Bonﬁre Night - oxfordeltcatalogue.es...1 Find Guy Fawkes. Follow and write. t Tell the children to...

180

Bonfire Night 5th November

Festivals

Beginning the lesson

TIMING: Use these lessons around 5th November, when

Bonfire Night is celebrated. All the language is reviewed

from Unit 1 so it would be most appropriate when that

unit has been completed.

1. Talk about Bonfire NightAsk the children what they already know about Bonfire

Night. Encourage them to talk about the topic, aiming

to get as much discussion as possible. Ask What’s Bonfire

Night? Where is it celebrated? When is it? Why?, etc. If

they don’t know anything about it, explain that it is on

5th November and it’s celebrated mainly in England.

Municipal celebrations are usually held on the weekend

nearest the date. Tell them that 400 years ago a man

called Guy Fawkes tried to blow up the Houses of

Parliament and kill the then King of England, James I. Guy

Fawkes was caught red-handed and then executed. As a

result, people celebrate the fact that the King didn’t die

and Guy Fawkes’s plot was foiled. They do this by having

bonfires and letting off fireworks.

CULTURAL NOTE: If you want more information on the

origins of Bonfire Night and Guy Fawkes, you may find this

internet site useful: www.funsocialstudies.learninghaven.

com/articles/guyfawkes.htm

Say Open your Class Books at pages 66 and 67. Ask What

can you see? See if they can tell you what’s happening in

the pictures. Explain that these photos show how people

celebrate Bonfire Night in England. In one photo, the

children have made an effigy of a man by stuffing old

clothes with newspaper. This man is called a guy (after

Guy Fawkes). Traditionally, children ask for money for their

guy, as in this photo, and they give the money to charity

or to their parents to buy fireworks. In another photo,

there is a bonfire and the children are watching fireworks.

Ask the class When do you have fireworks? When do you

have bonfires? Do you like fireworks? Encourage them to

talk about local festivals where fireworks or bonfires are

involved (for example, la víspera de San Juan). In another

photo, there is a selection of typical food for Bonfire Night:

hot dogs and toffee apples. Explain that many people

nowadays go to a large, municipal bonfire and fireworks

display because it’s safer, and there is often a fun fair

too. Ask them if they think they would enjoy celebrating

Bonfire Night.

Lesson 1

Objectives: To raise cross-cultural awareness of lifestyles

and festivals in English-speaking countries.

To transfer target language to a real life context and

provide exposure to new language for this festival.

Main language: Bonfire Night, a guy, a bonfire, fireworks,

a rocket, hot dogs, toffee apples, A penny for the guy, please

Revised language: Thank you, Look at the …, I’m hungry,

I like …

Materials: Class Book: pages 66 and 67

Activity Book: page 59

CD 3: tracks 04, 05, 06

DVD Activity sheets 16 and 17

Large sheets of paper, computers with internet access

Optional materials: A sheet of card and five paper

fasteners for each child, string

181Festivals

4. Vocabulary recognition (AB page 59)

1 Find Guy Fawkes. Follow and write.

Tell the children to open their Activity Books at page 59.

Refer the class to the spelling maze in activity 1 and point

to the starting point (top left). Explain to the children that

they need to find Guy Fawkes.

Children label the pictures on the right using the letters

they find as they go through the maze. Do the first one

as an example. Point at the first letter (r) and ask What’s

the first word? (rocket). Now write the word and label the

picture. Go round the class, helping as necessary. Check

the answers as a class.

ANSWERS

rocket, bonfire, hot dogs, toffee apples, fireworks

Ending the lesson

5. GoodbyeInvite groups to the front of the class to act out the

dialogues. Encourage them to do actions and add as

much expression as possible.

Say Goodbye.

EXTRA ACTIVITIES

1 Reinforcement

Firework safety rules.

Explain to the class that there is a law in the UK that

prohibits the use of fireworks to everyone under the

age of 18.

Put the children in groups of four. Ask How old do you

have to be to buy fireworks in your country? Do you think

the British law is too strict? Ask them to think about

firework safety. Brainstorm a few ideas with the group

about firework safety, e.g. keeping pets inside the

house, etc. Then ask the groups to design a poster

for children to keep safe on Bonfire Night. They may

find this website useful: http://kidshealth.org/parent/

firstaid_safe/outdoor/fireworks.html

When the children have found information, they write

short sentences and create a poster to put on the wall.

