Pearson Teaching Activities Jamboree A PDF

ST E
OR
Y T IM
Jamboree Storytime Activity Guide A

for Teachers and Parents
Jackie Holderness, Neil Griffiths, Bill Laar

Published by Pearson Education Limited,
Edinburgh Gate, Harlow, Essex, CM20 2JE.
www.pearsonglobalschools.com
Jackie Holderness, Neil Griffiths, Bill Laar 2005
First published by Heinemann Educational Publishers in 2005

This edition published 2011
The moral right of the proprietor has been asserted.
The material in this publication is copyright. The Photocopy Masters may be photocopied for one-time use as
instructional material for a class, but they may not be copied in unlimited quantities, kept on behalf of others,
passed on or sold to third parties, or stored for future use in a retrieval system. If you wish to use this material in
any other way than that specified you must apply in writing to the Publisher.
15 14 13 12 11
IMP 10 9 8 7 6 5 4 3 2 1
Illustrated by Shirley Walker and Keith Sparrow

Typeset by Tech-Set Ltd. and AMR Design Ltd (www.amrdesign.com)
Contents
Introduction iv
Splash in the Ocean! 1
Shark in the Park 19
Five Little Ducks 32
Baabooom! 49
Kakadu Jack 65
Photocopy masters 79
Introduction Children are similar to adults in one important
respect. They need to build up their confidence
and be praised for their achievements rather than
continually corrected for their mistakes. Initially, it
Who is Jamboree Storytime for? is better to accept single words rather than phrases
Jamboree Storytime is a two-level story-based resource or sentences and not to be worried by incorrect
for children starting English at the age of 3/4 or 4/5. sequences e.g. (an) apple green. At this stage getting
These children are often called Very Young Learners a feel for the language should be the most important
in ELT (English Language Teaching). For the purposes concern.
of Jamboree Storytime, we will refer to them as ESL
(English as a Second Language) learners, but the
terms EAL (English as an Additional Language), LOTE Components
(Languages Other Than English) and ESOL (English for
Together with this Activity Guide, Level A consists of:
Speakers of Other Languages) are also used widely.
Five Big Books
Jamboree Storytime is designed for children who These are full-colour books in large formats that
have not yet started formal education and who are make sharing the book with the group much easier.
unlikely to be able to read by themselves. The aim They provide lively stories, in authentic English, with
is that children will encounter English in the context strong visual support for the teacher and the children.
of a story, and that meaning and understanding will
be supported by the Jamboree Storytime components Although all the stories are recorded on audio CD
available. and presented on CD-ROM, we strongly suggest you
read them to the children yourself as well. This will
involve the children much more and will allow you
Teaching languages to children more time for using objects, gestures and expressions
at the appropriate moment.
One of the underlying principles of Jamboree
Storytime is that children do not use the same Each of the stories in Jamboree Storytime contains
learning strategies as adults. words and sometimes tenses that the children will not
understand. Gestures and expression will help greatly
Jamboree Storytimes activities are pre-reading
in conveying meaning, but grasping the key words
activities, for the most part. They aim to be multi-
and understanding the central events is sufficient for
sensory and meaningful so that they will offer 35
children at this stage.
year olds opportunities for social, cognitive and
linguistic development.
An audio compact disc (CD)
Young children may not have a long concentration The audio CD contains a wide variety of chants,
span. They need stimulation and plenty of variety. rhymes and songs as well as lively readings of each
Jamboree Storytime includes visual aids in the form of Big Book story. When you play the children a story
pictures, models etc. to hold their interest. Moreover, on the CD, show them the story in the Big Book at
the audio CDs and the animated CD-ROMs will allow the same time.
the children to hear the stories several times and see
Some of the material on the audio CD is traditional.
the language recycled in several different ways.
Occasionally the words and concepts may not make
Children learn best in a stress-free environment. They sense because many old-fashioned rhymes are
will still be uncertain of many concepts and phrases nonsense rhymes. However, they are still valuable for
in their mother tongue. We cannot expect them to helping children to make sounds which may be foreign
produce perfectly formed sentences in a second to them, and the children will enjoy the rhythms and
language. Most children go through a stage when actions.
they listen to the language but are reluctant to speak
Chants are used to practise the rhythm of English,
it. This is perfectly alright and no one should be
to consolidate the pronunciation of new vocabulary,
made to speak English if reluctant to do so.
and for teaching intonation and stress patterns. They
If you just speak for a child and smile encouragingly, are a fun way of replacing drills.
he/she may be more likely to take a risk another
When introducing a song for the first time, allow the
time. Gentle acceptance of each childs current
children to listen to the music first, getting them to
feelings is very important. If a child is feeling
clap or move to the rhythm. Play the song again. It
disruptive or aggressive, gently ask him/her to sit
helps if you have learnt the words and the children
next to you or just out of the circle and watch for a
iv can watch you singing or miming to the music and
few minutes until he/she is feeling calmer.
doing the actions. As they become more accustomed 8. Games. Each CD-ROM features two word and
to the sounds of the words they will join in. Dont language games, to help the children use the target
expect them to sing the song line by line. Key words language in context. They should be able to play
are all that is necessary at this stage. these games unaided as they are very easy to use.
An interactive CD-ROM An Activity Book

There is an interactive CD-ROM for each storybook. Each child should have a personal copy of the
You can choose whether to use the UK English or US Activity Book. This will enable the children to
English version. On each CD-ROM the story is retold practise language introduced through the vehicle of
in an animated way, using the books own illustrations. the storybook. Typical activities include matching
and categorising; drawing and colouring; joining
You can decide whether to introduce the book to
the dots; making things; listening and doing. The
the children first or whether to use the CD-ROM by
new individual Activity Books contain two pages
way of an introduction, whichever you feel is most
of stickers which are often used with the activities
appropriate for the children. You can also change
themselves, as indicated in the instructions. Any spare
your approach for different books. The goal is to
stickers can be used to recycle key vocabulary from
help children love storybooks and become real
each storybook.
readers so using the CD-ROM alone is not advisable.
CD-ROM features Flashcards
1. Key words. Each storybook contains a few The flashcard set contains key vocabulary items from
new vocabulary items. It is helpful if you can the storybooks, together with familiar objects and
pre-teach these words, using this part of the common words, such as happy, sad, pencil, chair,
CD-ROM and/or the relevant flashcards. Once the rain etc.
children recognise the item and can recognise the
There are many ways to use the flashcards. Here are
name, even if they cant yet say it, they can be
a few suggestions:
introduced to the story.
Flashcard Hunt. You can place approximately five
2. Key sentences. This section of the CD-ROM is
to ten cards around the room and the children
designed to help the children start to build up
have to try to find them. They can get one point
an awareness of English sentence structure. The
for finding the picture and another for saying its
children do not need to know the names of parts
name. If they dont know what the item is, just
of speech at this stage. They are learning chunks
teach it gently, ask them to repeat it and then
of language in context, almost formulaically.
they can set off to find a different flashcard.
However, these early encounters with sentences
Whats missing? Use six flashcards. Teach each
and phrases will support future engagement with
item name and then explain you are going to
English.
hide/cover one of the cards, while the children
3. Story. Encourage the children to say the story
have their eyes closed or go out into a different
aloud if and when they can join in. They can
room. When they look again, they will see only
follow the story in their books at the same time.
five of the six cards and need to try to guess or
4. Chant. Practise each line, word by word and slowly
say which one is missing. You can do the same
piece the chant together so the children can join in
game by holding the missing card behind your
and later, say it independently. Encourage them to
back.
click their fingers and dance to the rap-like beat!
Odd one out. For this game, you place four or five
5. Song. Again, the children need to learn the song
cards in a row on the floor or a table. Choose
line by line, but they can and should join in as
four which are similar (e.g. all foods or animals
soon as they can, saying la-la-la if they are still
etc.) and one which is different (e.g. a book). The
unsure of any words. Try playing the songs and
children have to say which one is different and
chants at the end of lessons for fun.
(in their own language) why.
6. Melody. Each song has the music presented
without the sung lyrics. When the children know
A puppet
the tune and words, they can just sing the song
The level A Activity Books have a parrot puppet and
without having to follow the lyrics. Encourage
level B Activity Books have a bear puppet. The puppet
everyone to join in!
can be used for activities, practice, and revision. It
7. Storytelling. Here, the children can listen carefully
can also be used to conduct short dialogues with the
and join in again. They can also follow the story
children or to act as the reader of the story.
page by page in their book, pointing to the
relevant pages.
v
Emphasise that the puppet only understands and Teachers will need to look carefully at the section
speaks English. This will help you to encourage the headed Preparation to see how much preparation
children to speak in English. they should do before each session.
Some teachers are shy to act out the role of the puppet Guidance for all the activities in the session follows.
character but this age group loves puppets and is very This includes full scripts of rhymes, songs and chants.
forgiving of teachers amateur acting skills. Review activities to enhance recall are based on an
activity from a previous session or from the earlier
part of the session.
The organisation of the Activity Guide
This Activity Guide provides a step-by-step guide The Optional extension activities are given as flexible
to each session and is suitable for teachers and extensions to a session or as substitutes for an
parents using any of the Jamboree Storytime products, activity.
including those using the whole-level Activity Books, There is a suggested time frame for each activity,
the individual Activity Books and the interactive however please note that these are approximate.
CD-ROMs. The page references and instructions for
all the activities (including the extra activities found Home fun activities may be given to the children to
within the individual Activity Books) are contained do at home. It is important to show the parents what
within this guide. The icons indicated in the key is being learnt in class and to enable them to become
below appear throughout the guide to indicate where involved if they wish.
an activity is suitable only for use with the whole-
level Activity Books, or for use with the individual Photocopy masters
Activity Books. Pages 7991 can be photocopied. When a photocopy
Whole-level Level A/B AB p.xx master (PCM) is required for a session, it will be
Activity Books listed under the Resources heading.
Individual [name of individual title,

Activity Books e.g. Baabooom!] AB p.xx Language for learning
It is important that the children feel relaxed so they
can understand and enjoy the sessions, the stories
The language content is presented in language boxes and the activities. It is likely, therefore, that you will
at the beginning of each session under the following communicate a great deal in the childrens mother
headings: tongue. In order to focus the childrens attention, you
can share a simple English-speaking time signal e.g.
Key words: These words form the main language
a small bell, raise a small English-speaking countrys
focus of the session and are important to ensure
flag or wear a special English hat. This signal tells the
understanding.
children that you will speak English for a short while
Active language: This is new language that is and they must try to understand.
intended to be repeated by the children.
Where possible, you can use English for organising
Passive language: This is language that is spoken by activities and giving instructions, for playing games
the teacher and intended to be understood, but not and for giving support and praising the children.
necessarily spoken, by the children.
Here are some phrases you may find useful, but
The Activities section includes a summary of the remember to show what they mean, using your
variety of activities in a session. gestures and voice tone:
The items listed under Resources need to be
collected together or made before the session. General phrases
Colouring pens/pencils, chalks and other equipment Look at me/Listen to me
that one would expect to find in a nursery or early Sit here/there/next to
years classroom are not included in the lists of like this
resources. If the audio CD needs to be used in the Open your books
session, this is listed in the Resources section. There Find (this picture)
is also a musical notes icon beside the activity where Look at the pictures
the audio CD is to be used. As the CD-ROM can be Make a circle/Hold hands
used at any time, it is not indicated in the Resources Find a friend/Get into pairs
section or in the session instructions. Put up your hand
vi
Stand up/Sit down THE MEMORY GAME
Come here/to the front 24 players
Hold up/Show me a ___ Using the same matching sets of cards as in Snap,
Bring/Give me a ___ spread them over the table, face down.
Put it here/there/down/in the box/on the desk
Draw a ___ The children take it in turns to turn over two cards. If
Give me (your books) they turn over a matching pair they keep the cards.
Cut/stick/colour/make/fold If not they turn the cards over again. The trick is to
Touch/point remember the position of the cards as the winner is
Hands up/Fold your arms/Fingers on lips shh! the child with the most pairs of cards at the end of
Dont touch/push/take the game.
Stop sit down look at me ... listen
Whats this? Whats _____ in English? SIMON SAYS
Can I have/see? The whole class
Choose the correct sticker Using vocabulary that the children know, give them
Sing along to the karaoke melody instructions to follow. Say Simon says before every
Lets do the actions instruction e.g. Simon says touch your nose/jump
What does (puppet) want to say? etc.
(Puppet) can only understand English!
Oh dear, it is too noisy for (puppet). He cant hear ... At random say the instruction without saying Simon
Are you listening to (name)? says e.g. Touch your nose. The children who move
are out they must only do the action that Simon
says.
Providing support/praise
Good/great/fine! The winner is the last child in the game.
Well done!
Yes, thats nice/right/better. THE FEELY BAG GAME
What a lovely drawing!
Group work or the whole class
You need a large bag and a selection of objects
Games or pictures of objects. Choose the objects you use
according to the vocabulary you want to practise.
One of the best ways for children to use language
in a real way is to use it while playing a game. Children should try to guess what is in the bag. If
Games hold childrens interest and motivate them to someone guesses correctly they can keep the object.
speak. As long as games are suitable in terms of age, The winner is the person with the most objects.
ability level and interests, children will benefit from
The game could finish here or the winner could
co-operating and competing with each other. Here
collect some new objects (without the rest of the
are some games that are in Jamboree Storytime and
class seeing) and start again.
that you can use as extra activities:
THE GUESSING GAME

SNAP
Pairwork, groupwork, whole class
26 players
Show a set of pictures, cards or objects to the class
You need two sets or more of matching cards use
and revise the names for each thing.
the cut-out cards from the Activity Guide or make
your own with pictures from magazines etc. Get the children to close their eyes and remove one
of the pictures or objects.
Children shuffle the cards well and share them out
equally, holding them face down. Say Guess what it is? The children have to try to
remember which picture/object is missing.
They take it in turns to turn a card over and put it on
the table in a single pile.
When two identical cards have been turned over, one Parent guidance
after another, the first person to shout SNAP! gets all You can use Jamboree Storytime at home to help
the cards in the pile. your child learn English in as natural and motivating
a way as possible.
Keep playing until one person has all the cards.
vii
Many of the activities detailed in this guide are Alphabet: Use letters to teach the English alphabet
designed to be carried out with a large group shapes and names. Have them dotted around the
of children. It may be helpful to you to read the home and point to a letter occasionally so your child
instructions for these group activities, as you may get becomes used to recognising them and not only in
ideas of different ways you can present the stories the A, B, C ... sequence.
and key vocabulary, but it is not recommended
Flashcards: These can be used to play games and as
that you work in such a structured way with your
reminders of stories and vocabulary. Have them in
children at home.
the car or take them on the bus to practise the words
The main goal is to enjoy the stories and language while driving around. Always praise your child if
together. You may choose to watch the CD-ROM they know a word but never grow impatient if they
or read the storybook at bedtime, which can have forgotten. Adult learners also forget vocabulary,
become a special time together. Jamboree Storytime just teach the word again. Sometimes we have to
is deliberately designed to give you flexibility, so encounter and use a word at least nine times before
do whatever works best for your child, always it stays with us.
encouraging and reassuring them, so that the
Stickers: These are mainly for use in the Activity
experience of the stories and support materials is
Books but you can also use the spare ones as small
positive.
rewards. You can use a plain piece of paper for each
You may choose to put aside 20 minutes a day to storybook and any time your child has achieved
work on a story together, where you share the key something worthwhile in English, e.g. remembered
words, using real objects around the home or the a word, or spoken a word correctly, they can be
flashcards / book illustrations. rewarded with a sticker.
Vocabulary: Practise saying the words together. Make
this more fun by asking your child to copy how you Final word
say it. Repeat the word several times, but change It is most important that the children associate learning
your voice each time. Your child should imitate you, English with enjoyment, with good storybooks, catchy
e.g. whispered, shouted, sung etc. songs, fun games and a lively teaching style. These
Storytelling: Watch the storytellers on the CD-ROMs. early encounters with English and with Jamboree
Try to tell the stories yourself in as interesting a Storytime will form the basis of their future attitudes
way as possible. Do not worry if your accent or towards learning English. That they hold onto positive
pronunciation is not perfect but if you are very shy in memories of their experiences is far more important
using English yourself, use the storytelling feature on than whether they can always remember a particular
the CD-ROM as a model. word or can pronounce it correctly.
viii
Session 1 Splash in the Ocean!
Level A AB page 5 / Splash in the Ocean! AB page 3
Key words
crab splash
fish doll
all swimming
Kakadu Jack water
Active language
Hello, my names brown
Goodbye purple
ocean red
yellow blue
Passive language
Lets Can you see ?
What is it? Its
Can you say ?
Activities
Introduce Kakadu Jack Make a fish puppet
What colour? (Level A AB p.5 / Splash in the Ocean! AB p.13)
Splash! Fish hunt
Resources
Big Book (cover and pp.23) Audio CD (track 2)
Flashcards (fish, crab)
Playmobil people or small dolls that can get wet
Preparation
Fill a jar and a tray with water.
Cut out enough paper fish (in different colours) for the children to have one
each.
Prepare a collection of pictures of the ocean/sea.
Make some large blue paper circles (approximately 50 cm diameter) to
represent water.
Background
If this is the first lesson with a group, you will need to establish some group
routines e.g. when you ring a bell, the children must answer in English, if they
can. They need to listen very carefully and keep very quiet, in case they frighten
Kakadu Jack, the parrot who only speaks English. Have some stickers or smiley
faces, with English words if possible e.g. Good! Well done! Wonderful! Brilliant!
Splash in the Ocean!
Super! to reward those children who listen well, show good understanding or try
to repeat English words they hear.
Have all the Big Books on display and explain that the group is going to read the
books, with your help, even though they are in a different language from their
own. Stress what a lot of fun they will have together and introduce your classroom
patterns/routines to them.
Opener (5 mins) Introduce Kakadu Jack

Say Hello, my name is (your name). Can you say my name? Can you say
Mrs/Mr (name)? And your name is (Nadia). And your name is (Juan). 1
Session 1
Repeat for the whole group until everyone realises what the word name
means. Ask individual children and the parrot puppet: Whats your name?
(Use a funny parrot voice, if you can.) My names Kakadu Jack. Can you
say my name?
Ask individual children to say Hello to the parrot. Always reply in the parrot
voice, saying Hello, (Alisa).
Game (510 mins) Splash!

