Lots of flowers
Red and blue
Flowers for you!
1 – 2 – 3 – 4 – 5
Bye-bye, bye-bye, bye-bye! (turn to wave goodbye)
6 – 7 – 8 – 9 – 10
Bye-bye, bye-bye again! (twice)
Watch out, Little Red Riding Hood
The big bad wolf is in the wood! (put your hands over your mouth as if you were afraid)
As reinforcement, hand out photocopiable worksheet n. 2, so that pupils can trace the words and colour the flowers in the correct colours.
HELLO, LITTLE RED RIDING HOOD! HOOD!
We learn to
• Colour things according to the numbers
• Trace a word in English
• Read by intuition
Vocabulary
• one, two, three, four, five, six, seven, eight, nine, ten
• black, white, yellow, green, orange, pink, purple, brown, red, blue
Structures
• Point to...
• How many?
Equipment and resources
• Student’s Book
• IWB if available
• Photocopiable worksheet n. 3
Page 6
Before doing the activities in the book, greet pupils with the rhyme you have already used in previous lessons, and which could become the theme song for opening each lesson.
Hello, hello, how are you, I’m so happy to see you!
Pupils can recite the rhyme in pairs to their friends.
Key competences: Collaborating and participating
Pupils maintain positive relationships with classmates.
4 Colour, trace and read.
Show pupils page 6 on the IWB, or hold up the book for everyone to see, and say: Open your book at page 6.
Go around the class, helping pupils to open their books at the correct page if necessary. Before starting the activity, quickly revise the numbers and colours, asking questions like: What colour is number 2? What colour is number 8? Elicit pupils’ replies.
Repeat this procedure for all the colours. When you think pupils are ready, you can progress by introducing the questions: How many blue flowers are there? How many red flowers are there? Elicit replies from pupils showing the line of flowers and counting with them either on the IWB or in the book.
Now invite the whole class to do the activity, only colouring in the number of flowers indicated, then tracing the words and reading them intuitively.
Hand out photocopiable worksheets n. 3 as reinforcement for fast finishers.
Teaching tips
To help pupils learn the colours, you can recite and mime this simple rhyme: One, two (counting on your fingers) hello to you (wave hello) three, four (counting on your fingers) close the door (mime closing the door) five, six, seven, eight (counting on your fingers) hurray, hurray (jump up with your arms in the air) nine, ten (counting on your fingers) hurray again! (jump up again)
We learn to
• Listen and colour
• Complete logical sequences
Vocabulary
• green, red, yellow, brown, purple, orange
• one, two, three, four, five, six
Structures
• The big bad wolf is running.
Equipment and resources
• Student’s Book
• Audio CD
• IWB if available
• Lapbook
Page 7
5 Listen and colour. 8
Show pupils page 7 on the IWB or hold the book up for everyone to see and say: Open your book at page 7.
Show the class the image of the wolf running and say: Look! The big bad wolf is running. Mime running. Ask pupils where the wolf is running. Let them discuss their ideas. Briefly revise the colours using the flashcards. Show them to the class, saying: What colour is it?
Elicit their replies.
Now ask pupils what colour the wolf’s T-shirt is by listening to the audio track. Say: Listen and mime the action listen and colour , pretending to colour with a colour pencil. Start the audio track. Go around the class encouraging pupils to do the task.
Audio script 8
one – green two – red three – yellow four - brown five – purple six – orange
The digital activity can be carried out as a class test.
Teaching tips
Pupils will need to listen to the audio track more than once. Tell them that they will hear the track three times. The first time for comprehension, the second time to do the task and the third time to check or correct their work.
6 Complete and say.
Ask pupils to complete the sequence saying: Colour and complete.
Key competences: Problem-solving
Pupils can use logic to work out what to do.
Then invite them to say the colours, saying: Now say the colours.
HELLO, LITTLE RED RIDING HOOD! HOOD!