Extra video!

If you wish to spend more time on an aspect of British

culture, use the Bonfire Night section of the DVD

and the notes and Activity Sheets, 16 and 17 on the

Teacher’s Resource CD-ROM.

Developing the lesson

2. Presentation and practice of new vocabulary

1 Listen and repeat.

Tell the class that they are going to learn some new words

about Bonfire Night. Refer them to the six pictures at the

top of page 67. Ask them to listen and point to them, then

play CD 3 track 04. Play the CD again and pause after each

word to get class and individual repetition.

Listen and repeat. $

Listen and answer.

Demonstrate the activity. Say What’s number (5)? and get a

pupil to answer (hot dogs). Play the CD, pausing after each

question for individuals to answer, and then continue with

the recording to confirm their answer.

Listen and answer. $ What’s number 4? A rocket What’s number 1? A guy

What’s number 6? Toffee apples What’s number

3? Fireworks What’s number 5? Hot dogs What’s

number 2? A bonfire.

As before, point at a picture and say What’s number (6)?

and elicit the answer. Then get the children to ask and

answer in pairs, using their Class Books. Go round the class

and help them as necessary.

COMPETENCE IN SOCIAL SKILLS AND CITIZENSHIP: Speaking

activities of this sort, where children use dialogue

as a basic tool for interpersonal communication,

encourage participation.

3. Preparing for the sketch

2 Listen, repeat and act.

Refer the class to the three main photos on page 66 again.

Ask them to find the vocabulary items in the main photo,

but explain that one of the items isn’t there. Ask Which one

is not in the pictures? (a rocket).

Ask them to listen to CD 3 track 06 and to follow the

dialogues in their books. Tell them to point to each

speech bubble so that you can check that they are

following correctly.

Listen, repeat and act. $

Play the CD again, pausing after each line to get class

/ individual repetition. Teach the new phrase: a penny

for the guy (a penny is the smallest coin and the children

are asking for donations for their guy). Demonstrate the

first sketch in front of the class inviting children to help

you. Then put the class into pairs / groups of three to

practise. Go round the class and help children who find

this difficult.

COMPETENCE IN AUTONOMY AND PERSONAL INITIATIVE:

Acting out together gives children the courage and

confidence to express themselves in English.

182 Festivals

Lesson 2

Objectives: To continue the theme of Bonfire Night

in English.

Revised language: Bonfire Night, a guy, a bonfire,

fireworks, a rocket, hot dogs, toffee apples, a penny for the

guy, please, Thank you, Look at the …, I’m hungry, I like …+

noun / -ing form.

Receptive language: We remember his plot to blow up

parliament and kill the King. We put the guy on the bonfire.

We watch lots of fireworks.



CD 2: tracks 07, 08

Extra Activity Worksheet 19

Coloured card, string, stapler, scissors, a paper towel tube

for each child, sticky tape. If possible, ask each child to

bring a paper towel tube from home.


1. Revision of information about Bonfire Night

Say Open your Class Books at pages 66 and 67. Ask them

to read the dialogues, inviting three different groups of

children who didn’t act out in the last lesson.

Then revise the vocabulary at the top of page 67. Ask

the children to tell you what else they remember about

Bonfire Night in Britain.


2. Reading about Bonfire Night

3 Read, listen and answer.

Point to the children in the photo on page 66. Ask if they

remember what A penny for the guy means. They should

remember that the children are asking for donations for

their guy.

Point to the photo of Ben on page 67. Say He’s talking

about Bonfire Night. Point to activity 3 and read the

questions with the children. Ask pupils to read silently as

you play what he says on CD 3 track 07.

After you have played the track, ask pupils to compare

their answers with a partner. Check as a class by reading

the sentences in the text that give them the answers

(Bonfire Night is on the 5th of November. Ben watches lots of

fireworks on Bonfire Night.)

Read, listen and answer. $

DIFFERENTIATED LEARNING: If your class find English quite

difficult, you might want to make your questions easier by

letting them choose between two possible answers, e.g.