Get everyone to close their eyes. Pour some water into a jar and shake it so
the children can hear water splashing and sploshing. Ask What is it?
Say Its water. Pour a small drop of water onto each childs hand. Its water.
Make a splash in the tray with your hand or throw a ball into the water. Draw
on the board and say Splash! Hold a ball high above the tray and drop it
Splash!
Put some blue paper circles on the floor. Say water and then jump onto the
circle and shout Splash!
Let the children move around the room, jumping on the blue circles and saying
Splash!
Use pictures of the ocean and sea to teach ocean. Say This is the ocean. Its
water ... Splash! Splash! Splash in the ocean.
Show the Big Book cover: repeat Splash! Splash! Splash in the ocean.
Get the children to repeat it as well, several times, jumping up and down on
the spot, on the word Splash!
Presentation (5 mins) Flashcards

Use flashcards or toys to teach fish and crab.
Use Kakadu Jack to repeat introductions e.g. Hello, fish, my names Kakadu
Jack. Hello, crab, my names Kakadu Jack.
Use the coloured fish to teach yellow, brown, purple, red and blue. Hold
each colour up and say the name and get the children to repeat it. Ask them
to point out things in the room which are the same colour as the one you are
holding. Say Find yellow. Find red.
Now say Crab is red. Its a red crab. Fish is yellow. Its a yellow fish.
Game (5 mins) Fish hunt

Put the coloured paper fish around the room, where they can be easily seen.
Ask the children to Find the red fish. Find the yellow fish As soon as one
of the correct colour is found, praise the child and continue to repeat until all
the fish have been recovered.

Say Good, we have all the fish. Stress all.
Big Book time Cover

(5 mins)
Review the cover. Open the book at the first spread (pages 2 and 3). Say Look,
fish! I can see fish. Can you see fish? I can see a brown and blue fish and I can
see a yellow and purple fish. Say Find a purple and yellow fish. Now find a
yellow and purple fish. The fish are swimming ... . All the fish are swimming.
Use the Playmobil dolls in the tray of water and say The little dolls are
2
swimming. Let a few children make the dolls swim across the tray.
Session 1
Activity (10 mins) What colour?

Level A AB p.5
Give each child their Activity Book open at Level A AB page 5 / Splash in the
Splash in the Ocean! AB p.3
Ocean! AB page 3. The children look at the crab, decide it is red and match it
Audio CD track 2
to the red on the paint palette.
o NB You could play the Big Book song Splash in the Ocean! (audio CD track
2), as a background, to help the children become familiar with the tune.
(5 mins) Review
Say Goodbye to Kakadu Jack. Go around the class.
Ask individual children and the parrot puppet Whats your name? (Child
answers.) You say Goodbye, ... (childs name).
Optional follow-up Make a fish puppet

activity (10 mins)
To make a fish puppet on a stick you need per child: a stick or pencil, two fish
shapes, Sellotape, colours.
Give each child two fish shapes made from card. They will need a stick or
full-size pencil as well. Let them colour their fish and then you can go round
the group sticking the fish on either side of the stick or the sharp point of the
pencil.
The children can make their fish swim along. Say Lets swim the fish are
swimming.
Home fun
Collect pictures of the ocean, fish and anything related to the sea.
3
Session 2
Level A AB pages 6, 7 / Splash in the Ocean! AB pages 4, 5
Key words
crab yes/no
crawl/crawling all
scratch
Active language
swimming flippy flappy splash!
girl/boy
Passive language
What am I doing? This is a boy/girl
Im swimming Are you a boy/girl?
Lets swim Yes/No
swimming in the ocean
Activities
A girl and a boy (Level A AB p.6 / Splash in the Ocean! AB p.4)
Counting 1 to 5 All the fish
Girl or boy? Make a crab
Fish swim home (Level A AB p.7 / Splash in the Ocean! AB p.5)
Crabs and sharks
Resources
Big Book (cover and pp.2, 9, 24) Audio CD (track 2)
Flashcards (crab, fish, boy, girl, shark)
Swimming cap and/or goggles and/or rubber ring
Preparation
Prepare for each child their first name in bubble letters on a piece of card,
which they can colour in at home for Home fun.
Later use the names as part of a My names display.
Opener (5 mins) Re-introduce Kakadu Jack, fish and crab

Say Hello, my name is (your name). Can you say my name? Can you say
Miss/Mrs/Mr (name). And your name is (Ann).
Repeat for the whole group. Ask individual children and the parrot puppet:
Whats your name? (Use a funny parrot voice, if you can.) My names Kakadu
Jack/Fish/Crab. Can you say my name? Can you say Kakadu Jack?
Use the parrot to look at the things the children have brought in to show you.
Say the names of the sea animals if you can, e.g. Hello, dolphin. Hello, shark,
as if you were Kakadu Jack.

Show the flashcards of girl and boy. Say This is a girl. This is a boy.
Ask Kakadu Jack Are you a boy? Yes! Are you a girl? No.
Repeat for individual children, answering for them and shaking/nodding your
head appropriately.
Activity (10 mins) A girl and a boy

Level A AB p.6
4 Ocean! AB page 4. Inside the ovals they need to draw a boy they know e.g.
one in the group, and a girl.
Session 2
Game (5 mins) Girl or boy?

Stick up the boy card on one side of the room and the girl card on the
other. Now get the boys to gather under the boy card and the girls under the
girl card.
Then demonstrate and tell everyone to Close your eyes. While they are not
looking, you move the cards and the children must rush to gather in the
correct place. Repeat, using the new words boys/girls as much as possible.

Big Book time Pages 29
(10 mins)
Read pages 2 and 3. Ask What are they doing? Put on your swimming cap,
rubber ring or goggles and mime swimming actions. Ask What am I doing?
Im swimming. What are the fish doing? Theyre swimming. They are all
swimming. They are all swimming in the ocean. Splash splash!
Turn the page. Read aloud page 4 and then page 5 flippy, flappy, flippy,
flappy, splash!
Turn to page 6. Look, crabs! Red crabs! What are they doing? Are they
swimming? Shake head. No. Are they jumping? No. Theyre crawling. Mime
crawling. Say Lets crawl look like this. Encourage the children to crawl on
the floor for a little while. Smile and say I like crawling. Its fun!
Lets sit down again. Read up to page 9 and mime scritchy, scratchy. Say
Lets scratch Lets swim Lets crawl .
Activity (5 mins) Fish swim home

Level A AB p.7
Ocean! AB page 5. The children have to match each fish with its house and
draw a line to join each fish to its house.
Optional follow-up Make a crab

activity (10 mins)
Make a crab using a paper plate. This can be painted red in advance or
coloured with red crayons by the children. Show the children how to fold the
plate in half.
Give everyone two card claws and eight strips to serve as the legs. They need
to stick these underneath the plate.
Let the children roll two balls of white crepe paper for the eyes. They can glue
these onto the top of the plate and use a black pen to make the dots. 5
Session 2
Activity (5 mins) Counting 1 to 5

Turn to Level A AB page 7 / Splash in the Ocean! AB page 5. Use it to
introduce the children to counting in English 1, 2, 3, 4, 5 by pointing to the
5 fish. Say There are 5 fish. 1, 2, 3, 4, 5 5 fish. Encourage them to point and
count aloud with you.
Final activity All the fish

(10 mins)
Introduce the Big Book song, Splash in the Ocean!. Listen to the song on the
Audio CD track 2
audio CD (track 2). Just let the children listen to the tune two or three times
o and join in if and when they wish to.

All the fish are swimming in the ocean,
swimming in the ocean, swimming in the ocean,
All the fish are swimming in the ocean,
flippy flappy flippy flappy splash!
Optional extension Crabs and sharks

activity (10 mins)
To play crabs and sharks you need: a large space for the children to run
around, indoors or out. Use flashcards to teach shark and revise crab.
Say Whats this? Its a crab. You can be a crab (Juanita) and so can you
(Sarah). Whats this? Its a shark. You can be a shark (Vivian) and (Aaron).
Choose two children to be crabs and two to be sharks. They have to try to
catch the others while they are swimming around the room or playground.
Home fun
The children can take home their name in bubble letters. They can try to
remember how to say, in English, My names and colour in the letters at
home.
6
Session 3
Level A AB pages 810 / Splash in the Ocean! AB pages 68
Key words
bubble wibble, wobble
seal jelly on a plate
play
Active language
All the boys/girls are sitting on the floor
Passive language
same/different What am I doing?
Theyre the same
Activities
All the boys/girls chant Make a seal
Fish pairs (Level A AB p.9 / Splash in the Ocean! AB p.7)
Blowing bubbles (Level A AB p.8 / Splash in the Ocean! AB p.6)
Resources
Big Book (pp.1013, 24) Audio CD (track 2, 3)
Flashcards (swim)
Swimming hat and/or goggles and/or rubber ring
Bubble blowing mixture and a blower
Jelly on a plate or in a bowl
Preparation
Cut out sets of fish cards from Level A AB p.9 / Splash in the Ocean! AB p.7.
Place one set in an envelope for each child and write the childs name on it.
Opener (5 mins) Name display

Look at the bubble letter names the children have brought to school. Use them
in a display.
Actions (5 mins) Lets swim

Mime the action of swimming. Ask What am I doing? Im swimming. Show
the children the swim flashcard. Bring out your swimming cap etc. and say
This is what I use for swimming. Let the children put on the goggles and ring
and pretend to swim around. Say Good, you are swimming (Henry). Good
(Katia). (Katias) swimming in the ocean etc. Whats (Katia) doing? Shes
swimming.
Mime the action of crawling. Say Lets crawl Look, like this ... . Encourage
the children to crawl on the floor for a little while. Smile and say I like
crawling.
Lets sit down again. Read up to page 11 and mime scritchy, scratchy. Say
Lets scratch Lets swim Lets crawl .
Presentation (10 mins) All the boys/girls chant

Audio CD track 3
Say Look what Im doing.
o Ask everyone to sit on the floor. Ask the girls to stand up. Say Lets swim, girls.
Look the girls are swimming.
7
Session 3
The children should copy you as you mime the actions.

Listen to the song on the audio CD (track 3) then clap and say:
All the boys are sitting on the floor
All the boys are sitting on the floor and the girls are swimming in the ocean.
Get everyone to change places.
All the girls are sitting on the floor
All the girls are sitting on the floor
All the girls are sitting on the floor and the boys are swimming in the ocean.
Level A AB p.8 Blowing bubbles

(10 mins)
Explain to the children that when fish breathe underwater they make bubbles.
Use bubble mixture to teach bubbles. Let the children blow a bubble or two
and then demonstrate how to trace around the circles/bubbles in the air. Make
the children practise drawing circles in the air with their fingers. They can also
practise drawing them on each others hands.
Ocean! AB page 6. When the children have traced all the bubbles on the page,
they can draw some more of their own. They can then colour in the picture at
home.

(5 mins)
Introduce the idea of seals playing. Teach the word seal with a toy seal.
Let one child turn the pages. Go back through pages 29 and then turn to page
10.
Presentation (5 mins) Jelly on a plate!

If you can, bring in a real jelly to teach wobble by showing the children how
wobbly the jelly is. If you have time, you could teach a simple rhyme:
Jelly on a plate
Jelly on a plate
Wibble, wobble
Wibble, wobble
Jelly on a plate.
or
Jelly in a bowl
If the children can taste the jelly, even better!
Activity (5 mins) Fish pairs

Level A AB p.9
Prepare the cards by cutting out Level A AB page 9 / Splash in the Ocean!
AB page 7 from each childs Activity Book. Cut up the set of fish and put
each set in an envelope with the childs name on it. Give out the sets and
explain that the children have to spread the cards out face up and then work
together in twos to make pairs of fish. Help those who are experiencing
difficulty. Each pair of children should end up with six pairs of fish.
Teach the word same. Say Theyre the same good! They are NOT the same
no they are different .
8
Session 3
On the back of each fish card there is a blue sea scene. Children can use this
space to draw their own fish and sea creatures, or stick their fish stickers on
(please note that children should not use more than one sticker per square as
they will need the others for the activity on page 15).
(10 mins) Review

Read the story through twice for pages 29. Pause during the first reading to
remind children of the words they have already met. Dont worry if they do
not yet repeat the words but if they do echo or chime in with the story, praise
them. Now read the story from pages 1013.
Book time (5 mins)

Big Page 24
Audio CD track 2
Sing the Big Book song, Splash in the Ocean! with the children again (audio CD
o track 2).
Optional extension Make a seal

(1015 mins)
To make a seal using plasticine, you need per child: enough plasticine; a pencil
point to make eyes; a small piece of card or a real stone or rock on which to
sit the seal.
Show the children how to pull the modelling material into four points tail,
flippers and head. Give them a pencil to make the eyes and make sure you put
each childs initials on the base of the model.
Home fun
Ask the children to find pictures of seals or people playing.
9
Session 4
Key words
whale big/small
seahorse baby
jumping over
all bring back
Active language
ocean big/small
swimming
Passive language
floor My baby
Activities
Review verbs My baby lies over the ocean
Bingo! (Level A AB p.11 / Splash in the Ocean! AB p.9)
In the sea (Level A AB p.12 / Splash in the Ocean! AB p.10)
Make a whale bookmark
Resources
Big Book (pp.1417) Audio CD (track 1, 4)
Flashcards (small fish, bird, duck, orange
big elephant, house, giraffe, bull). Other flashcards could be substituted as
long as they convey the meaning of big and little.
Counters or coins
Blue fabric to represent the ocean; a baby doll
PCM 1 (p.79) Make a whale bookmark
Opener (5 mins) Review verbs

Clap and say:
All the boys are sitting on the floor and the girls are swimming in the ocean.
Clap and say:
All the boys are sitting on the floor and the girls are jumping in the ocean.
Adapt the words as you like e.g.
All the boys are sleeping/lying on the floor and the girls are wobbling in the
ocean
All the girls are playing on the floor and the boys are jumping in the ocean
etc.

Teach big/small. Introduce the flashcards for elephant and bird. Use Kakadu
Jack to revise introductions. Show with your arms the meaning of big/small.
Say The elephant is big. The bird is small.
Write BIG and small on the board and stick the flashcard of the elephant
under BIG and the bird under small.
10
Session 4
Give out the other flashcards around the group and ask each child to come up
and stick their card under BIG or small.
(small - fish, bird, duck, orange
big - elephant, house, giraffe, bull)
Activity (10 mins) Bingo!

Level A AB p.11
Give each child six counters and open their Activity Books at Level A AB page
11 / Splash in the Ocean! AB page 9. Name each object and ask the children
to point to the big and little versions of each.
Explain that the children are going to listen to you saying big/small. When they
hear big, they should put a counter on a big picture. When they hear small,
they should put a counter on a small picture.
The first child to get three counters in a row or column can shout Bingo!

(5 mins)
Read the Big Book again until page 14, then read the whale sequence. Point
out big and small animals in the illustrations and repeat the words big/small
when appropriate.
Get the children to stand up and mime swishy, swashy, splash! by swaying and
then jumping.
Activity (10 mins) In the sea

Level A AB p.12
Give each child their Activity Book open at Level A AB page 12 / Splash in
the Ocean! AB page 10. The children should colour in each of the animals.
Audio CD track 4
While they are colouring, play the song My baby lies over the ocean (audio
o CD track 4) a few times to get them used to the tune.
Activity (10 mins) My baby lies over the ocean

Spread the blue fabric in front of the seated group. Say This is the ocean. Its
water. Splash! Splash! The babys swimming in the ocean (make the doll swim
in the water). Now take the doll, cradle it and say My baby. Put the doll on the
far side of the ocean and say My baby lies over the ocean. Shes lying down
shh! Shes sleeping (mime sleeping and make the doll lie down). Say My baby
lies over the ocean. Over the water, the sea.
First, listen to the song on the audio CD twice. You can sing along but dont
worry if the children dont join in yet.
My baby lies over the ocean, (put the doll on other side of classroom and put
some blue fabric between the group and the doll)
My baby lies over the sea,

My baby lies over the ocean,
Oh bring back my baby to me (indicate two children who should swim
across the ocean [blue fabric] e.g. under/around/over it, whichever is safest.
They should pick up the doll and bring it back to you.)
11
Session 4

Activity (5 mins) Review
Audio CD track 1
Play the story all the way through to the end (audio CD track 1).
o Use the pictures of seals or people playing that the children have brought from
home to reinforce the word playing e.g. Heres David Beckham. Hes playing
football. Heres a cat. Shes playing with a ball.
Optional extension Make a whale bookmark

activity (10 mins)
To make a whale bookmark, you need per child: a whale shape cut out from
PCM 1 (page 79).
Each child can colour and possibly laminate their bookmark. Make sure their
names are on them.
Home fun
The children could collect baby dolls and/or photographs of themselves as
babies to bring to the next session.
12
Session 5
Key words
friend Yes/No
Active language
My baby lies over the ocean Bring back to me
Passive language
Is he/she swimming?
Crawl on the floor. Stand up, Sit down
Jump in the ocean. Swim around.
Jump out again then touch the ground.
Splash in the water. Turn around.
This is Shes sitting on the floor/chair.
This is Hes sitting
Activities
My baby Kakadu Jack/Simon says
Find five fish (Level A AB p.13 / Splash in the Ocean! AB p.11)
My friends (Level A AB p.14 / Splash in the Ocean! AB p.12)
Actions chant Make a fish mobile
Resources
Blue fabric to represent the ocean; a baby doll
Make sure each child has a dark felt pen or crayon
PCM 2 (p.80) Make a fish mobile
Preparation
Big Book (p.18end) Audio CD (track 1, 4, 5)
Bring in some photos of your own friends.
Also bring pictures of males (he) and females (she).
Opener (10 mins) My baby

Audio CD track 4
Review the word baby by looking at and talking about the baby dolls and
o
photographs they have brought from home.

Remind the children of the words to the song My baby and get them to
repeat the first line at least. Play the song (audio CD track 4).
My baby lies over the ocean, (put the doll on the other side of classroom and
put some blue fabric between the group and the doll)
My baby lies over the sea,
My baby lies over the ocean,
Oh bring back my baby to me (indicate two children who should swim
across the ocean [blue fabric] e.g. under/around/over it, whichever is safest.
They should pick up the doll and bring it back to you.) 13
Session 5
Presentation (5 mins) He or she?

