Session 2 Sequence of activities

Little Beauty

Name/type Aims Procedures Materials Time

of activity

Display Session aims: Display the aims on the board before the start of the session. Go through the W/B 5 mins
lesson aims  Learn names of colours session aims with the learners and answer any questions about today’s
 Expressing complex emotions session or about what they learnt in the previous session.
 Make an Emotion Star
 Optical illusions
Warm up  Review simple emotions  Display the four emotions around the classroom before the session - Emotions 5 mins
sad, happy, upset, angry begins. Ask all learners to choose an emotion and stand by it. Pick flashcards
 Introduce is/are to give the different learners and say How are you? They should answer using
learners’ a passive the emotion they have chosen to stand by. Ask How is (learner’s
understanding of when to use name)? and the class should answer He/she is…
the different forms of the verb
‘to be’
Storytime 1  To introduce the storybook to  All the learners are standing so instead of going back to their usual Storybook 20 mins
the learners seats gather the learners so that they can all sit together and clearly Little Beauty
 To introduce the main see the storybook.
characters of the storybook  Show them the front page and elicit the names of the main
Little Beauty characters. (Gorilla/a kitten/Little Beauty.)
 To introduce the name of the  Ask if they can read the name of the author. If they don’t know the
author Anthony Browne word ‘author’ say ‘the man who wrote the book’ and mime the verb ‘to
write’ to facilitate their understanding.
 As you tell the story make sure you slowly turn the book to allow
everyone the opportunity to see the page as you say the words. You
should practise reading the story several times before using it with
the class so that you know the text and don’t need to actually read as
you tell the story in class.
 As you tell the story you can encourage the learners to participate by
pausing before you say the word gorilla or the name Little Beauty and
you just point to the animals giving the learners the opportunity to
volunteer the words themselves. They will feel a sense of
achievement if from the first reading they are able to join in even if it
is only saying one or two words.
Post  To give learners the  Ask a series of questions to the learners taking your time so that the W/B 20 mins
reading opportunity to reflect on the learners fully understand and can respond to their understanding of
content of the story. the storybook:
 To introduce the concept of o What emotions does the gorilla express? (e.g. fear, anger,

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 not being able to express
emotions such as fear and
anger.
he’s scared v he’s scary
Colours  To elicit all the colours that
the learners already know
 To learn names of different
colours and shades
pink, red, yellow, black, white,
blue, indigo, orange, purple, light,
dark
 To consider the use of colours
to express emotions
love …)
o What colour does Anthony Browne use to express the
gorilla’s anger? (red)
o Why is the gorilla angry? (It may be difficult for the learners to
understand the gorilla’s inability to express his fear so you
should elicit as much as possible then provide the answer
and ask follow up questions about why was the gorilla
scared?) (he was frightened of the film, the gorilla - King
Kong - is scary and he doesn’t see himself as a scary
gorilla…) Check here their understanding of scared and
scary.
o What does the gorilla do when he is angry? (break the
television)
o What do you do when you are angry? (learners’ own
answers)
 You can develop this last question giving the learners ample time to
express what they do when they are angry. Ask if what they do is
positive or negative and if negative can they think of any other ways
to express their anger. This can be done in their L1.
 Ask learners what sort of situation makes them scared. Possible
examples are a scary film, the dark, ghosts, and adults shouting…
 Elicit and provide solutions for expressing this fear e.g. speak to an
adult, ask for a small light, think about their favourite cartoons, …
 Distribute a copy of the worksheet and ask the learners to look at the Worksheet 1 20 mins
rainbow. Ask them how many colours they know in English. They will
probably know a few collectively provide the others. Introduce light
and dark and write the words on the board to help learners with the
worksheet.
 Go round the room and ask them to point to something light, and then
dark. Use the colours they know such as red and blue to help practise
light and dark.
 When they have named all the colours and you have drilled any they
were unsure of, ask the class to complete the names of the colours in
pencil on their worksheet.
 Monitor and help as and when is necessary.
 Then write the correct spellings up on the board with the help of the
class spelling the words for you. You will need to double check their
spelling of light. They can now correct their worksheet.
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Storytime 2  To introduce more colours
brown, grey
Colour  To make a clear connection
association between colour and emotion
 To review colours
 To introduce new emotions
scared, bored, surprised
pink, yellow, red, black, white, blue.
Possible answers; angry, scared, bored, happy, sad, surprised
 Re-read the story. This time as you read the story the learners count - Storybook 15 mins
the different colours and try to identify them as you go through the Little Beauty
book. You can stop after each page and ask them what colours they - Worksheet 1
can see.
 Show them how to do a tally on the board to help them count. The
answer is open to interpretation so allow the learners to tell you what
colours they saw in the book. This could include light orange and
dark orange, white, black, brown, red, green and yellow.
 Ask again what colour Anthony Browne uses to express the gorilla’s - Worksheet 2 20 mins
anger (red). - W/B
 Brainstorm as a class the different emotions that can be expressed - Storybook
through different colours. Look at the page which begins ‘The keepers Little Beauty
rushed in.’ and ask the learners what colours they can see on this
page. (black, white and grey). Ask if the gorilla looks happy? (No,
he’s scared.) Elicit that having no colour at all helps to express the
gorilla’s emotion of being scared.
 Look at the worksheet together and check their knowledge of all the
colours before they attempt the worksheet.
 On the board, brainstorm possible ideas for pink association - all the
things you think of when you look at the colour pink. This part of the
table is already filled in as an example.
 Ask the learners to complete the first column with objects they think
of when they look at or think of all the other colours on the worksheet.
They can write the words in English, their L1, draw a picture or ask
you for a translation.
 Feedback as a class on all the possible objects the class associates
the colours with.
 Brainstorm all the emotions they can think of. Encourage English but
accept L1 for unknown words. Remember although we are talking
about emotion you should refer to them as adjectives rather than
nouns so that the learners can use the words afterwards to express
the emotions as their own
 Now put the class into threes.
 Ask the small groups to help each other to complete the rest of the
table with the emotions column.
 Feedback as a class about what colours represent which emotions.
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Make an  To follow simple instructions  Display an example of the Emotion Star. Emotion star 20 mins
Emotion  To create an object which  Before you copy and distribute the worksheet you could number the worksheet
Star combines colours and star’s 8 points so that you call out a number and a colour and they
emotions have to colour the point in the correct colour.
 To allow learners to  Instructions
personalise the language o Colour the star.
o Cut on the dotted lines.
o Fold the star.
o Turn the star over.
This is Plutchick’s original 2D and 3D Wheel of Emotion:

