Pandy_the_panda_TB_2

English for very Young Learners

Magaly Villarroel ˜ Nina Lauder

Teacher’s Guide2

2

Magaly V

illarroel ˜N

ina LauderTeacher’s G

uide

2Teacher’s Guide

Story Cards 2

Flashcards 2

Teacher’s Guide 2

Song CD 2

Activity Book 2

Student’s Book 2

Class CD 2

Poster Pack

Teacher’s Guide

Puppet

Teacher’s Guide 2

Magaly Villarroel ˜ Nina Lauder

Pandy the Panda - Teacher’s Guide 2By Magaly Villarroel and Nina Lauder Illustrated by Letizia Geminiani

Eli Editorial Staff: Maria Letizia Maggini, Silvana Sardi Eli Design Dept: Diletta Brutti, Daniele Garbuglia (Art Director)Production Manager: Francesco Capitano Picture Researcher: Giorgia D’AngeloPhoto Credits: Shutterstock, Maceratesi

© 2010 - ELI s.r.l.P.O. Box 6 62019 Recanati Italy Tel. +39 071750701 Fax +39 071977851 [email protected]

No unauthorised photocopying. All rights reserved. No part of this publication maybe reproduced, stored in a retrieval system, or transmitted, in any form or by any means,electronic, mechanical, photocopying, recording or otherwise, without the prior writtenpermission of ELI.

This book is sold subject to the condition that it shall not, by way of trade or otherwisecirculated without the publisher’s prior consent in any form of binding or cover other thanthat in which it is published and without a similar condition including this condition beingimposed on the subsequent purchaser.

Printed in Italy by Tecnostampa Recanati - 10.83.199.0 ISBN 978-88-536-0585-6

First edition: April 2010

What is it?Pandy the Panda is a three level English course written especially for young pre-school learners (3 – 6 yearolds).Each level has a Pupil’s Book, Activity Book and Teacher’s book plus relevant CDs, and the entire courserotates around topics normally dealt with at pre-school level in L1.The series uses classroom strategies and material proven effective with children in their early years of learning. Young learners will be captivated by the adventures of Pandy, his friends and their playhouse. It also motivateschildren through entertaining chants, songs, pen to paper activities, games, puzzles, stickers and stories.

MethodologyThe methodology of the course is based on active learning and whole learning, with a child-centred perspectiveon education, and fully meets the needs of very young learners. Pandy the Panda is based on a spiral syllabus with continual opportunities to revisit language and structures.One of the keys to teaching very young learners is to go over material in a variety of different ways and allowfor continual review and recycling.

ObjectivesGeneral Objectives of the series: •• Stimulate the physical, intellectual, affective and social development of children.•• Foster learning in a friendly, non-threatening environment in which English becomes a stimulating and

enjoyable experience for very young learners.•• Provide a global and significant learning experience in which the acquisition of the new language becomes

an integral part of the whole process.•• Use a variety of methods and other innovative resources to encourage learning (provide activities for all

learning styles/teaching styles)•• Stimulate the development of the children’s social skills. This will contribute to their individual development

and help them integrate into the group. •• Stimulate the use of non-linguistic resources to show understanding. •• Provide teachers and pupils with sufficient resources to introduce material, review items which are learned,

and understand progress.•• Conduct ongoing assessment (teacher assessing pupils and pupils assessing their own progress and

participation)•• Address the needs of non-native speaking English teachers, and the day to day problems which arise with

this age group of children.

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Pandy the pandaINTRODUCTION

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Non-Linguistic ObjectivesA variety of non-linguistic objectives are included in the course. These non-linguistic objectives can be dividedinto values, and learning skills and strategies.

Values: sharing, self esteem, civic sense, ability to work in a group, ability to work alone, taking onresponsibilities, good manners, respecting nature, helping at home, cleanliness, hygiene etc.

Learning Skills and Strategies: general study and learning skills, logic (ability to solve logic puzzles etc.),gross and fine motor skills, social skills, interpersonal skills.

Who is it for? It is designed primarily for high-level schools with 3 - 5 hours of English a week at pre-school level. The courseis extremely flexible and can also be adapted to fit in to programmes with more or fewer contact hours. This is done by providing core course material alongside a series of extras which can be elaborated on byteachers with more contact hours, or with higher language level pupils.

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How is the course structured?Pandy the Panda Pupil’s book consists of one Starter unit, eight core units, each based on a centre ofinterest that corresponds to the children’s age, and three consolidation storycard units.

Flatplan of units

The eight units follow the same pattern and each page is a lesson. The complexity of the illustrations andtasks is age/level appropriate and shows clear progression from level to level.

Page 1 (Lesson 1): Language PresentationA colourful page for the presentation of the new language in context, through Pandy and his friends (Gina,Ben and Sue). This language will also be presented on the CD through a chant.

The aim of the first page is mainly presentation and developing oral comprehension skills.

In level 2 and 3 (for four and five year olds) this page also serves to develop observation skills, by asking thechildren to look for hidden objects in the artwork. Whenever possible, this page will also include Moral andCivic Education.

Page 2 (Lesson 2): Language Practice and Pen to Paper activityA full-page pen to paper activity to practise the lexis of the previous page and recycle the vocabulary of pastunits. This page focuses on the development of observation and fine motor skills. It also provides anopportunity for the pupils to work independently.

Page 3 (Lesson 3): SongA full-page TPR song to consolidate, broaden and strengthen the unit vocabulary in an enjoyable way. Pandyand his friends will lead the songs. The songs include action vocabulary and common expressions (as receptivelanguage). They give children the opportunity to develop gross motor skills and coordination, while practisingthe rhythm and intonation of English.

Page 4 (Lesson 4): Sticker page A full activity page to practise vocabulary and structures using stickers. At this stage, the children will berequired to classify items according to the instructions. This lesson will develop both observation and finemotor skills. When possible, this page also includes Moral and Civic Education. In levels 2 and 3 the activities are more complex than those in level 1.

Page 5 (Lesson 5): My world page Scene close to the child’s world, represented by photos. The aim of this lesson is to develop oralcomprehension skills, through listening to the new language in context, through dialogues spoken by nativechildren. Moral and Civic Education is included here when possible.

(Lesson 6): Reading, writing and Pen to Paper activity A full-page pen to paper activity to practise the lexis of the unit and recycle the vocabulary of past units. Thispage focuses on the development of reading and writing skills and fine motor skill, starting with pre-readingand pre-writing activities. It also provides an opportunity for the pupils to work independently.

Page 7 (Lesson 7): Listening task The aim of this lesson is to assess the unit vocabulary through a listening task. Children can focus ondemonstrating their understanding of vocabulary using their listening skills. This page will include activitiessuch as: listen and circle, listen and point, listen and join the dots, listen and match, listen and say...

Page 8 (Lesson 8): My page This lesson will allow children to relate the new vocabulary to their own familiar world and experience. This isalso an opportunity for the children to express their preferences.

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Physical (P) - Needs activities to develop motor skills

- Needs physical movement andcoordination activities.

How the course responds

- Reward systems (E)(S)

- I can... certificates (E)

- Topics which reflect material in theirmother tongue (I)(E)

- Chants and Fingerplays (I)(P)

- Stories (I)

- Movement games (P)(S)

- Moral and civic education (sharing,cooperation etc) (S)

- Suggestions in TB for rules and routines(S)

- Clear and simple instructions. Teachersdemonstrate the activities before pupilsdo them. (S)(I)

- Surprise activities for variety in class(I)(E)(P)

Social (S) - Needs to develop non-linguistic skills(behaviour, socialisation)

- Needs praise and recognition

- Needs rules and routines

- Depends heavily on the teacher’sdirections.

Emotional (E) - Moody

- Feelings of insecurity and omnipotence

- Easily frustrated

Child Development and How the Series Responds

Three to Five Year Olds:

What are the components of the course?Pupil’s bookThe pupil’s book consists of one Starter unit for introducing the course characters, and in level 2 and 3 forreviewing key vocabulary of the previous course; eight core units with a central theme which corresponds tothe children’s age; stickers, gommets and sticker awards at the end of the book, together with a Playhouseand a Pandy puppet cut out.

Stickers. There is a sticker section in the Pupil’s book. In Lesson 4 of each unit, the children are asked to usethe stickers as part of a picture recognition task, to promote pre-reading skills. This lesson will develop thechildren’s comprehension, observation and fine motor skills. In addition, there are some reward stickers to beused throughout the course and whenever the teacher feels that the children should be praised. This will helpthe learners to experience a sense of achievement and satisfaction.

Gommets. They are small round stickers of different colours, used to identify and classify key vocabulary indifferent scenes. They are used to practise and learn colours too. There are instructions of when and how touse them in the development of the lessons in the Teacher’s notes.

Sticker awards. These are stickers of achievement, children need to be rewarded. Praise and encouragementare an integral part of teaching very young learners. They can be given during any lesson, or during the lastlesson of the school year.

Playhouse cut out. The children cut out this playhouse with the help of the teacher or their parents. Thenthey can use it in class in some games, for example playing hide and seek with small toys or flashcards.

Pandy cut out. The children cut out this Pandy with the help of the teacher or their parents. It can be usedas the children’s puppet, they can interact with it, sing songs, say chants or dialogues.

Activity bookThe Activity Book reinforces and consolidates the target language of the unit. Most of them are ‘Pen to paperactivities’ where the children develop fine motor skills, observation skills pre-reading and pre-writing skills andreview songs and chants. There are four pages per Unit and one Take home page every two units. At the end of the Activity Book thereis a Picture dictionary to colour.

Take home English pages. They are pull-out pages, so each one has two pages (front and back). There arefour Take home pages in each level. The children may bring these pages home for a home-school connection. The aim of these pages is toreinforce content of previous units, and do something different. Normally the children will play with thesepages, enjoy the learning experience and develop their visual-spatial skills. It is important that the children usethese pages in the class with their teachers first of all, and then take them home. It is necessary that thechildren’s parents or guardians receive information about these pages, so as to help the children with them. Children at this age cannot use scissors well yet, but teachers can help them, or they can cut the page out athome and do the page with their family.

Teacher’s bookFull colour, teacher’s book gives step-by step teaching instructions for each lesson of the core units and thestarter unit in the Pupil’s book, instructions for the Activity book, and Take home pages. It also features thefollowing elements:

Reinforcement and extension activities at the end of the lessons. Children learn at their own pace andthese activities allow teachers to meet the needs of different types of learners.

Panda Pointers. The Teacher’s Book includes ‘pointers’ and tips for teachers who are insecure or have littleexperience in the pre-school classroom. The pointers will be clearly presented and will help teachers withclassroom management.

Lyrics for the chants and songs as well as the audioscripts for the dialogues and listening activities.

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Pre-story and post-story pages. These pages prepare the children for the story and review the story andthe key vocabulary in the follow-up activities.

Establish routines. Young children benefit from establishing routines. It gives them a sense of security when theyknow what to expect. For example lessons always begin with the Hello routine and end with the Goodbye routine.There are some routine chants and transitions especially in levels 2 and 3. They help to structure the lesson.

Audio material The audio CD includes all the chants, songs, dialogues, listening tasks and the storycards. There are two typesof CDs. One for the teacher with all the audio (Class CD) and a Child’s CD with the chants, songs and stories.

FlashcardsThe 60 full colour flashcards represent the key vocabulary of the whole course. In the Teacher’s book, thereare clear guidelines for using them in the presentation, practice and consolidation stages, as well as their usein many games too.

The Pandy puppetChildren love puppets, and Pandy puppet can be used in a variety of ways. Pandy puppet plays an importantrole in the lessons. It helps the teacher present and practise the language, It will be a powerful means ofcommunication. Pandy can interact with the children and the teacher in their real and fantasy worlds.

StorycardsStories are part of the real children’s world; they will respond positively to the story, and develop a positiveattitude towards the target language. The main reasons for using stories with young learners is to developcomprehension and concentration skills. They encourage active participation while teaching values and socialskills. Stories help transmit authentic rhythm and intonation: they train the ear and help the children torecognise and imitate the music of the language.There are three stories at each level, the main characters are Pandy and his friends, they are presented in avivid and clear context, the illustrations help to convey meaning. Both the context and the situation anchorthe vocabulary.The audioscripts are printed on the back of each storycard.

Interactive postersThe interactive posters provide important visual support for practising key vocabulary, there are instructionson when and how to use them in the Teacher’s notes.

Coloured Shapes PosterLevel 1: It can be used to identify colours and shapes, to match colour flashcards to coloured shapes, to putPandy puppet on a particular colour or shape (Put Pandy on the red square...)Level 2: It can be used to identify colours and shape, to match vocabulary flashcards to coloured shapes, to putvocabulary flashcards face down on a shape and play a memory game (Where is the pencil? On the red square...)Level 3: It can be used to identify colours and shapes, to match vocabulary flashcards to coloured shapes, toput vocabulary flashcards face down on a shape and play a memory game, to play a TPR game (Run andtouch the red square, jump to the blue shape...)

Playhouse posterThere is photocopiable door for the Playhouse for the teachers on page 95. Photocopy it, cut it out andcolour it, then stick it onto the poster with glue or tape. The door will open and close. Teachers can place a flashcard behind the door with blue tack and encourage the children to guess what’shidden. This can be done: •• At the start of the Unit: Guess what’s behind the door, then explain that this is what they are going to be

working on.•• For games: knock, knock, knock, 1, 2, 3. What’s behind the door? Let’s look and see. •• To review key vocabulary: Put a flashcard behind the door and ask the children to find and name it. •• At the beginning and end of the lesson: Open the door to show the lesson is starting and close the door

when it’s time to go.

Alphabet Poster

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The teacher can use the Alphabet Poster like a picture dictionary as the children are learning the words.

EvaluationEvaluation is an integral part of the learning process. At this level assessment should be global, continuousand formative. The main technique in the evaluation process is the direct and systematic observation of pupilsduring the course. The whole process should be evaluated in order to obtain significant, valid and reliable data. So, apart fromthe content of the course, we need to evaluate:

The children: their participation in activities, their interest in carrying out the activities, their attitude towardstheir classmates, their work, such as drawings, take home pages...

The teacher: Their pedagogical methods, classroom techniques, material used in the classroom, their attitudetowards the children.

Starter Unit

Hello my friends!

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WWaarrmm uupp •• Greet the children by waving and saying: Hello.

Encourage them to do the same.•• Get the children to sit in a circle. Say: Follow me.

Let’s make a circle. When the children are seated,slowly and misteriously open up the Playhouseposter and show it to the class. Say: Look! It’s aplayhouse. Point to the playhouse and ask: What’sthis? to different children. Encourage them to tryto repeat the word: playhouse.

•• Then show the panda puppet to the class and havea conversation with the panda. Say: Hello Pandy.The puppet answers: Hello, my friend. The puppetcan then greet various children in the class.

LLeessssoonn •• Say: Table time, table time - 1, 2, 3. Tap three

children on the head lightly and tell them to taketheir seats at their table. Continue until all of thechildren are seated.

•• Use the flashcards for Pandy, Ben and Gina. Showthe cards and elicit the characters’names: Pandy, Ben,Gina. Hide different cards behind the door of theplayhouse. Knock on the table and say: Who’s in theplayhouse? Ben? Gina? Pandy? Open the door andcheck. Repeat with other characters.