Ask one child to swim around. Ask Whats (Karl) doing? Hes swimming.
Hes a boy so hes a HE. Hes swimming. (Ask the boy to sit down again.)
Say Now (Maria) is a girl so shes a SHE. Shes a girl. Is (Karl), is HE
swimming? No. Is (Maria) swimming? Yes. SHEs swimming.
Now go around the group and point to each child. Say This is (female
name). Shes sitting on the floor/chair. This is (boys name).
Hes sitting
Go around the group again and get the children to say He/She correctly
according to the gender of the child you point to.
Big Book time Whole book

(5 mins)
Read the Big Book all the way through. Try missing out a word here and there
to see whether any of the group can remember what should come next.
Activity (10 mins) My friends

Level A AB p.13
Ocean! AB page 11. Explain to the children that they can use the space to draw
and colour as many of their friends as they want. Remind the children what a
friend is and use your knowledge of the group to reinforce the concept e.g.
say (Martina) is (Laras) friend and (Tomas) is (Georgios) friend Kakadu
Jack is my friend .
Game (5 mins) Kakadu Jack/Simon says

Play the game Simon says but using Kakadu Jack instead e.g. Kakadu Jack
says sit on a chair/sit on the floor/jump/go to sleep etc.
Activity (10 mins) Find five fish

Level A AB p.14
Splash in the Ocean! AB p.12 Give each child their Activity Book open at Level A AB page 14 / Splash in the
Ocean! AB page 12. Explain to the children that this is the ocean but five fish
are hiding on the sheet. Can they find and circle them? Say Find the Show
how to circle a picture. Make sure the children use a dark felt pen or crayon.
(510 mins) Story time

Audio CD track 1
Play the story all the way through (audio CD track 1), occasionally turning
o down the sound. You can fill in the missing words, perhaps accompanied by
the group, but do not worry if they dont join in.
(5 mins) Actions chant

Audio CD track 5
Teach everyone appropriate actions for the chant below. Listen to the chant on
o the audio CD (track 5). You say the words and the children do the actions. You
can also use the actions to play Simon says (Kakadu Jack says) instead.
Crawl on the floor. Stand up, sit down.
Jump in the ocean and swim around.
14
Splash in the water and turn around.
Session 5

Optional extension Make a fish mobile
activity (10 mins)
To make a fish mobile, you need per child: a coat hanger (plastic, for safety
reasons), blue paper or card cut like a wave to cover the triangle of the hanger,
string and three fish shapes cut out from PCM 2 (page 80).
Let the children decorate or colour the three fish shapes you have cut out
(from PCM 2). Help the children to tie the shapes with string to a coat hanger.
Cover the top of the coat hanger with blue card to look like a wave.
Home fun
Children can look for or paint pictures of ocean animals, to add to their last
collection and make a display next session.
15
Session 6
Level A AB pages 15, 16 / Splash in the Ocean! AB pages 1316
Key words
Review of known words
Active language
Yes/No 6, 7, 8, 9, 10
1, 2, 3, 4, 5
Passive language
Same/different Yes/No
Theyre the same Once I caught a fish alive.
Are they the same? Then I threw it back again!
Activities
Actions chant Matching pairs
Matching game: same/different Make a display
Spot the difference (Level A AB p.15 / Splash in the Ocean! AB p.13)
One, two, three, four, five (Level A AB p.16 / Splash in the Ocean!
AB p.14)
Catching fish (Splash in the Ocean! AB p.15)
Who is hiding under the sea? (Splash in the Ocean! AB p.16)
Resources
Big Book Audio CD (track 1, 5, 6)
Colours, pictures or objects which are the same and others which are
different e.g. two photos which are the same and two which are different
A simple fishing rod made out of a long pencil or stick, a piece of string and
a paper clip; and paper fish to fit in the clip
Preparation
Each child needs his/her envelope with their 6 fish cards inside (cut out
from Level A AB p.9 / Splash in the Ocean! p.7 and used in session 3).
In preparation for the activity on page 16 (if using Splash in the Ocean! AB),
hide some paper fish around the classroom.
Opener (5 mins) Actions chant

Audio CD track 5
Listen to the actions chant again (audio CD track 5). You say the words and
o the children do the actions. You can also use the actions to play Simon says
(Kakadu Jack says) instead.
Crawl on the floor. Stand up, sit down.
Jump in the ocean and swim around.
Splash in the water and turn around.
Presentation (5 mins) Matching game: same/different

Hold up some fish shapes you have prepared in advance. Divide the board
into two parts. Write SAME on one side and DIFFERENT on the other. Stick
two shapes which are identical under SAME and two which are not under
DIFFERENT. Now give out the fish cards which you have prepared (Level A
AB page 9 / Splash in the Ocean! AB page 7). Call up two children at a time,
so that some children have matching pairs but others do not. Each pair should
look at their two fish and put them on the correct half of the board. Talk in
English about the pairs until all the fish pairs have been placed correctly e.g.
16 Theyre the same. Are they the same? Are they different? Yes/No.
Session 6

Opener (5 mins) Story time
Audio CD track 1
Play the story through once without stopping (audio CD track 1) and then
again, pausing occasionally. Encourage the children to contribute the next
word in the story if they can remember it.
Activity (5 mins) Spot the difference

Level A AB p.15
Ocean! AB page 13. Ask the group Are the pictures the same? If they say Yes,
shake your head and say No, they arent the same. Theyre different!
Explain that there are five differences between the pictures which they must
find and circle. They can colour the bottom picture later or at home.
Presentation
(10 mins) Numbers chant
Audio CD track 6
Teach the children numbers 1, 2, 3, 4, 5. Show the group your fishing rod with
the paper clip hook. Explain that you like to catch fish and you like to sing a
counting song in English while you do so.
Say 1, 2, 3, 4, 5 Once I caught a fish alive. (Fix a paper fish on the hook and
act surprised and excited. Make the fish wobbly.)
Continue with 6, 7, 8, 9, 10 then I threw it back again! (Take the fish off the
hook and pretend the fish is swimming away.)
o
Let the children listen to the chant (audio CD track 6) and show them how
to hold up their hand on 5. (Dont worry about the other numbers just yet.)
They should hold up two hands on 10. Repeat several times, so that they can
practise holding up one then two hands at the correct times (on 5 and 10).
Activity (10 mins) One, two, three, four, five

Level A AB p.16
Ocean! AB page 14.
The children need to listen to you:
One one whale Three three seals Five five bubbles
Two two fish Four four crabs
They have to join the number of spots to the correct picture on the sheet.

(5 mins)
Read the Big Book all the way through, stopping at places where you think the
group may be able to chime in with the word which comes next. At the end of
the book, say The End. Finish with the Big Book song on page 24.
Activity (15 mins) Catching fish

Practise the numbers 15. Call a number and the children have to get into
groups of that number, e.g. two everyone gets into pairs, three everyone
gets into trios etc. Encourage the children to show the numbers using their
fingers, showing four fingers for 4 etc. to demonstrate that they recognise
the written number symbol. Later, for a change, they could do this in pairs to
increase the complexity of the task.
Next, explain that the children have to stick the correct number of fish stickers
17
onto each net, according to the number given.
Session 6
Activity (15 mins) Who is hiding under the sea?

Play a hide and seek game with the class:
a) One child hides something (e.g. the Kakadu Jack parrot puppet or toy fish)
and everyone has to find it.
b) Having hidden some paper fish around the room before the lesson, divide
the class into two teams. Give the teams just a couple of minutes to try to
find as many fish as possible. The team at the end with the most fish wins.
Explain that there are some sea animals hiding in the picture. Make sure
everyone knows the colour names of the four colours plus blue. When the
children colour the spaces according to the legend, they will see the animals.
The unmarked spaces can be coloured blue, to show the sea. They can also
add stickers afterwards if they are available, to complete the underwater scene.
Final activity (5 mins) Matching pairs

The children can play pelmanism (finding matching pairs) with the cards. Each
pair should put their card sets together (so that they have 12 cards). They need
to turn all the cards upside down.
They take it in turns to turn two cards over at a time. If the cards are the same,
they keep the pair. If not, they place the cards face down again. Each child
needs to try to remember which cards they have turned over so they can make
pairs. The child at the end with the most pairs wins.
(5 mins) Review
Play the game Kakadu Jack/Simon says again.
Make a display
Make a display with a large painting of the ocean. Everyone should by now
have brought from home a picture of a fish or animal to swim and play there.
Optional extension Home fun

Make a storybook. Create a small book for each child like the one below.
Let the children draw anything from the story on the blank pages.
18
Session 1 Shark in the Park
Level A AB page 17 / Shark in the Park AB page 3
Key words
toy telescope
boy 1, 2, 3
girl
Active language
Hello/goodbye Its a toy
Its a boy Its a telescope
Its a girl
Passive language
What is it? Whats this ?
Lets Look at
Activities
Looking at the stars Make a telescope
Feely bag (toys) Symmetry
Find the telescope (Level A AB p.17 / Shark in the Park AB p.3)
Resources
Big Book (cover) Audio CD (track 7)
Flashcards (girl, boy, shark, telescope) Feely bag
Cardboard tubes, coloured paper, Sellotape PCM 3 (p.81) Symmetry
Preparation
Put toys and dolls in a feely bag
Opener (5 mins) Looking at the stars

Audio CD track 7
Play Twinkle, twinkle, little star again (audio CD track 7). Use your hands to
o simulate looking at the stars through a telescope.
Opener (5 mins) Feely bag

Take out the bag and say Here is my bag. This is a bag. What is it? Its a bag.
Hold it its my bag.
Say Lets look inside and act out searching (with an air of mystery and
exaggerated surprise). Lets pull this out . What is it? Wow! Its a parrot! Its
Kakadu Jack, our puppet parrot.
Ask children to take turns and pull out the next items from the bag. Say Whats
this? What is it? Its a boy (pulling out a picture or toy of a boy). Repeat this
with Its a girl.
Carry on taking things out of the bag saying Whats this ? What is it? Its a
shark. Its a toy shark. Its a telescope (a toy or one you have made). Its a toy
Shark in the Park
duck and a toy cat . Get the children to repeat each item by saying Its a .
Put the toys back in the bag and ask different children to pull out an item that
you say. Say Give me the

Put all four flashcards up on the blackboard. Ask Whats this? Or What is it?
For each one the children respond Its a girl/boy/shark/telescope.
Practise the words. Use the Kakadu Jack to help. Ask him What is it? Its a 19
shark etc. The children repeat Its a shark .
Session 1
Level A AB page 17 / Shark in the Park AB page 3
Presentation (10 mins) Plurals and 1, 2, 3

Collect some other toys e.g. a ball, train, cat, dog, kite, football, butterfly, bee,
snail, duck, plane, baby doll, toy shark.
Say Whats this? Its a bag of toys. Whats in the bag? Lots of toys. I like toys.
Write the word toy. Hold up one toy. Say Kakadu Jack is a toy. Hes a toy
parrot. One toy.
Ask one boy to stand up. Write and say Boy (Juan) is a boy. One boy.
Call out two boys. Write the word boys. Say toy/boy toys/boys . Teach
singular and plural forms.
Say Lets count 1, 2, 3 toys and 1, 2, 3 boys. Repeat for girl/girls.
Clap out the rhythm whilst you chant: 1, 2, 3, three toys
1, 2, 3, three boys
1 2 3!
Get the children to repeat it and clap the rhythm.
Activity (5 mins) Find the telescope

Level A AB p.17
Give each child their Activity Book open at Level A AB page 17 / Shark in the
Shark in the Park AB p.3
Park AB page 3 and a red pen/pencil. The children have to look for and colour
the telescope in the box of toys. Ask them to colour it in red. Give them more
pens/pencils so the other toys can be coloured in with any other colours.
Big Book time Cover

(5 mins)
Show the Big Book. Explain in the childrens first language that this is the next
book the group will read together. Talk about the main character, Timothy
Pope. Say Timothy Pope is a boy.
Explain that Timothy has a new toy. Say Its a telescope. What is it? Its a
telescope. Timothy has a telescope.

Final activity Make a telescope
(10 mins)
The children will need a tube of card (if you use toilet roll tubes, put them in
a microwave for 40 seconds to kill any bacteria). Each child will also need a
rectangle of card to roll up and insert inside the first tube and coloured paper
strips to make the bands around it.
(5 mins) Review
Use the flashcards to revise the new vocabulary. Use the parrot puppet to
model language.
The children can use their telescopes to look at different things through them.
Teach Look at the big book. Look at the girl (flashcard). Look at the boy
(flashcard). Look at me (point to yourself). Look at (Julia) etc.
Shark in the Park
Optional extension Symmetry

activity (10 mins)
Give out books and colouring pens/pencils. Using PCM 3 (p.81), the children
have to finish the other half of the boy and girl.
Home fun
Make a park out of a shoebox lid and add some earth, grass, blue paper for a
20
pond etc.
Session 2
Level A AB pages 1820 / Shark in the Park AB pages 46
Key words
cat telescope
park yes/no
boy look at/through
shark left/right
Active language
Where are you? I can see a
Here he is! Here he is! How do you do? Its a
One, two, three
Passive language
What can I see? Theres a shark in the park!
What is it? Its only a
Whats this? lion, giraffe
Activities
Where are you? chant Make a butterfly
What is it? (Level A AB p.18 / Shark in the Park AB p.4)
Follow my leader
Find the cat (Level A AB p.19 / Shark in the Park AB p.5)
Cats (Level A AB p.20 / Shark in the Park AB p.6)
Fly or flutter
Resources
Big Book pp.27 Audio CD (track 9)
Flashcards (lion, giraffe, shark, boy, hat, girl, bird, butterfly, cat, telescope)
Make sure each child has their telescope
Preparation
Prepare coloured paper wings and body tubes for each child to make a
butterfly.
Prepare a small bowl for each table, containing shiny paper shapes to stick
onto the wings or use felt pens. Glue sticks per table, as necessary.
Opener (5 mins) Where are you? chant

Audio CD track 9
Listen to the chant a couple of times (audio CD track 9),and then encourage
o the children to repeat:
Timothy Pope, Timothy Pope, where are you? (Mime looking.)
Here he is! Here he is! How do you do? (Go and shake hands with imaginary
boy.)
Repeat the song, using the names of the children:
Shark in the Park
(Maria Lopez, Maria Lopez), where are you?

Here she is! Here she is! How do you do? (Shake hands with child.)
Presentation I can see

(510 mins)
Use a toy telescope to teach I can see What can I see? I can see (name of
child).
Hold up flashcards of known words. Children say I can see a telescope/boy/
girl . They can use the telescopes they made last time. 21
Session 2
Activity (5 mins) What is it?

Level A AB p.18
Use flashcards lion, giraffe, shark, boy, hat to teach the words. Mime a lion by
roaring, walk tall like a giraffe, mime a shark using one hand above your head
like a fin, put on a hat and whistle to mime the boy.
Get the children to answer Whats this? Its a lion etc.
Give each child their Activity Book open at Level A AB page 18 / Shark in
the Park AB page 4. Explain that Timothy is looking through his telescope at
different things. They have to decide which thing is which and join the circles
to the correct pictures.
Big Book time Yes/no

(5 mins)
Open the first spread (pages 2 and 3) and ask What it it? Its a boy. Whats his
name? Its Timothy. Whats this? Its a cat.
Play a little game. Point to the wrong thing and say What is it? Is it Timothy?
Yes? (nod) No? (shake head). Point to the cat and get the children to say No!
Repeat with telescope, girl, boy (and children in class).

(10 mins)
Open the book and read the first spread (pages 2 and 3). Say This is a park.
This is a boy/girl/woman/man/bird/butterfly . Stress the words that
are familiar. You can even replace the text and use a little boy has got a
telescope.
Say Lets read the book together. Make sure each child has their telescope.
Read page 4. As you read, mime looking through, looking at, looking left and
looking right. Use one of the telescopes to help you mime the meaning of
page 4. Let the children copy you.
Use a clothes peg to secure page 5 to the following pages and make sure
no-one turns over the peephole page. Look surprised and use a shocked voice
to say What a nasty surprise! Start to raise your voice and shout Theres a
shark in the park! Look frightened and hold up the toy shark or flashcard. A
shark! Oh no!
Now, after building up the suspense, allow one child to turn the peephole
page for you. Read pages 6 and 7. Look relieved and say Its only a cat!
Miaow! What is it? Its a cat.
Activity (5 mins) Find the cat

Level A AB p.19
Draw a cat on the board. Use walking fingers to show him walking. Draw a
trail to show where he goes around the board. Say Wheres the cat? Where is
he? Here he is .
Shark in the Park
Park AB page 5. Explain that the children have to look very carefully and trace
over the cats trail from Timothy to find the right cat.
22
Session 2
Optional activity Fly or flutter

(5 mins)
Point out and teach butterfly and bird. Pretend to be a butterfly (rapidly
fluttering your hands and fingers) and then a bird (with slower, larger arm
movements). Let the children copy you flying and fluttering around the
playground or classroom (if space and/or time is limited, they can do this whilst
sitting down).
Now call out either butterfly or bird. The children can either fly or flutter in
response.
Optional final Make a butterfly

activity (10 mins)
Use coloured paper wings stuck onto a clothes peg/toilet roll/tube of paper.
Alternatively, use a paper plate and cut out wing shapes from it. Let the
children colour and decorate the wings. The butterflies can be hung from the
windows or ceilings.
(5 mins) Review
Clap out the rhythm while you chant:
One, two, three one, two, three
I can see, I can see
I can see a ! (Hold up the flashcards: cat, butterfly, bird, telescope, boy,
girl, shark.)

Optional extension Follow my leader
activity (5 mins)
Make a trail of spots or footprints on the floor for the children to follow. Play
follow my leader around a trail drawn on the playground outside.
Home fun Cats (Level A AB p.20 / Shark in the Park AB p.6)

Shark in the Park
The children can find pictures of cats and stick them on Level A AB page 20
/ Shark in the Park AB page 6. (They will need to ask parents or carers for
permission first.)
23
Session 3
Key words
crow around
left up/down
right
Active language
Its a One, two, three, four, five, six
Passive language
What is it? Im flying
Lets fly Stand up/sit down
Activities
1, 2, 3, 4, 5, 6 chant Make a bird
Patterns (Level A AB p.23 / Shark in the Park AB p.9)
Cat mask (Level A AB p.21 / Shark in the Park AB p.7)
Resources
Telescopes Flashcard (bird)
Preparation
Make sure the text (lines 24) on page 9 is covered with white paper.
Make a cat mask (cut out from Level A AB p.21 / Shark in the Park AB p.7)
for each child. Glue a cat mask onto card and then cut it out. Cut out the
eyes. Prepare some elastic and staple the elastic to the mask but ensure
that any staples are covered by Sellotape for safety.
Opener (5 mins) 1, 2, 3, 4, 5, 6 chant

Audio CD track 11
Use the blackboard to teach 1, 2, 3 and 4, 5, 6 using children in class. Make
o sure the children are clear about 1, 2, 3 before you go on to teach 4, 5, 6.

Next, play a clapping game. You say a number and the children clap it.
Finally, play the chant (audio CD track 11) and teach it to the children:
1, 2, 3 1, 2, 3 1, 2, 3 3, 2, 1
1, 2, 3 1, 2, 3 1, 2, 3 lots of fun
1, 2, 3, 4, 5 and 6! 1, 2, 3, 4, 5 and 6!
1, 2, 3 1, 2, 3 3, 2, 1 1, 2, 3
1, 2, 3 1, 2, 3 3, 2, 1 you and me
1, 2, 3, 4, 5 and 6! 1, 2, 3, 4, 5 and 6!
Presentation (5 mins) Up/down

Use the telescopes to look up and down. Teach Lets stand up, sit down.
Shark in the Park
Teach fly/flying. Lets fly Im flying. Now mime a bird/butterfly/plane flying

up/down.