When is Bonfire Night? 5th November or 7th November?, etc.

3. Presentation and practice of the chant

4 Listen and say the chant.

Ask the children to close their books. Tell them that they

are going to learn a traditional Bonfire Night chant. Revise

the vocabulary from the last lesson and ask them if they

can remember when Bonfire Night is celebrated. Tell them

to listen to the chant and check that they are correct.

Listen and chant. $

Say Now let’s look at some difficult words. Write 5th

November and the following words on the board:

gunpowder, treason, plot. You can use the Class Book

to explain the gunpowder barrels but you will need to

explain treason (traición) and plot (complot) in L1 so that

they understand. Then point to the chant in the Class

Book and ask them to follow as you play the CD again.

Teach them some actions. Play each line on the CD,

demonstrate and ask them to repeat the line and the

action: Remember, remember Point at your head.

The fifth of November Hold up five fingers and point at the

date on the board. Gunpowder, treason and plot Rub your

fingers together, like a baddie in a film.

I see no reason … Shake your head.

183Festivals

… why gunpowder treason Rub your fingers together.

Should ever be forgot Point at your temples and shake

your head.

Finally, go back to the beginning of the chant and get

them to say it all the way through with the actions. Play

the chant a couple more times encouraging them to

join in.


Singing all together gives children the courage and


4. Craft activity

5 Make a rocket. Extra Activity Worksheet 19.

Tell the class that they are going to make a rocket. Give

each child a copy of the Extra Activity Worksheet 19

together with a piece of coloured card, sticky tape, scissors

and a paper towel tube.

Tell them to colour the decorations on the worksheet and

to cut them out. Then they cut out the cone template.

Show them how to stick that shape together to make a

cone shape, using sticky tape. If they have a paper towel

tube, they should cover it with the piece of coloured card.

If they don’t have a tube, they can make one by rolling

their piece of coloured card and sticking it with sticky

tape. Show them how to stick the cone on top of the

tube. Hold up some of the moons and stars that they have

cut out and explain that these are to decorate the rocket.

Demonstrate how they should stick these onto their

rockets using glue or sticky tape.

Finally attach string to the top of the rocket so that they

can be pulled through the air. Display the rockets for

everyone to see by hanging them from a string, hung

across the classroom.

5. Reading and writing practice (AB page 59)

2 Read and colour. Draw and write.

Refer the class to the photo of Ben. Get children to read

what Ben says and point at the picture of his guy. Explain

that they need to colour the guy according to Ben’s

description. When they have finished, let them check their

drawings in pairs.

Get children to draw their own guy and write a text about

it, using Ben’s text as a model. The pupils work individually

completing their drawing and text. Move around the

room to check their work. Praise it.

ARTISTIC AND CULTURAL COMPETENCE: This activity helps

children develop their artistic sense as they draw

themselves using their own artistic creativity.

Now ask different pupils to read their text to the class and

to show their pictures.

Ending the lesson

6. GoodbyePlay the chant again (CD 3 track 08). Then get the class to

walk out of the classroom saying the chant as they go.

Say Goodbye.

EXTRA ACTIVITIES

1 Reinforcement

A class performance

Invite parents and other teachers or classes to watch

the Bonfire Night sketches. Choose a different group

to perform each sketch and get the whole class to

do the chant with actions at the end. If they made

guy puppets and rockets, put them on display for the

audience to admire.

2 Extension

Alternative way of teaching / revising the chant

A suggestion for teaching this is to prepare a handout

for the children. Write the beginning of each sentence

in order on the left with the second half of each

sentence in jumbled order on the right. The children

listen and match the halves to make complete

sentences. They will probably need to listen more than

once and this repetition will help them grasp the tune

and finally the words.

Remember, be forgot.

The fifth no reason

Gunpowder, remember

I see treason

Why gunpowder of November,

Should ever treason and plot

184 Festivals

Lesson 1





Main language: Christmas, a paper hat, a cracker, a turkey,

a Christmas pudding, a snowflake, a candle, Pull the cracker!

OK. 1, 2, 3, pull! Merry Christmas everybody, And a Happy

New Year! Here you are!