•• Open the Class Book at page 2. Point to thecharacters and the playhouse and look surprised. Say:Look! Pandy, Gina and Ben are here again! Thenpoint to the house and say: Look at the Playhouse!Distribute the Class Books to the children. Say: Openyour books. Help them find the correct page. Say:Point to the playhouse. Point to (Ben).

•• (CD track 02) Play the initial sound effects of thestorm. Pretend to be scared (without scaring thechildren, of course). Pretend to look up at the sky.Continue playing the rest of the CD track. Looksurprised when the magic bells chime. Listen to thechant and do the actions. Listen again encouragingthe children to do the actions.

TTrraacckk 0022Speaker: Listen and say the chant.Pandy, Ben, Gina Hello, hello,

Hello, my friends!We are Pandy, Gina and Ben! Here we are again.Hello, hello,Hello, my friends!(Repeat twice)

•• Play the chant again. (CD Track 02) This timeencourage the children to wave and say: Hello, myfriends!

•• After they have done the chant say: Close yourbooks.

•• Collect the Class Books and distribute the ActivityBooks and black and white crayons.

•• Show the children the panda puppet. Focus theirattention on Pandy’s colour: Black and white. Askthe children to repeat the colours. Then ask themto show you the crayons according to yourinstructions. Say: Show me (black). Repeat usingwhite.

Lesson 1LLaanngguuaaggee •• Pandy, Gina, Ben, hello, my friends, playhouse,

black and whiteOObbjjeeccttiivveess •• Introduce the characters of the course•• Take part in a chant•• Learn how to greet others •• Develop fine motor skills•• Show a positive attitude towards English

MMaatteerriiaallss •• Puppet, playhouse poster, black and white

crayons, CD audio, flashcards (Ben, Gina andPandy), Activity Book (page 2)

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WWaarrmm uupp •• Use the flashcards for Pandy, Ben and Gina. Show

the cards and elicit the characters’ names. Pandy,Ben, Gina. Stick them on the board and play thechant from the opening page of the Starter Unit.Encourage the children to wave and say: Hello, myfriends!

•• Stick flowers of different colours on the board andsay: Look! A red flower, a yellow flower, a whiteflower and a pink flower. Repeat and invite thechildren to repeat after you. Then play a gameusing these colours. Say: Touch red! The childrenhave to touch something red without moving fromhis or her seat. Do the same with yellow, whiteand pink.

LLeessssoonn •• Distribute the Class Books. Say: Open your books

at page 3 and help the children to find the correctpage. Point to the playhouse and elicit the wordplayhouse from different children or groups ofchildren.

•• Discuss the situation in L1. Ben and Gina areplanting some flowers. Pandy has just fallen andhe is covered in flowers.

•• (CD Track 03) Listen to the song and show thechildren the actions.

TTrraacckk 0033Speaker: Listen and sing.Gina, Ben Welcome to our playhouse!

(open arms welcoming)Flowers in the garden:(Point to flowers on the board)Red and yellow, White and pink.Welcome to our playhouse! (open arms welcoming)

Chorus: Flowers, flowers (Point to flowers on the board)all around! Dig! Dig! Dig!Dig! Dig! Dig!

Pandy: Welcome to our playhouse! (open arms welcoming)OH! NO! Flowers on ME! Red and yellow,White and pink.Welcome to our playhouse!

Chorus: Flowers, flowers all around! Dig! Dig! Dig!Dig! Dig! Dig!

Lesson 2LLaanngguuaaggee •• Pandy, Ben, Gina, playhouse, flower, colours,

counting to five

OObbjjeeccttiivveess •• Recognise the characters of the course•• Review colours•• Take part in a song •• Develop fine motor skills •• Review counting to five

MMaatteerriiaallss •• Puppet, CD audio, flashcards of the characters,

flower cutouts of coloured card: red, yellow,white, pink. (one for each child), Crayons,Activity Book (page 3)

•• Show the children the page 2 with Pandy.Encourage them to find Pandy in the grid andcolour him, then ask them to trace Pandy in thesame page.

CClloossiinngg •• Collect the Activity Books. Place the flashcards of

the characters on different walls. Encourage thechildren to come up in small groups, wave to themand say for example: Hello (Ben) Hello my friend!

•• Congratulate the children on their good work. Say:Bye to the children as you leave (or as they leave).

Starter Unit Hello my friends!

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•• Hand out the flower cutouts, one per child and askthe children to identify their colour. Then say:Show me the (red) flowers. Be sure that all thechildren with the red flowers raise them. Do thesame with the rest.

•• Play the song again (CD Track 03), and tell thechildren to wave their flowers when they hear theircolour.

•• Say: Close your books and collect Class Books.Distribute the Activity Books. Point to the flowerson page 3 and invite the children to count them:Say: One, two, three, four and five flowers.

•• Distribute the crayons (red, yellow, white andpink). The children will colour the flowers accordingto your instructions.

PPaannddaa PPooiinntteerrWhen you do a colour dictation tell the children to mark the colour in the picture with a dot, thenwhen you finish your dictation, they can finishcolouring the whole picture. The children can work at their own pace, but remember: setting atime limit is important in this kind of activity.

•• Finally invite the children to count the flowersaccording to their colour. Say For example: Red!One, two.

CClloossiinngg •• Collect the Activity Books. Congratulate the

children on their good work. Say: Bye to thechildren as you leave (or as they leave).

Extension•• Use flashcards and the Playhouse poster to review

the colours in the unit. Play the following game.Secretly place one of the colour flashcards behindthe door of the playhouse. Encourage the childrento knock on the door (knocking on their desks).Ask: What colour is it? White? Yellow? Black?Encourage the children to predict the colour.

Unit 1

This is my FamilyLesson 1

LLaanngguuaaggee •• mummy, daddy, family, granny, grandad,

this is my family, say cheese, please

OObbjjeeccttiivveess •• Take part in a chant•• Talk about members of the family•• Show a positive attitude towards learning•• Develop auditory skills•• Develop gross motor skills through actions

MMaatteerriiaallss •• Puppet, Playhouse poster, CD audio,

Flashcards (granny, grandad), Crayons,Activity Book (page 4)

WWaarrmm uupp•• Play the Hello Song (CD Track 04) and greet the

children using Pandy.

PPaannddaa PPooiinntteerrThe children will listen to the Hello song throughout the course. There’s no need for them to learn it by heart right now.

TTrraacckk 0044Speaker: Let’s sing the Hello Song!Pandy: Hello, good morning!

How are you?I’m fine.I’m fine.I hope you are fine, too!

LLeessssoonn•• Say: Hello to the class using the Panda puppet.

Encourage the children to say: Hello Pandy!•• Use the flashcards for granny and grandad. Show

the cards and say the words to the class. Hidedifferent cards behind the door of the playhouse.Peek behind the door and ask: Who’s this? Grannyor grandad? Open the door and check. Repeat.Hold up the flashcards one at a time and ask:Who’s this?

•• Repeat the activity for all the family members(mummy, daddy)

•• Open the Class Book at page 4. Point to thepicture and say: Look, Gina’s family.

•• Distribute the Class Books and help the children

find the correct page. Talk about the picture withthe pupils. Point to the characters and ask: Who’sthis? (mummy, daddy, Ben, Gina, Pandy, granny,grandad). Ask: Is this Pandy? (No, it’s Ben) Pointto the different colours on Ben’s clothes andencourage the children to say the colours or pointto the colours. Explain that Gina is with her familyin the garden. Ben is painting a picture of Gina’sfamily and Pandy is taking a photo.

PPaannddaa PPooiinntteerrKeep in mind that not all children will have done English before this point. Make sure they are familiar with the basics from the previous level and be patient.

•• Explain to the children that when someone istaking a photo they say: Say cheese! to make thepeople in the photo smile. Hold up a pretendcamera and take imaginary photos of differentchildren. Say, for example: Emilio, say cheese,please! and snap an imaginary photo. Talk aboutwhere they are (in the garden). Encourage thechildren to pretend to use imaginary cameras totake photos of one another and say: Say cheese,please!

•• Ask the children to point to items and people inthe picture like Ben, Gina, Pandy, flowers...

Moral and civic education •• Talk to the children about the importance of

spending time with our family and friends.

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Unit 1 This is my Family

PPaannddaa PPooiinntteerrKeep in mind that not all children have traditional or stable home situations. Take this into account and don’t place emphasis on right or wrongdomestic settings.

•• Play the chant This is my family (CD Track 05)and do the actions.

TTrraacckk 0055Speaker: Listen and say the chant.Gina: This is my family. (open arms as if

showing family)Can you see? (point to eye)My mummy, my daddy.

Pandy, Ben: Mummy, daddy (point to pictures of mummy and daddy)

Pandy: Say Cheese, please!

Gina: This is my family. (open arms as ifshowing family)Can you see? (point to eye)My granny, my grandad

Pandy, Ben: Granny, grandad. (point to pictures of granny and grandad)


Gina: This is my family. (open arms as ifshowing family)Can you see? (point to eye)My mummy, my daddy.My granny, my grandadAnd ME! (point to oneself)


PPaannddaa PPooiinntteerrKeep in mind that for some of the children in the class, it will be difficult to do all the actions as they listen to the chant.

•• Play the chant again (CD Track 05) and encouragethe children to do the actions.

•• Option: Divide the class into three groups, onegroup is Gina, another group is Ben and the lastone is Pandy. When Gina says something in thechant, the ‘Gina group’ does an action. Assigndifferent actions to each group. Play the chant andencourage the children in the different groups tofollow along and do their actions at the correcttime.

•• Collect the Class Books and distribute the ActivityBooks.

•• Look at page 4 in the Activity Book and askquestions. For example, point to differentcharacters and ask: Is this Pandy? Is this mummy?

Is this Pandy’s grandad?. Explain to the childrenthat they need to join the pictures of Ben, Pandyand Gina to their family members. Hand out thecrayons and walk around the class, helping anychildren who are struggling, and making sure theactivity is being done correctly. When they havefinished, they can colour the pictures. Giveinstruction on how to colour the pictures. Say forexample: Colour Ben blue. Colour Pandy red...

CClloossiinngg•• Explain that when someone leaves or when we

leave we say: Bye Bye in English. Play the bye-byesong and wave good-bye to the children usingPandy.

TTrraacckk 0066 - AudioscriptSpeaker: Let’s sing the Bye bye song.Pandy: goodbye, goodbye

It’s time to say goodbyeSee you soon!See you soon!Goodbye, goodbye!

Extension•• Act out the chant. Invite groups of children to the

front of the class. Set them up in the same way asin the picture in the Class Book (Gina with herfamily, Ben, Pandy). Play the chant and point tothe different family members.

•• Tell the children to take out their gommets fromthe end of the book. Say: Mummy (the childrenplace a gommet on mummy). Say: Pandy (thechildren place a gommet on Pandy).

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WWaarrmm uupp•• Play the Hello song (CD Track 04) and greet the

children using Pandy. Use Pandy to ask differentchildren: What’s your name? Encourage the childrento respond: I’m (Marina) or My name’s (Pietro).

•• Play the This is my family chant (CD Track 05)and encourage the children to participate by doingthe actions.

LLeessssoonn •• Distribute the Class Books, show the children page

5 and explain that the characters are in Ben’sgarden. Point to Ben and ask: Who’s this? (Ben).Repeat with Gina and Pandy. Point to Pandy andsay: Oh! Look! Pandy’s helping! Encourage thechildren to stand up and to pretend to rake theleaves like Pandy.

•• Point to Sue and ask: Who’s this? (the children willnot know the character’s name but elicit ideasabout who she might be (in L1 if need be). Explainthat she is Sue, Ben’s neighbour, and talk aboutwhat a neighbour is (someone who lives next door,near our house or in our block of flats). Point tothe house on the right and say: This is Ben’shouse. Point to the house on the left and say: Thisis Sue’s house. Point out that she is Ben, Gina andPandy’s friend.

•• Listen to the CD (CD Track 07) and encourage thechildren to point to Sue when they hear her name.

TTrraacckk 0077Speaker: Listen, point and trace.Ben: This is Sue!

She’s my friend… and my neighbour too. Gina: Hello Sue!Pandy: How are you? Sue: Fine thanks Pandy!

How about you?

•• Tell the children that this girl’s name is Sue andencourage them to say: Sue. Point to Sue’s mummyand ask: Who’s this? Sue’s mummy or Sue’sdaddy? Point to Sue and ask: What’s her name?

•• Point to Ben’s house and ask: Is this Ben’s house?Elicit: Yes from the children and repeat with Sue’shouse. Then tell the children they are going tofinish drawing the two houses. Hand out crayonsand tell the children to trace over the dotted lines.Walk around the class helping children who arestruggling while, at the same time, monitoringprogress. When they have finished they can talkabout the different colours in the picture.

•• Point to Ben and say: Ben’s a boy. Point todifferent boys in the class and say, for example:Marco’s a boy. Robert’s a boy. Point to Gina in thepicture and say: Gina’s a girl. Point to differentgirls in the class and say, for example: Cristina’s agirl. Maria’s a girl. Show a picture of Sue and ask:Girl or boy?

Moral and Civic Education•• Point out to the children (in L1 if need be) that it’s

important to help our friends (like Pandy is helpingBen).

CClloossiinngg •• Listen to the Bye Bye song (CD Track 06) and

wave using the puppet.

Extension•• Place a large piece of poster paper on the wall.

Divide the page in half. On one half, draw a headand shoulders picture of a boy (or place the imageor flashcard of a boy). Do the same with thepicture of a girl on the other side. Hand outmagazines to the children and encourage them totear out pictures of boys and girls and to placethem in the correct column.

15

Lesson 2LLaanngguuaaggee •• hello, neighbour, friend, Ben, Pandy, Gina,

Sue, boy, girl

OObbjjeeccttiivveess •• Talk about friends and neighbours•• Distinguish between boy and girl•• Develop fine motor skills •• Develop visual discrimination

MMaatteerriiaallss •• Puppet, crayons, CD Audio



children using Pandy. •• Make sure the children are familiar with the new

character, Sue, from the previous lesson. Use theFlashcard for Sue and ask: Who’s this? Ask thechildren if they remember who Sue is (Ben’sneighbour; Ben and Gina’s friend). Ask: Is Sue aboy or a girl? Ask the same question about Benand Gina, using flashcards.

LLeessssoonn•• Distribute the Class Books and show the children

page 6. Look at the picture and name some of thecharacters (Pandy, Sue, mummy, daddy, granny,grandad).

•• Listen to the song (CD Track 08). Show thechildren the actions. Listen again encouraging thechildren to do the actions.

TTrraacckk 0088Speaker: Listen and sing.Chorus: Family, family

Oh, I love my family! (fold arms and hug oneself)Family, family, I’ve got a big family! (Spread arms to show big)

Sue: I’ve got a brother, a big brother, (Point to picture of brother) And a little sister too (Point to picture of sister)I’ve got a big family, (Spread arms to show big)How about you? (Raise arms as if asking a question)

Chorus: Family, familyOh, I love my family! Family, family, I’ve got a big family!