(10 mins)
Get the children to use their telescopes to look in different directions with Timothy
Pope. Make sure the text (lines 24) on page 9 is covered with white paper.
Let a child turn the peephole page over to page 10. Meet the crow. Make crow
24 noises. Say The crow is a bird. Show the children a duck on page 2 and say
The duck is a bird. Show the flashcard for bird.
Session 3
Activity (10 mins) Cat mask

Level A AB p.21
Hand out a cat mask (cut out in advance from Level A AB page 21 / Shark in
the Park AB page 7 of the Activity Book) to each child. All the children have to
do is stick on the whiskers and then try on the mask.
Once they have put their masks on, teach this chant making cat actions with
your hands (e.g. licking paws):
Miaow, miaow, Im a cat.
Miaow, miaow, fancy that!
Im a cat!
If you are unable to use the cat mask on page 7, children can trace and colour
in the cats on page 8 of the Shark in the Park AB.
Opener (5 mins)
Story time
Audio CD track 8
Play the story on the audio CD (track 8). Show the first four double-page
spreads and stop at page 9. Point out known words e.g. boy, Timothy,
telescope. Get the children to repeat the known words.
Point to other words and say them in English but dont ask the children to
repeat. Encourage them to identify the words in their first language. Say This
is a girl. This is a woman. This is a bird. This is a cat. This is a tree. This is a
caterpillar.
Point to and say sun, cloud, bench, duck/ducks, butterfly, flowers.
Activity (10 mins) Patterns

Level A AB p.23
Show the children how to try and follow a line by drawing a line on the board
and then using a different colour to trace over it.
Get the children to make zigzag V-shapes in the air, drawing lines across from
their left to their right. Repeat with the U-shape.
Park AB page 9 and show them the cat and bird. The children should trace the
patterns and colour them in.
(5 mins) Review
Revise introductions with the children wearing cat masks and meeting Kakadu
Jack.
Optional extension Make a bird

activity (10 mins)
Each child traces around their hands on plain paper (teach left and right) and
colours in the shapes with bright crayons.
Shark in the Park
Teacher draws a large bird shape and then uses the hand shapes as feathers,
sticking them over the birds body.
Home fun
Ask the children to find pictures or books about birds and to bring them into
school.
For next time 25

The children can bring in photographs of their families.
Session 4
Level A AB pages 24, 25 / Shark in the Park AB pages 10, 11
Key words
Dad Mum
Active language
duck/s 1, 2, 3, 4, 5, 6
Passive language
Who is it? Lets
Its time to Dad, Mum, (friend), baby sister
Its
Activities
Echo chant
How many? (Level A AB p.25 / Shark in the Park AB p.11)
My family (Level A AB p.24 / Shark in the Park AB p.10)
Making ducks
Resources
Telescopes
Preparation
Prepare photos showing your Mum, Dad, brothers, sisters, children.
Opener (5 mins) Echo chant

Audio CD track 12
Listen to the first verse of the echo chant (audio CD track 12):
o Hello, hello, lets say hello! Its time to say hello!

The children repeat Hello, hello, lets say hello! Its time to say hello! (On the
word time, point to your watch or hold up a clock.)
Ask the children to repeat after you Hello, (Siti), Hello, (Joel), Hello, (Anita)
(continue for the whole group).
Play the second verse of the echo chant. The children repeat Goodbye,
goodbye, lets say goodbye! Its time to say goodbye! (Again, draw attention to
the clock/time.)
Play chant all the way through, encouraging the children to join in when each
verse is echoed.
Presentation (5 mins) Its time to

Explain that your watch tells you what time it is. The children should copy
your actions and repeat your last phrase e.g. the verbs.
Shark in the Park
Its time to stand up/sit down/say hello/look up/look down through the
telescopes/go to sleep (mime each action and get the children to copy you).

(5 mins)
Read through the story to the end using lots of expression. Introduce Dad.
Use the book to introduce Timothys family: Dad, Mum.
Use the photos the children brought in to reinforce family names and roles e.g.
26 brother, sister, mum, dad, grandad etc.
Session 4
Activity (10 mins) My family

Level A AB p.24
the Park AB page 10. Tell the children they can draw their family (Mum, Dad
etc.) on the sheet. Be sensitive to those children who may be living with other
relatives or carers.

Audio CD track 8
Play the story on the audio CD again (track 8) and point out known words
o through the whole book.
Activity (10 mins) How many?

Level A AB p.25
Revise numbers 16. Get the children to count with you.
Use the Big Book to count the ducks on each page. Let different children turn
the book pages.
the Park AB page 11. Explain that they need to count how many ducks there
are of each colour. They can look and point as they count. When they have
counted, they can join the duck to the correct number.
Optional extension Making ducks

activity (10 mins)
Make one duck-shaped template card per child. The children can cover the
card with white cotton wool stuck down with glue. Each child will need an
orange beak and two black spots of card for eyes.
For next time

Shark in the Park
Prepare salt dough (see page 29 for the recipe).
27
Session 5
Key words
quack! left hand
duck right hand
Active language
Goodbye Here he is! Here he is! How do you do?
Where are you?
Passive language
Find
Activities
Where are you? chant Make a sculpture
Whats missing? (Level A AB p.27 / Shark in the Park AB p.13)
My hands (Level A AB p.26 / Shark in the Park AB p.12)
Animal sounds
Resources
Big Book Audio CD (track 8, 9)
Flashcards (duck, bird, dog, cat)
Preparation
Make salt dough (see p.29 for the recipe).
Opener (5 mins) Where are you? chant

Audio CD track 9
Play the chant again (audio CD track 9), and encourage the children to join in:
o Timothy Pope, Timothy Pope, where are you? (Mime looking.)

Here he is! Here he is! How do you do? (Go and shake hands with imaginary
boy.)
(Maria Lopez, Maria Lopez), where are you?
Here she is! Here she is! How do you do? (Shake hands with child.)
Repeat for several other children.
Game (10 mins) Animal sounds

Use the flashcards to teach the animals duck, bird, dog, and cat. When you
show each flashcard, make the noise of the animal (e.g. quack, caw, woof,
miaow) and encourage children to join in.
Play a guessing game. Everyone sits in a circle and two children sit in the
middle. Put the four sound flashcards on the floor in the centre as well. You
make one of the animal sounds and the circle children copy you e.g. caw,
Shark in the Park
caw. The two children in the middle have to race each other to pick up the
correct flashcard. Hold it up and say Yes, the bird says caw! Good. Repeat
several times, swapping children each time.
Activity (10 mins) My hands

Level A AB p.26
Teach hand, then left hand and right hand. Use a soluble felt pen to draw a
letter L on each childs left hand and the letter R on their right hand.
28
Session 5
Park AB page 12. Show the children how to draw around each others hands.
They need to sit very still and go in between the fingers. Each child should
have the correct outline in each box. They can then colour in the hands.
Activity (5 mins) What is missing?

Level A AB p.27
Park AB page 13. Get the children to point to words in the larger pictures e.g.
Find a cat , Find a boy .
Explain the main activity. The children have to look carefully and then circle
the missing piece of artwork.

(5 mins)
Read through the story and teach/revise the colours as you read e.g. Is the
duck white? Yes. Is the duck green? No! Is the shark yellow? No its black.
Opener (510 mins) Review

Audio CD track 8
Listen to the story again (audio CD track 8). Then read it to them yourself.
o Some children may be able to contribute words as they see the pictures. This
is a useful way to assess which children can remember the words you have
taught them.
Optional extension Make a sculpture

activity (1015 mins)
Make a sculpture using plasticine or salt dough.
Look at the sculpture in the park. Say What is it? Its a sculpture. Lets make a
sculpture.
Give every child some plasticine or salt dough. They will also need a small
square of card or a small block for their sculpture to stand on. Display these
on a windowsill or table.
Recipe for salt dough
2 cups of salt * 32 cup of water * 1 cup of plain flour * 41 cup of oil
Mix the salt and 32 cup of water in pan stirring constantly over a medium
heat for 34 minutes. Remove from the heat and immediately stir in 1 cup
of flour and 41 cup of oil. Stir quickly until the mixture is stiff. Return to the
heat if necessary. If exposed to the air, it will harden in 36 hours.
Shark in the Park
Home fun
The children can paint/draw their own pictures of a park or anything from the
story.
29
Session 6
Level A AB pages 28, 29 / Shark in the Park AB pages 1415
Key words
ground right
left around
Active language
Revision of vocabulary and colours
Passive language
Can you see ? Touch
Find the Cat 1 is
Activities
T words (Level A AB p.28 / Shark in the Park AB p.14)
Your park (Shark in the Park AB p.16)
Make a shark
Colourful cats (Level A AB p.29 / Shark in the Park AB p.15)
Resources
Big Book
Flashcards (lion, bird, shark, girl, duck, hand, cat, yellow, green, red, blue,
black)
PCM 4 (p.82) Make a shark
Opener (5 mins) Whole book

Read the story and let the children talk about the story and pictures in their
first language. Read for sheer enjoyment, but pause occasionally so that the
children can say the missing words.
Presentation (10 mins) Places

Use the Big Book to teach these words: sky, ground, grass, sun, park. Use the
Big Book to look for each one. Ask the children to Find the park. Find the sun
etc. Can you see the park? Can you see the sun?
Teach touch and get individual children to touch the sky/ground/grass/sun/
park in the Big Book.
Activity (10 mins) T words

Shark in the Park
Level A AB p.28
Teach the T sound. Say the names of any children that begin with T. Explain
you are going to look through the Big Book again looking out for English
words which begin with T.
Use flashcards to test out the words: lion/bird/shark/girl/duck/cat and, after
each one, shake your head and say No it isnt a T word.
Now say telescope, toys and Timothy. Yes (nod).
Park AB page 14. Explain that, in pairs, the children have to try and join the
30 correct pictures to the T letter.
Session 6
Level A AB pages 28, 29 / Shark in the Park AB pages 1415

(5 mins)
Read the Big Book again, leaving words out to see whether children can
remember the missing words e.g. those in bold below (the children should say
the words aloud):
Page 2: Down at the park a little (point) boy is testing out his brand new toy.
Timothy Pope, Timothy Pope is looking through his telescope. He looks at the
sky (point). He looks at the ground (point). He looks left and right. He looks
all around. And this is what he sees Theres a shark in the park! A shark?
Fancy that! Its only a cat
Continue until page 12: He looks at the sky. He looks at the ground. He looks
left and right. He looks all around (page 14). A shark? Thats mad! Its
Timothys Dad (point).
Activity (10 mins) Colourful cats

Level A AB p.29
Show the colour flashcards and play a matching game. Hold up a colour
flashcard. The children have to find something of that colour in the room and
hold it up or point to it. Encourage them to say the names of the colours as
they point.
Give each child their Activity Book open at Level A AB p.29 / Shark in the Park
AB p.15. The children have to listen to you whilst looking at the sheet:
Cat 1 is yellow. The children put some yellow inside the cat (a small dot or
squiggle is enough).
Cat 2 is red
Cat 3 is green
Cat 4 is blue

Activity (10 mins) Your Park
Shark in the Park
Give each child their Shark in the Park AB open at page 16.
AB p.16
You can choose whether to instruct the children to listen and stick, e.g. Stick
a cat next to the pond. Stick a bird in the tree and so on; or you could let
the children stick their stickers where they like. You can then ask Where is
your cat? He is under the tree and so on.
Final activity Make a shark

(10 mins)
Using the template on PCM 4 (page 82), cut two shark shapes out of black
paper. The children can use chalk to draw eyes and teeth. Staple them together
for each child (ensuring that the staples are covered with Sellotape for safety)
but leave a little space, so the children can stuff shredded newspaper or tissue
paper into the shark. When they have done this, go around and Sellotape each
shark to close it.
Shark in the Park
31
Session 1 Five Little Ducks
Level A AB pages 30, 31 / Five Little Ducks AB pages 3, 4
Key words
under moo!
over quack!
cow big
duck little
Active language
Im waving my hand 1, 2, 3, 4, 5
I have fingers
Passive language
wriggle crawl
jump step
Activities
Finger fun Animal actions
Under and over Big and little
Matching numbers (Level A AB p.30 / Five Little Ducks AB p.3)
Big or little? (Level A AB p.31 / Five Little Ducks AB p.4)
Resources
Flashcards (over, under, cow, duck, big, little)
Finger number rings, pencils, paper
A set of three big and three little matching objects (e.g. big ball, little ball,
big box, little box, big mixing spoon, little tea spoon etc.)
Paints and paper for extension activity
Preparation
Make a set of rings to place over your fingers, numbered 1 to 5.
Make a safe, simple obstacle course in the classroom or outside for children
to go over and under using chairs, tables, apparatus etc.
Put together a collection of pairs of big and little objects (see resources).
Set out paints and paper (optional/extension activity).
Opener (10 mins) Finger fun

Greet the children. Wave your hand showing all five fingers and say Hello!
Hello! Im waving my hand. The children should repeat and wave Hello!
Hello! Im waving my hand.
Show your hand and say I have five fingers 1, 2, 3, 4, 5. (Raise each finger as
you say the number, until all five are showing.) Repeat several times. Place a
number on each finger using rings like this:
Five Little Ducks
Repeat the words I have five fingers 1, 2, 3, 4, 5. Now the numbers will be
showing. Let some of the children put the numbers on. They should also raise
each finger and say I have five fingers 1, 2, 3, 4, 5. (You will probably need to
32 help the children put them in the correct order.)
Session 1
Activity (15 mins) Under and over

Show the children the obstacle course you have created in the classroom or
in the outside area if you have access. Any apparatus or furniture can be used
which is low enough to step or jump over or crawl or wriggle under.
Let the children watch as you demonstrate jumping or stepping over, or
crawling or wriggling under. As you do so, say under or over, as appropriate.
Encourage them to join in once they hear and remember the words under
and over.
Allow the children to go over and under the obstacle course and encourage
them to say under and over as they do.
Show each flashcard and say under and over and ask the children to repeat
the words. Now hold up a card and ask a child to follow the instruction of
going under or over one part of the obstacle course.
Now teach the words wriggle, crawl, step and jump. Demonstrate all these
words on the obstacle course. Say wriggle, crawl, step and jump as you do.
The children can now enjoy wriggling, crawling, stepping and jumping. Each
time they can be encouraged to say wriggle, crawl, step or jump.
Finally, the more able children may be ready to say the phrases wriggle under
or jump over, crawl under or step over etc.
Activity (10 mins) Matching numbers

Level A AB p.30
Give each child their Activity Book open at Level A AB page 30 / Five Little
Five Little Ducks AB p.3
Ducks AB p.3.
With help the children should hold up matching fingers to each number on the
page and say the numbers 1, 2, 3 aloud as appropriate. They should also be
encouraged to say 1 duck, 2 ducks, 3 ducks.
At first, the activity should involve the children pointing, then they can finally
join each matching pair with a pencil line.
Activity (10 mins) Animal actions

Hold up your hand again. Say Hello! Im waving! The children repeat. Say
I have five fingers 1, 2, 3, 4, 5 raising each finger as you do. The children
repeat this.
Now demonstrate animal actions for a cow and a duck using your hands and
making the appropriate animal sounds (say Moo! Quack!). Encourage the
children to copy you.
Five Little Ducks
Show each animal flashcard and say A cow moos! A duck quacks! The children
need to repeat each animal noise after you. The children then respond to each 33
card by saying Moo! Quack! or cow, duck.
Session 1
Activity (10 mins) Big and little

Place the big and little objects on the table and let the children handle them.
Place the matching objects together. Point to each object and say This is big or
This is little. Repeat several times for each object and encourage the children
to join in. Help the children understand that little means small.
Hold up different objects and encourage the children to say big or little.
Individual children can then choose an object and the others must respond.
Finally place the flashcards for big and little on the table. The children can
then be encouraged to sort and group the objects around the appropriate label
and say big and little as they do so.
Activity (10 mins) Big or little?

Level A AB p.31
Ducks AB page 4. The children can colour the little things yellow and the big
things green.
Optional and extension activity

Using ready mix paint, the children can also enjoy making handprints on
paper. They could perhaps make a handprint tree.
Home fun
Give each child a set of cards 15 and ask parents to help their children
remember the name of each number.
Five Little Ducks
34
Session 2
Level A AB pages 32, 33 / Five Little Ducks AB pages 69
Key words
tree river
house bridge
field 1, 2, 3, 4, 5
Active language
Im waving my hand I have fingers
Passive language
This is Find five ducks
Activities
Body pictures Duck finger puppets
Duck game (Level A AB p.32 / Five Little Ducks AB p.6)
Spot the difference (Level A AB p.33 / Five Little Ducks AB p.6)
Resources
Big Book (pp.6-9) Flashcards (hill, tree, river, house)
One die (on which the number 6 has been covered with blank paper) for
each group of children, counters
PCM 5 (p.83) Duck finger puppets
Preparation
Add labels to page 7 of the Big Book with cards for hill, tree, river, bridge
and house.
Cut out enough templates of the duck finger puppet (PCM 5 p.83) to make
one for each child and ten extras for future use.
Opener (10 mins) Body pictures

Show the children page 7 of the Big Book with the labels in place for hill, tree,
river, bridge and house (use Blu-tack). Let the children look closely.
Point to each word on the Big Book page and say Tree. This is a tree. The
children should point and repeat Tree. Repeat for each word and ask the
children to repeat and respond.
Now remove all the labels and ask one child to place a card back on the Big
Book page in the correct place. As they do say House. This is a house etc. and
the child should repeat the appropriate word they are replacing.
Now have fun with the children using their body shapes to create living
pictures like the ones below. Each picture group can be given the appropriate
flashcard to hold and can say e.g. This is a tree. This is a house etc.
Five Little Ducks
35
Session 2
(5 mins) Review
Greet the children. Wave your hand showing all five fingers and say Hello!
Hello! Im waving my hand. The children should wave and repeat.
Show your hand and say I have fingers 1, 2, 3, 4, 5. (Raise each finger as you
say the number, until all five are showing.) Repeat this several times and then
place the number rings on your fingers. Say again I have fingers 1, 2, 3, 4, 5
with the numbers showing. Encourage the children to repeat with you.