Revised language: I like …, members of the family



CD 3: tracks 09, 10, 11

Large sheets of paper, computers with internet access or

reference books about Christmas Day around the world

Optional materials: Coloured tissue paper, a paper

towel tube per child, sweets


TIMING: Use these two lessons so that the work is

completed before the end of the Christmas term. The

language is based on Units 1 and 2 of the course so work

on this festival would be most appropriate when the units

have been completed.

1. Talk about ChristmasIn L1, discuss what the children already know about

Christmas. Encourage them to talk about the topic, aiming

to get as much discussion as possible. Ask, e.g. Do you

celebrate Christmas? When do you celebrate it? What do you

do? What do you eat at Christmas? Explain that in Britain,

the 25th December is called Christmas Day and that’s

when the major celebrations happen, not Christmas Eve

(24th). If they learnt about Christmas Eve in Big Surprise!

3, ask them what they can remember. What do British

children do on Christmas Eve? Tell them that on Christmas

Day British children wake up very early to open their

presents, which have been put in their stocking by Santa

Claus. They give each other presents too, which are put

under a Christmas tree. People normally spend the day

with their family and eat a big meal together.

CULTURAL NOTE: For more information on the origins of

Christmas and how it is celebrated around the world, you

may find this internet site useful:

http://www.whychristmas.com/

Refer the class to the photo on page 68. Ask What can you

see? Ask them what they think is happening in the photo.

Explain that it’s 25th December, Christmas Day. The family

are having Christmas dinner. Point to Granny and Grandad

and explain that they are pulling a cracker. Tell the class

that crackers are traditional at Christmas dinner. They are

made of cardboard and paper, and contain a small gift, a

joke to read out, and a paper hat. To open them, you pull

them, one person holding each end, just like in the photo.

They open with a bang! Point to the other crackers in the

photo. Then tell them to look at the table. Can they find

drinks (cola and wine) and food (turkey, vegetables and

potatoes)? Encourage them to talk about the photo and

ask questions, using as much English as they know. Ask

What day do you celebrate Christmas? What food do you eat?

What do you drink?, etc.

L 1 B i i th l

Christmas Day 25th December

185Festivals




Tell the class that they are going to act out the Christmas

dinner scene in English but first they must learn some

new words. Refer them to the pictures at the top of page

69. Say Listen and repeat. Play CD 3 track 09 and tell them

to point as they hear the words.

Play the CD again and pause after each word to get class

and individual repetition.


Listen, count and answer.

Point to the photo on page 68 and say Look at the photo.

Listen to the CD and answer the questions. Play CD 3 track

10, pausing after each question to give the class time to

count the objects in the photo. Nominate individuals to

answer each question. Don’t say if they are right or wrong.

Let them check by listening to the CD.

Listen, count and answer. $ How many paper hats can you see? 4

How many crackers can you see? 4

How many turkeys can you see? 1

How many snowflakes can you see? Lots!

Practise by pointing to the items in the photo and asking

What’s this? (a turkey). Then ask the children to point, ask

and answer across the class. They then work in pairs taking

turns to do the same using their Class Books. Go round

the class and help pairs as necessary.



Revise members of the family by asking the class to point

at the different people in the photo, e.g. Point at Granny.

Next, say Listen to the family. Encourage the class to follow

the conversation in their books.


Play the CD again, pausing after each line to get class /

individual repetition. Explain the new phrases Pull the

cracker! OK. 1, 2, 3, pull! by miming that you are pulling one.

Ask six children to read out the sketch.

Then put the children into groups of six to practise. Tell

them to swap roles until they have each read all the

characters’ lines. Go round the class and help children who

find reading difficult.


Acting out together gives children the courage and



1 Complete the crossword.


Point at the first picture and ask What is it? (paper hat).

Get the children to spell the answer and write it on the

board. Tell them to look at the pictures and write the

words in the crossword. Give them time to complete the

activity individually.

ANSWERS

1 paper 2 pudding 3 cracker 4 turkey

5 candle 6 snowflake

Ending the lesson

5. GoodbyeInvite several groups to come to the front of the class and

perform their sketch. Encourage them to do actions and

add as much expression as possible. Encourage the class

to clap after each performance.