Sue’s brother: I’ve got a mummy and a daddy. (Point to picture of mummy and daddy)A granny and a grandad too. (Point to picture of granny and grandad)I’ve got a big family (Spread arms to show big)How about you? (Raise arms as if asking a question)

Chorus: Family, familyOh, I love my family! Family, family, I’ve got a big family!

•• Divide the class into six groups: one is mummy,one is daddy, one is sister, one is brother, one isgranny, and the last one is grandad.

•• When the children hear the word for the familymember of their group they wave or do anothersimple action.

•• Explain the concept of big and little when referringto family members. Explain the relationshipbetween the members of Sue’s family looking atthe picture. Say, for example: Look! Sue’s littlesister! She’s a baby!

•• Look at the picture and talk to the children abouttheir own families. Have they got brothers andsisters? How many? Have they got a big brother orsister? Be sure to introduce the concept (in L1 ifnecessary) of being an only child.

•• Look at the picture again and point to sausages.

16

Lesson 3LLaanngguuaaggee •• Sue, Pandy, brother, sister, granny, grandad,

mummy, daddy, I’ve got a (big family), big,little, baby, sausages, glasses

OObbjjeeccttiivveess •• Take part in a song •• Recognise and talk about members of a family •• Develop gross motor skills through actions •• Develop visual discrimination

MMaatteerriiaallss •• Puppet, playhouse poster, crayons, CD Audio,

flashcards (brother, sister, granny, grandad, Sue,Ben, Gina), Activity Book page 5

Say: Mmm... Sausages! Ask the children: Howmany? Do the same for the glasses on the tray.

PPaannddaa PPooiinntteerrKeep in mind that not all children have traditional or stable home situations. Take this into account and don’t place emphasis on right or wrong domestic settings.

•• Collect the Class Books, distribute the ActivityBooks and help the children to find page 5. Askthe children who the characters are (Pandy andSue). Explain that Pandy and Sue are friends andthat Pandy is helping his friend Sue at her house.Point to the sausages on the barbeque. Ask: Howmany? Explain to the children that they need tofinish the sausages (tracing) and colour them.

Moral and Civic Education•• Talk to the children (in L1 if necessary) about

being a good friend. Talk about things goodfriends do for each other and encourage thechildren to be caring and friendly to each other.

CClloossiinngg•• Sing the Bye Bye song (CD Track 06) using Pandy

at the end of the lesson.

Extension•• Hand out blank pieces of paper and encourage the

children to draw pictures of themselves enjoyingactivities with their friends or family. When thechildren have finished, they can compare theirdrawings. These can later be kept in the child’sportfolio.

PPaannddaa PPooiinntteerrIf pictures are included in the child’s portfolio, be sure to mark the date on the drawing.

17



children using Pandy. •• Play the song A big family from the previous

lesson. (CD Track 08) Encourage the children tosing along and do the actions.

•• Use the Playhouse Poster and flashcards to reviewkey vocabulary. Hide a flashcard behind the doorof the playhouse, knock on the door (on the table)and ask: Who’s in the Playhouse? Mummy?Daddy? Sister? Encourage the children to guesswho it is.

•• Use Pandy to ask different children about theirfamilies. Ask for example: Have you got a brotheror a sister? Is he your big brother or your littlebrother? What’s your sister’s name?


where page 7 is. Look at the pictures of thefamily. Ask the children to point to mummy anddaddy. Explain the children that they need to putstickers in the correct place to complete thepictures of the family. Show the children thestickers at the end of the Class Book. First ask thechildren to peel off the stickers of the baby andstick it on the first picture. Say: Oh, a baby!Repeat for the second picture, this time telling thechildren that the baby is now a boy. Do likewisefor the third picture and say: Oh! Look! He’s got alittle sister! She’s a baby!

PPaannddaa PPooiinntteerrChildren at this age are still developing fine motor skills. Some will have problems peeling off the stickers. Help, if they head.

•• Talk to the children about their family history andpoint out the progression of time from one imageto the next. Explain that the little baby grows upto be a boy and then, years later, is a big brother.Encourage the children to talk about their ownfamily situations.

•• Option: show some personal family photos orphotos of families from magazines or books. Talkabout the different family members with thechildren.

CClloossiinngg•• Collect the Class Books.•• Sing the Bye Bye song (CD Track 06) using Pandy

at the end of the lesson.•• Option: send a note home encouraging parents to

allow their children to bring family photos of themas babies to the class. Make a Family HistoryMural and display the photos.

Extension•• The children sit in a circle. Place the flashcards for

boy, girl, granny, grandad, sister, brother, baby inthe centre of the circle with space around them forthe children to move. Invite groups of 4 children tostand up and hold hands. Say, for example: Look!It’s granny! The children in the group of four forma circle around the flashcard depicting granny.

•• Continue until all the children have taken part inthe activity.

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Lesson 4LLaanngguuaaggee •• mummy, daddy, baby, family, boy, girl, sister,

brother

OObbjjeeccttiivveess •• Identify members of a family •• Develop visual discrimination•• Learn how to use / place stickers •• Talk about families

MMaatteerriiaallss •• puppet, unit stickers, unit flashcards•• Optional: family photos


children using Pandy. •• Use flashcards and the Playhouse poster to review

key vocabulary from unit (granny, grandad,mummy, daddy, brother, sister, baby)

LLeessssoonn•• Before distributing the books, talk to the children

about where they live (house, flat...). •• Distribute the Class Books and show the children

where page 8 is. Draw the children’s attention tothe coloured frames around the pictures andencourage them to say the colours. Afterwards, saya colour and encourage the children to make thesound and do the action for the animal in thatcoloured frame.

•• Look at the pictures of the baby animals one byone. Say: Look! A baby bird. What sound does ababy bird make? Encourage the children to flapimaginary wings and chirp like birds. Say: Look! Ababy kangaroo! What can a baby kangaroo do?Encourage the children to hop or jump on the spotlike kangaroos. Say: Look! A baby bear. Whatsound does a baby bear make? Encourage thechildren to growl like baby bears. Explain to thechildren that some animals live in special places(not in houses or flats).

•• Explain to the children that they are going to listenand point to the correct picture. Present thelistening by pointing to the different animals inyour book. Play the audio again (CD Track 09)encouraging the children to listen and point.

TTrraacckk 0099Speaker: Listen and point.Bird: My home is a nest. Kangaroo: My home is a pouch.Bear cub: My home is a cave.

•• Talk to the children again about where thedifferent animals live. Point to the bird and say:Look, a nest! And do the same for pouch andcave.

•• Talk to the children about where they live again.Ask: Do you live in a nest? No!

•• Collect the Class Books and distribute the ActivityBooks and crayons. Turn to page 6 and explain tothe children that they need to match the babyanimals with their homes and their mummy.

•• Repeat the listening (CD Track 09) looking at theActivity Book instead of the Class Book.Encourage the children to circle the differentanimals when they are named.

Extension•• Encourage the children to colour their favourite

animal. •• Encourage the children to draw a picture of their

home (or their dream home). Display the picturesand congratulate the children on their creativity.

CClloossiinngg•• Collect the Activity Books•• Say and do the actions for the chant from the unit

(CD Track 05). When the chant is over, use animaginary camera to take photos of differentchildren in class.

•• Sing the Bye Bye Song (CD Track 06) using Pandyat the end of the lesson.

19

Lesson 5LLaanngguuaaggee •• baby, home (bird-nest, kangaroo-pouch, bear-cave)

OObbjjeeccttiivveess •• Look at animals and their homes•• Develop critical thinking skills•• Develop listening comprehension•• Talk about families

MMaatteerriiaallss •• Puppet•• Flashcards•• Playhouse poster•• Crayons•• pictures of different families taken from magazines

(optional)•• Activity Book (page 6)



children using Pandy. •• Play the song from the unit (CD Track 08) and

invite the children to sing along and to do theactions.

•• Show the flashcards for boy, girl, granny, grandad,mummy, daddy. Encourage the children to say thewords. Place four of the cards face down on theplayhouse poster and encourage the children toguess which cards they are. Turn the cards overand say the word. Repeat with different cards.

•• Pass out the flashcards to six different pupils. Saythe words (boy, girl, granny, grandad, mummy,daddy) one by one and encourage the children tohold up their card when they hear the word. Whenthey have each held their card up, tell them topass the six cards to six different children. Repeatuntil all the children have had a turn.

LLeessssoonn •• Distribute the Class Books and crayons. Play a

game: Open and Close. Children open and closetheir books according to your instructions. Giveinstructions very slowly first, and little by little getfaster.

•• Help the children to find page 9. Look at the pageand ask the children to identify and name thefamily members in rows 1 and 2 (mummy, daddy,grandad, granny). In row 3, point and ask: Howmany boys? Three.

•• Explain to the children that they need to look andcircle the picture that is different. Do an exampleon the board if need be. For example, draw a tableand three chairs on the board. Say: What’sdifferent? Encourage one of the children to cometo the front and to circle the table. Allow time forthe children to circle the image that is different ineach line. Check answers. Point to the first row

and ask: What’s different? (Grandad). Repeat withthe other two rows. Congratulate the children ontheir good work.

CClloossiinngg•• Use flashcards to do more What’s different?

activities. Children do not have to know or say thewords, they just have to identify which one isdifferent. Place, for example, 3 flashcards of peopleon the board and one flashcard with an animal.The children identify that the animal flashcard isdifferent.

•• Sing the Bye Bye Song (CD Track 06) usingPandy at the end of the lesson.

Extension•• Get the children to point and name the family

members in each row all together and to repeatwhich one is different, for example, row 1: granny,granny, grandad, granny. Grandad is different.

•• Tell the children to take out their gommets fromthe end of the book. Say: Mummy (the childrenplace a gommet on mummy) Say: Pandy (thechildren place a gommet on Pandy)

20

Lesson 6LLaanngguuaaggee •• granny, grandad, mummy, daddy, boy, girl,

what’s different?

OObbjjeeccttiivveess •• Identify family members•• Develop visual discrimination•• Develop fine motor skills•• Recognise difference between images

MMaatteerriiaallss •• puppet, playhouse poster, flashcards (boy, girl,

granny, grandad, mummy, daddy)


children using Pandy. •• Play a game with flashcards of the unit and the

Playhouse poster. Hide a flashcard of a familymember behind the Playhouse door. Knock andask: Who is it? Mummy? Daddy? And get thechildren to guess.

LLeessssoonn •• Distribute the Class Books. Ask the children to

identify and name the characters on page 10 (Sue,Pandy). Explain that Sue and Pandy are looking atphotos of Pandy’s family. Elicit vocabulary from thechildren by asking: Who is it? (granny, grandad,sister).

•• Play the listening (CD Track 10) and explain thetask: the children have to circle the family memberthey hear. Pause after each part so the childrencan circle the corresponding picture.

TTrraacckk 1100

Speaker: Listen and circle. Sue: Who’s this? Pandy: This is my grandad!Speaker: Circle grandad.

Circle grandad.

Sue: Who’s this? Pandy: This is my little sister. Speaker: Circle sister.

Circle sister.

Sue: Who’s this? Pandy: This is my granny.Speaker: Circle granny.

Circle granny.

•• When they have finished, encourage the children toname the characters they have circled (granny,grandad, sister).

Moral and civic education•• Talk to the children about the importance of

respecting grandparents and helping youngerbrothers and sisters.

•• Collect the Class Books and distribute the ActivityBooks and crayons. Point to different pictures onpage 7 and ask: Who’s this? Is it granny orgrandad? Who’s this? Is it Sue or Pandy?

•• Explain the task: the children have to circle thecorresponding picture according to yourinstructions. Demonstrate the activity (circling usingyour finger) before beginning the activity. Point tothe first row and say: Granny. Circle granny. Pointto the second row and say: Boy. Circle the boy.Point to the third row and say: Daddy. Circledaddy. Pause after the first picture to check thechildren are circling the correct one in each row.

•• When the children have finished the activity, askthem to colour the pictures.

CClloossiinngg •• Collect the Activity Books and crayons.•• Option: Randomly pick groups of 5 or 6 children

and have them stand in a row at the front of theclass. Hold your hand above the head of differentchildren and encourage the rest of the class to say:Boy or Girl. Repeat with different groups ofchildren.

•• Sing the Bye Bye song (CD Track 06) using Pandyat the end of the lesson.

21

Lesson 7LLaanngguuaaggee •• granny, grandad, Sue, Ben, Gina, mummy,

daddy, Pandy

OObbjjeeccttiivveess •• Identify members of a family •• Develop visual discrimination•• Develop listening comprehension •• Talk about families

MMaatteerriiaallss •• puppet, unit flashcards, playhouse poster, Activity

Book (page 7)



children using Pandy. Use Pandy to ask differentchildren: What’s your name? Have you got abrother? Have you got a sister?

•• Show the children the coloured shapes poster. Askthem to say the different colours on the poster.Place different flashcards on the shapes. Say, forexample: Granny. Tell the children to say thecolour where the granny flashcard is.


where page 11 is. Elicit words from the childrenbased on the pictures in the margins on either sideof the tree. Point and ask: Who is this? Granny?Grandad? Explain the task (in L1 if necessary) andtell the children that they have to draw their ownfamily in the space provided on the family tree.Note: children do not have to draw their familymembers in hierarchical order, they simply illustratetheir family members.

PPaannddaa PPooiinntteerrKeep in mind that not all children in the class willhave traditional families. Make sure that childrenwho have problematic situations at home do notfeel excluded or upset. Explain, in L1 if necessary,that they can draw their own family, an imaginaryfamily or themselves with special friends or family.

•• Encourage the children to show their pictures andsay for example: Look! This is my granny! This ismy little brother. This is my big sister.

•• Collect the books and congratulate the children ontheir good work.

Moral and civic education•• Talk to the children about the importance of

respecting different types of families.

Extension•• Tell the children to take out their gommets from

the end of the book. Say: Girl (the children place agommet on the girl) Say: Granny (the childrenplace a gommet on granny).

CClloossiinngg•• Play the Bye Bye Song (CD Track 06) and wave

the children using Pandy at the end of the lesson.

22

Lesson 8LLaanngguuaaggee •• mummy, daddy, grandad, granny, brother,

sister, boy, girl, I’ve got (a sister), this is my...big, little

OObbjjeeccttiivveess •• Identify members of a family •• Develop fine motor skills•• Work on creativity•• Talk about family members

MMaatteerriiaallss •• Puppet, unit flashcards, crayons, coloured shapes

poster

Unit 2

My BodyLesson 1


children using Pandy.•• Say: Hello to the class using the Panda puppet.

Encourage the children to say: Hello Pandy!•• Use the flashcards for head, arms, hands and legs.

Show the cards and say the words to the class.Hide different cards behind the door of theplayhouse. Peek behind the door and ask: What’sbehind the door? Head? Arms? Hands? Legs?Open the door and check. Repeat. Hold up theflashcards one at a time and say: Look! A head!Arms!

LLeessssoonn •• Distribute the Class Books and show the children

where page 12 is. Talk about the picture with thepupils. Point to the characters and ask: Who’s this?(Gina, Ben, Sue and Pandy). Point to the windowof the playhouse and ask: Who is there? (Sue’sbrother). Explain that our friends are doings someexercises.

Health education•• Talk to the children about the importance of

including exercise in their daily routine. •• Review counting to three by clapping your hands.