We learn to
• Represent and describe things with colour
• Read intuitively
Vocabulary and structures
• one blue flower, two yellow flowers, three red flowers, five purple flowers, six orange flowers, seven green flowers
Equipment and resources
• Student’s Book
• Colours
• Audio CD
• IWB if available
• Photocopiable worksheet n. 4
Page 8
7 Read and draw.
Ask pupils to: Open your book at page 8. Go around the class, helping pupils to open their books at the correct page if necessary. Using the IWB or holding up the book for everyone to see, point to the image of Mr Green at the bottom of the first activity and say: Look! It’s Mr Green. Hello Mr Green.
Ask pupils to do the task. Explain that they will have to draw the correct number and colour of flowers in the frames. Do the first one together as a class to build confidence. Say: Read and draw. Say: One blue flower and draw one blue flower in the first frame. Then let the class continue the task alone, checking their work.
When introducing the plural of nouns, it is not necessary to explain the rules to the class at this stage, they just need to listen and assimilate it.
You can give the digital task as an example, to help them understand the instructions, or they can do it at the end as a class test.
Life skills: Critical thinking
Help pupils to collect and analyse information and useful hints to carry out the task.
Teaching tips
8 Listen and check. 9
Ask the class to listen and check their answers, saying: Listen and check.
Audio script 9 one blue flower three red flowers two yellow flowers five purple flowers six orange flowers seven green flowers
Reading instructions to exercises with the class is important to ensure that pupils assimilate this habit. Reading instructions superficially or inattentively is often the reason for not completing a task successfully.
Key competences: Learning to learn Pupils reuse what they've learnt in new contexts.
Photocopiable worksheet n. 4 can serve as reinforcement for fast finishers
We learn to
• Reuse learnt vocabulary and structures in the new context of a motivating group game
• Welcome and say goodbye to someone
Vocabulary
• hello, bye-bye
Structures
• Who is it?
• It’s…
Equipment and resources
• Student’s Book
• Audio CD
• IWB if available
Page 9
9 Listen and play The Knock Knock Game. 10
Invite the class to play a game: Let’s play the Knock Knock Game!
Ask pupils to look at the pictures and work out how to play the game.
After listening to their ideas, explain that the aim of the game is to say goodbye or to welcome someone, depending on whether you like them or not (in this case the wolf and Grandma).
Listen to the audio track, saying: Listen carefully!
Start the audio track, stopping it after each sentence so that the class can repeat it.
Say: Listen and repeat. Play the track as many times as necessary for the class to understand.
Audio script 10
Girl 1: Who is it?
Boy 1: It’s the big bad wolf!
Girl 1: Bye-bye, big bad wolf!
Boy 2: Who is it?
Girl 2: It’s grandma.
Boy 2: Hello, Grandma.
Now ask two pupils at a time to play the game.
Key competences: Collaborating and participating Pupils learn to respect established rules in individual and group work.
Life skills: Managing feelings
Invite less confident pupils to play too, but give them more time to prepare. Always praise them to help them manage and overcome their feelings when doing tasks they initially find difficult or very challenging.
Language tips
Knock is an onomatopoeic word which comes from the verb to knock and the noun a knock Pupils love these types of words and English has lots of them. Here is a list of common ones: buzz (the sound a bee makes) croak (the sound a frog makes) cock-a-doodle-doo (the sound a cockerel makes) roar (the sound a lion makes) tweet (the sound a bird makes) yawn (when you open your mouth when you are tired)
smack (the sound you make when you kiss) clap (the sound you make when you clap your hands)
ring (the sound a bell makes)
slam (the sound a closing door makes)
HELLO, LITTLE RED RIDING HOOD! HOOD!
We learn to
• Listen to and understand a cartoon by looking at the pictures and the words associated to them
• Act out a cartoon
Vocabulary
• wolf, Mum, wood
Structures
• Watch out!
• What’s your name?