Say Goodbye.

EXTRA ACTIVITIES

1 Reinforcement

Research Christmas Day around the world.

Use the internet or reference books for children to

find information about how people around the world

celebrate Christmas Day. Get them to draw Christmas

items that are different from the ones in the book. They

can draw these on a large sheet of paper to create

a poster. Children draw the items and label them in

English. Display the posters on the classroom wall. They

may find these websites useful: http://www.bbc.co.uk/

news/world-12078559

http://www.santas.net/aroundtheworld.htm

2 Extension

Make a Christmas cracker.

Give each child a piece of coloured paper (tissue paper

works best) and a tube from a paper towel roll. Also give

them a sweet and a small piece of paper each (these

will go inside the cracker). Write Merry Christmas and a

Happy New Year on the board. Ask the children to copy

this onto the small piece of paper that you gave them.

Then show them how to roll the paper around the tube.

Twist one end of the tissue paper and put the sweet

and Christmas message inside the tube. Then show

them how to twist the other end of the tissue paper.

The sweet and message are now securely kept inside

the tube. Tell the children to take their cracker home

and to pull it with somebody on Christmas Day.

186 Festivals

Lesson 2

Objectives: To continue the theme of Christmas

in English.

Revised language: Christmas, a paper hat, a cracker,

a turkey, a Christmas pudding, a snowflake, a candle, Pull the

cracker! OK. 1, 2, 3, pull!

Receptive language: We have Christmas dinner at 3

o’clock. We pull crackers and wear paper hats. We have lots

of fun.



CD 3: tracks 12, 13


Optional materials: An enlarged photocopy of Mary on

her horse (Class Book page 69)

Cardboard (cereals box) and wool (yarn) to make

the pompon


1. Revision of information about Christmas Day

Ask the class what they remember from the photo of

Christmas Day from the last lesson. Ask, e.g. Who is in the

photo? What food is on the table? What is Granny doing?

Say Open your Class Books at pages 68 and 69 and tell them

to check their answers. Revise the vocabulary from the

last lesson by pointing to the six pictures and writing the

words on the board.

Ask some groups who didn’t perform the sketch in the last

class to come to the front and act it out.


2. Reading about Christmas


Point to the girl in the small photo on Class Book page

69. Say This is Ellen. Explain that she’s talking about her

Christmas Day celebrations. Ask the class What day is

Christmas Day? (25th December). Point to activity 3 and

read the questions with the children. Ask pupils to read

silently as you play what she says on CD 3 track 12.

After you have played the track, ask pupils to compare

their answers with a partner. Check as a class by reading

the sentences in the text that tell them the answers (She

has Christmas lunch at three o’clock. She eats turkey and

Christmas pudding.)

Read, listen and answer. $

3. Presentation and practice of the song

4 Listen and sing.

Ask the children to close their books. Ask them what

they know about the origins of Christmas and why it is

celebrated. Ask them what characters are in the Christmas

story, and teach them the English versions of those

names: Mary, Joseph, the baby Jesus. Explain that they are

going to learn a song about part of the Christmas story.

It’s about the donkey that carried Mary to a city called

Bethlehem. If you have enlarged the picture in the Class

Book, hold this up for the class to see. Alternatively, point

to it on page 69. Point to the characters and check that

the class remember the names: Mary, Joseph, the donkey.

Remind them that in the story a bright star shone in the

sky and this guided the Three Wise Men to Bethlehem.

Write all these words on the board. Explain that they are

going to listen to a song and they have to find out which

words are mentioned. Play CD 3 track 13.

Listen and sing. $

Check their answers (Mary, donkey and star). If they haven’t

got their books open, they can open them now. Then play

the CD again so that the children become more familiar

with the words and the tune.

Teach them the song by playing each line on CD 3 track

13 and pausing for the class to repeat and do the action.

Little donkey Point to the donkey.

187Festivals

Carry Mary. And her heavy load Point to Mary and her big

tummy.

Ring out the bells tonight Draw a picture of a bell on the

board to explain.

Follow the star so bright Draw a star on the board and point

to it.

Finally, play the song again all the way through and

encourage the class to join in.