Invite children to do it with you. Say: Clap yourhands once (clap!), Clap your hands twice (clap!clap!), Clap your hands three times (clap! clap!clap!). Repeat this a couple of times.

•• Invite the children to count to three with differentthings: fingers, crayons, pencils, books, chairs,tables...

PPaannddaa PPooiinntteerrKeep in mind that not all children will have doneEnglish before this point. Make sure they are familiar with the basics from the previous level and be patient.

•• Before playing the chant, make sure the childrenunderstand the actions. Demonstrate the actionsand say: Touch your head! Encourage the childrento do the actions with you. Do the same with:Shake your arms!, Clap your hands!, Bend yourlegs! and Touch the ground!.

•• Play the chant One, two, three! (CD Track 11) andask the children to point to the actions in thepicture while they listen.

TTrraacckk 1111Speaker: Listen and say the chant.Woman: One, two, three! (Use your fingers to

count to three)Turn around. (Do the action)And, touch your head! (Do the action)

Woman: One, two, three! (Use your finger to count to three)Turn around. (Do the action)And, shake your arms! (Do the action)

Woman: One, two, three! (Use your finger to count to three)Turn around. (Do the action)And, clap your hands! (Do the action)

Pandy: One, two, three!Turn around.Bend your legs!And touch the ground!

23

LLaanngguuaaggee •• head, arms, hands, legs, turn around, shake,

bend, touch the ground•• Review: character’s name, members of the family,

counting to three

OObbjjeeccttiivveess •• Take part in a chant•• Talk about parts of the body•• Develop auditory skills•• Develop gross motor skills through actions•• Develop fine motor skills•• Show positive attitude towards learning

MMaatteerriiaallss •• puppet, playhouse poster, CD audio, flashcards

(head, arms, hands, legs), crayons, Activity Book(page 8)

Unit 2 My Body•• Play the chant again (CD Track 11) and encourage

the children to close their eyes and touch the partof the body that is named.

•• Then play the chant again and encourage thechildren to do the actions.

PPaannddaa PPooiinntteerrKeep in mind that for some of the children in classit will be difficult to do all the actions as they listen to the chant.

•• Option: Divide the class into four groups, one isGina, one is Ben, one is Sue and the last one isPandy. Assign the different actions to each group:the Gina group is: touch your head, the Ben groupis: shake your arms, the Sue group is: clap yourhands and the Pandy group is: bend your legs andtouch the ground. Play the chant and encouragethe children in the different groups to follow alongand do their actions at the correct time.

•• Collect the Class Books and distribute the ActivityBooks.

•• Show the children page 8 in the Activity Book andask them to identify the members of Sue’s family.Elicit: Brother, grandad, Sue and sister. Explain tothe children that they need to identify the parts ofthe body in the left hand column and then jointhem to their owner on the right. Encourage themto say for example: Hands and Sue. Head andbrother.

•• Finally children can colour Sue or one of herrelatives.

CClloossiinngg•• Collect the Activity Books.•• Play the Bye Bye Song (CD Track 06) and wave

good-bye to the children using Pandy.

Extension•• Act out the chant. Invite groups of children to the

front of the class. Set them up in the same way asin the picture on page 12 of the Class Book. Playthe chant and encourage the children to followalong and do their actions at the correct time.

•• Play Simon Says using the actions of the chant.

24


children using Pandy. Use Pandy to ask differentchildren: How are you? Encourage them to answer:I’m fine, thank you!

•• Play the One, two, three! chant (CD Track 11) andencourage the children to participate by doing theactions.

LLeessssoonn •• Use the coloured card and the Playhouse poster to

review colours. Secretly place one of the colouredcard behind the door of the playhouse. Encouragethe children to knock on the door (knocking ontheir desks). Look intrigued and open the door.Say: Look! It’s (red). Repeat with the rest of thecolours.

•• Play a TPR game using colours. Say: Touch (red)!Children have to touch something red withoutmoving from their seat. Do the same with the restof the colours.

•• Distribute the Class Books and show the childrenwhere page 13 is. Point to the first doll and ask:What’s this? (a doll). Point to its head and ask:What’s colour is its head? Elicit: Orange. Do thesame with its body, arms, hands and legs.

•• Then explain to the children that you are going toname a part of the doll’s body and they have tosay its colour. Say: Arms. Elicit: Blue. Do the samewith the rest of the parts: body - yellow; hands -red; legs - green.

•• Then do the opposite: you say a colour and thechildren have to say the part of the body. Forexample: Blue. Elicit: Arms.

•• Finally ask the children to point and say: Point tothe doll’s body! Point to its arms! …. Do the samewith the second doll and elicit the part of its bodythat is missing. (Body). Then continue with thethird doll and do the same. (One arm and one leg

are missing).•• Once the children have identified the missing parts,

have them draw and colour them and complete thedolls. Encourage the children to name the part ofthe body they are drawing. Children compare thedolls and complete them following a model.

•• Walk around the class helping children who arestruggling while, at the same time, monitoringprogress. When they have finished they cancompare their work and then put it away.

PPaannddaa ppooiinntteerrThis activity is very good for developingobservation skills.

CClloossiinngg •• Collect the Class Books.•• Remind the children that when someone leaves or

when we leave we say Bye bye in English. Listento the Bye Bye Song (CD Track 06) and wavegood-bye to the children using Pandy. Listen againencouraging the children to wave.

Extension•• Place a large piece of poster paper on the wall.

Ask a child to stand against the paper with armsand legs open wide on the paper. Trace the child’sbody outline on the paper. Finally ask the childrento colour the different parts of the body withfinger paints. Put plastic plates with the coloursand assign the colours.

25

Lesson 2LLaanngguuaaggee •• body, legs, arms, hands, head, doll•• Review: colours

OObbjjeeccttiivveess •• Talk about parts of the body•• Develop visual discrimination •• Complete some pictures following a model•• Develop fine motor skills

MMaatteerriiaallss •• puppet, crayons, CD Audio, coloured card,

playhouse poster, a large piece of poster paper, •• Optional: finger paints and plastic plates

(optional)

Unit 2 My Body


children using Pandy. •• Make sure the children are familiar with the body

words. Show the body flashcards one by one andask the children to identify them. Give thefollowing instructions very slowly while you do theactions and ask the children to join in: Touch your(shoulders), Shake your (arms), Clap your (hands).Repeat the procedure with the rest of the wordsthree times.

LLeessssoonn•• Distribute the Class Books and help children to

find page 14. Point to Pandy and identify the partof the body he is touching each time. Elicit: head,shoulders, arms, legs and hands.

•• Invite the children to listen to Pandy singing asong. (CD Track 12). Listen to the song. Show thechildren the actions. Listen again encouraging thechildren to do the actions.

TTrraacckk 1122Speaker: Sing and do.Pandy: Head and shoulders (touch head then

shoulders)Arms and legs (touch arms and legs)Arms and legsHead and shoulders Arms and legs Arms and legs

And arms and handsAnd legs and headHead and shouldersArms and legsArms and legs

•• The children listen to the song again (CD Track 12)following the actions in their book.

•• Divide the class into two groups and play the songagain (CD Track 12). One group performs the firsttwo verses of the song and the second groupperforms the last verse.

PPaannddaa PPooiinntteerrKeep in mind that children are recognising theirown body so it will be a good idea if you have a mirror in your class. Ask children in pairs toperform the actions of the song while they look at themselves in the mirror.

•• Collect the Class Books, distribute the ActivityBooks and show the children page 9. Explain thatall the characters are doing different actions. Focusthe children’s attention on the example: a dotted linegoing from Ben to Gina. Ask in L1 why they arejoined. Both are doing the same action (touchingtheir head). Ask the children to trace the dotted line.

•• Ask the children to look for more pairs of people thatare doing the same action and join them with a line.

•• Walk around the class helping children who arestruggling while, at the same time, monitoringprogress. Once they have found all three pairs,they can colour the pair they like best.

Health education•• Talk about the importance of including exercise in

their daily routine.

CClloossiinngg•• Collect the Activity Books.•• Sing the Bye Bye Song (CD Track 06) using

Pandy at the end of the lesson.

Extension•• Play Simon Says using the vocabulary of the unit.

26

Lesson 3LLaanngguuaaggee •• head, shoulder, arms, legs, hands

OObbjjeeccttiivveess •• Take part in a song •• Recognise and talk about parts of the body •• Develop gross motor skills through actions •• Develop fine motor skills•• Recognise one’s own body•• Develop visual discrimination

MMaatteerriiaallss •• puppet, crayons, CD Audio, flashcards (head,

shoulders, arms, hands, legs), Activity Book (page 9)


children using Pandy. •• Play the song Head and Shoulders from the

previous lesson (CD Track 12). Encourage thechildren to sing along and do the actions.

•• Place different body flashcards on the colouredshapes poster using blue tack. Say a word, forexample: Head. The children shout out the colourwhere the card is. Repeat with the other words.

Extension•• If the children are more confident with the

language, say, for example: Red and encourage thechildren to say the name of the picture on the redsection of the poster.

LLeessssoonn•• Distribute the Class Books and help children find

page 15. Look at the picture. Comment on thesituation in L1: Pandy and Ben are assembling arobot. Explain the children that they need to putthe sticker of the robot’s head in the placeprovided. Turn to page 73 and show the childrenwhere the sticker is. Say: Look, the robot’s head!Get the children to peel off the sticker and stick itin the place provided on page 15. Talk about theother parts of the robot’s body.

PPaannddaa PPooiinntteerrChildren at this age are still developing fine motorskills. Some will have problems peeling off thesticker.

•• After completing the whole picture, point to therobot’s head and ask: What colour is it? Elicit:Yellow. Confirm: Head - yellow. Do the same withthe rest of the parts of the robot’s body.

•• Option: Hand out the following colour cards:yellow, green, black, blue and white. One for eachchild. Then say the colours and ask the children toraise their card when their colour is named.

• Finally name a part of the robot’s body and thechildren raise the corresponding colour and say forexample: legs - black.



Extension•• Play Simon Says using the actions learnt so far.

For example: Clap your hands! Shake your arms!Bend your legs! Touch the ground! Touch yourshoulders!

27

Lesson 4LLaanngguuaaggee •• robot, head, legs, arms , hands, body, there is (are)…•• Review: colours

OObbjjeeccttiivveess •• Identify parts of the body •• Develop visual discrimination•• Learn how to use and place stickers •• Develop fine motor skills

MMaatteerriiaallss •• puppet, unit stickers, body flashcards, coloured

shapes poster, cards of different colours (yellow,green, black, blue and white, one per child)

Unit 2 My Body


children using Pandy. •• Use the flashcards and the Playhouse poster to

review key vocabulary from unit (head, shoulders,hands, legs, arms) and introduce teeth.

•• Tell the children they are going to get someexercise. Ask them to stand up and follow yourinstructions. Say: One, two, three. Move yourhead! Repeat the procedure with shoulders, arms,hands, legs, body. Vary the rhythm of the activity.

LLeessssoonn•• Before distributing the books, talk to the children

in L1 about what they normally do before eating.(Wash their hands).

•• Distribute the Class Books and help the children tofind page 16. Look at the pictures of the girl and ask:Who is this, a girl or a boy? In L1 talk about thesituation. The girl is washing her hands. Point to thedrawing of the dinner and say: Look Dinner time!Explain what dinner is and the meaning of the arrowthat goes from the first photo to the dinner. Thismeans that the girl washes her hands before eating.

•• Then focus the children’s attention on the secondphoto. In L1 talk about the situation. The girl isbrushing her teeth. Point to the arrow that goesfrom the dinner to the second photo. Explain thatthe girl is brushing her teeth after eating.

Health education•• Encourage the children to have healthy habits and

make them aware of the importance of cleanlinessbefore and after eating.

•• Explain to the children that they are going to listenand point to the correct picture. Present thelistening (CD Track 13) by pointing to the differentphotos in your book. Play the audio againencouraging the children to listen and point.

TTrraacckk 1133Speaker: Listen and point.Girl: Time for dinner!

I wash my hands!I wash my hands before dinner! I’m hungry!

Girl: Time for bed! I brush my teeth!I brush my teeth after dinner! Hmm! I’m sleepy!

•• Collect the Class Books and distribute theActivity Books and crayons. Show the childrenwhere page 10 is. Explain the task: the childrenhave to compare the different situations and decidewhich one reflects bad behaviour and cross it out.

•• Point to the boy in the first photo and ask: Is thisa girl or a boy? Focus their attention on the boy’shands. Explain that they are very dirty and he iseating. In L1 ask the children if this is correct andelicit No!. Now focus their attention on the secondpicture of the boy, this time pointing out that theboy’s hands are clean, so this behaviour is correct.Elicit: Yes! Get the children to cross out the firstpicture with the incorrect behaviour. Do the samewith the rest of the photos.

PPaannddaa ppooiinntteerrWe want to encourage children to reflect on goodbehaviour and the importance of cleanliness.

CClloossiinngg•• Collect the Activity Books.•• Sing the Bye Bye Song (CD Track 06) using Pandy


28

Lesson 5LLaanngguuaaggee •• hands, teeth, shoulders, head, arms, legs, body,

wash your…! Brush your teeth! Time for dinner!Time for bed! (passive only)

•• Review: boy, girl, mummy, daddy.

OObbjjeeccttiivveess •• Develop listening comprehension•• Develop awareness of cleanliness before and after

eating•• Develop critical thinking skills•• Talk about daily habits

MMaatteerriiaallss •• puppet, unit flashcards, flayhouse poster, activity

Book (page 10)



invite the children to sing along and to do theactions.

•• Show the flashcards for dog, cat and bird.Encourage the children to say the words. Place thecards face down on the playhouse poster andencourage the children to guess which cards theyare. Turn the cards over and say the word. Repeatwith different cards.

•• Finally choose a flashcard and imitate the animalsound without showing it to the children. Theyguess the animal and say for example: It’s a cat.Show them the flashcard to confirm their answer.Repeat this procedure asking different children toimitate the animal sounds.

LLeessssoonn •• Distribute the Class Books and crayons. Play a

game: The Open and Close Game. Children openand close their books according to yourinstructions. Give instructions very slowly at first,then gradually get faster and faster.

•• Help the children find page 17. Look at the pageand ask the children to identify what they can see.Confirm that there are three puzzles. Focus thechildren attention on the heads of the threeanimals. Get the children to identify them bysaying: What’s this? And elicit: A dog’s head. Tellthe children to look for the piece of the puzzle withthe dog’s body, and then its legs and to join thethree together by drawing a line with theircrayons. While they are joining the partsencourage them to say: Head – body – legs.Follow the same procedure for the cat and thebird. Congratulate the children on their good work.

CClloossiinngg•• Collect the Class Books.•• Play Statues with the whole class. Ask the children

to form a circle. Then play some music and askthem to dance. Stop the music and say: Touchyour shoulders! The children remain in this positiontill the music begins again. Repeat this many times.



the end of the book. Say: Red-cat (the childrenplace a red gommet on the cat) Say: yellow-dog(the children place a yellow gommet on the dog).