(5 mins)
Read the Big Book. Hold up your hand and show the appropriate number of
fingers for each duck as they went out and came back as the story is being
told. The children may like to copy you.
Activity (20 mins) Duck finger puppets

Say several times A duck quacks, quacks, quacks and quacks! Use your hands
to make a ducks bill as you say it. The children repeat.
Looking at the Big Book and pointing to mother ducks picture on page 7 and
the words on page 6 say Mother duck quacks, quacks, quacks and quacks!
Repeat this with the children.
Using cut-outs from PCM 5 (page 83) the children now enjoy making their
own duck finger puppets. Some children will need help sticking their paper
together. Card can be used in place of paper for sturdier puppets.
Activity (15 mins) Duck game

Level A AB p.33
Bring out the parrot puppet and say Hello, Kakadu Jack. The children repeat
and the puppet replies Hello, children. Ask the parrot to Find five ducks!
Repeat. The parrot turns the pages and stops at page 6 of the Big Book. The
parrot says Five ducks! and counts each one on the page and points 1, 2, 3,
4, 5.
Hold five fingers up and say I have five fingers. The children repeat I have five
fingers. Ask the children to count the ducks on the page as you point 1, 2, 3,
4, 5. Say Five ducks! The children repeat.
Give each child their Activity Book open at Level AB page 32 / Five Little
Ducks AB page 5 ready to play the duck game. Use a die with spots but
Five Little Ducks
cover up the side with six spots with paper. Put the children in pairs or
groups of three or four. The children take turns to throw the die. As a
number is shown they place a counter on that part of the duck. If the same
number appears again and there is already a counter in place they simply
pass the die on to the next child and do not place a second counter on the
duck. The child that is first to cover up all the numbers on the duck is the
winner. Some children will need adult help. As they roll each number on the
die they should be encouraged to say the number aloud 1, 2, 3, 4, 5.
36
Session 2
Activity (5 mins) Spot the difference

Level A AB p.33
Ducks AB page 6. The children can now enjoy spotting five differences
between the two landscape pictures.
Optional and extension activities

The children could paint their own landscapes with hills, a river, trees, bridge
and house.
More able children could play the duck game again using a die that has
numbers in place of dots.
Home fun
Give each child a ball of plasticine to make a duck at home.
The children can be encouraged to paint or draw a new house for Mother
Duck.
Finally they might like to a visit a place together to see real ducks if that is
possible.
For next time

The children will need a patterned towel and also ask them to bring
photographs of their mother, father, brothers and sisters, and one of them as
a baby. The teacher will also need to bring in family photographs and one of
themself as a young child.
Five Little Ducks
37
Session 3
Key words
sister father
brother me
mother four
Active language
Me. This is me
Passive language
My family dry
Who is this? iron
wash fold
Activities
Family photographs Wash day!
Matching washing lines (Level A AB p.34 / Five Little Ducks AB p.7)
This is me! (Level A AB p.34 / Five Little Ducks AB p.8)
Resources
Big Book Audio CD (track 13)
Duck finger puppets Four patterned towels
Family photographs
Preparation
Mount photographs of you and members of your family on cardboard.
Fold four towels.
Opener (10 mins) Whos who

Greet the children with the Kakadu Jack. Say Hello, Kakadu Jack. The children
repeat and the puppet replies Hello, children.
Hold up your collection of photographs (the photograph of you should be
missing). Say My family. This is my family and point at the photographs.
Repeat. Let the children look closely at the photographs. Encourage them to
guess who each person is.
Ask Who is this? and point to someone. Repeat. The children can try and guess
who it is. Say This is my sister, mother, brother or father etc.
Now point to each photograph and say again This is my sister, brother etc.
Opener (10 mins) Whole book

Audio CD track 13
Choose a child to put five duck puppets on each of the fingers of one hand. Read
o the story or play the audio CD (track 13). As you do so the child will try and hold
up the correct number of ducks for each part of the story e.g. Five little ducks
went out one day (five fingers held up) But only four little ducks came back
Five Little Ducks
(four fingers held up).

Encourage the children to join in with Quack, quack, quack, quack! (You might
also wish to use the plasticine ducks that the children have made at home. These
ducks should be stored carefully as they are to be used in future lessons.)
Activity (15 mins) Family photographs

Ask the children to bring out their collection of photographs that they have
38 brought from home. Let the children enjoy looking at their families and talking
about them.
Session 3
Choose one childs collection and lay them out on a table. Ask the child to
point to a sister or brother or mother or father. Say This is my sister etc. for
them to repeat. Then say This is (childs name) sister.
You should then give the children time in pairs to show each other their
photographs. Encourage them to say the family name of each person to each
other My mother. This is my mother etc.
Finally, hold up your photograph of you as a child and say Me. This is me
and point at yourself. Repeat several times. Ask the children to hold up their
photographs. Encourage them to say Me. This is me and point at themselves.
Do this several times.
Activity (15 mins) Wash day!

Ask the parrot puppet to Find four ducks. Ask the children to repeat Find
four ducks. The parrot turns to page 8 of the Big Book. Count the ducks on
the page and say 1, 2, 3, 4. Ask a child to count the ducks. Now ask a child to
place four duck finger puppets on their fingers. Say Four ducks and encourage
the children to repeat.
Look closely at page 9 of the Big Book. Enjoy the patterns. Talk about patterns
and colours. Count the towels on the top washing line. Say 1, 2, 3, 4. Say
Three towels. Repeat several times.
Bring out the collection of four towels. Let the children have fun feeling them
in turn. Let them now enjoy role-playing with the towels they have brought in
from home. Show them how they can pretend to wash, dry, iron and fold with
an imaginary washtub, washing line, iron and ironing board. They can try and
actually fold the towels too.
As you pretend say wash, dry, iron, fold. As the children pretend encourage
them to repeat these words. Say Its wash day! and let them have fun.
Activity (5 mins) Matching washing lines

Level A AB p.34
Ducks AB page 7. The children can enjoy copying the designs and colouring
their own matching washing line.

Place the four towels on a table in sequence. Let the children look at them
closely. Say Close your eyes! Now rearrange the towels. The children must now
put them back in to the same sequence.
The children could also design their own towels with crayons and paper.
Home fun This is me! (Level A AB p.35 / Five Little Ducks

Five Little Ducks
AB p.8)
Give the children their Activity Book to take home. Ask them to draw a picture
of themselves on Level A AB page 35 / Five Little Ducks AB page 8 by copying
a photograph.
For next time

Ask the children to bring in a few small plastic toy animals from home.
39
Session 4
Key words
bird three
butterfly
Active language
Big duck 1, 2, 3, 4, 5
Little duck Im flying! Im a
Passive language
Find the animals Look!
What did you find? Mother Duck
No Little Duck
Activities
Animal safari Jungle play
Find the hidden animals (Level A AB p.36 / Five Little Ducks AB p.9)
Finish the butterfly (Level A AB p.37)
Finish the animals (Five Little Ducks AB p.10)
Find the animals
Resources
Flashcards (bird, big, little) Photograph of teachers mother
Small boxes for capturing animals and a collection of plastic toy animals
PCM 6 (p.84) Mother Duck mask, PCM 7 (p.85) Little Duck masks
Mirror (for Five Little Ducks AB users)
Preparation
Cut out the Mother Duck and Little Duck masks from PCM 6 (p.84) and
PCM 7 (p.85).
Hide the plastic animals around the classroom/outdoor area for the animal
safari and have the boxes ready for capturing the animals.
Opener (10 mins) Animal safari

Bring out Kakadu Jack and all say Hello, Kakadu Jack. The puppet replies to
each child Hello, (childs name). Each child replies Hello, Kakadu Jack.
Tell the children they are going on an animal safari to find hidden creatures.
Ask them what animals they might find. Hand out the collection of small boxes
for catching them in. Say Box. This is a box! Repeat. The parrot puppet says
Find the animals. Find the animals!
Send the children off to find the hidden creatures. If you can go outside, it
will be fun to hide creatures under leaves and stones so the children have to
look hard. Once they have captured their creatures they can put them in their
Five Little Ducks
boxes.
As the children return say What did you find? Have fun carefully peeping into
the boxes making sure their captured creatures do not escape! Lift the lids off
gently and pretend to grab them in the box and hold them in your hand as if
they are real. Say again What did you find?
There will be too many new English words for the children to learn the name
of each animal. However, you should still name them in English as it will be
fun for the children to hear their English names. Choose two or three that the
children can try and remember. Say What did you find? A tiger/cow/elephant/
40
dog etc.
Session 4
(5 mins) Review
Hold up the photograph of your mother. Say This is my mother several times.
Open the Big Book to page 13. Say This is Mother Duck. The children reply
Mother Duck. Point to Mother Duck and say big. Now point to the little ducks
on page 12 and say little.
Say Big duck. Little duck. Ask the children to reply Big duck. Little duck while
you point to them. Repeat.

(10 mins) Show the children the duck masks (cut out from PCM 6 and PCM 7). Let
Audio CD track 13 different children put them on.
Point to the mother duck mask and say several times Mother Duck. Point to a
little duck mask and say Little Duck. Repeat this.
Now count the little ducks. Say 1, 2, 3, 4, 5. Ask the children to count from 1
to 5 with you.
Now read the Big Book again or play the audio CD (track 13). As the story is
read, five children act as little ducks and one child as Mother Duck. They will
go over the hills and back. As the story is read, encourage the children to join
in with the words.
1, 2, 3, 4, 5
Little ducks
Mother duck
Quack, quack, quack, quack!
Activity (10 mins) Find the animals

Ask Kakadu Jack to Find three ducks! Find three ducks! The puppet turns to
page 12 of the Big Book. Count the ducks with the children. Say 1, 2, 3. Three
ducks! The children repeat.
Pretend that the parrot wants to look at other pages, by trying to peep over
to page 14. Say No, Kakadu Jack. Three ducks! Repeat this. The parrot now
points at the cow and butterfly and says Look, animals. Find the animals.
The parrot turns to page 14 and says Look, animals. Find the animals and
points at the squirrel and butterfly.
Look through the Big Book page by page and as each page is turned over the
parrot should say Look, animals. Find the animals. Encourage the children to
repeat this.
The children can then have fun finding the animals and pointing. Again whilst
there are too many names for the children to remember in English, you should
say each animal name in English for the children to enjoy. Choose butterfly
and bird to remember. (The animal on page 18 is probably an otter.)
Five Little Ducks
Activity (10 mins) Find the hidden animals

Level A AB p.36 Give each child their Activity Book open at Level A AB page 36 / Five Little
Five Little Ducks AB p.9 Ducks AB page 9. The children can enjoy finding the hidden creatures.
Activity (10 mins) Finish the butterfly

Level A AB p.37 Look at the butterfly in the Big Book on page 14. Say butterfly and ask the
children to repeat.
41
Session 4
Use your arms to flutter like a butterfly and fly around the classroom saying
Im flying! Im a butterfly. The children can follow you.
Give each child their Activity Book open at Level A AB page 37. The children
can complete the butterfly with crayons and pencils.

Activity (10 mins) Finish the animals
Show the pupils the concept of symmetry by using a mirror to reflect the other
half of a shape. Show the pupils half a T, O, W, M A, H, U, V, X. These letters
can be used to illustrate symmetry and this will help the children to learn some
alphabet names in English.
Now give each child their Five Little Ducks AB open at page 10. Show the half
animals and explain the class need to draw the missing halves of the butterfly
and starfish, then colour them in to match with crayons and pencils.
Final activity (5 mins) Jungle play

If there is any time remaining, the children can bring out the plastic toy
animals they have brought in and show each other. They can then create
pretend jungle and rainforest scenes in the sand tray, on a desktop or in the
outdoor area. As the children play, name their animals in English for them.
Home fun
Paint a picture as Mother Duck did for the inside of her house. Ask the
children to paint butterflies and to bring their pictures in to be displayed in the
classroom.
Five Little Ducks
42
Session 5
Key words
apple big
shoe little
box
Active language
1, 2. These are shoes
Passive language
Juicy apple This is a big/little box
1, 2. Two apples
Activities
Eating apples Song
Apple printing Footprint trail
How many apples on each tree? (Level AB p.38 / Five Little Ducks AB p.11)
Matching shoes (Level AB p.39 / Five Little Ducks AB p.12 Whose feet are
these?)
Resources
Big Book Audio CD (track 14, 15)
Flashcards (big, little, apple, under, over, shoe)
Apples, bag Big box, little box
Giant apple tree outlines, apples cut in half, paint
Three pairs of shoes
Cut-outs of shoe prints (for Level A AB users)
Preparation
Put two apples in a bag.
Draw enough blank apple trees on big paper for the childrens apple prints.
There should be no more than five apple prints per tree.
Cut out pairs of shoe prints for the shoe print trail. Each pair should be a
different colour (for Level A AB users).
Opener (10 mins) Eating apples

Eat an apple as the children are arriving. Make lots of crunching noises and
say Mmm! Mmm! Let the children watch as you clearly enjoy eating the apple.
Finish eating and say Mmm! Mmm! again. Now say Hello. The children reply.
Put the children in pairs and ask them to greet each other by name Hello,
(childs name).
Five Little Ducks
Place the bag of apples on the table. Bring them out one at a time and say 1,
2. Put them back in and repeat. Ask the children to count 1, 2.
Say Apple. This is an apple and hold one up. Repeat. The children reply Apple.
Hold up a second apple. Count and say 1, 2. Two apples. Repeat.
Cut an apple in two and count each half 1, 2. The children should repeat. Now
let the children enjoy eating a small piece of the apple if they wish. (You may
need some spare apples for a larger group.) Encourage the children to say
Mmm! Mmm! as they eat. Say Mmm! Juicy apple and encourage the children
to repeat this. 43
Session 5
Activity (10 mins) Apple printing

Let each child print an apple on a giant apple tree. No apple tree should have
more than five apples.
To print an apple the child paints the flat side of an apple cut in half and then
presses it carefully on the paper tree. Encourage the children to say apple as they
print. Make sure all painted half apples are collected and discarded immediately
after use.
Activity (5 mins) How many apples on each tree?

Level A AB p.38
Ducks AB page 11. The children can count the apples on the trees and write
the numbers in the circles.
(10 mins) Review

Place a big box on a table and a little box on the floor. Point to the little box
and say Box. This is a box. Ask the children to say this as you point.
Now point to the big box and say Box. This is a box. Again, as you point, ask
the children to repeat this.
Hold up the two flashcards big and little. Point to the big box and say Big box.
This is a big box. Ask a child to place the flashcard on the box and say big.
Now point to the two boxes and the children should say either big or little.
Finally, have fun crawling under the box on the table and stepping over the
box on the floor. Say under or over as appropriate and let the children join in.
Activity (5 mins) Song

Audio CD track 14
Play the Five Little Ducks song on the audio CD (track 14). Show the children
o finger and hand actions to accompany the story e.g.
Five little ducks went out one day
Over the hills
and far away

Five Little Ducks
Mother Duck said, Quack, quack, quack, quack!
But only four little ducks came back.

44
Session 5
Activity (15 mins) Matching shoes

Level A AB p.39
Play One, two, buckle my shoe (audio CD track 15). The children can then
Audio CD track 15
accompany it with actions.
One, two, buckle my shoe
Three, four, knock on my door
Five, six, pick up sticks
Seven, eight, shut the gate
Nine, ten, do it again.
Put the collection of shoes on the table in pairs. Count each one and say 1, 2.
These are shoes! Repeat.
Jumble the pile of shoes up and let the children sort them out. As they do they
could say 1, 2. These are shoes.
Give each child their Activity Book open at AB page 39. Let the children sort
out the matching pairs. Initially they should point at each pair and then join
them with a pencil line.
Activity (15 mins) Whose feet are these?

Get the children to draw around their own footprints on coloured card or
paper.
Now make a walking trail around the classroom or down the corridor. Use
Blue Tack or double-sided sellotape to attach the foot prints. Use the trail
for Total Physical Response practice (a method to help children learn by
encouraging them to act out the language as they hear it or say it) e.g. lets
walk, lets sing and walk, lets walk and laugh, lets walk quietly, lets walk
tip-toe, etc... This can be expanded upon by encouraging children to do the
actions to the following rhyme:
Teddy Bear, teddy bear touch the ground,
Teddy Bear, teddy bear, turn around,
Touch your ears and touch your nose,
Touch your eyes and touch your toes!
Once concept of footprints is clear, show the children the footprints on the
Five Little Ducks AB page 12. Explain they belong to some animals. Give the
children their stickers. They have to match the correct animal sticker to the
print.
Final
activity (10 mins) Footprint trail
Audio CD track 15
Show the children the pairs of shoe prints made from paper. Count 1, 2 for
o each pair.
Lay a shoe print trail around the classroom or outside. The children can then
follow the footprints. As they do this, play One, two, buckle my shoe again.
Five Little Ducks

The children can make shoe prints in sand, if a sand tray is available.
Home fun
Ask the parents to make footprints of their childrens feet and their own feet by
drawing around them on paper. They can then cut them out for the children to
bring to the next lesson. 45
Session 6
Key words
party plate
cup fork
Active language
One duck pie
This is one duck/shoe/apple jug
Passive language
Its party time Find
This is
Activities
Laying the table Party time
Whats in the bag?
Lay the table bingo (Level A AB p.40 / Five Little Ducks AB p.13)
Ducks, fish and dragonflies (Level A AB p.41 / Five Little Ducks AB p.14)
Resources
Big Book Mother Duck mask, five Little Duck masks
Flashcards (apple, duck, shoe, plate, fork, cup)
Plates, cups, forks Apple pie
Feely bag, plastic duck (or a finger puppet will do) apple, shoe
PCM 8 (p.86) Lay the table bingo cards
Preparation
Lay a table for five people.
Cut out ten of each card on PCM 8 for Lay the table bingo and place in a
bag (you will have 50 cards in total).
Fill the feely bag with a duck, an apple and a shoe.
If possible, prepare an apple pie to eat.
Opener (10 mins) Laying the table

Have the table laid for five as the children arrive. Say Hello. Its party time!
and point at the table. Let the children look at the table. Say again Its party
time! and point at the table. Tell the children that they are having a party, but
the table must be laid correctly.
Hold up the cup and say cup several times and let the children repeat cup.
Hold up the plate and fork and repeat plate, fork.
Hold up the flashcards for cup, plate and fork and say them as you hold them
up.
Five Little Ducks
Help small groups of children to lay a second table by copying the table you
have laid.
Now count the plates. Say 1, 2, 3, 4, 5. Five plates. Repeat. The children should
be encouraged to join in. Now count the cups and the forks.

(15 mins)
Choose five children to wear the Little Duck masks and one child to wear the
46 Mother Duck mask.
Session 6
As you read the story:

the children wearing Little Duck masks will act out Five little ducks went
out one day over the hills and far away and But only four little ducks came
back etc.
Mother Duck will say aloud Quack, quack, quack, quack!
This performance may need practice. Enjoy practising and do not expect a
perfect performance! The children should be encouraged to join in with the
rhyme.
Activity (10 mins) Whats in the bag?

Bring out the parrot puppet and say Hello, Kakadu Jack. The children say
Hello to the puppet and he replies Hello, children!
Say to the puppet Find one duck! Turn to page 20 of the Big Book. Say One
duck and point to the page. Say Look, one duck and repeat. The children
repeat One duck.
Bring out the feely bag (containing the duck, the apple and the shoe) and let
the children pass it around and feel it. See if they can guess what is inside.
Ask one child to feel in the bag and guess an item. If they guess correctly,
encourage the child to say what it is in English. Let different children feel in
the bag until all the objects are out. The children should remember most of the
items as they have been introduced over the past five lessons.
Lay the duck, the apple and the shoe in a row and point to each one. Ask the
children to try and name them in English.
Say One duck. Hold the duck up and repeat One duck. The children repeat
One duck. Do the same with the shoe and the apple.
Activity (10 mins) Lay the table bingo

Level A AB p.40
Give each child their Activity Book open at page 40 ready to play Lay the table
bingo.
In turn the children take a card out of the bag and they lay it on the page. If
they already have the item on the page it goes back in the bag.
The first child to lay all their table is the winner. The children should be
encouraged to say pie, jug, cup, plate, fork as they pull an item out of the bag.
Activity (15 mins) Make a book

Five Little Ducks AB pp.1516
Explain that the children have to cut out the page along the dotted lines and
then fold down the middle, along the solid black line. The pages can now be
glued together (or the teacher can staple or thread the pages together with
ribbon or string). The page numbers should follow correctly 18.
Explain that the children need to stick the stickers so that the sentences are
Five Little Ducks
true, e.g. add one cat or one apple. They can colour the rest of each page and
then read the books in pairs.
Final activity Party time!