Singing all together gives children the courage and


4. Craft activity

5 Make a snowflake. Extra Activity Worksheet 20.

Point to the photo on Class Book page 68. Ask what

decorations they can see. Tell them that they are going to

make some decorations to take home (or to decorate the

classroom before the end of term).

Give each child a copy of the Extra Activity Worksheet

20. Tell them to cut out the circle on the worksheet and

then fold along the fold lines so that they end up with

the dotted line shapes uppermost. Once they’ve done

that, they cut along these dotted lines. Show them how

to unfold their paper to see the paper snowflake that they

have made. They might like to make more, perhaps in

different colours, making up their own patterns.

Ask the children to write their name on their snowflake

and stick them on a window or hang them from the

ceiling in your classroom. At the end of term, children can

take their snowflakes home to decorate their home.

5. Reading practice (AB page 60)

2 Look and read. Write A or B.

Tell the children to open their Activity Books at page 60

and look at the pictures. Explain that the pictures show

a family having Christmas dinner and that the pictures

are different.

Read the first sentence to the class and point at the

pictures. Ask Is it A or B? (A). Get children to read the rest of

the sentences and write A or B. As they finish, get them to

check their answers with a partner. Correct the answers as

a class.

ANSWERS

1 A 2 A 3 B 4 B 5 A 6 B

Ending the lesson

6. GoodbyeSing the Little donkey song again (CD 3 track 13).

Say Goodbye.

EXTRA ACTIVITIES

1 Reinforcement

A class performance.


the Christmas dinner sketch. Choose individuals to play

each part. Keep all the children involved by getting

them to join in the song at the beginning and end of

the sketch. If they made crackers at the end of Lesson

1, put them on display for the audience to admire.

Decorate the windows with the snowflakes that they

made in this lesson.

2 Extension

Make a pompom.

Get the children to make another Christmas decoration.

Demonstrate how to make it by doing one at the front

of the class.

Cut two circles from cardboard and cut a circle from the

middle of each. You should have two identical round

shapes. They don’t have to be perfect! Place the card

circles one on top of the other.

Wrap the wool around the circles, passing through the

middle hole. Keep going until all of the card is covered

and the middle hole is nearly closed up.

Cut the wool along the edge of the circle, all the way

around, and ease the card circles slightly apart. Tie a

piece of wool around the middle of the wool between

the two card circles, pulling it tight. Leave the ends

of the wool long so you can use them to hang the

pompom. Remove the card circles.

The pompons can be used to hang around the classroom.

ARTISTIC AND CULTURAL COMPETENCE: Tell the children

that it is important for them to recognize other people’s

artistic contributions, since they are just as valuable as

their own.

188


TIMING: Use these lessons so that the work is completed

before Shrove Tuesday, Carnival Tuesday. All the language

is based on Units 1–4.

1. Talk about Pancake DayIn L1, see what the children already know about Pancake

Day. Encourage them to talk about the topic, aiming to

get as much discussion as possible. Do they celebrate

Pancake Day? When is it? Do they like pancakes? Do they

know how to cook pancakes? Explain that Pancake Day

is another name for Shrove Tuesday (Carnival Tuesday),

before Lent starts. Traditionally people in Britain made

pancakes to use up all their eggs, sugar, and sweet

things they had in the house before Lent started, and

then during Lent they wouldn’t eat sweet things at all.

Nowadays, many people eat pancakes on this day just

for fun.

CULTURAL NOTE: If you want more information on the

origins of Pancake Day, you might find this internet site

useful: www.irishcultureandcustoms.com/ACalend/

ShroveTues.html

Refer the class to the photo on page 70. Ask What can you

see? Ask them what they think is happening.

Confirm or explain that it’s Pancake Day and that Lisa and

her friend Lee are making pancakes. They stir the mixture,

fry the pancakes, try to toss them with the frying pan, and

then eat them with lots of things on top.




Tell the class that they are going to act out the Pancake

Day scene in English but first they must learn some new

words. Refer them to the pictures at the top of page 71.

Ask them to listen and point as you play CD 3 track 14.

Then play the CD again and pause after each word to get

class and individual repetition.


Listen and answer.