29

Lesson 6LLaanngguuaaggee •• body, head, legs, hands, head, arms, shoulders,

legs, what animal is it? what’s missing? •• Review: cat, bird, dog

OObbjjeeccttiivveess •• Identify animals and parts of the body•• Develop visual discrimination•• Develop fine motor skills•• Solve a puzzle

MMaatteerriiaallss •• puppet, playhouse poster, flashcards of the unit,

flashcard (dog, cat, bird)•• Music for dancing

Unit 2 My Body


children using Pandy. •• Play a game with the flashcards of the unit and

the Playhouse poster.•• Choose colour and family member flashcards.

Show them one by one and elicit the words. Thenchoose three colours and a member of the family.Say the words and elicit the odd one out. Repeatthis procedure choosing different odd ones outeach time.

LLeessssoonn •• Distribute the Class Books and show children

where page 18 is. Ask the children to identify andname the characters (Ben, Gina, Sue and Pandy).Explain that they are painting a mural. Point to themural and ask the children to identify the colours.Point and say: What colour is it?

Moral and civic education•• Talk to the children in L1 about the importance of

helping each other and working in groups as ourfriends are doing.

•• Before listening to the recordings, focus thechildren’s attention on the different characters andthe parts of their bodies covered in paint. Say:Look at Gina’s hands, they are orange! And pointat the picture. Explain to the children that, as theylisten, they have to point to the characters and thepart of the body which is mentioned.

•• Play the listening (CD Track 14) Pause after eachpart so the children can point to the correspondingpicture.

TTrraacckk 1144Speaker: Listen and point. Pandy: Oh! Look at my shoulders.

My shoulders are red.Point to my shoulders.

Gina: Oh! Look at my hands. My hands are orange! Point to my hands!

Ben: Oh! Look at my arms. My arms are bluePoint to my arms!

Sue: Oh! Look at my legs. My legs are pink!Point to my legs!

•• When they have finished, name a character andencourage the children to say what part of his orher body is painted. For example: Pandy - Redshoulders. Do the same with the rest of thecharacters. (Gina - orange hands; Ben – blue arms;Sue - pink legs.)

•• Collect the Class Books and distribute theActivity Books and crayons. Show the childrenpage 11 and point to different pictures on thepage and ask: What’s this? A robot. Has it gotone head? (yes). How many arms has it got? (two).How many legs has it got?( four). Do the samewith the rest of the pictures.

•• Explain the task: the children have to circle thecorresponding picture according to yourinstructions. Demonstrate the activity (circling usingyour finger) before beginning the activity. Point tothe first row and say: I’ve got two heads, twoarms and four legs. Circle me! Then point to thesecond and say: I’ve got a head and four legs.Circle me! Finally point to the third row and say:

30

Lesson 7LLaanngguuaaggee •• body parts, colours , numbers 1-4, members of the

family, boy, girl, cat, robot, how many ... has itgot? I’ve got...

OObbjjeeccttiivveess •• Identify parts of the body•• Identify colours •• Develop visual discrimination•• Develop listening comprehension •• Talk about the importance of working together

MMaatteerriiaallss •• puppet, flashcards (body, colours and members of

the family), playhouse poster•• Activity Book (page 11)

I’ve got one leg. Circle me! Pause After each part,and make sure the children are circling the rightitem in each row.

•• The children can choose a picture and colour itwhen they have finished doing the listening task.

CClloossiinngg •• Collect the Activity Books.•• Option: Play What’s missing? with the flashcards

of the unit. Show them to the children one by oneand ask them to identify each one. Remove oneflashcard and repeat the procedure. Encourage thechildren to identify the missing card. Shuffle thecards and repeat the game several times.


31

Lesson 8LLaanngguuaaggee •• head, body, arms, shoulders, arms, hands, legs,

I’ve got (one head, one body, two shoulders, twoarms, two hands and two legs.)

OObbjjeeccttiivveess •• Identify parts of the body•• Develop fine motor skills•• Work on creativity•• Talk about one’s own body

MMaatteerriiaallss •• puppet, flashcards of the unit, crayons, coloured

shapes poster


children using Pandy. Use Pandy to ask differentchildren: What’s your name? How are you? Haveyou got a brother? Have you got a sister?

•• Show the children the coloured shapes poster. Askthem to say the different colours on the poster.Place different flashcards in the spaces. Say, forexample: Head and tell the children to say thecolour where the head flashcard is.

LLeessssoonn•• Distribute the Class Books and help children find

page 19. Elicit words from the children based onthe illustrations in the frame of the picture.Introduce the new words: Feet, mouth, nose. Pointand say: Look, a nose! A mouth! Two feet! Andget the children to repeat. Explain the task (in L1 ifnecessary) and tell the children that they have todraw themselves in the space provided

•• Encourage the children to show their pictures andsay for example: Look! This is me! I’ve got a head,a body, two arms…


CClloossiinngg•• Sing the Bye Bye Song (CD Track 06) using Pandy



the end of the book. Tell them to look at thepicture they have drawn and say: Hand-green (thechildren place a green gommet on one of theirhands in their picture) Say: Head-blue (the childrenplace a blue gommet on their head in theirpicture).

Unit 3

My House


children using Pandy. •• Show the panda puppet to the class and have a

conversation with the panda. Ask: What’s yourname? The puppet answers: I’m Pandy. The puppetcan then ask various children in the class theirnames.

LLeessssoonn•• Use flashcards for bedroom, bathroom, kitchen,

living room. Show the cards and say the words tothe class. Hide different cards behind the door ofthe playhouse. Knock on the table (as if knockingon the door of the playhouse poster) and say:What is it? Bedroom? Bathroom? Kitchen? Livingroom? Open the door and check. Repeat with theother rooms. Hold up flashcards one by one andask: What’s this?

•• Distribute the Class Books and show the childrenwhere page 20 is. Talk about the picture with thepupils. Point to the characters and ask: Who’s this?(Pandy, Sue). Is this Ben? (No, it’s Sue). Draw thechildren’s attention to the doll’s house and say: Look!A house! This is Sue’s doll’s house. Point out thatPandy and Sue are playing with the doll’s house. Ask the children to identify the colours of eachroom. Ask: What colour is the bedroom? (blue).What colour is the bathroom? (yellow). Whatcolour is the kitchen? (white). What colour is theliving room? (pink). Then say a colour and the chil-dren name the room: pink – living room. Do thesame with all the rooms.

•• Play the chant My Doll’s House (CD Track 15) anddo the actions.

TTrraacckk 1155Speaker: Listen and say the chant.Sue: Look at my doll’s house!

Can you see…A bedroom? (point to bedroom flashcard)A bathroom? (point to bathroom flashcard)Point with me.

Pandy: A bedroom! A bathroom! (point to bedroom and bathroom flashcard)Yes, I see! (point to eyes)

Sue: Look at my doll’s house! Can you see…A kitchen? [point to kitchen flashcard]A living room? [point to living room flashcard]Point with me.

Pandy: A kitchen! A living room! (point to kitchen and living room flashcard)Yes, I see! (point to eyes)

Moral and Civic Education•• Point out to the children that Pandy and Sue are

playing nicely together and sharing their toys.

•• Play the chant again (CD Track 15) and encouragethe children to do the actions.

•• Collect the Class Books and distribute theActivity Books. Show the children page 12.

•• Ask the children to match the puzzle pieces of therooms. As they are working, walk around the class

Lesson 1

32

LLaanngguuaaggee •• bedroom, bathroom, kitchen, living room, house,

what’s this? (bedroom)

OObbjjeeccttiivveess •• Take part in a chant•• Learn how to name rooms in a house •• Show a positive attitude towards English•• Develop oral expression

MMaatteerriiaallss •• puppet, Playhouse poster, CD Audio, flashcards

(bedroom, bathroom, kitchen, living room),Activity Book (page 8)

•• Optional: coloured shapes (square, rectangle,triangle), glue

checking work and helping pupils who arestruggling. When they join the objects encouragethem to say the words, for example: Bedroom -bedroom.

Extension•• If there’s time, children can colour one (or all) of

the rooms on the puzzle pieces

CClloossiinngg•• Collect the Activity Books.•• Play the Bye Bye Song (CD Track 06) and wave

good-bye to the children using Pandy.

Extension•• Give each child a piece of white paper and a

variety of coloured shapes (squares, triangles,rectangles). Tell the children to make houses on thewhite paper using the shapes. When the childrenhave figured out the shapes for their house, theycan glue the shapes onto the paper.

33

Lesson 2LLaanngguuaaggee •• kitchen, garden, bedroom, bathroom, where’s

(Ben)? In the (kitchen)

OObbjjeeccttiivveess •• Learn how to say the names of different rooms in

the house•• Recognise characters and key vocabulary•• Review colours •• Use critical thinking and visual discrimination to

join pictures•• Develop fine motor skills

MMaatteerriiaallss •• puppet, crayons, CD Audio, coloured shapes

poster, flashcards (chair, table, book, pencil),crayons (red, blue, yellow, green)

WWaarrmm uupp •• Play the Hello Song (CD Track 04) and greet the

children using Pandy. •• Using the playhouse poster, hide a room flashcard

behind the door, knock on the door and show thecard. Say the name of the word on the card andencourage the children to listen and repeat.

•• Put up the coloured shapes poster. Ask the childrento say the colours. Show the flashcards for:bedroom, bathroom, kitchen, living room, garden.Encourage the children to say the words. Place fourof the cards face up on the shapes poster. Say, forexample: Red! The children name the card on thered shape.

•• Option: turn the cards over (face down) one byone. Encourage the children to turn the cards andsay the words.

LLeessssoonn•• Distribute the Class Books and help the children

find page 21. Look at the picture and name thecharacters in the left hand column (Ben, Pandy,mummy, granny). Ask the children to mime actionsfor each character: mummy – cooking; Ben –yawning; granny - taking a shower; Pandy -

planting a flower. Then point to the rooms in theright hand column and encourage the children toname them. Ask the children to say the colours ofthe dots next to each character. Explain that thecoloured dots indicate the colour the childrenshould use to join the character to the correctroom. Allow time for the children to match the charactersand the rooms using the correct colours. Whenthey have finished ask, for example: Where’s Ben?(in the bedroom)

PPaannddaa PPooiinntteerrKeep in mind that children at this age are stilldeveloping fine motor skills and eye-hand coordination. Be sure to reward them for theireffort and not ‘over correct’. Positive reinforcement is very important.

•• Option: Show different flashcards of room andask the children to find the bathroom. Repeat withthe other rooms.

•• Option: Say, for example: Garden and encouragethe children to mime planting a flower. Repeat thiswith the other rooms helping the children mime

Unit 3 My Houseappropriate actions.


CClloossiinngg •• Play the Bye Bye Song (CD Track 06) and wave

good-bye to the children using Pandy at the end ofthe lesson.

Extension•• Write the words Kitchen, Bathroom and Living

Room on three sheets of paper. Hand outmagazines and catalogues to the children.Encourage them to tear out pictures from themagazine (furniture, plants…) and to paste thepictures on to the correct poster.

34

Lesson 3LLaanngguuaaggee •• garden, tea, kitchen, living room, come and see,

daddy, grandad, bedroom, flower, numbers 1 – 5,colours, cup, kettle, butterfly, cat, bird, where’s(daddy)?

OObbjjeeccttiivveess •• Take part in a song •• Develop gross motor skills through actions •• Use imagination to mime events •• Learn about sharing and being nice to friends

MMaatteerriiaallss •• puppet, playhouse poster, blue tack, crayons, CD

Audio, Flashcards (kitchen, living room, garden),crayons, Activity Book (page 13)


children using Pandy. •• Stick the flashcards (kitchen, living room, garden)

on different parts of the Playhouse poster. Invite achild or groups of children to touch or point to thecorrect cards, as you say the name.


where page 22 is. Look at the picture, name thecharacters and point to the kitchen, living roomand garden. Point to Sue and ask: Who’s this?Repeat with Pandy and Gina. Ask the children tocount the flowers in the garden and to say whatcolour they are. Point to the cups on the table.Indicate the yellow one and ask: What’s this?What colour is it? Get the children to count thecups and say what colour they are. Repeat withthe butterflies, the birds, the flowers.

•• Explain to the children that Sue has a tree house inher garden. Ask them if they would like to have atree house. Tell the children that Pandy is preparingtea and that Sue is inviting us (the class).

•• Listen to the song (CD Track 16). Show thechildren the actions. Listen again encouraging thechildren to do the actions.

TTrraacckk 1166Speaker: Sing and do.Chorus: There’s a tree house

(mime the branches of a tree)in my garden, come and have(indicate come using arms)tea with me! (mime drinking a cup of tea)

Chorus: Pandy’s in the kitchen, (mime cooking)Pandy’s in the kitchen, come and see, (point to eye)have some tea. (mime drinking a cup of tea)

Chorus: There’s a tree house (mime the branches of a tree)in my garden come and have (indicate come using arms)tea with me! (mime drinking a cup of tea)

Chorus: Gina’s in the living room, (mime reading a book)Gina’s in the living room,come and see, (point to eye)have some tea. (mime drinking a cup of tea)

Moral and Civic Education•• Talk to the children (in L1 if necessary) about the

importance of being nice to our friends and sharingresponsibilities (Pandy is preparing tea, Gina issetting up the chairs).

•• Collect the Class Books and distribute thecrayonsand the Activity Books. Show the children wherepage 13 is. Point to and name the differentcharacters asking: Who’s this? Ask the children toname the rooms and places at the bottom of thepage. Explain that they need to follow the lines tofind out where each person is (Ben’s daddy is inthe living room, Sue’s grandad is in the garden,Pandy is in the kitchen and Sue is in the bedroom).As they are working, walk around the classchecking progress and helping pupils who arestruggling. When they have finished, they cancolour the character and the rooms and placesthey like best.

CClloossiinngg •• Collect the Activity Books.•• Sing the Bye Bye Song (CD Track 06) using Pandy


Extension•• Organise an imaginary tea party in the class. Have

different children prepare pots of tea (like Pandy)then have them pour cups of tea for their friends.If possible, bring in some realia (plastic cups, ateapot…)

•• Mime a fingerplay:Here’s a cup (mime a cup with one hand) Here’s a cup (mime a cup with the other hand)Here’s a pot of tea (mime holding a teapot) Pour a cup (pretend to pour) Pour a cup And have tea with me (pretend to drink tea).

35

Unit 3 My House


children using Pandy. •• Use Pandy to ask different children: What’s your

name? Are you happy? Are you sad?

LLeessssoonn•• Use flashcards to review the key vocabulary from

the unit (garden, living room, bedroom, kitchen).•• Introduce the number 6. Draw six chairs on the

board. Count up to number 5 with the children (asa review) then point to the last chair and say: Six.Encourage the children to listen and repeat a fewtimes, then count all the chairs again. Count up tosix around the room (encourage the children tocount from one to six around the class).

•• Talk to the children about the game Hide andSeek. Explain (in L1 if need be) that one personcounts while the others hide. Use the pandapuppet to do an example. Invite a child to come tothe front of the class and tell him or her to coverhis or her eyes. The rest of the class counts to sixaloud while the panda puppet is hidden somewherein the room. Say: Open your eyes and the child atthe front tries to find Pandy. Repeat a couple oftimes.