• My name’s…
Equipment and resources
• Student’s Book
• Audio CD
• Mr Green finger puppet
• IWB if available
Pages 10 and 11
Watch out for the wolf! is the first message Mr Green pulls out of his pocket and reads to pupils. The puppet has a pocket where you can put his valuable advice each time he gives it to the class. Pupils sometimes feel invincible and ready to react, but this can be extremely dangerous behaviour and the best thing to do in the face of danger is to run away!
10 Listen to the story. 11
Ask the pupils to listen to the story in their book or on the IWB video.
Each cartoon uses the words and structures on which each unit is based.
They are oral texts that pupils recognise and have already practised.
This will reduce the tension of dealing with new things, and help pupils to feel more relaxed about approaching different or more challenging types of activities.
To ensure pupils concentrate and don’t interrupt the activity, let them look at and comment on the cartoon before listening.
Say: Now listen to the story. Or: Let’s watch the cartoon.
Start the audio, stopping after each scene to ask pupils
to repeat the words and mime the actions. Say: Now listen and mime. Repeat the procedure with the whole text.
Life skills: Approaching new experiences positively
The structured presentation of the cartoon will help pupils to approach new types of texts and the activities which follow them with confidence.
The animated cartoon in the Flip Book can be shown to pupils before they do the comprehension activity, or as a memory test in preparation for the acting out stage.
Audio script 11
Mr Green:
Hello children, it’s me, Mr Green! Listen to the story.
Watch out for the wolf!
Little Red Riding Hood: Bye-bye, Mum!
Mum: Bye-bye, Little Red Riding Hood!
Watch out! The big bad wolf is in the wood!
Little Red Riding Hood: A red flower. Two pink flowers. Three blue flowers.
Oh!
Wolf: Hello, Little Red Riding Hood.
Little Red Riding Hood: What’s your name?
Wolf: My name’s Mr Wolf.
Little Red Riding Hood: The big bad wolf?
Wolf: Yes, I’m the big bad wolf! Roar! Ouch!
Little Red Riding Hood: Bye-bye!
Teaching tips
Listening to L2 requires high levels of concentration and pupils will often make comments such as: I don’t understand! What did he/she say?
Before listening, explain to the class that it’s important to remain silent while listening, because if they talk they will distract their classmates, too. Reassure them that they will hear the audio three times, so if they don’t understand the first time they will have two more chances.
11 Listen and sing. 12
The aim of the song after each cartoon is to create empathy between the pupils and the characters in the stories, which helps them to learn vocabulary and structures in an enjoyable way.
Say: Now, listen and look at me! Start listening to the song, accompanying it with mime and gestures: the song lists Little Red Riding Hood’s actions, so will be easy to mime. After listening once, invite the pupils to sing with the audio.
Little Red Riding Hood 12
Hello, I’m little Red Riding Hood
This is my house near the wood!
Little Red Riding Hood say bye-bye to Mum.
Little Red Riding Hood say bye-bye to Mum.
Bye-bye, bye-bye, say bye-bye to Mum. Bye-bye, bye-bye, say bye-bye to Mum.
Little Red Riding Hood, walk in the wood.
Little Red Riding Hood, walk in the wood. Walk, walk, walk in the wood. Walk, walk, walk in the wood.
Little Red Riding Hood, stop and pick some flowers.
Little Red Riding Hood, stop and pick some flowers. Stop and pick, stop and pick some flowers. Stop and pick, stop and pick some flowers.
Little Red Riding Hood, watch out for the wolf. Little Red Riding Hood, watch out for the wolf. Watch out, watch out, watch out for the wolf. Watch out, watch out, watch out for the wolf.
You‘re a big, bad wolf!
Little Red Riding Hood, hurray, hurray, hurray. Little Red Riding Hood, hurray, hurray, hurray. Run, run away, hurray, hurray, hurray! Run, run away, hurray, hurray, hurray!
12 Act out the story.
You can choose to do this activity before or after the song. Assign roles to pupils and ask them to act out the story. It is also possible to first split the class into three groups and assign a different role to each group so that less confident pupils can build their confidence gradually.