Say Look at the photos on page 70 and point to the bowl /

frying pan / fork, etc. Then say Listen to the CD and answer

the questions. Play CD 3 track 15, pausing after each

question. Nominate individuals to answer and then

continue playing the CD to confirm their answer.

Lesson 1





Main language: a knife, a fork, a spoon, a frying pan,

a glass, a bowl, a bottle

Revised language: There’s some milk in this jug, I like

making pancakes, I like eating pancakes.

Receptive language: pour, toss



CD 3: tracks 14, 15, 16

Optional materials: If possible, bring into school the

necessary cooking utensils for acting out the sketch: a

bowl, a jug, a small frying pan.

Festivals

Beginning the lessonLesssson 1

Pancake Day February / March

189

Listen and answer. $ Where’s the knife? In picture 3.

Where’s the fork? In picture 3.

Where’s the frying pan? In picture 2.

Where’s the glass? In picture 3.

Where’s the bowl? In picture 1.

Where’s the bottle? In picture 3.

Finally, ask What’s in a pancake? See if the class can tell you

the ingredients for a pancake, using as much English as

possible. Then refer them to the list of ingredients on page

70 to check their answers. Explain any new words.



Ask them to listen to CD 3 track 16 and follow the

dialogue in their books.


Play the CD again, pausing after each line to get class /

individual repetition. Explain the phrases pour some milk

into the bowl and toss pancakes. Use mime to explain

pouring milk and tossing pancakes. Demonstrate the

sketch in front of the class by asking two children to read

the dialogue. Then put pupils into pairs to practise. Go

round the class and help children who find this difficult.


Acting out the story like this, and singing, helps to

build confidence.


1 Look and write. Which one is the odd one out?


Point to the pictures in number 1. Elicit the words. (a knife,

a spoon, a glass, a fork). Ask Which one doesn’t belong?

(a glass) and tell children to write the word. Pupils may not

know the word spoon. Write it on the board.

Get the children to work individually and complete

the task. When they have finished, let them check their

answers in pairs and then check the answers together.

ANSWERS

1 a glass (you use this for drinking, not eating)

2 fork (it’s not a food product)

3 eggs (it’s a food product)

4 frying pan (it’s not made of glass)

Festivals

Ending the lesson

5. GoodbyeInvite pairs to the front of the class to act out the dialogue.

Encourage them to do actions using the cooking utensils

(if you brought them) and to add as much expression

as possible.

Say Goodbye.

EXTRA ACTIVITIES

1 Reinforcement

Make a pancake menu.

Explain that you are going to set up a pancake

restaurant. Write the title Menu on the board and under

this, divide the board into two columns. Write the sub-

title savoury at the top of the left-hand column. Explain

what this means and ask the class to tell you (in English

where possible) different fillings for your savoury

pancakes. Write three or four types on the board, e.g.

cheese pancakes, mushroom pancakes, etc. Then write

the sub-title sweet in the other column and ask them

to tell you sweet fillings, e.g. chocolate pancake, sugar

pancake, etc. Give each child a piece of plain paper

and ask them to write their own pancake menu and

encourage them to decorate it too. Display the menus

around the class. If you have time, put the children into

pairs to roleplay ordering a pancake as if they were in

a restaurant.

2 Extension

A class performance


the Pancake Day sketch. Choose individuals to play

each part, remembering to use different children if

you did this for earlier festivals. Keep all the children

involved by getting them to join in the song at the

beginning and end of the sketch using their cut-outs. If

they made pancake menus at the end of Lesson 1, put

them on display for the audience to see.

190

Listen and read. $

After you have played the track, ask pupils to compare the

answers with a partner. Check as a class by reading the

sentences in the text that tell them the answers (Lee is at

home. He eats pancakes on Pancake Day. He likes Pancake

Day, he says ‘It’s lots of fun!’).

3. Presentation and practice of the song

4 Listen and sing.

Ask the children to close their books. Tell them that they

are going to listen to a song about making pancakes.

Write the word pancake on the board and tell them to

listen and count how many times they hear it in the song.

Play CD 3 track 18. Ask them for their answers, but don’t

tell them if they are right or wrong. Play the CD again and

write a tick next to pancake on the board each time you

hear the word. After this, count the ticks with the class (5).