•• Distribute the Class Books and show the childrenwhere page 23 is. Look at the picture of Pandycounting and explain that he is playing Hide andSeek with Gina and Ben. Explain that the childrenneed to take the stickers for Gina and Ben fromthe last pages of the book, and hide them in thehouse or garden while Pandy counts. Use thepuppet to count from one to six slowly while thechildren put the stickers where they prefer. Whenthey have placed the stickers, have Pandy (thepuppet) look at the books to see where Ben andGina are hiding. Encourage the children to showone another their pictures and say, for example:

Ben’s in the garden. Ask questions to variouschildren, for example: Is Gina in the kitchen?

PPaannddaa PPooiinntteerrAllowing the children to place the stickers wherethey want, helps them to develop autonomy andto make decisions on their own.

•• Option: this can also be done as a stickerdictation, say for example: Look! Gina’s in thebedroom. Put Gina in the bedroom.

•• Option: Use where questions to revise in and thenames of the rooms: Where is the sofa? In theliving room.

•• Option: Revise colours by asking about variousobjects: What colour is the sofa? Red. What colouris the table in the kitchen? Orange.

CClloossiinngg•• Collect the Class Books•• Sing the Bye Bye Song (CD Track 06) using Pandy

at the end of the lesson. •• Option: Play a game of Hide and Seek with the

children.

36

Lesson 4LLaanngguuaaggee •• house, kitchen, bedroom, living room, garden,

Where’s (Pandy)? Ben’s in the (garden)

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop visual discrimination and learner

autonomy•• Learn how to use and place stickers •• Review numbers

MMaatteerriiaallss •• puppet, Unit stickers, flashcards (kitchen, bedroom,

living room, garden)


children using Pandy. •• Use flashcards and the coloured shapes poster to

review key vocabulary from the unit (bedroom,bathroom, kitchen, living room, garden)

LLeessssoonn•• Distribute a blue and red crayon each pupil and

the Class Books. Help the children to find page 24and ask them to look at the pictures. Ask them tosay the colours of the frames (red, blue) and toname things they know in the pictures (boy, girl,tree, bedroom, book...)

•• Explain the concept of inside and outside to thechildren. Show the picture of the girl and explainthat she is inside the house. Show the picture ofthe boy and explain that he is outside the house.Ask the children if they are inside or outside theschool. Point to something outside the classroom orshow a picture of something outside and ask: Isthis inside or outside?

•• Present the listening (CD Track 17) pointing to thedifferent pictures in your book.

TTrraacckk 1177Speaker: Look and circle.Girl: Look! I’m inside the house.

I’m in the bedroom. I’ve got a book.

Boy: Look! I’m outside the house. I’m in the garden. I’ve got a plant.

•• Repeat the listening and invite the children to pointto the correct pictures. When they have finished,point to the girl and say: Inside, point to the boy

and say: Outside. •• Draw the children’s attention to the bottom of the

page. Explain that they need to circle the thingsinside red and the things found outside blue. Checkthat they are using the correct colour.

•• Point to different pictures and ask questions. Forexample, point to the cooker and ask: Is it in thebathroom or the kitchen?

•• Collect the Class Books and distribute theActivity Books. Show the children where page14 is. Point to and count the objects. (one bed,two tables, three chairs). Point to the numbers andencourage the children to trace over the numbers.Tell the children to join the numbers to the correctpicture.

CClloossiinngg•• Collect the Activity Books.•• Option: Show different images (photos,

flashcards...) and ask: Inside or outside? Suggestedimages might include: tree, bathtub, car, bed,train...

•• Option: Do a simple Venn Diagram with thechildren with the sections inside, outside, both.Show pictures and decide which section they go in.For example: bed (inside), chair (both), boy (both),bus (outside), cat (both)...


37

Lesson 5LLaanngguuaaggee •• inside, outside (tree, bed, bathtub, cooker, TV,

bush, flowers), red, blue, book, flower, numbers1-3, how many?

OObbjjeeccttiivveess •• Identify things inside and outside a house•• Develop visual discrimination•• Develop listening comprehension•• Develop critical thinking skills •• Identify and trace numbers

MMaatteerriiaall•• Puppet, flashcards, coloured shapes poster,

Activity Book (page 14), blue and red crayons, •• Optional: photos, pictures for inside-outside

Unit 3 My House



invite the children to join in and do the actions.

LLeessssoonn •• Distribute the Class Books and help the children to

find page 25. Look at the picture and ask thechildren to point to the different rooms. Say: Look!The little mouse is in its house. Ask the children tosay the colours of the frames around the pictures(blue, red, orange). Explain that they are going tocount things in the mouse’s house.

•• Point to the bedroom and ask: How many beds?(One). Repeat with the other pictures counting thetables and the chairs

•• Draw their attention to Pandy at the bottom of thepage. Explain to the children that they need tohelp Pandy count and write the numbers.

•• Allow time for the children to trace over thenumbers and congratulate them on their goodwork.

•• Option: Encourage the children to count differentitems in the class. Hold up five crayons and ask:How many crayons?



Extension•• Talk about other objects in the pictures. For

example ask: Where’s the ball? Point to the balland say: In the bedroom. Then do the same forwindow, bedroom, this time getting the children toanswer. Repeat the procedure for other objects inthe rooms.

38

Lesson 6LLaanngguuaaggee •• numbers 1 -3, bedroom (bed), kitchen (chair),

living room (table), (mouse), how many?

OObbjjeeccttiivveess •• Identify numbers•• Develop fine motor skills•• Review key vocabulary and colours

MMaatteerriiaall•• puppet, CD Audio, crayons


children using Pandy. •• Play the chant from the unit (CD Track 15) and

invite the children to join in and do the actions.


where page 26 is. Look at the pictures and ask thechildren to point to Pandy, Gina, Ben and Sue.Ask questions about the coloured backgrounds.Point to a section and ask: What colour is this?Ask questions about where the characters are. Ask,for example: Where’s Sue?

•• Explain to the children that they need to listen andto point to the correct picture of the room.Demonstrate the activity then play the CD. (CDTrack 18)

TTrraacckk 1188Speaker: Listen and point. Pandy: Point to my bedroom!

My bedroom! My bedroom! Point to my bedroom!

Gina: Point to my kitchen! My kitchen! My kitchen! Point to my kitchen!

Ben: Point to my garden! My garden! My garden!Point to my garden!

Sue: Point to my bathroom!

My bathroom! My bathroom! Point to my bathroom!

•• Collect the Class Books and distribute theActivity Books and show the children wherepage 15 is. Ask them to name the different placesin each column, then ask them to point to differentpictures. For example, say: Point to the garden.How many living rooms? Point to them.

•• Explain to the children that they have to cross outone of the pictures according to your instructions.Say: Column 1: Bedroom. Cross out the bedroom.Column 2: Garden. Cross out the garden. Column3: Bathroom. Cross out the bathroom. Pause aftereach room so the children have time to cross itout. When they have finished, they can colour andsay the name of the place that is not crossed outin each column.



39

Lesson 7LLaanngguuaaggee •• point to, kitchen, bathroom, bedroom, living

room, garden, numbers, colours,where’s... how many?

OObbjjeeccttiivveess •• Identify characters •• Develop listening comprehension•• Review key vocabulary and colours

MMaatteerriiaall•• puppet, CD Audio, Activity Books (page 15),

crayons

Unit 3 My House



invite the children to join in and do the actions. •• Play a game with the flashcards of the unit and

the Playhouse poster.


where page 27 is. Explain the task in L1 ifnecessary, that is the children have to draw theirown house. Draw their attention to the thumbnailpictures and ask, for example: Is the bed in thebathroom or the bedroom?

•• Allow time for the children to draw their pictures.As they are working, walk around the class asking,for example: Is this your kitchen? How many bedsin your bedroom?. Use this opportunity to assesstheir fine motor skills and their listeningcomprehension.

•• Encourage the children to show their pictures andsay for example: Look! This is my bedroom! It’sblue.



PPaannddaa PPooiinntteerrNot all children live in houses. Discourage thechildren from comparing homes in a negative wayand saying that one house is better or bigger, ormore expensive than another. If children don’t want to draw their own home, they can draw theirdream home.

PPaannddaa PPooiinntteerrKeep in mind that it will be challenging for somechildren at this age to figure out the perspective of a house. Congratulate them on their efforts and provide ample positive reinforcement.

40

Lesson 8LLaanngguuaaggee •• bedroom, bathroom, living room, kitchen, garden,

sofa, television, bed, bathtub, cooker, tree, table,This is my house.

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop visual discrimination and fine motor

skills•• Learn how to use / place stickers •• Talk about homes

MMaatteerriiaall•• Puppet, unit flashcards, playhouse poster


children using Pandy. •• Explain to the class that they are going to hear a

story about Sue and her granny. Ask the childrenin L1 if they spend time with their granny.

LLeessssoonn•• Revise family words (daddy, mummy, brother,

sister, granny, grandad) using the flashcards andthe Playhouse poster. Hide one of the flashcardsbehind the door of the playhouse, pretend toknock on the door (knock on the table) and ask:Who is it? Elicit: Mummy, daddy... from thechildren.

•• To introduce the new expression: I don’t knowshow the children a picture of a man or womanfrom a magazine and say: Who is it? Shrug yourshoulder and with eyebrow raised say: I don’tknow. Repeat the question and this time get thechildren to say: I don’t know. Repeat the procedurewith various photos of people from magazines untilthe children are familiar with the expression.

•• Distribute the Class Book and help the children tofind page 28. Point to granny and ask: Who is it?Elicit: Granny from the children. Point to the fourdifferent rooms and get the children to name them.Explain to the children that they are going to heara story about Sue looking for her granny, butbefore listening they have to try and guess wheregranny might be. They have to draw granny in thespace provided in one of the rooms, then afterhearing the story they can check to see if theywere right.

•• Show the storycards one by one as the childrenlisten to the story (CD Track 19).

•• Stop after storycard 7 and ask: Where’s granny?What’s going to happen?

•• Listen to the children’s answers.•• Show storycard 8 and ask: What’s going to

happen? Who’s behind the tree?

TTrraacckk 1199Speaker: Story 1: Where’s granny? Narrator: Sue is in her house.

She’s looking for her granny. Sue: Granny? Granny? Grannnnnnny!

Narrator: Sue goes to the living room and asks her daddy

Sue: Daddy, where’s Granny? Dad: I don’t know Sue.

Narrator: Sue goes to the kitchen and asks her grandad.

Sue: Grandad, where’s granny? Grandad: I don’t know Sue.

Narrator: Sue goes to the bedroom and asks herbrother.

Sue: Bobby, where’s granny? Boy: I don’t know Sue.

Narrator: Sue goes to the bathroom and asks her sister.

Sue: Anna, where’s granny? Girl: I don’t know Sue.

41

Story 1

Where’s Granny?Lesson 1

LLaanngguuaaggee •• Granny, bedroom, bathroom, kitchen, living

room, garden, the members of the family,where’s granny? I don’t know.

MMaatteerriiaall•• flashcards of characters, rooms, family

members, Playhouse poster, blue tack.

Story 1 Where’s Granny?Narrator: Sue goes to the garden and asks her

mummy. Sue: Mummy, where’s granny? Mummy: I don’t know Sue.

Narrator: Sue can’t find her granny. Sue: Where’s granny? Narrator: Wait. What’s that? Sue: Granny?

Narrator: Yippee! Sue finds her granny! Sue: Granny! Here you are! Look, I have

some chocolates for you!Granny: Thank you Sue! I love chocolate.

PPaannddaa PPooiinntteerrKeep in mind that the children will need to hearthe story a few times before they become familiarwith the set up and the vocabulary.

•• Using the blue tack, stick the storycards on thewall. Play the story again (CD Track 19) and askthe children to point at the correct flashcard asthey listen to the dialogue.

•• Act out the story.

CClloossiinngg •• Collect the Class Books.•• Sing the Bye Bye Song (CD Track 06) using Pandy


Extension•• Encourage the children to draw a picture of their

granny.

42

WWaarrmm uupp•• Say: Hello to the children using Pandy and

encourage the children to say: Hello, Pandy! •• Place the flashcards of the rooms (living room,

kitchen, bathroom) on the table eliciting the nameof each while doing it. Place Pandy on one of thecard and ask: where’s Pandy? Get the children toanswer: in the kitchen. Repeat for all the rooms.

LLeessssoonn•• Ask the children in L1 what they remember about

the story they heard in class. Did they like it?What happened? Where did Sue find her granny?

•• Play the story (CD Track 19) and pause it so thechildren can join in saying: Where’s granny? and Idon’t know. For children who are not confidentspeaking English, they can simply shrug theirshoulders and raise their eyebrow instead of sayingI don’t know. When the story is finished,encourage the children to clap. Ask: Where’sgranny? Elicit: In the garden. Show the storycardsagain and get the children to point and name thepeople.

•• Distribute the Class Books and crayons and helpthe children find page 29. Point to the characters(granny, little sister, grandad) and get the childrento name them. Point to the three pictures on theright and ask: Where’s granny? In the kitchen? Inthe bathroom? In the garden? Once they haveunderstood granny is in the garden, tell them todraw a line from granny to the correct room onthe right of the page. Repeat the same procedurefor little sister and grandad. Check that all thechildren have completed the task correctly andcongratulate them on their good work.



Extension•• Give out sheets of paper and tell the children to

draw a member of their family in a room in theirhouse. Go round the class and ask: Who is it?(mummy, daddy...) Where is mummy? Where isdaddy? (in the kitchen, in the bedroom...)

43

Lesson 2LLaanngguuaaggee •• Granny, little sister, grandad, bathroom,

kitchen, garden

OObbjjeeccttiivveess•• Recognise characters and key vocabulary•• Use critical thinking and visual discrimination to

match pictures•• Develop fine motor skills

MMaatteerriiaall•• puppet, crayons, audio CD, rooms flashcards,

storycards

Unit 4

My Lunch!


children using Pandy. •• Say Hello to the class using the Panda puppet.

Encourage the children to say: Hello Pandy! Howare you? Get Pandy answer: Fine, thank you!

•• Listen and sing the song Head and Shoulders fromUnit 2 (CD track 12)

LLeessssoonn•• Use the flashcards for sandwich, apple, banana,

pear and juice. Show the cards and say the wordsto the class. Hide different cards behind the doorof the playhouse. Peek behind the door and ask:What is it? Juice? Open the door and check.Repeat with other items of food. Hold up theflashcards one by one and ask: What’s this?

•• Distribute the Class Books. Encourage variouschildren to help hand out the books. Show thechildren the picture on page 30. Point to thecharacters and ask: Who’s this? (Ben, Gina andPandy). Where are they? (In the kitchen). Talkabout what the characters are doing: They arehaving lunch. Explain that lunch is a meal that wehave in the middle of the day. Point to Ben’s lunch and name his items of food: asandwich, an apple, a banana and orange juice.Repeat with Gina. She’s got the same. Finally pointto Pandy’s lunch ask the children to count the items:one, two, three sandwiches. One, two, three apples.One, two, three bananas. One big orange juice.

•• Place the food flashcards (sandwich, apple, bananaand juice) on different walls of the classroom.

Say the words as you point to the cards. Invite thechildren to do the same. Play the chant Lunchtime(CD Track 20) and do the actions.