Class  To give learners opportunity
mingle for freer practise of language
learnt in session 2
Optical  To encourage learners’ to
illusions look closely at details in art.
 To introduce and arouse
interest in other stories by
Antony Browne
 To introduce the concept of
an optical illusion.
 Let the learners now play a game with their emotion stars. They hold 10 mins
their stars and mingle around the room. They can either walk around
until you stop then stand next to the person nearest to them. One
says a colour and the other has to open the corresponding point of
their star and mime the emotion associated with it. The first person
then has to guess the action. Alternatively the one person says how
they’re feeling and the other person looks at their emotion star and
tells them the corresponding colour.
 Explain how important it is to look for details in Anthony Browne’s - Worksheet 4 30 mins
books. Take them back to page 1 of the storybook and the line ‘It
seemed that he had everything he needed.’ Explain how things are
not always as they seem. Give examples such as someone is happy
but really he is sad. Or someone pretends to know everything but
really he doesn’t. Say that they are going to look at Anthony Brown’s
pictures to see if they are as they appear to be when you first look at
them. Ask if they remember seeing a rose/flower? Was there anything
strange about it?
 Show them the rose at the beginning of the book when they have to
look closely to see the gorilla’s face in the flower.
 Show them examples taken from other Anthony Browne books

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Vocabulary  To record effectively the
dictionary names of colours for use after
the course
Session  To consolidate the learning
review that has taken place
throughout the session
 To allow learners to reflect on
what they have learnt
 To allow learners to predict
what they will learn next.
(Voices in the Park and Changes) and see what strange details they
can see. They do this in pairs first and then as a class to have the
vocabulary they need to describe the strange images. (the trees are
fruit, the trees and clouds are hats in picture 2 like the man’s shadow,
the sink has a face and legs, there is a bird in the bathroom.)
 Distribute the second optical illusions worksheet and ask them all to
look at picture number 1. Ask what is strange about the picture (it
appears to be moving). Do the same for picture number 2. (the dots
are in fact white but they appear to be black.) Look at picture 3 and
tell them the name of the painter - Escher. Ask what seems to be
different in this picture? (the room and stairs seem to be leading in all
directions.)
 Learners can choose 8 or more of the colours they have learnt and Vocabulary 10 mins
record them in their vocabulary dictionaries but they have to be new dictionaries
colours for them.
 You may have to write up the spelling to remind learners. The record
they have of new words should always be accurate for future
reference.
 Display the lesson aims again 5 mins
 Ask the learners to say;
o what the subjects were in session 2.
o what words they have learnt in the session.
o why things are not always as they seem
o what they think they are going to learn in the following
session.
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