Life skills: Interpersonal skills
Pupils learn to relate to and interact with their classmates positively.
Key competences: Collaborating and participating
Pupils learn to respect established rules in individual and group work.
HELLO, LITTLE RED RIDING HOOD! HOOD!
We learn to
• Understand and follow instructions
• Use English in everyday situations
• Mime actions
Vocabulary and structures
• listen to the teacher, stand up, sit down, sing, listen, say, open your book, read, write, colour
Equipment and materials
• Student’s Book
• Audio CD
• Mr Green finger puppet
• IWB if available
Page 12
The first CLIL page reinforces classroom language. I listen to the teacher : this useful phrase said by Mr Green, encourages pupils to work together with their teacher and other pupils. If we consider that adults can only concentrate for about 45 minutes, imagine how long a child can concentrate for, and how we can best use limited English teaching time in class. Here is a rhyme you can use every time you need silence in class.
A rhyme
Put your finger on your lips
Put your finger on your lips
Close your mouth with a zip
Put your finger on your lips
Put your finger on your lips
Shhhhhhhhhhhh...
1
Listen and say. 13
Show the class page 12 on the IWB if available or in the book, holding it up for everyone to see, and ask pupils to look at the photos and mime the actions. Before the first listening, say: Listen. Before the second listening, say: Listen and say. During this phase encourage pupils to repeat the words. The digital activity to be done first as an example or at the end as a class test.
SOCIAL SKILLS
Audio script 13 stand up sit down sing listen say open your book read write colour I listen to the teacher.
2 Listen and do. 14
Invite pupils to listen again, saying: Listen and do and asking them to repeat the words and mime. After putting on the Mr Green puppet, model the words yourself, varying the order and asking pupils to mime the correct action.
Key competences: Learning to learn Pupils reuse what they have learnt in new contexts.
Audio script 14 sing say read stand up colour open your book sit down listen write
CLIL
We learn to
• Make a wolf mask
• Use the English language to play
Vocabulary and structures
• open your book, colour, look at, cut out, glue
Equipment and resources
• Student’s Book
• IWB if available
• paper plates, brown tissue paper, grey cardboard, black felt-tip pen, scissors, glue, stapler, elastic
Page 13
Make & Play
The wolf mask is the first thing that pupils will make in class. Use the language for techniques and materials as naturally as possible (scissors, glue, stick, cut out) without asking the class to remember it.
Procedure:
• Ask pupils to make two holes for eyes and one triangular hole for the nose in their paper plates.
• Ask pupils to stick pieces of brown tissue paper onto the plate.
• Ask pupils to cut out the ears and the nose from the grey card and colour it in with a black felt-tip pen.
• Ask pupils to staple the ears and the nose so that it covers the triangular hole in the middle of the plate.
• Ask pupils to staple the elastic to the side of the plate.
1 Make and play The Big Bad Wolf Says Game.
After making the masks, the class can play The Big Bad Wolf Says Game. Each pupil can take it in turns to wear the mask and give orders to classmates using the structures: The big bad wolf says: sit down (sing, read...).
Classmates carry out and mime the actions they hear. If the wolf says an action without first saying: The big bad wolf says, pupils shouldn’t do the actions. Whoever makes a mistake becomes the wolf, wearing the mask and giving orders to classmates.
Life skills: Creative thinking
Give general instructions for making the masks, but allow pupils to use their initiative. It doesn’t matter if the masks are different or not perfect – pupils should be encouraged to experiment so that they can develop and express their own sense of imagination.
Remember to praise all their work as usual, even if the final result is not a museum-level work of art!
Key competences: Planning
Pupils creatively transfer language learnt into actions.
HELLO, LITTLE RED RIDING HOOD! HOOD!
We learn to
• Reuse vocabulary and structures learnt in a motivating context and through a game
Vocabulary
• red, pink, green, yellow
• one, two, three
• look
Structures
• Let’s play hopscotch!