Listen and sing. $

Ask the class to open their books and follow the words as

you play the CD again. This will help them learn the tune.

Then teach them some actions for each line.

Mix a pancake Mime mixing a mixture in an

imaginary bowl.

Stir a pancake Mime stirring a mixture in an

imaginary bowl.

Pop it in a pan Mime putting the mixture in a pan.

Fry a pancake Mime holding the frying pan over the hob.

Toss a pancake Mime throwing the pancake in the air.

Catch it if you can Mime trying to catch the pancake in

your pan.

Play the song a couple more times and get them to sing

all the way through doing the actions.

4. Craft activity

5 Make pancakes. Extra Activity Worksheet 21.

Give each child a copy of the Extra Activity Worksheet

21. First tell the class to cut out the frying pan and stick it

onto some card to make it stronger. Next tell them to cut

out the pancakes and to draw whatever toppings they like

on their pancakes. When they have finished, tell them to

put the pancakes in their pan and give them a chance to

practise tossing them.

Play the song on CD 3 track 18. Tell them to do the actions

for the first two lines. Then they use their homemade

frying pan to do the actions for the other four lines,

finishing by trying to toss one of their pancakes.

5. Reading practice (AB page 61)

2 Read and match.

Tell the children to open their Activity Books at page 61

and look at the pictures in activity 2. Explain that the

pictures show how to make pancakes.

Do the example with the class. Read the first instruction

and ask them to find the picture that illustrates this

sentence, which is done as an example.

Children read the rest of the instructions and match them

to the pictures. As they finish, get them to check their

answers with a partner. Correct the answers as a class.

Lesson 2

Objectives: To continue the theme of Pancake Day

in English.

Revised language: a knife, a fork, a frying pan, a glass,

a bowl, a bottle, pour, toss

Receptive language: I’m at home with my friend Lisa, We

make pancakes, We have pancakes for tea.



CD 3: tracks 17, 18


Computers with internet access, coloured card


1. Revision of information about Pancake Day

Say Open your Class Books at pages 70 and 71. Ask some

groups who didn’t perform the sketch in the last class to

come to the front and act it out.

Use the photos to revise the vocabulary from the last

lesson and write it on the board. Ask the children to

tell you what they remember about why people in

Britain traditionally make pancakes on Shrove Tuesday

(Carnival Tuesday).


2. Reading about Pancake Day


Point to the photos of the children making pancakes.

Point at the boy and say This is Lee. Point at the girl and say

This is Lisa.

Refer the class to the text on page 71. Elicit that Lisa’s

friend, Lee, has written it. He’s talking about Pancake

Day. Point to activity 3 and read the questions with the

children. Ask pupils to read silently as you play what he

says on CD 3 track 17.

Festivals

191

ANSWERS

4, 3 , 2, 1, 5, 6

LEARNING TO LEARN: Getting children to make links

between pictures on the page should help develop their

powers of deduction. This is a transferable skill that should

help them in other school subjects too.

Ending the lesson

6. GoodbyeSing the song again with CD 3 track 18.

Say Goodbye.

EXTRA ACTIVITIES

1 Reinforcement

Research Pancake Day around the world.

Use the internet for children to find information about

how people around the world celebrate Pancake Day.

Get them to write short sentences to create a poster.

Display the posters on the classroom wall. They may

find this website useful:

http://projectbritain.com/pancakeday/world.htm

COMPETENCE IN PROCESSING INFORMATION AND DIGITAL

COMPETENCE: In this activity children use the computer

and the internet to search, obtain, process and

communicate information, turning it into knowledge.

2 Extension

Pancake tossing competition

Ask the children if they can remember the ingredients

for a pancake. Then divide the class in two and tell

them that they are going to toss a pancake with a real

frying pan.

Mark a spot on the floor with a chalk or a piece of paper

as the throwing line and get the two groups to line up

behind it.

Give the first child in line a small frying pan and a

‘pancake’ (this could be a the pancake they made in

activity 5 or a soft pencil case) and have him / her try to

throw it into the pan. Give each pupil one chance and

then send him / her to the back to allow the next child

to go. If the pancake falls into the pan, the child gets a

point. The team with the most points at the end wins.

Festivals

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