TTrraacckk 2200Speaker: Listen and say the chant.Ben: I’ve got a sandwich

(Point to the flashcard)An apple and a banana (Point to the flashcards)I’ve got some juice, too. (Point to the flashcard)Yummy! Yummy! (Rub your tummy)

Gina: I’ve got a sandwich (Point to the flashcard)An apple and a banana (Point to the flashcards)I’ve got some juice, too. (Point to the flashcard)Yummy! Yummy! (Rub your tummy)

Pandy: I’ve got three sandwichesThree apples and three bananasI’ve got some juice, too.Yummy! Yummy!

Ben + Gina: OH! Pandy!

Pandy: I’m sorry but I’m hungry! (Rub your stomach)

Lesson 1LLaanngguuaaggee •• sandwich, apple, banana, juice, pear (hungry, I’ve

got…) •• Review: kitchen, parts of the body, counting to 3

OObbjjeeccttiivveess•• Take part in a chant•• Learn how to name items of food •• Show positive attitude towards learning•• Develop visual discrimination •• Solve a puzzle

MMaatteerriiaall•• puppet, playhouse poster, CD audio, flashcards

(sandwich, apple, banana, orange, pear, juice,hamburger), crayons, Activity Book (page 16)

•• Optional realia (apple, banana, pear, orangeempty orange juice container)

44

Health Education•• Explain that although Pandy is very hungry, it is

not good to eat too much. •• Reflect on good eating habits, Talk to the children

(in L1 if need be) about what a balanced diet isfor lunch time.

PPaannddaa PPooiinntteerrKeep in mind that for some of the children in classit will be difficult to do all the actions as they listen to the chant. Do not expect children to participate fully or repeat the words until theyhave heard the chant a few times.

•• Play the chant again (CD Track 20) and encouragethe children to follow the chant in their books.Repeat the chant and ask the children to do theactions.

•• Option: Act out the chant with different childrenor groups of children using realia (bananas, apples,empty juice carton). Children can then pass theitems from one to another saying the words.

•• Collect the Class Books and distribute theActivity Books and crayons.

•• Look at the Activity Book and explain the task onpage 16: the children have to solve the puzzle byjoining the two halves of the items of food, andthen by joining them to the whole one. Then theyidentify the item of food and colour it. The itemsare: a pear, a sandwich and orange juice.

CClloossiinngg •• Collect the Activity Books.•• Sing the Bye Bye Song (CD Track 06) at the end

of the lesson and wave good-bye to the childrenusing Pandy.

Extension•• Children sit in a circle. Put some apples, pears and

bananas in the centre. Ask various children tofollow your instructions, for example: (Paula) Giveme three apples, please! When the child does theaction say: Thank you! In order to practisecounting, invite the class to count aloud. Say: One,two, three apples. Repeat the procedure with therest of the items asking for one, two or threeitems.

45

Unit 4 My Lunch!

WWaarrmm uupp •• Take out Pandy and have him greet the class by

saying Hello to various children. Have Pandy askvarious children or groups of children: How are youtoday? Elicit: Fine.

•• Play the lunchtime chant (CD Track 20) andencourage the children to participate by doing theactions.

•• Revise the words pear, banana, apple, sandwich,and juice using the flashcards. Present the wordhamburger. Say: Mmmm. Yummy. Hamburger.Encourage the children to repeat the words. Placeeach flashcard on different walls and say, forexample: Point to the sandwich. Encourage thechildren to point and say: Mmm. Yummy.Sandwich.

•• Hide the food and drink cards one by one behindthe door on the playhouse poster. Have thechildren pretend to knock on the door, open thedoor and say the word. Then have the childrensay: Yummy and rub their tummies or: Yuck andshake their heads to indicate whether or not theylike the item of food. To revise the numbers, havethe children knock three times and count aloud: 1,2, 3, or say: 1, 2, 3, what’s behind the door? Lookwith me.


find page 31. Point to the pictures at the bottomof the page and elicit the food items and theircolour: A yellow banana, a red apple and a greenpear. Explain in L1 the task. The children have tolook for these items in the grid and colour themusing the same colours. Make sure that thechildren have yellow, red and green crayons. Goround the room while they are working in order togive any necessary help.

PPaannddaa PPooiinntteerrKeep in mind that children at this age have not yet established the ability to colour within thelines. Be sure to reward them for their effort.Positive reinforcement is very important.

•• When the children have finished finding andcolouring the items. Ask them to point and say:(This is) a yellow banana. Congratulate thechildren on their good work.

Health Education•• Point out to the children (in L1 if need be) that

fruit is very healthy and talk to them about theimportance of including fruit in their diet everyday.

•• Game: Place the realia one by one in a paper bag(apple, banana, pear, empty orange juice carton)Elicit the words: apple, banana, pear, orange juice.Ask various children to identify them by touchingthem. Ask for example: (Rosa) give me the pear!Rosa puts her hand inside the bag and searches forthe pear without looking inside. She takes it out,shows it to the class and says: a pear. Ask: whatcolour is it? Elicit its colour (brown? green?).Repeat this game with the rest of the children.

CClloossiinngg•• Collect the books. •• Sing the Bye Bye Song (CD Track 06) at the end

of the lesson and wave good-bye to the childrenusing Pandy.

46

Lesson 2LLaanngguuaaggee •• pear, apple, banana, red, yellow, green, yummy!

yuck!

OObbjjeeccttiivveess •• Learn how to say the names of different food

items•• Express likes and dislikes•• Develop fine motor skills •• Develop visual discrimination

MMaatteerriiaall•• puppet, crayons, Playhouse poster, flashcards

(pear, banana, apple, sandwich, hamburger,juice.)

•• Option: realia in a paper bag: apple, banana,pear, orange empty orange juice carton.


children using Pandy. Ask a few children: what’syour name? and ask others: How are you?

•• Using blue tack, stick the flashcards of the unitaround the classroom. Invite the children or groupsof children to touch or point to the cards accordingto your instructions.

•• Introduce the numbers four, five and six bycounting objects. Present the numbers by countingon your fingers. Say: One, two, three, four, five,six. Repeat and invite the children to do the same.Count other things, such as pencils, crayons,books, boys, girls, hands, chairs, toys... Repeat andinvite the children to count with you.


where page 32 is. Look at the picture. Identify thecharacters (Gina, Ben, Pandy and Pandy’s mother).Draw the children’s attention to the food on theblanket, point and ask: What are these? Elicit:Sandwiches. Do the same with the rest of the fooditems.

•• Focus the children’s attention on Pandy. Explainthat Pandy has eaten a lot and he is sitting with ahuge tummy. His mother is offering him an appleand he is shaking his head. Explain that the foodin the thought bubble is what Pandy has alreadyeaten.

•• Listen to the song (CD Track 21). Show thechildren the actions and explain the meaning ofHungry and I’m full. Listen again encouraging thechildren to follow the song in their books. Thenthey listen again and do the actions.

TTrraacckk 2211Speaker: Sing and do.Pandy’s mum: Are you hungry?

(Rub your tummy)Pandy: Yes! Yes! Yes! (Nod your head)Pandy’s mum: Have a sandwich!

(Pretend to pass a sandwich)Pandy: Yum! Yum! Yum!

(Pretend you are eating)

Pandy’s mum: Are you hungry?Pandy: Yes! Yes! Yes!Pandy’s mum: Have a hamburger!Pandy: Yum! Yum! Yum!

Pandy’s mum: Are you hungry?Pandy: Yes! Yes! Yes!Pandy’s mum: Have a pear!Pandy: Yum! Yum! Yum!

Pandy’s mum: Are you hungry?Pandy: Yes! Yes! Yes!Pandy’s mum: Have an orange!Pandy: Yum! Yum! Yum!

Pandy’s mum: Are you hungry? (Rub your tummy)

Pandy: No!, No!, No! (Shake your head])I’m full! I’m full! (Pat your tummywith both hands and puff out your cheeks)Thank you mum!

PPaannddaa PPooiinntteerrKeep in mind that the children should not beexpected to sing all the words to the song.Encourage them to try to sing only Pandy’s part.

47

Lesson 3LLaanngguuaaggee •• hamburger, sandwich, orange, banana, biscuits,

are you hungry? Have a (sandwich)! Yes! No! I’mfull!

•• Review: Counting to 6, rooms of the house,classroom objects, colours and body

OObbjjeeccttiivveess •• Take part in a song •• Develop gross motor skills through actions •• Use mime to represent different activities•• Learn to count to six

MMaatteerriiaall•• puppet, playhouse poster, blue tack, crayons, CD

Audio, flashcards (hamburger, sandwich, orange,banana), Activity Book (page 17)

Unit 4 My Lunch!•• Collect the Class Books and distribute the

Activity Books. Point to Pandy on page 17 andsay: Pandy’s full! Rub your tummy and invite thechildren to do the same. Point to his thoughtbubble and identify the food he has eaten: asandwich, a hamburger, a banana and an orange.Point to the food in dotted lines. Explain to thechildren that they need to trace over the food. Asthey are working, walk around the class checkingwork and helping pupils who are struggling.

Extension•• The children can colour the items of food in

Pandy’s thought bubble. They can choose the onesthey like most.



Extra Activities and Extension •• Review counting to six by clapping your hands.

Invite the children to do it with you. Say: One andthen clap once. One, two and then clap twice.One, two, three and then clap three times. Repeattill six. Encourage the children to count differentthings in the classroom. For example, show themsix crayons and say: Let’s count the crayons.

•• Play Hide and seek with the flashcards of houseand food. Ask the children to sit in a circle. Showthe flashcards of the house one by one and elicitthe rooms. Put them on the floor in the centre ofthe circle so everybody can see them.

•• Then distribute the food flashcards and askdifferent children to show their flashcard and saythe word, for example: A banana. Then askeverybody to close their eyes and the child who’sgot the banana hides it under a room of a house.Then ask: Is the banana in the bedroom? Elicit Yesor No. Ask till the children guess where thebanana is. Repeat the game with the rest of thefood. Once the children are familiar with thegame, help them to ask the questions.

48


children using Pandy. •• Review the I’m hungry song with the class (CD

Track 21). Hand out the following flashcards:sandwich, hamburger, pear and orange to fourchildren. Ask them to stand in different parts ofthe classroom showing their flashcards. Play thesong and ask the children to point to the fooditems when they are named.

•• Memory Game: Show the children the flashcardsof the unit and ask them to identify them a coupleof times. Remove one flashcard and show themagain. Ask: what’s missing? The children say themissing item. Check the answer showing theremoved flashcard. Shuffle the cards and playagain.

•• See if the children like hamburgers, sandwiches,apples, pears, oranges and bananas. Point to thedifferent cards and say: Apples, yummy yummy asyou rub your tummy. Point to the banana and say:Bananas, yuck, yuck as you shake your head toshow dislike. Ask various children or groups ofchildren to do the same with food they like ordislike.

Moral and Civic Education•• Show respect and tolerance for the tastes and

opinions of others.

LLeessssoonn•• Distribute the Class Books and get the children to

open them at page 33. Point to the characters andask: Who’s this? (Gina…Sue). Explain that they arein a self-service restaurant, they are going to havelunch and they have to choose some food. Discussin L1 what a self- service restaurant is.

•• Point to the grey spaces in the scene and tell thechildren to look at their stickers for Unit 4. Explainthat they need to put the stickers in the grey

spaces in order to complete the scene. •• As they are placing their stickers in the spaces,

walk around the class asking the children toidentify and count the items of food: What arethese? Elicit: sandwiches. Say: Count thesandwiches. Elicit: One, two, three, four, five andsix sandwiches. When they have finished, thechildren can show their pictures to the others inthe class. 49

Lesson 4LLaanngguuaaggee •• sandwich, hamburger, orange, banana, apple,

pear, juice, pizza, salad, yummy! Yuck! •• Review: counting to 6, colours

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop visual discrimination•• Learn how to use / place stickers •• Express likes and dislikes •• Distinguish between food they like/don’t like

using non-verbal cues

MMaatteerriiaall•• puppet, stickers, Coloured Shapes poster,

flashcards of the unit, sheets of paper

Unit 4 My lunch!PPaannddaa PPooiinntteerrChildren at this age are still developing fine motor skills. Some will have problems peeling off the stickers and many will not place them inthe exact spot. This is not a problem as they are in the process of developing their eye-hand co-ordination. If you want to control the task,demonstrate each step and ask the children tofollow your instructions one by one.

•• Finally, point to the items of food and invite thechildren to count them, say: Let’s count thehamburgers! One, two, three hamburgers. Do thesame with the rest.

Extension•• Hand out some sheets of paper. Ask the children

to choose their lunch from the counter and draw it.Insist on a well-balanced menu. When they finishhelp them to say what they’ve got for lunch. Forexample: My lunch, a sandwich and an apple.

•• Do the following class survey. Stick the flashcardsof the unit on the blackboard. Tell the childrenthey are going to do a survey in order to discoverthe most popular item of food in the class. Ask thechildren to choose one of the items. Then point tothe flashcards one by one and ask: Is this yourfavourite food? If the answer is Yes the childrenraise their hands. Count them and write the resulton the board next to the flashcard. When youfinish say: The most popular food in the class is…

CClloossiinngg•• Collect the Class Books.•• Sing the Bye Bye Song (CD Track 06) using Pandy


50


children using Pandy. •• Use the flashcards and the Playhouse poster or the

Coloured Shapes poster to revise key vocabularyfrom unit (sandwich, hamburger, apple, banana,orange, pear, juice).

•• Put a sandwich, a banana and a carton of orangejuice in a paper bag. Show the bag to the childrenand say: I’ve got my lunch in this bag. Invite thechildren to guess what you’ve got. Encourage themto say items of food. When they guess, take outthe item and put it on your table. Confirm at theend: I’ve got a sandwich, a banana and orangejuice. Yummy!

Health Education•• Point out to the children (in L1 if necessary) that

this is a good lunch because it isn’t too much andit includes fruit. Talk about the importance of notover eating and including fruit in our diet if wewant to stay healthy.

LLeessssoonn•• Distribute the Class Books. Look at the pictures of

the children having lunch on page 34. Point to thefirst picture and ask: Who’s this? A boy or girl?Elicit: A girl Point to her and say: Look at herlunch. She’s got … Elicit: two sandwiches, an appleand orange juice.

•• Follow the same procedure with the rest of thephotos.

•• Present the listening (CD Track 22) pointing to thedifferent characters and lunch items.

TTrraacckk 2222Speaker: Listen and point.Girl: This is my lunch! I’ve got sandwiches

and apple and some juice Yummy! Boy: My lunch? Yes, I’ve got a hamburger, a

pear and some juice. I like hamburgers! Boy: I’m hungry! Yummy! My lunch: an

apple, a banana, and a sandwich.

Cultural awareness•• Talk to the children about the children’s lunches

that appear in the pictures. How do their lunchescompare to what children have for lunch in theircountry.

•• Collect the Class Books and distribute theActivity Books and crayons. Explain the task onpage 18: the children have to look at the picturesand cross out the pictures that show over eatingfor lunchtime.

Health education•• Encourage the children to reflect on not over

eating, on including fruit in their diets at lunchtimeand on the importance of having a balanced diet.

•• Remind the children that it is necessary to washtheir hands before lunchtime.