• Come on!
• We’re the champions!
Equipment and resources
• Student’s Book
• Audio CD
• IWB if available
Pages 14 and 15
Living English
Living English are culture pages, which form part of the course right from the start. They present situations which are familiar to pupils, but transposed into English-speaking cultures. At this level, presenting culture means planting the idea that English is a real language, which children in other countries use to express and share daily experiences. English crosses the borders of the confines school and becomes a communication tool for everyday life.
1 Listen, mime and say. 15
Tell pupils that in this unit they will learn about a very popular game with English-speaking children. Ask them to look at the photos and guess how the game works. Say: Look at the photos.
Listen to and discuss pupils’ ideas. Then start the audio, saying: Listen!
At the end, invite pupils to mime the different situations without using any words, saying: Mime the story. Let pupils listen again, stopping the audio after each scene and asking pupils to repeat the sentences they hear, saying: Repeat after the CD, please.
Audio script 15
Girl 1: Pink, green, orange, purple...
Girl 2: Look! Jack, Alfie!
Girl 1: Let’s play hopscotch!
Boys: Nooo!
Girl 1: Oh, let’s play!
Boy 1: Alfie, come on!
Boy 2: OK, let’s play…
Girl 1: One, two, three…
Girl 1: four, five!
Boy 1: One, two… oh no!
Girls: Yay! We’re the champions!
The animated photo reportage in the Flip Book is even more motivating for pupils. By turning down the audio you can use the video to do a quick class revision session.
Key competences: Collaborating and participating Pupils learn about elements and characteristics of different cultures.
Culture tips
The game Hopscotch probably originated in ancient Roman times. It is still played all over the world, under different names. The English name is thought to come from the words hop (to jump on one leg) and scotch (from sketch, a drawing).
Pages 78 - 85
1 Find the words and colour.
Pupils have to write the words using the letters given above and then colour in the flowers.
Answers: 1 red, 2 green, 3 pink, 4 white, 5 purple, 6 blue, 7 orange, 8 black, 9 yellow, 10 brown.
2 Match.
Pupils have to match: first the number to the objects; and then the number in words to the number in figures.
3 How many? Circle the right number.
Invite pupils to count the things in each square, saying the numbers out loud and then circling the correct number.
Answers: 1 five, 2 three, 3 eight, 4 six, 5 four, 6 seven, 7 nine.
4 Count and write the number.
Invite pupils to look at the different sequences, count the items in each frame and write the correct number under it. Point out that the middle number is given, so pupils must only write the numbers either side of it. If they can’t remember how to write the numbers, pupils can check on page 5 of the book.
After finishing the task, pupils can answer the question: Which number is missing?
Answers: 1 one, three, 2 five, seven, 3 eight, ten, Missing number: four.
5 Read and colour.
Invite pupils to work alone. They have to read the words under each object, and then colour them in correctly. To encourage peer education, pupils can either swap books to check their answers, or they can compare their work with their nearest neighbour.
6 True or false? Complete the smileys.
Invite pupils to work alone. When they have all completed the task, invite a couple of volunteers to read out the sentences in the speech bubbles in turn. If the sentences are true, classmates should say: Yes! If it is false, classmates should say: No!
Alternatively, you can read out the sentences and pupils can say Yes or No!
HELLO, LITTLE RED RIDING HOOD!
Photocopiable worksheet n. 1
Name : Date :
MR GREEN FINGER PUPPET
Photocopiable worksheet n. 2
Name : Date :
TRACE THE WORDS AND COLOUR THE FLOWER.
RED BLUE YELLOW
PURPLE PINK ORANGE
GREENBROWN BLACK
Photocopiable worksheet n. 3
Name : Date :
MATCH THE NUMBERS WITH THE WORDS.