(15 mins)
Have a party! Let all the children have a drink and piece of real or imaginary
apple pie. Encourage each child to lay their own place at the table.
47
Session 6

Play Lay the table bingo using word cards instead of pictures.
The children could also make a party hat!
Home fun Ducks, fish and dragonflies (Level A AB p.41 /

Five Little Ducks AB p.14)
The children should take home their Activity Book and the mini-book they
made. They can count the animals and colour Level A AB page 41 / Five Little
Ducks AB p.14.
Five Little Ducks
48
Session 1 Baabooom!
Level A AB pages 42, 43 / Baabooom! AB pages 3, 4
Key words
bull duck
cow goose/geese
chick balloon
Active language
Hello I say
Im a Its a
Passive language
What are you? He/she says
What is he/she? What colour is it?
What is it? He/she found
Activities
Animal sounds Finding balloons
Animal song
Red (Level A AB p.42 / Baabooom! AB p.3)
A red balloon (Level A AB p.43 / Baabooom! AB p.4)
Resources
Big Book (cover) Audio CD (track 17)
Flashcards (cow, duck, geese, chick, bull)
Cut-out pictures (mounted on a stick) or models of a chick (Clucky-Cluck),
two cows, two ducks and two geese
Large red balloon and one balloon for each child (not blown up), string
Balloon blower (optional)
Small selection of familiar red objects e.g. cup, ball, model car, flag and pencil
Zigzag book containing pictures of a farmyard
Preparation
If you are not using models of the animals, cut out pictures of a chick, two
cows, two ducks and two geese and mount them on sticks.
Hide the red balloons around the classroom in obvious places. You need to
have one large red balloon ready.
Special note
In some of the sessions each child will be given a balloon which they can
(try to) blow up. Extra care will be needed to make sure the children dont
swallow or choke on the balloons. You will probably need plenty of puff, a
balloon blower (and ideally extra helpers) to do this for them!
Opener (10 mins) Animal sounds

Baabooom!
Show the children a cut-out picture or a model of Clucky-Cluck the chick. Say
Hello, who are you? Make the chick reply in a small voice Im Clucky-Cluck.
Ask the children to say Hello, Clucky-Cluck.
Pass Clucky-Cluck to individual children and encourage them to say hello to
Clucky-Cluck and say their name e.g. Hello, Clucky-Cluck, Im (Carlo/Merle/
Sara).
49
Session 1
Say Hello, Clucky-Cluck. What are you? She replies Im a chick. Encourage the
children to say chick.
Make Clucky-Cluck say cheep, cheep! The children should repeat cheep, cheep!
Point to a boy and say This is (Henry). What are you? Help him say Im a boy.
Point to a girl and say This is (Ruth). What are you? Help her to say Im a girl.
Repeat this sequence with a cut-outs or models of:
a cow say What are you? A cow. I say moo, moo!
a duck say What are you? A duck. I say quack, quack!
a bull say What are you? A bull. I say roar, roar!
a goose say What are you? A goose. I say honk, honk!
Encourage the children to say what the animals are and to repeat the sounds
they make.
Opener (10 mins) Animal song

Audio CD track 17
Divide the children into groups of cows, bulls, ducks and chicks. Model for
o them what they have to say when you hold up their animal picture e.g. Im
a duck. I say quack, quack! Tell the children that they are going to sing the
animal song:
Im a chick
I say cheep, cheep!
Im a duck
I say quack, quack!
Im a cow
I say moo, moo!
Im a bull
And I say roar to you!
Listen to the song on the audio CD (track 17), then sing the song with the
children. Each group must sing their lines when you hold up their animal
picture.
Presentation (10 mins) Red balloons

Show the children the Big Book cover with the picture of Clucky-Cluck
holding a balloon. Hold up a red balloon and blow it up (not too much!). Say
Its a balloon. What is it? The children reply Its a balloon. Hand the balloon
to individual children and encourage them to say Its a balloon.
Point to the colour of the balloon. Say The balloon is red. What colour is it?
The children reply Its red. Encourage the children to repeat this with you.
Show some familiar things that are red e.g. a cup, ball, flag etc. Say The cup is red.
What colour is it? The children repeat Its red. Repeat this for the other objects.
Activity (10 mins) Red

Level A AB p.42
Give each child their Activity Book open at Level A AB page 42 / Baabooom!
Baabooom! AB p.3
Baabooom!
AB page 3. The page includes pictures of the objects you have just shown the
children. Depending on the level of the class, ask children to colour in different
parts of the objects using different shades of red e.g. colour the star dark red,
colour the middle of the flag light red...
50
Session 1
Game (5 mins) Finding balloons

Hold up Clucky-Cluck and walk her about on a table or surface (ideally
in front of a picture of the farmyard scene) until she finds the balloon.
Say Clucky-Cluck found a red balloon. Repeat this several times with the
children.
Tell the children that you have hidden several balloons which have not yet
been blown up. They are in the classroom and the children have to find them.
You can give them clues while they are searching. Each child should find a
balloon. If they find one they should not pick up another one.
Choose six children and call them out one by one. As each child holds up their
balloon say (Pablo) found a red balloon.
If you have help or a balloon blower, inflate the balloons and tie on some
string so the children can take them home.

Hold up the flashcards for the animals and say the word. The children repeat
the word. Then hold up the flashcards in the same order again and ask the
children to call out the words. The first child to answer is given the card.
Call the card holders out to the front, one by one, to hold up their card while
the class says the word in unison.
Activity (510 mins) A red balloon

Level A AB p.43
Baabooom! AB p.4
AB page 4. The children can complete the drawing and add to it a string with a
balloon on the end. The children colour the drawing and colour the balloon in
red.
Home fun
The children take home their balloons. (Give the childrens balloons to the
parents/carers who collect them from school.) They can experiment with the
noises they make as the air is released at different speeds and finally let them
go so they fly about.
Baabooom!
51
Session 2
Level A AB page 44 / Baabooom! AB page 5
Key words
pond two
barn red
field
Active language
Two cows/ducks/geese On the pond
In the barn/field a balloon
Passive language
Hello Clucky-Cluck the chick Where is/are ...?
Hello ducks/bull/cows/geese Put the ducks/geese on the pond
Show me the What colour is it?
How many ? What did I do?
What is it? I blew and blew and blew
The bull is in the barn It grew and grew and grew
Activities
The farmyard (Level A AB p.44 / Baabooom! AB p.5)
Blowing up balloons Where are the animals?
Whose balloon?
Resources
Big Book (pp.2, 3) Audio CD (track 18)
Cut-outs or models of the farm animals
Toy farm with model animals
One large red balloon
A red balloon for each child and lengths of red string for attaching to
balloons
PCM 9 (page 87) Whose balloon?
Preparation
Write each childs name in one of the balloon outlines on PCM 9 and make
a copy for each child.
Opener (5 mins) Revisit the animals

Say Hello to the children and greet each one by name e.g. Hello, (Timothy),
Hello, (Nor) etc. Encourage them to say Hello, (your name) in reply.
Now say Hello to the animals on the farm and each time, hold up the cut-out
animal or model and point to the animal on pages 2 and 3 of the Big Book e.g.
Hello, Clucky-Cluck the chick. Hello, bull/ducks/cows/geese etc.
Looking at the Big Book picture again on pages 2 and 3, ask individual
children to point to the ducks, bull, cows etc. Say Show me the ducks etc.
Point to the cows and say How many cows are there? Two cows. Encourage
the children to repeat Two cows after you. Repeat this for the ducks and the
geese.
Baabooom!
Activity (5 mins) The farmyard

Level A AB p.44
Baabooom! AB p.5
AB page 5. Each child needs to colour the animals in the picture.
When they have finished say Show me the bull. Move around to check that the
52 children are pointing to the bull. Repeat for the other animals e.g. Show me the
duck/chick.
Session 2
Opener (5 mins) Where are the animals?

Audio CD track 18
Still looking at pages 2 and 3 of the Big Book, point to the ducks and say
o Where are the ducks? The ducks are on the pond. Encourage the children to
repeat The ducks are on the pond.
First, listen to the first verse of the song below on the audio CD (track 18),
then teach the children to sing it:
The ducks are on the pond
The ducks are on the pond
Quack, quack, quack, quack!
The ducks are on the pond.
Go through and repeat this sequence for the second and third verses:
The bull The bull is in the barn (Roar, roar, roar, roar!)
the cows the cows are in the field (Moo, moo, moo, moo!)
After each animal ask individual children: (Maria), where is the bull? (Nicholas),
where are the cows? etc. They should reply In the barn/the field etc.
Show the children the toy farm. Have the model animals ready by the side. Ask
individual children to put the animals on the farm e.g. (Christopher), put the
ducks on the pond. If they do this successfully say Good. The ducks are on the
pond. On the pond. Ask the class to repeat the phrase On the pond. Then say
Where are the ducks? The children should reply On the pond.
Ask another child to Put the bull in the barn. Again, ask Where is the bull?
and encourage the children to reply In the barn.
Presentation (10 mins) Blowing up balloons

Bring out the big red balloon. Say Its a balloon. What is it? The children
should reply Its a balloon. Ask individual children the question What is it?
Say Its a red balloon. What colour is it? The children reply red. Again, ask
individuals What colour is it? If the children know any other colours, point to
these and ask the same question.
Read pages 2 and 3 of the Big Book to the children. Say What did Clucky-Cluck
find? Clucky-Cluck found a balloon. The children should repeat a balloon.
Point to Clucky-Cluck blowing up the balloon. Say She blew and blew and
blew. Blow up a balloon and exaggerate the blowing movement, pausing at
intervals for effect. Knot the balloon and tie it to a string.
Say What did I do? I blew and blew and blew. Repeat this several times.
Blow the balloon up again, stopping between breaths to emphasise grew and
show the balloon getting bigger. Say When Clucky-Cluck blew and blew and
blew the balloon, it grew and grew and grew.
Encourage the children to spread out their arms to show the balloon growing
bigger and bigger.
Activity (5 mins) Whose balloon?

Give each child a copy of PCM 9 (page 87). The children have to draw a string
Baabooom!
from the girl or boy figure to the balloon with their name on it and colour the
balloon red. Help the children to recognise their name.
Home fun
The children could bring in three photographs of themselves: as babies, as a
one year old and as they are now. Say We grew and grew and grew. 53
Session 3
Key words
blew red
right grew
Active language
Clucky/Big Bull blew and blew It grew and grew
Passive language
It/he/she grew and grew until it/he/she was just the right size.
What happened to the balloon?
Activities
The balloon song Building towers
Small, medium, large (Level A AB p.45 / Baabooom! AB p.6)
Whos in the farmyard? (Level A AB p.46 / Baabooom! AB p.7)
Resources
Big Book (pp.25) Audio CD (track 19)
Red balloon
A collection of boxes and bricks for the children to make towers
Plastic containers for each child, seeds and soil
Preparation
Copy the phrase it was just the right size from page 4 of the Big
Book onto a slip of paper and clip or attach it to page 3 to complete the
sentence.
Collect three photographs showing you growing up e.g. baby/child/adult.
Make a zigzag book for each child (folded in three and left blank).
Prepare a plastic pot for each child (labelled with their name) in which you
have planted a seed.
As an alternative to the above, you can prepare a plastic tray with damp
cotton wool and cress seeds or mung beans for each child.
Opener (5 mins) The balloon song

Audio CD track 19
Read pages 2 and 3 of the Big Book (ending with the attached words it was
o just the right size). Dont turn over to page 4 yet.

Practise again the phrase learnt in the last session I/she blew and blew and
blew. After each repetition of the lines you should all pretend to be blowing
up a balloon.
Listen to the balloon song on the audio CD (track 19), then say Now lets sing
the balloon song:
Clucky blew and blew
She blew and blew and blew and blew
It grew and grew and grew and grew
The great big red balloon!
Baabooom!
Baabooom!
Introduce several more choruses of the song with What did (Alan/Sheila/Igor)
do?
(Alan) blew and blew etc.
Slowly blow up the balloon (but not too much) with lots of puffing and
stopping. Tie a knot in it and point to the picture of Clucky-Cluck on page
54 2 and say What happened to the balloon? It grew and grew and grew.
Encourage the children to repeat this.
Session 3
Presentation (5 mins) Growing up

Show the children the photographs of you growing up. In pairs, the children
show each other their own growing up photographs and discuss them.
Choose a few children to tell the class about their pictures.
After each child has spoken, point to the photographs and say (Juan) grew
and grew until he was just the right size. (Explain the last part of the sentence
in the first language.) Then say What did (Juan) do? Say He grew and grew
until he was just the right size. Repeat this for a girl e.g. What did (Anna) do?
and say She grew and grew until she was just the right size. Repeat this for
several children.
Big Book time Pages 4 and 5

(5 mins)
Read pages 4 and 5 of the Big Book. Explain the phrase Ill show you how
to blow up balloons, he told Clucky-Cluck to the children in their first
language.
Stress page 5 in your reading and mime the fact the balloon is getting bigger
and bigger. Now blow up the big red balloon until it is significantly larger.
Activity (5 mins) Small, medium, large

Level A AB p.45
Give each child their Activity Book open at Level A AB pages 45, 46 /
Baabooom! AB p.6
Baabooom! AB pages 6, 7. The children need to draw arrows linking the small,
medium and large pictures to show them getting bigger and bigger.
Optional extension Building towers

activity (10 mins)
Give the children a collection of boxes and bricks. Put them in pairs and ask
them to make a tower until they have used up all their materials.
Give each child a zigzag book and then encourage them to draw their tower
in three stages (i.e. getting bigger and bigger). This will help them to see how
their construction grows.
Baabooom!
Activity (10 mins) Whos in the farmyard?

Level A AB p.46
Give each child their Activity Book open at AB page 46. The children can
Baabooom! AB p.7
circle the five hidden animals in the farmyard picture.
55
Session 3

Audio CD track 19
Tell the children you are going to sing the balloon song again. Play the song
o (track 19), and encourage the children to sing along:

Baabooom!
Sing another verse of the song, but this time sing about the bull:
Big bull blew and blew
Big bull blew and blew
He blew and blew and blew and blew
Baabooom!
Home fun
Give each child a plastic pot (with their name on) containing soil and a seed.
You could use pumpkin or runner bean seeds. Explain that they can take the
pot home but they must water it a little each day. They can watch the seed
grow and grow. After a couple of weeks, ask the children to bring their pots
back to school so that they can compare how much their seeds have grown.
Alternatively, you could give each child a shallow tray containing damp cotton
wool and cress seeds or mung beans. Again, they could take them home and
watch them grow. When they bring them back to school they could harvest
their cress or beansprouts and eat them!
Baabooom!
56
Session 4
Key words
yellow blue
Active language
right size too big
too small
Passive language
What colour is ? Ill show you how to
Activities
The colour song Just right!
What colour is it? (Level A AB p.47 / Baabooom! AB p.8)
Ill show you how to
Resources
Three balloons blown up to demonstrate too small, just right and too big
PCM 10 (page 88) Just right!
Preparation
Make three large pictures, each one showing a balloon at different stages
of inflation (too small, just the right size and too big). Draw a small child
holding onto the balloon in each picture in the too big picture, they can
be struggling to keep their feet on the ground!
Make three sets of cards showing: a pair of feet and three pairs of shoes (too
small/just right/too big); a castle and three flags; a head and three hats.
Find and cut out a picture clue for each child e.g. pictures of a banana, a
drum, a skipping rope, a bucket and spade, a fishing rod etc.
Opener (5 mins) The colour song

Audio CD track 20
Read pages 2 to 4 of the Big Book to the end of the first sentence ... it was
just the right size. Ask the children What colour is the balloon? and encourage
the children to say with you Its a red balloon.
Now teach the children the colour song. First, listen to the first verse of the
song on the audio CD (track 20), then sing it through. Encourage the children
to clap along as they sing.
Its a red, red balloon, yes it is
Its a red, red balloon
A red, red balloon
Yes it is.
Now point to the pond and say What is it? Its a pond. Encourage the children
to repeat this. Say What colour is it? Its a blue pond. Sing the second verse of
the song:
Baabooom!
Its a blue, blue pond etc.

You can also sing the third verse for Its a yellow, yellow chick.
Activity (10 mins) What colour is it?

Level A AB p.47
Give each child their Activity Book open at Level A AB page 47 / Baabooom! AB
Baabooom! AB p.8
page 8. The children have to draw lines to link the colours and the pictures. 57
Session 4
Presentation (10 mins) Too small, too big, just right!

Read pages 2, 3 and 4 again to the end of the first sentence on page 4. Say
Clucky-Cluck found a balloon. It was too small. What was it? It was too small.
Encourage the children to repeat too small.
Show the children a balloon (or a picture of a balloon) which has been blown
up. (Do not use the picture of the balloon on page 5 since it is being held by
the bull and might confuse the children.) Say Clucky-Cluck blew and blew
until the balloon was just the right size. What was it? It was just the right size.
Again, the children can repeat right size.
Now hold up a balloon (or a picture) which has been blown up too much and
say Big Cousin Bull blew and blew until it was too big. What was it? It was
too big. The children repeat too big.
Activity (5 mins) Just right!

Put up three pictures on the board, each one showing the balloon at different
stages of inflation (too small, just the right size and too big). Ask the children
to show you/point to the balloon that is too small/just the right size/too big.
Tell the children to close their eyes and change the order of the pictures. Now
ask the children to open their eyes and to tell you the correct order for the
pictures.
You can play this activity with sets of cards which demonstrate too small, just
right, too big e.g. three pairs of shoes for a pair of feet, three flags for a castle,
three hats for a head.
Give groups of children PCM 10 (page 88). The children have to cut out and
stick the pictures of the barns in the right order on to a sheet of paper. They
can also stick the bull into the barn which is just the right size.
Activity (10 mins) Ill show you how to

Read and act out these sentences from page 4 of the Big Book. Big Cousin
Bull grabbed the balloon. Ill show you how to blow up balloons, he told
Clucky-Cluck.
Youre going to teach the children the meaning of Ill show you how to .
Say to them (using both English and their first language) Ill show you how to
comb your hair. Pretend to comb your hair. Say Ill show you how to wash
your hands and pretend to wash your hands.
In pairs, the children are now going to show each other how to do things.
Give each child a picture clue of an activity or object e.g. a banana, a drum,
a skipping rope, a bucket and spade, a fishing rod etc. Tell the children not
to show each other their pictures. In their pairs, each child demonstrates their
clue e.g. they pretend to peel a banana, bang a drum, skip, dig, fish etc. Their
partner must guess what it is they are doing.
Baabooom!
Home fun
Ask each child to find and bring in three articles of clothing (or shoes) that are
too small, too big and just the right size. They will have fun finding old baby
clothes or trying on Dads trousers!
58
Session 5
Level A AB pags 4851 / Baabooom! AB pages 913
Key words
brown white
green
Active language
Its a ... I want
I dont want
Passive language
What colour is ?
Activities
The colour song I want
Animal fun (Level A AB p.48 / Baabooom! AB p.9)
Whats on the farm? (Level A AB p.49 / Baabooom! AB p.9)
Who owns these feet? (Baabooom! AB p.12)
Give cow five spots (Level A AB p.51 / Baabooom! AB p.11)
I dont want
Spot the difference (Baabooom! AB p.10)
Resources
PCM 11 (page 89) I dont want/I want
Preparation
Make a large picture of the farmyard in the Big Book.
Opener (5 mins) The colour song

Audio CD track 20
Use the clothes the children have brought in to revise colours.
Listen to the first verse of the colour song again (track 20) and then sing it with
the children.
A red, red balloon
Yes it is.
Play the second and third verses for Its a yellow chick and Its a blue pond.
Point to each object, and encourage the children to sing along.
Turn to page 5 of the Big Book and point to the bull. Say Its a brown bull.
What colour is the bull? Its a brown bull. Play the last verse of the song and
encourage the children to clap and sing:
Its a brown, brown bull, yes it is
Its a brown, brown bull, yes it is
Its a brown, brown bull
Baabooom!
A brown, brown bull

Its a brown, brown bull
Yes it is.
Point to the pictures of the geese. Ask the children if they can remember what
colour the duck is (green). Sing verses for Its a white goose and Its a green
duck. Emphasise the new colours brown, green and white and teach one
goose, two geese. 59
Session 5
Activity (10 mins) Animal fun

Level A AB p.48
Baabooom! AB p.9
AB page 9. The children listen to the song and colour in the bull (in brown),
the goose (can leave white) and the duck (in green).

Activity (10 mins) Spot the Difference
Baabooom! AB p.10
Show the children the two clowns. Make sure they learn the word clown. You
could also teach a few adjectives: Clowns are funny, silly, crazy, happy.
Revise same/different. Ask the children to circle the differences. Review their
work: Yes, the is the same but the is different. Use objects around the
class to reinforce the point, e.g. These books are the same colour, they are red.
These books are different, this one is big/blue this one is small/red etc
Drama Activity: Stand at the front of the class and make very slow movements
so the children can copy you and do the same thing. Put the pupils into pairs,
A and B. Tell A they need to make very slow actions so that B can copy
them and do the same thing. Now, repeat standing at the front and ask the
children to do a different action. Next, choose one child to come to the front.
They should make the action and you should either do the same thing or
do a different action. The children have to say whether it is the same or it is
different.
Presentation (10 mins) I dont want

Read page 4 of the Big Book from the second line, Big Cousin Bull grabbed
the balloon (mime the action) to I dont want my balloon any bigger,
CluckyCluck clucked on page 6. Mime Clucky-Clucks discomfort by putting
out your hand (to say stop), putting you hands over your ears and closing your
eyes etc.
Discuss with the children in their first language why Clucky-Cluck wants Big
Cousin Bull to stop blowing. Stress the fact that she is worried the balloon will
burst.
Explain I dont want by using an equivalent phrase in the first language.
Show the children the I dont want pictures on PCM 11 (page 89) and give
each child their own copy. Point to each picture and say:
I dont want Ducks balloon.
I dont want Bulls balloon.
I dont want Cows balloon.
I want MY balloon!
The part of the sentence that is underlined can be spoken in the first language.
Presentation (10 mins) I want

Look at PCM 11 (page 89) again. This time look at the I want pictures. Discuss
the events in the first language with the children. Then point to each picture
Baabooom!
and say
I want a toy bull.
I want a toy chick.
I want a toy barn.
Again, the underlined words can be spoken in the first language.
60
Session 5
Activity (10 mins) Whats on the farm?

Level A AB p.49
Show the children the large picture of the farmyard that you have made. Each
Baabooom! AB p.11
child can choose an animal from Level A AB page 49 to add to the picture. Cut
out the pictures from the childrens activity books so that they can stick them
on the farmyard picture. If they can, encourage them to say the words e.g.
barn, ducks, cows etc.
Turn to page 11 in the Baabooom! AB. Explain that the children are going to
practise their pencil control. They have to trace the dotted lines as carefully as
possible, without pressing too hard.

Activity (5 mins) Who owns these feet?
Baabooom! AB p.13
The children need to draw a line from the feet to the owner of the feet. They
can then listen and point. So, you say chicken and they point to the chicken
and his feet.
Give cow five spots

AB page 13. The children have to draw five spots on the cow and colour them
in.
Activity (10 mins) Home fun

Level A AB p.51
The children can look around at home for something made from cows milk.
Baabooom! AB p.13
They could bring in e.g. an empty yoghurt pot, milk carton, cheese or butter
wrapper. It will be even better if the wrapper/container includes a picture of a
cow. Alternatively, they could bring in their alternative to dairy produce e.g. a
soya milk carton.
Baabooom!
61
Session 6
Level A AB pags 52, 53 / Baabooom! AB pages 1416
Key words
Sploosh! Baabooom!
Active language
Please stop Its a yellow/blue/red/white/brown/green
Its a
Passive language
What colour is it? What did Clucky-Cluck etc say?
Its came down in the pond
Activities
Colours game The balloon song
Please stop! Balloons away!
Who is it? (Level A AB p.52 / Baabooom! p.14)
Floating away (Level A AB p.65)
Matching flags (Baabooom! AB p.15)
Odd one out (Baabooom! AB p.16)
Resources
Big Book (pp.716) Audio CD (tracks 16, 19)
A glass of milk
Objects in lots of different colours (red, blue, yellow, white, green, brown)
A large red balloon and a small balloon for each child and a cut-out of Big
Cousin Bull
Preparation
Make coloured pictures of the objects used in the Opener.
Opener (10 mins) Colours game

Look at the dairy products the children have brought from home. Show the
milk. Say Milk is white. Its white.
Put out a selection of things in different colours e.g. a red balloon, a green
ball, a yellow flower, a blue pencil, a brown belt and a white bag. Put out
several objects in each colour.
Hold up the red balloon and say Its a red balloon. What colour is it? Its red.
Repeat this for all the objects and colours.
Now divide the class into four teams and give each team coloured pictures for
several of the objects. Spread out all the objects. The teams then race to find
all the coloured objects on their cards. (You can make this more of a challenge
by putting out the same object in two or more colours e.g. a blue pencil and a
yellow pencil.)
The team has to match the objects to the cards and the first one to match all
their cards is the winner.
Baabooom!
Game (10 mins) Please stop!

Read pages 79 of the Big Book to the children and act out Please stop by
holding up your hands in protest. Explain the meaning of the phrase in the
first language. Say Clucky-Cluck said, Please stop. What did Clucky-Cluck say?
Please stop. Encourage the children to repeat Please stop.
62
Session 6
Explain to the children that they are going to play a game. The children have
to clap, skip, hop about, jump up etc but as soon as you say Please stop, they
have to freeze. The children who are still moving when you say Please stop
drop out of the game. The last one in is the winner.
Optional activity The balloon song

(5 mins)
Listen to the balloon song on the audio CD again (track 19), then sing together:
Audio CD track 19
o Clucky blew and blew

Baabooom!
Activity (5 mins) Who is it?

Level A AB p.52
Read pages 1012 from the Big Book.
Baabooom! AB p.14
AB page 14. The children can do the matching exercise.
Read pages 13 to 16 from the Big Book, changing the text to Big Cousin Bull
came down in the pond. Explain in the first language what this means. The
children can say and act out the big Sploosh!

Optional activity Balloons away!
(5 mins)
Blow up a large red balloon, tie it and bat it so that it flies around the room.
Give each child a balloon (you may need to partly inflate these for them) so
that they can do the same thing. Now attach a cut-out of the bull to the large
balloon and keep it up in the air.
Ask the children to draw a picture of themselves. Attach each picture to a
cut-out or real balloon and make a wall frieze (with each childs name on a
balloon).
Activity (5 mins) Floating away

Level A AB p.53
Give the children their Activity Books open at Level A AB page 53. They can
draw and colour themselves holding the balloon, floating up into the sky
amongst the clouds.

Activity (10 mins) Matching flags
Baabooom! AB p.15
The children have to join the matching flags. They can then design their own
flags to attach to a stick or pencil. They should use only three colours from a
selection of several. Then, if you say a colour e.g. red, and they have red on
their flag, they should wave it.
Baabooom!

Activity (10 mins) Odd one out
Baabooom! AB p.16
Bring four children to the front. One child should be the odd one out, e.g. a
girl with three boys, or a boy with three girls. (Avoid using height e.g. a tall
child with three shorter ones etc. Be sensitive to how the odd one out might
feel! Use four objects or toys if necessary.) Once the children have the concept
63
Session 6
of the odd one out, show them the first example on Baabooom! AB page 16
and make sure they understand why the baby was circled as the odd one out.
They can then choose the other odd ones out and circle them.
(10 mins) Review

Audio CD track 16
Read the whole book again and encourage the children to join in on any
o words they know, especially with the sound effects of Baabooom! and
Sploosh!
Play the story through once without stopping and then again (audio CD track
16), pausing occasionally. Wait until someone tries to contribute the next word.
If they cant, continue to play the story so they can hear the words used.
Baabooom!
64
Session 1 Kakadu Jack
Level A AB pages 54, 55 / Kakadu Jack! AB pages 3, 4
Key words
Monday sack
Molly sunshade
Active language
Hello On Monday I clap my hands
Im
Passive language
What is it? Pick up the
What day is it today? Its
Activities
The Monday song
Find the sack and the sunshade (Level A AB p.54 / Kakadu Jack AB p.3)
Molly (Level A AB p.55 / Kakadu Jack AB p.4)
Resources
Big Book (cover, pp.24) Audio CD (track 22)
Flashcards (Monday, sunshade, sack)
A model or cut-out of Molly (you could make this by copying the picture of
Molly on Level A AB p.55 / Kakadu Jack AB p.4)
A sunshade and a netting sack like Mollys (placed in a box or bag)
Preparation
Hide the model or cut-out of Molly in the classroom.
Opener (22 mins) The Monday song

Audio CD track 22
Say Hello to the children and greet each one by name e.g. Hello, (Raphael),
o Hello, (Sammi) etc. Encourage them to say Hello, (your name) in reply.
Say in the first language Today is Monday. Explain that in English we say
Today is Monday. Its Monday. What day is it today? Encourage the children
to reply (Its) Monday. Ask individual children to repeat this.
Tell the children you are going to sing the Monday song. First, listen to the first
verse of the song on the audio CD (track 22), then sing it through and clap on
the words we clap our hands:
On Monday I clap my hands
I clap my hands.
All sing the song together. Please note, if it is not Monday on the day when
you are teaching this session, the songs for Tuesday, Wednesday, Thursday
and Friday are taught in sessions 2, 3, 4 and 5 respectively.
Kakadu Jack
Big Book time Cover and pages 23

(10 mins)
Read the cover and pages 23 of the Big Book. Point to the items of vocabulary as
you read the text but dont try to teach anything except Molly, sunshade and sack.
65
Session 1
Bring Molly out from her hiding place (see Preparation above). Say Hello,
Molly. Pretend that Molly is whispering to you and then say Molly says, Hello,
everyone, my name is Molly. Encourage the children to say Hello to Molly and
to tell her their names e.g. Hello, Molly, Im (Clara/Tony) etc. As the children
speak to Molly they can come out and shake her hand.
Tell the children you are going to say Hello to Molly and repeat with the
children several times Hello, Molly.
Tell the children in their first language that you are going to look at some
of the things Molly has brought. Open up the box or bag and bring out the
sunshade. Open it up and say Its a sunshade. What is it? Its a sunshade.
Hold up a flashcard for sunshade. Point to it and ask What is it? Encourage the
children to reply (Its) a sunshade.
Now take out the net sack and hold it up. Say Its a sack. What is it? Its a
sack. Hold up a flashcard for sack. Point to it and ask What is it? Encourage
the children to reply (Its) a sack.
Alternate between holding up the sack flashcard and the sunshade flashcard
and invite individual children to pick up the correct object and say what it is.
Now try asking individual children to pick up the sack or the sunshade
(without showing them the flashcard to help them) e.g. (Ricardo), pick up the
sack. (Anis), pick up the sunshade etc.
Activity (5 mins) Find the sack and the sunshade

Level A AB p.54
Give each child their Activity Book open at Level A AB page 54 / Kakadu
Kakadu Jack AB p.3
Jack AB page 3. Explain to the children that they must find the sack and the
sunshade and circle them.
Activity (10 mins) Molly

Level A AB p.55
Show the children page 4 of the Big Book and point to the colours Molly is
Kakadu Jack AB p.4
wearing, either in their first language or, if the children have already learnt a
few colours, in English.
Give each child their Activity Book open at Level A AB page 55 / Kakadu Jack
AB page 4. They can colour in Mollys outline. Leave the Big Book open at
page 4 so that the children can refer to it.
Explain that Molly has an empty sack. Say the fruits in a different order from
the book and the children should stick their stickers of fruits onto the sack as
they hear them. They can compare their baskets after each item.
(5 mins) Review
Use the flashcards to reinforce the new vocabulary learnt in this session.
Encourage the children to say the words ( sunshade, sack) and to point to the
object or flashcard.
Kakadu Jack
Final activity (5 mins) The Monday song

Sing the Monday song.
66
Session 1
Home fun
Give each child a sheet of paper folded in two. On one half you write Im
(childs name) and on the opposite page, the child can draw a self-portrait.
More able children could write in their own name next to Im .
For next time

Ask the children to bring in one piece of fruit each for the next session. This
can either be real or a toy fruit.
Kakadu Jack
67
Session 2
Key words
Tuesday papaya
market mango
banana
Active language
Its First, next, then
On Tuesday I stamp my feet
Passive language
What is it? What is Molly carrying?
Whos this? What did we do first/next/then?
Wheres this?
Activities
The Tuesday song Which fruit?
Mangoes, oranges and bananas (Level A AB p.56 / Kakadu Jack AB p.5)
Five fruits (Level A AB p.57 / Kakadu Jack AB p.6)
Resources
Big Book (p.2) Audio CD (track 23)
Molly model or cut-out
Flashcards (Monday, Tuesday, market, sunshade, sack, banana, papaya, mango,
orange)
A sunshade and a sack
A banana, a papaya, a mango and an orange
Preparation
Slice up banana, papaya and mango into a large bowl
Opener (5 mins) Meet Molly

Bring out Molly and say Whos this? Its Molly. Hello Molly. Ask individual
children Whos this? and encourage them to reply Its Molly. Hello Molly.
Let Molly look at the fruit the children have brought.
Activity (10 mins) The Tuesday song

Audio CD track 23
Hold up the flashcard for Tuesday and say Today is Tuesday. What day is it
o today? Its Tuesday. The children should copy and repeat Its Tuesday. Ask
individual children what day it is and encourage them to reply Its Tuesday.
Place the flashcard on the wall next to the Monday flashcard. Tell the children
you are going to sing the Tuesday song. First, listen to the song (audio CD track
Kakadu Jack
23), then sing it through and stamp your feet on the words I stamp my feet:
I stamp my feet.
All sing the song together. When the children are confident, you can sing the
68 Monday verse too (On Monday I clap my hands ).
Session 2
Activity (10 mins) Which fruit?

One by one, the children bring out the fruit they have brought from home.
Ask them if they know the name of the fruit and then tell them the name of
the fruit in English e.g. Its a pear/orange/banana etc. What is it? The child
repeats Its a pear/orange/banana etc.
Give each child a piece of paper. Children draw a picture of the fruit they have
brought in and also one other. Move about and label each fruit the children
have drawn. (Make a note of the two most common fruits brought in by the
children; you will need this information for the next session.)
Big Book time Page 2

(10 mins)
Show page 2 of the Big Book. Point to Molly and say Whos this? Its Molly
Mack. Ask the children Whos this? so they can repeat Its Molly Mack.
Now show the children the flashcard for market and put the market picture up
on the wall.
Say Wheres this? Its the market. Encourage the children to repeat the market.
Keep pointing to the flashcard and the picture of the market and ask individual
children e.g. (Alessandro), wheres this? Help each one to reply the market.
Point to the picture of Molly and say What is Molly carrying? A sack. Repeat
this several times and encourage the children to repeat a sack. Ask individual
children e.g. (John), what is Molly carrying? Encourage them to reply a sack.
Bring out the sack and the sunshade and choose a child to carry a sack as far
as the market picture. Ask What is (May) carrying? Help the children to reply
a sack. Repeat this with a couple of other children to reinforce the learning.
Now repeat the pattern with the sunshade.
Presentation (5 mins) Name the fruit

Hold up the banana. Say First, Molly bought a banana. What is it? Its a
banana. The children should repeat Its a banana. Ask individual children
e.g. David/Rosario, what is it? to reinforce their learning. Finally, hold up the
flashcard for banana.
Repeat this process for papaya saying Next, Molly bought a papaya. What is it?
Its a papaya and hold up the flashcard. The children need to repeat several
times Its a papaya.
Repeat again for mango and for orange.
Activity (5 mins) Mangoes, oranges and bananas

Level A AB p.56
Give the children their Activity Books open at AB page 56 / Kakadu Jack page
Kakadu Jack AB p.5
5. Explain that they have to point to each type of fruit. Then they can colour
them in. The mangoes can be green.
Kakadu Jack
Presentation (5 mins) First, next, then

Give the children a slice of banana from the bowl (see Preparation earlier) and
invite them to eat it. Afterwards, say First, we ate the banana. What did we do
first? The children repeat We ate the banana. Ask individual children to repeat
this.
69
Session 2
Repeat this process with the papaya (say Next, we ate the papaya. What did
we do next? We ate the papaya) and the mango (say Then we ate the mango.
What did we do then? We ate the mango).
Activity (5 mins) Five fruits

Level A AB p.57
Kakadu Jack AB p.6
AB page 6 and ask them to colour in the fruit. They can draw a smiley face
next to the ones they like and a sad face if they dont like the fruit.
Home fun
Encourage the children to go home and draw a piece of fruit. Stress that the
fruit must be given to them by one of their family or carers (and not picked on
the way home!).
Kakadu Jack
70
Session 3
Key words
parrot name
Wednesday on
shoulder
Active language
Its a On Wednesday I wash my face
Hello
Passive language
What day is it today? What did Molly have on her shoulder?
What is it? Whats the parrots name?
What did Molly go to the
market with?
Activities
Colour Kakadu Jack Snap!
The Wednesday song
Which fruit? (Level A AB p.58 / Kakadu Jack AB p.7)
Find five bananas (Level A AB p.59 / Kakadu Jack AB p.8)
Resources
Big Book (p.2) Audio CD (track 24)
Flashcards (parrot, Wednesday, banana, papaya, mango)
A sack and a sunshade
PCM 12 (p.90) Kakadu Jack, PCM 13 (p.91) Snap!
Preparation
Make flashcards for the two most common fruits brought in by the children
for the last session.
Make a set of snap cards for each child from PCM 13.
Opener (10 mins) Colour Kakadu Jack

Bring out Kakadu Jack, the parrot puppet, and say This is Kakadu Jack. Hello,
Kakadu Jack. The children should repeat Hello, Kakadu Jack.
Say What is it? Its a parrot. What is it? The children repeat Its a parrot. Show
the children the flashcard for parrot and repeat the word several times.
Hand out a copy of PCM 12 (page 90) for each child to colour in and cut out.
They can then tape their Kakadu Jack to a stick to keep as their own puppet.
Activity (10 mins) The Wednesday song

Audio CD track 24
Hold up the flashcard for Wednesday and teach the children to say Its
o Wednesday (using the prompt question What day is it today?) Place the
flashcard on the wall next to the Monday and Tuesday flashcards. Teach the
children the Wednesday song. First, listen to the song (audio CD track 24), then
Kakadu Jack
sing it through and pretend to wash your face on the words I wash my face:
On Wednesday I wash my face
I wash my face.
Monday and Tuesday verses too (On Monday I clap my hands/On Tuesday I 71
stamp my feet).
Session 3
(10 mins) Review

Hold up the flashcards for banana, papaya and mango and two of the most
common fruits brought in by the children in the previous session and ask the
children to say the words with you.
Hold up one of the new flashcards and say e.g. Its an orange. What is it? Its
an orange. Repeat this for the other flashcards.
Now shuffle the flashcards and turn them over so that so that the picture and
word are hidden. Ask individual children to choose a card and turn it over
so that just the picture is facing the class. Hold it up and ask What is it? The
children should reply Its a .
Activity (5 mins) Which fruit?