1 2 5 7 4 6 8 3 9 10
TWO FIVE EIGHT ONE FOUR SEVEN TEN THREE SIX NINE
THREE RED FLOWERSONE BLUE FLOWER
TEN PINK FLOWERSSIX YELLOW FLOWERS
HELLO, LITTLE RED RIDING HOOD!
My learning diary
Name : Date :
I LIKE
A LOT
LISTENING MIMING
SINGING SPEAKING
PLAYING
MAKING THE WOLF MASK ACTING SO-SO A BIT
The Story Garden • Letter to parents
Dear parents,
From the beginning of the year your children have been getting to know Mr Green. He’s the character who guides them through the course book, and the world he lives in, the colourful garden near the school where he plants his tales and stories in English! With Mr Green and Little Red Riding Hood, they have learnt to recognise the wolf, to run away from danger and to make friends with new classmates. They have learnt to introduce themselves and say hello and goodbye in English, through games, songs and cartoons. They have also learnt numbers up to 10 and colours. Here are the words to the songs from the unit.
Colours and numbers
1 – 2 – 3 – 4 – 5
Hello, hello, hello
6 – 7 – 8 – 9 – 10
Hello, hello again!
Black and white
Yellow and green
Orange and pink
Purple and brown
Red and blue
Lots of flowers
Red and blue
Flowers for you!
1 – 2 – 3 – 4 – 5
Bye-bye, bye-bye, bye-bye!
6 – 7 – 8 – 9 – 10
Bye-bye, bye-bye again!
Watch out, Little Red Riding Hood
The big bad wolf is in the wood!
Little Red Riding Hood
Hello, I’m little Red Riding Hood
This is my house near the wood!
Little Red Riding Hood say bye-bye to Mum.
Little Red Riding Hood say bye-bye to Mum.
Bye-bye, bye-bye, say bye-bye to Mum.
Bye-bye, bye-bye, say bye-bye to Mum.
Little Red Riding Hood, walk in the wood.
Little Red Riding Hood, walk in the wood.
Walk, walk, walk in the wood. Walk, walk, walk in the wood.
Little Red Riding Hood, stop and pick some flowers.
Little Red Riding Hood, stop and pick some flowers.
Stop and pick, stop and pick some flowers.
Stop and pick, stop and pick some flowers.
Little Red Riding Hood, watch out for the wolf.
Little Red Riding Hood, watch out for the wolf.
Watch out, watch out, watch out for the wolf.
Watch out, watch out, watch out for the wolf.
You‘re a big, bad wolf!
Little Red Riding Hood, hurray, hurray, hurray.
Little Red Riding Hood, hurray, hurray, hurray.
Run, run away, hurray, hurray, hurray! Run, run away, hurray, hurray, hurray!
The Snake
You need to find two things for each colour they have learnt. Felt-tip pens or pencils will work fine. Stand an open book in front of you so that they can’t see what you are doing. Then make a snake out of the different colours. Ask your child to create a snake with their colours as you say the colours out loud. When you’ve finished, take the book away. Are the two snakes the same?
We would like to remind you that The Story Garden course book that we have chosen comes with a downloadable digital version with clear instructions on how to download the audio tracks and see all the materials we use in class, as well as some extra games.
With a view to the collaboration we are very keen on ensuring, we suggest a simple game that you can play with your children, to help them remember what they have learnt.
Have fun and see you soon! and Mr Green
S TORY GARDEN
1
THE HEART AND MIND APPROACH
The course that comes from the heart but aims at the mind
The Story Garden is a new primary course based on the Heart and Mind approach, or emotional education, which creates synergy between pupils’ cognitive and emotional development.
■ It follows the Common European Framework of Reference, taking pupils to competence level A1+.
■ It offers blended learning, combining digital and paper resources suitable for traditional and IWB use of the book.
■ It offers an inclusive learning pathway, which addresses the provision of SLD and SEN pupils.
■ It has an accessible digital version with readable font for SLD and SEN pupils.
A digital version of the book is downloadable from elidigitalhub.elionline.com with interactive activities, video and consolidation games.