Level A AB p.58
Kakadu Jack AB p.7
AB page 7. The children have to match up the silhouettes and pictures of fruit.
Big Book time Page 2

(5 mins)
Show the children page 2 of the Big Book. Hold up Molly and the sack and
say Molly went to the market with a sack. Hold up the sack and attach it to
Mollys hand and say What did Molly take to the market? Molly went to the
market with a sack. Encourage the children to repeat a sack.
Now choose individual children, give them the sack and pretend to send them
to the market. Say (Jane/Rico) etc. went to the market with a sack. You can
repeat this using the sunshade.
Point to the parrot in the picture then hold up Kakadu Jack and say Molly had
a parrot on her shoulder. What did Molly have on her shoulder? Encourage
the children to repeat a parrot.
Choose individual children to come out to the front and hold the parrot puppet
on their shoulder. When the child has given the puppet back and returned to
their place say (Alberto) had a parrot on his shoulder. What did (Alberto)
have on his shoulder? The children should reply (Alberto) had a parrot on his
shoulder. Repeat this process with several children.
Now say The parrots name is Kakadu Jack. Whats the parrots name? The
children reply Kakadu Jack.
Ask the children to hold up their own cut-out model of Kakadu Jack.
Individual children can come out, hold up their model and say Kakadu Jack.
Optional activity Snap!

(10 mins)
Split the class into groups of four and give each child a set of identical cards
from PCM 13 (page 91). Each one shows the word and picture for parrot,
banana, sunshade, sack, mango and papaya. The children use the cards to play
Snap!
Kakadu Jack
Home fun Find five bananas (Level A AB p.59 / Kakadu

Jack AB p.8)
Let the children take home their Activity Books so that they can find and circle
the bananas on Level A AB page 59 / Kakadu Jack page 8.
72
Session 4
Key words
Thursday put
bought
Active language
On Thursday I comb my hair Next
First Then
Passive language
What day is it today? What are you buying?
and put them in her sack I buy
Activities
The Thursday song Shopping
First, next, then (Level A AB p.60 / Kakadu Jack p.9)
Whats in the sack? (Level A AB p.61 / Kakadu Jack p.10)
Resources
Flashcard (Thursday) Sack
Preparation
Prepare a market stall i.e. a long table on which are set out baskets or
boxes containing toy fruit and vegetables, dolls, toy cars and animals,
pencils and erasers, pencil sharpeners, small notebooks and storybooks.
There need to be at least three objects per child.
Make a three-page zigzag book for each child.
Activity (5 mins) The Thursday song

Audio CD track 25
Open the session by saying Hello to the children and encourage them to say
o Hello to Molly and Kakadu Jack.

Hold up the flashcard for Thursday and teach the children to say Its Thursday
(using the prompt question What day is it today?). Place the flashcard on
the wall next to the Monday, Tuesday and Wednesday flashcards. Teach the
children the Thursday song. First, listen to the song (track 25), then sing it
through and pretend to comb your hair on the words I comb my hair:
On Thursday I comb my hair
I comb my hair.
Monday, Tuesday and Wednesday verses too (On Monday I clap my hands/On
Tuesday I stamp my feet/On Wednesday I wash my face).
Kakadu Jack

Audio CD track 21
Let the children listen to the story (audio CD track 21).
o Open the Big Book on page 4, point to Molly and say First, Molly bought
bananas and put them in her sack. (Pretend to put some bananas in the
sack.) Point to the bananas and say What are these? Help the children to reply
bananas. Say Molly put the bananas in her sack (and mime this). 73
Session 4
Open the Big Book at page 6 and repeat this process for papayas saying
Next, Molly bought papayas and put them in her sack. (Pretend to put some
papayas in the sack.) Point to the papayas and say What are these? Help the
children to reply papayas. Say Molly put the papayas in her sack (and mime
this).
Open the Big Book at page 8 and repeat the process for mangoes saying
Then Molly bought mangoes and put them in her sack. (Pretend to put some
mangoes in the sack.) Point to the mangoes and say What are these? Help the
children to reply mangoes. Say Molly put the mangoes in her sack (and mime
this).
Activity (10 mins) First, next, then

Level A AB p.60
Give the children their Activity Books open at Level A AB page 60 / Kakadu
Kakadu Jack AB p.9
Jack AB page 9. The children have to match the bananas to the first sack, the
papaya to the second and the mango to the third. They may need support to
do this.
Activity (10 mins) Shopping

Show the children the market stall you have prepared. Mime shopping from
the stall, talking about what you are doing in the first language e.g. Yes, I want
to buy that lovely doll. I want to buy some milk and bread etc. Choose three
things from the stall and put them in a sack.
Now talk about what you have done using first, next and then e.g.
First, I buy a doll and put it in the sack.
Next, I buy milk and put it in the sack.
Then I buy bread and put it in the sack.
Go through this routine several times, with different objects.
Now invite each child, one by one, to take the sack and buy three things from
the stall. The child shows their three purchases.
Ask each child what they are buying e.g. (Francesca), what are you buying?
Help the child to reply e.g. a pencil/drum/car etc.
Activity (5 mins) Whats in the sack?

Level A AB p.61
Kakadu Jack AB p.10
page 10. The children must find the picture of what is inside each sack and
join the picture and the sack together.
Home fun
Give each child a three-page zigzag book. They can draw a shop on the cover
(this could be a toy shop, clothes shop, pet shop or whatever they choose).
They can then draw three things they could buy in the shop. Alternatively,
give each child a brown paper sack shape. At home they can draw or stick on
Kakadu Jack
pictures of three things they would like to buy.
74
Session 5
Key words
Friday papaya
parrot mango/mangoes
banana took
Active language
On Friday I touch my toes banana/papaya/mango
Passive language
What day is it today?
Its a
What did Molly do?
First Molly bought bananas/papayas/mangoes and put them in her sack
What did the parrot do?
The parrot took the banana/papaya/mango
Activities
The Friday song
What did the parrot take? (Level A AB p.62 / Kakadu Jack AB p.11)
A sunshade and a parrot (Level A AB p.63 / Kakadu Jack AB p.12)
Resources
Flashcards (Friday)
Fruit: bananas, papayas, mangoes (either real or pictures/models) and a sack
Opener (5 mins) Shopping

Look at and discuss the zigzag books/sacks that the children may have to show
you.
Activity (10 mins) The Friday song

Audio CD track 26
Open the session by saying Hello to the children and encourage them to say
o Hello to Molly and Kakadu Jack.

Hold up the flashcard for Friday and teach the children to say Its Friday (using
the prompt question What day is it today?). Place the flashcard on the wall
next to the Monday, Tuesday, Wednesday and Thursday flashcards. Teach the
children the Friday song. First, listen to the song (track 26), then sing it through
and touch your toes on the words touch my toes:
On Friday I touch my toes
Kakadu Jack

I touch my toes.
All sing the song together. If the children are confident, you can sing the
Monday, Tuesday, Wednesday and Thursday verses too (On Monday I clap
my hands/On Tuesday I stamp my feet/On Wednesday I wash my face/On
Thursday I comb my hair). 75
Session 5
Activity (15 mins) Pages 29

Audio CD track 21
Read pages 2 and 3 and take the opportunity to review some of the key words
o e.g. Its a sack/sunshade/parrot. You can ask children to hold up the sack,
the sunshade and the parrot puppet when they are referred to. Encourage the
children to join in with the lines:
and a parrot on her shoulder called Kakadu Jack.
Kakadu Jack,
Kakadu Jack,
a parrot on her shoulder called Kakadu Jack.
Read page 4 and act out putting the bananas in the sack. Say What did Molly
Big Book time do? First, Molly bought bananas and put them in the sack.
(15 mins)
Point to the parrot taking the banana and say The parrot took the banana.
Use the puppet to mime a swooping action and pick up a real or toy banana.
Repeat The parrot took the banana. Ask the children What did the parrot do?
Begin the answer The parrot took the and encourage them to fill in the rest
of the sentence with banana.
Read page 6 at the same time miming Mollys action of putting papayas in the
sack. Say Next, Molly bought papayas and put them in her sack.
Point to the parrot on page 6 taking the papaya and say The parrot took the
papaya. Use the puppet to mime a swooping action and pick up a real or toy
papaya. Repeat The parrot took the papaya. Ask the children What did the
parrot do? Begin the answer The parrot took the and encourage them to fill
in the rest of the sentence with papaya.
Read page 8 at the same time miming Mollys action of putting mangoes in
the sack. Say Then Molly bought mangoes and put them in her sack. You can
repeat the process above.
Let the children listen to the story up to page 9 (audio CD track 21).
Activity (5 mins) What did the parrot take?

Level A AB p.62
Kakadu Jack AB p.11
page 11. The children have to look at the objects on the table and circle the
fruit that Kakadu Jack takes.

Every child draws one thing from the story: a fruit, a woman, a man, a palm
tree, a sack etc. These can be turned into a wall display or dictionary later.
Home fun A sunshade and a parrot (Level A AB p.63 /

Kakadu Jack p.12)
Let the children take their Activity Books home. They must join the dots to
complete the picture on Level A AB page 63 / Kakadu Jack AB page 12 which
Kakadu Jack
they can then colour in.
76
Session 6
Level A AB pages 64, 65 / Kakadu Jack! AB pages 1316
Key words
grape fig
Active language
Its (day of the week)
Passive language
What day is it today? Last
Then
Activities
Mollys shopping (Level A AB p.64 / Kakadu Jack p.13)
Put the fruit on the tables (Level A AB p.65 / Kakadu Jack p.14)
Make a book (Kakadu Jack AB pp.15, 16)
Resources
Flashcards (Monday, Tuesday, Wednesday, Thursday, Friday)
Fruit: bananas, mangoes, papayas, figs, grapes (either real or pictures), and a
sack
Real fruit to make a fruit salad, bowls and spoons
Preparation
Make pictures of fruit bowls and outlines of different fruits for children to
colour, cut out and stick in the bowls
Opener (5 mins) Hello!

Say Hello to the children and to Molly and Kakadu Jack. Encourage the
children to say Hello to you, the puppets and each other.
Ask the children What day is it today? They will say It is (day of week). Hold
up all the flashcards for the days of the week and encourage them to choose
the right one.
Presentation (10 mins) What else did Molly buy?

You are going to finish the sequence of Mollys shopping. First, go back over
the pages in which Molly buys bananas, papayas and mangoes and reinforce
the lines:
First, Molly bought bananas and put them in her sack.
Next, Molly bought papayas and put them in her sack.
Then Molly bought mangoes and put them in her sack.
Put each piece of fruit into the sack as you say the line.
Turn to pages 10 and 11 and say Then Molly bought grapes and put them in
her sack. What did Molly buy then? Encourage the children to reply grapes.
Repeat this several times and, each time, put the grapes in the sack.
Kakadu Jack
Next turn to pages 12 and 13 and say Last, Molly bought figs and put them in
her sack. Ask the children What did Molly buy last? Encourage them to reply
figs. Say the line several times and, each time, put the figs in the sack.
Activity (5 mins) Mollys shopping

Level A AB p.64
Kakadu Jack AB p.13 77
page 13. They must match each piece of fruit to the right sack.
Session 6
Level A AB pages 64, 65 / Kakadu Jack! AB pages 1316
Activity (5 mins) Put the fruit on the tables

Level A AB p.65
Give each child their Activity Book open at Level A AB page 65. The children
Kakadu Jack AB p.14
need to draw a line from each piece of fruit to the appropriate table to show
the order of the fruit Molly bought.
Give each child their Activity Book open at Kakadu Jack AB page 14. The
children should stick the stickers of fruits onto the appropriate tables to show
the order in which Molly bought the fruit.

(10 mins)
Read the Big Book to the children again pointing out:
Molly and her sack and the fruit she buys
the parrot stealing the fruit.
See if you can squawk the parrots dialogue and place strong emphasis on the
words beautiful, perfect, marvellous, glorious and fabulous. If you act these
out dramatically with their respective fruits, the children will soon begin to
pick up the phrases!
Encourage the children to question and comment on the events in the story.
Make sure they understand that:
the parrot is stealing the fruit the parrot is causing great confusion
Molly does not realise this the stallholders are very annoyed!
Make sure the children have remembered some of the key words. Encourage
them to say some of them as you read through the Big Book one last time e.g.
Molly Mack, Kakadu Jack, parrot, bananas etc.

Activity (15 mins) Make a book
Kakadu Jack AB
p.15, 16 Explain that the children have to cut out the page along the dotted lines and
then fold down the middle, along the solid black line.. The pages can now be
glued together (or an adult can staple or thread the pages together with ribbon
or string). The page numbers should follow correctly 18.
Children stick stickers as indicated. You can say Stick the figs on page two,
to help them. They should trace and colour Kakadu Jack or stick the parrot
sticker on the outline shown. They can name and colour their books, then
take them home to recycle the language and story.
(10 mins) Review

Audio CD track 21
Listen to the story (audio CD track 21). Then turn the pages of the story
o without the audio CD. Some children may be able to contribute words as they
see the pictures. This is a useful way to assess which children can remember
the words you have taught them.

Kakadu Jack
The children are given a picture of a fruit bowl and outlines of various fruits
e.g. figs, grapes etc. They colour the fruit, cut it out and arrange and stick it in
the bowl.
Make a fruit salad with the children using the fruits in the book. The children
can help to wash and peel the fruit whilst you cut it up. (Make sure they have
all washed their hands first.) The children can mix the fruit in a large bowl and
78 then you can all eat it!
PCM 1Make a whale bookmark Icon from
big book
Pearson Education, 2011 Jamboree Storytime Activity Guide A 79

PCM 2Make a fish mobile
80 Jamboree Storytime Activity Guide A Pearson Education, 2011

PCM 1Make
3Symmetry
a whale bookmark Icon from
big book
Shark in the Park!

Shark in the Park
PCM 4Make a shark

PCM 1Make
5Duck finger
a whalepuppets
bookmark Icon from
big book
Five Little Ducks

Five Little Ducks
PCM 6Mother
1Make a whale
Duck mask
bookmark

PCM 1Make
7Little Duck
a whale
masks
bookmark Icon from
big book
Five Little Ducks

Five Little Ducks
PCM 8Lay
1Makethe
a whale
table bingo
bookmark
cards

PCM 1Make
9Whosea balloon?
whale bookmark
Babbooom!

Babbooom!
PCM 10Just
1Make right!
a whale bookmark

PCM 1Make
11I dont
a whale
want/Ibookmark
want
Babbooom!

Kakadu Jack
PCM 12Kakadu
1Make a whale
Jack bookmark

PCM 1Make
13Snap!a whale bookmark
parrot banana
sunshade sack
Kakadu Jack
mango papaya

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ST E

Jamboree Storytime Activity Guide A

Jackie Holderness, Neil Griffiths, Bill Laar

Jackie Holderness, Neil Griffiths, Bill Laar 2005

First published by Heinemann Educational Publishers in 2005

The moral right of the proprietor has been asserted.

Illustrated by Shirley Walker and Keith Sparrow

Splash in the Ocean! 1

Shark in the Park 19

Five Little Ducks 32

An interactive CD-ROM An Activity Book

Individual [name of individual title,

THE GUESSING GAME

Opener (5 mins) Introduce Kakadu Jack

Game (510 mins) Splash!

Presentation (5 mins) Flashcards

Game (5 mins) Fish hunt

the fish have been recovered.

Big Book time Cover

Activity (10 mins) What colour?

Optional follow-up Make a fish puppet

Opener (5 mins) Re-introduce Kakadu Jack, fish and crab

Presentation (5 mins) Flashcards

Activity (10 mins) A girl and a boy

Game (5 mins) Girl or boy?

Activity (5 mins) Fish swim home

Optional follow-up Make a crab

Activity (5 mins) Counting 1 to 5

Final activity All the fish

o and join in if and when they wish to.

Optional extension Crabs and sharks

Opener (5 mins) Name display

Actions (5 mins) Lets swim

Presentation (10 mins) All the boys/girls chant

The children should copy you as you mime the actions.

Level A AB p.8 Blowing bubbles

Big Book time Pages 1013

Presentation (5 mins) Jelly on a plate!

Activity (5 mins) Fish pairs

(10 mins) Review

Book time (5 mins)

Optional extension Make a seal

Splash in the Ocean!

Opener (5 mins) Review verbs

Presentation (5 mins) Flashcards

Activity (10 mins) Bingo!

Activity (10 mins) In the sea

o CD track 4) a few times to get them used to the tune.

Activity (10 mins) My baby lies over the ocean

My baby lies over the sea,

Optional extension Make a whale bookmark

Opener (10 mins) My baby

photographs they have brought from home.

Presentation (5 mins) He or she?

Big Book time Whole book

Activity (10 mins) My friends

Game (5 mins) Kakadu Jack/Simon says

Activity (10 mins) Find five fish

(510 mins) Story time

the group, but do not worry if they dont join in.

(5 mins) Actions chant

Splash in the Ocean!

Opener (5 mins) Actions chant