CClloossiinngg•• Collect the Activity Books. •• Sing the Bye Bye Song (CD Track 06) using Pandy


51

Lesson 5LLaanngguuaaggee •• sandwich, hamburger, apple, banana, orange,

pear, juice, my lunch, I’ve got… •• Review: milk, girl, boy, counting to 6, realia: a

sandwich, a banana and a carton of orange juicein a paper bag.

OObbjjeeccttiivveess •• Identify food and drink•• Develop listening comprehension•• Reflect on not over eating •• Talk about the importance of a healthy lunch

MMaatteerriiaall•• puppet, flashcards, Playhouse poster or Coloured

Shapes Poster, Activity Book (page 18)

Unit 4 My Lunch!


children using Pandy. •• Play the song of the unit (CD Track 21) and invite

the children to sing and do the actions. •• Place various flashcards on the Coloured Shapes

poster using blue tack. Say a word, for example:Hamburger. The children shout out the colourwhere the card is. Repeat with the other words.


language, say, for example: Yellow and encouragethe children to say the name of the food or drinkon the yellow section of the poster.

LLeessssoonn•• Distribute the Class Books. Get the children to look

at page 35 and point to the first tray. Ask thechildren to identify the items of food: Hamburgers,sandwiches, oranges, bananas, pears, orange juiceand milk. Invite the children to count them, say:One, two, three hamburgers. One, two sandwiches.One, two, three, four and five oranges. One, two,three, four, five and six bananas. One, two, threeand four pears. One, two, three carton of juice.One brick of milk.

•• Ask the children to work in pairs and count thefood items in the second tray, find the differencesand draw and complete. Demonstrate the task bypointing to the hamburgers and say: Look, threehamburgers and two hamburgers, one hamburgeris missing. Let’s draw it! Look, five oranges andthree oranges, two are missing. Let’s draw them!

Moral and Civic Education•• In L1, talk about the importance of working in

pairs and helping each other. •• Distribute crayons and allow time for the children

to draw the missing items. As the children areworking, walk around the room checking progressand helping children who are struggling.

•• Finally confirm the missing items: one hamburger,two oranges, one pear and one carton of orangejuice.

CClloossiinngg•• Collect the Class Books.•• Sing the Bye Bye Song (CD Track 06) using Pandy


52

Lesson 6LLaanngguuaaggee •• sandwich, hamburger, apple, banana, orange,

pear, juice, milk •• Review: counting to 6

OObbjjeeccttiivveess •• Identify items of food and drink•• Develop fine motor skills•• Distinguish between items in two pictures•• Review counting to 6.•• Encourage pairwork and group work.

MMaatteerriiaall•• puppet, crayons, CD Audio, Coloured Shapes

poster, flashcards of the unit

53

Lesson 7LLaanngguuaaggee •• hamburger, sandwich, pear, orange, juice, milk,

lunch, yummy! I’ve got…

OObbjjeeccttiivveess •• Identify key vocabulary•• Develop listening comprehension •• Distinguish between items in a picture•• Review colours and numbers

MMaatteerriiaall•• puppet, flashcards, Playhouse poster, Activity

Book (page 19)




LLeessssoonn•• Distribute the Class Books and have the children

identify the characters on page 36. Hold upflashcards of the different kinds of food and drink(hamburger, pear, sandwich, orange, orange juice,milk) and have the children identify them in theirbooks by pointing to the correct picture. Askquestions about the objects, for example, point tothe juice and ask: What colour is it? Orange orgreen? What colour is Sue’s pear? Green orbrown? Ask different children: Do you like(hamburgers)? Encourage the children to say: yesor no, yummy or yuck to show what they like ordon’t like.

•• Play the listening (CD Track 23) and explain thetask: the children have to point at the food theyhear. Pause after each part so the children havetime to point.

TTrraacckk 2233Speaker: Listen and point.Sue: Yummy! My lunch!

I’ve got a hamburger, a pear and some juice. I like hamburgers! Point to my hamburger, please!

Gina: Yummy! My lunch! I’ve got a sandwich, an orange and milk. I like milk! Point to my milk, please!

Pandy: Yummy! My lunch!

I’ve got three hamburgers! Three hamburgers! Yummy! Yummy! Point to my hamburgers, please!

•• Collect the Class Books and distribute theActivity Books and crayons and show thechildren where page 19 is. Explain the task: thechildren have to circle the corresponding itemsaccording to your instructions. Demonstrate theactivity before beginning. Point to the first rowand say: Two sandwiches. Circle two sandwiches.Point to the second row and say: Four oranges.Circle four oranges. Point to the third row andsay: Five bananas. Circle five bananas.

•• When they have finished doing the listening taskchildren can colour the lunch they like most.



Unit 4 My Lunch!

WWaarrmm uupp •• Say Hello to the class using the Panda puppet.

Encourage the children to say: Hello Pandy!•• Ask the children to sit in a circle and play Pass the

flashcards with the whole class. Hand out theflashcards of the unit one by one and elicit thewords. Ask the children who haven’t got aflashcard to clap their hands three times: Clap,clap, clap. Then ask the children holding theflashcards to pass them along. Then say: Show methe (sandwich). The child holding the appropriateflashcard shows it. Repeat the procedure manytimes so all the children have the opportunity ofholding up their flashcards.

LLeessssoonn •• Draw a plate on the board. Hold the panda puppet

up to the board and say: Oh no! Panda’s hungry!What’s he got for lunch? Begin to draw asandwich on the plate, very slowly. As you aredrawing ask: What’s this? and have the childrentry to guess what is being drawn. When thepicture is finished say: Look! Yummy! A sandwich!Use the puppet to show that the panda is happy.

•• See if the children like sandwiches. Point to theflashcard and say: Sandwiches! Yummy! Yummy!as you rub your tummy. Point to the hamburgercard and say: Hamburgers, yuck! Yuck! as youshake your head to show your dislike. Ask variouschildren or groups of children to show whether ornot they like sandwiches and hamburgers. Repeatthis procedure with other key vocabulary.

•• Open your Class Book. Point to the items of foodat the top of page 37 and elicit the words.

•• Point to the plates and the glass. Ask: What haveyou got for lunch? Explain (in L1 if need be) thatthe children should draw what they have (or wouldlike to have) for lunch (to eat and to drink) in thespaces provided, choosing from the items at the

top of the page.•• Distribute the Class Books to the children. Help

them find the correct page. Say: Draw your lunch.What have you got for lunch? Allow time for thechildren to draw their pictures while walkingaround the room talking to individual children.

•• When they have finished, they can show theirpicture to a friend. Children who are moreconfident can try to explain their pictures using thenew words they have learned in English, forexample: I’ve got a sandwich and a pear for lunch.


•• Tell the children to stand up. Say: Yummy! Yummy!Rub your tummy! and do the actions a few times.When they have finished, they can sit down.

Health Education•• Remind the children that lunch is a very important

meal and that fruit should be included.

PPaannddaa PPooiinntteerrKeep in mind that it’s not always easy todistinguish what children have drawn. In order totreat the situation with care it’s better to say: Tellme something about your picture, rather than:What’s this? A biscuit?

Extension•• Take a banana, an apple, a pear and an orange,

ask different children to smell the fruit one by one.Smell and say: Orange! Yummy! Do the samewith all the items. Get some children to guess thefruit just by smelling it.



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Lesson 8LLaanngguuaaggee •• sandwich, hamburger, pear, apple, banana, milk,

orange juice, this is my lunch, I’ve got….

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop fine motor skills•• Work on creativity•• Talk about lunchtime and meal preferences

MMaatteerriiaall•• puppet, flashcards, Playhouse poster, crayons•• Realia: a banana, an apple, a pear, an orange

Unit 5

A FarmLesson 1

LLaanngguuaaggee •• farm, mouse, chicken, duck, cow, sheep, horse

(passive: dry, warm, fun, hide, inside, outside,cold, rainy, wet, barn).

OObbjjeeccttiivveess •• Take part in a chant•• Learn how to say the names of different farm

animals•• Show a positive attitude towards animals•• Develop gross motor skills and oral expression

MMaatteerriiaall•• puppet, Playhouse poster, CD audio, flashcards

(mouse, horse, chicken, sheep, cow, duck),Activity Book (page 20)

•• Optional: plastic farm animals


children using Pandy. •• Show the panda puppet to the class and have a

conversation with the panda. Ask: What’s yourname? The puppet answers: I’m Pandy. The puppetcan then ask various children in the class theirnames.

•• Look outside and ask the children about theweather: Is it hot? Cold? Sunny? Rainy? Cloudy? Ifpossible, use picture clues for the weather words tohelp understanding.

LLeessssoonn•• Use the flashcards for horse, cow, sheep, mouse,

chicken, duck. Show the cards and say the wordsto the class. Hide different cards behind the doorof the playhouse. Knock on the table (as ifknocking on the door of the playhouse poster) andsay: What is it? A horse? A duck? Open the doorand check. Repeat with other animals. Whenfinished, hold up the flashcards one by one andask: What’s this? and elicit vocabulary from thechildren.

•• Option: Place four of the cards on different sidesof the class and ask the children to point to themaccording to your instructions. Say, for example:Point to the (mouse). Repeat this with the otheranimals very slowly first then more quickly tomake the activity like a game.

•• Distribute the Class Books. Talk about the pictureon page 38 with the pupils. Point to the charactersand ask: Who’s this? (Pandy, Gina). Point and ask:Is this Ben? (No, it’s Pandy). Ask the children toidentify what the weather is like (It’s rainy). Show

a flashcard, for example, of the cow and ask:What colour is it? Explain that Pandy and Ginaare on a farm and that they are helping theanimals into the barn to stay dry. Ask the children(in L1 if necessary) if they have ever visited a farmand if they have ever seen the different animals inthe picture in real life.

Moral and Civic Education•• Point out that Pandy and Gina are being very kind

to the animals helping them into the barn. Explainthat it’s important to take care of animals and totreat them well.

•• Option: review the concept of inside and outsidefrom Unit 3. Show a card, for example, of thehorse and ask: Inside or outside? (inside) Repeatwith other animals.

•• Play the chant: Inside the Barn (CD Track 24) anddo the actions.

TTrraacckk 2244Speaker: Listen and say the chant.Pandy: Horse, horse,

(point to the horse flashcard or stomp ‘hoof’ like a horse)Hide, hide. (hide behind hands)Inside the barn (make a pretend roof over your head)It’s warm and dry. (hug yourself)

Cow, cow, (point to the cow flashcard or make pretend horns using fingers)Hide, hide.Inside the barn

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Unit 5 A FarmIt’s warm and dry.

Sheep, sheep, (point to the sheepflashcard or make a ‘fluffy’ shape with hands)Hide, hide.Inside the barn It’s warm and dry.

Mouse, mouse, (point to the mouse flashcard or pretend to gnaw on something)Hide, hide.Inside the barn It’s warm and dry.

Chicken, chicken, (point to the chicken flashcard or pretend to strut like a chicken)Hide, hide.Inside the barn It’s warm and dry.

Duck! Duck! (point to the flashcard or pretend to float like a duck)Splash, splash! (pretend to stomp/splash in puddle)Outside in the rain (mime raindrops using fingers)It’s lots of fun! (dance/move like a duck)

•• Play the chant again (CD Track 24) and do theactions. Invite the children to do the actions withyou.

•• Option: Play the chant again and encourage thechildren to point to the animals in their bookswhen they are named

•• Collect the Class Books and distribute theActivity Books. Point to the different animals inthe column on the left-hand side of page 20 andask: What’s this? Elicit: A horse, a sheep, a duck.Explain to the children that they need to find amatching image in each row and circle it. Point tothe horse on the left, then name the animals in therow on the right (a horse, a cow, a mouse).Demonstrate that, in this case, they need to circlethe horse. Allow time for the children to completethe task. When they circle the animals encouragethem to say the words, for example, horse-horse.When they have finished, they can colour theirfavourite animals, count the animals or do a colourdictation, for example: Colour the ducks yellow.

CClloossiinngg•• Collect Activity Books.•• Sing the Bye Bye Song (CD Track 06) using Pandy

at the end of the lesson. •• Option: Animal noises game. Show the flashcards

for the animals one by one and encourage thechildren to make the corresponding animal noise.Divide the class into different groups of animals.Show a flashcard and encourage the children fromthat group to make the correct noise. The rest ofthe class says the name of the animal.

Extension•• Sit the children in a circle. Show the plastic farm

animals one by one and ask the children toidentify them. Put the toy animals in the centre ofthe circle. Call on various children to bring you theanimals. Say, for example: Jorge, give me the(cow) please! Repeat with the other children.

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children using Pandy. •• Using the Playhouse poster, hide a flashcard

behind the door, knock on the door (andencourage the children to knock) and show thecard. Say the name of the word on the card andencourage the children to listen and repeat.

•• Put up the Coloured Shapes poster. Ask children tosay the colours on the poster. Show the flashcardsfor horse, sheep, mouse, chicken, duck, and cow.Encourage the children to say the words. Placefour of the cards face up on the shapes poster.Say, for example: Red The children name theanimal on the red shape. Option: turn the cardsover (face down) one by one. Encourage thechildren to say the words on the cards that areface down.

LLeessssoonn•• Use the flashcards for rabbit, donkey, and chicken.

Show the cards and say the words to the class.Encourage the children to repeat the words and tomime actions for the different animals.

•• Introduce the colour brown. Point to differentanimal flashcards or classroom objects that arebrown and encourage the children to say thecolour. Hold up different objects and ask, forexample: Is this yellow or brown?

•• Distribute the Class Books. Look at the picture onpage 39 and name the characters (Ben, Pandy,Gina). Hold up the flashcards and ask the childrento point to the different animals in their books.Point to the sun and ask: Is it sunny or rainy?

•• Explain to the children that Pandy, Ben and Ginaare on a farm and that they are feeding theanimals. Talk to the children about what differentanimals eat (in L1 if necessary). Point out thatPandy has got grass/hay for the donkey, Ben has

got a carrot for the rabbit and that Gina is givingseeds or corn to the chicken.

•• Explain to the children that they need to join theanimals to the correct character. Allow time for thechildren to trace over the lines while walkingaround the room observing their progress. Whenthey have finished, ask, for example: Who’sfeeding the donkey? (Pandy).

•• When the children have finished, congratulate themon their good work and collect the Class Books.

PPaannddaa PPooiinntteerrKeep in mind that children need to trace and copy at their own pace so don’t give a time limitto the activity. Be sure to reward them for theirefforts even if they are not able to copy and trace the lines with precision.

CClloossiinngg •• Option: Name an animal, for example: Donkey

and encourage the children to mime the animal orto make the animal sound. Repeat this with theother animals from lessons 1 and 2 helping thechildren mime appropriate actions.


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Lesson 2LLaanngguuaaggee •• donkey, chicken, rabbit, sunny, rainy, grass, hay,

carrot, seeds, corn

OObbjjeeccttiivveess •• Learn how to say the names of different farm

animals•• Recognise characters and key vocabulary•• Develop fine motor skills •• Talk about what different animals eat

MMaatteerriiaall•• puppet, crayons, CD Audio, Coloured Shapes

poster, flashcards (horse, sheep, mouse, chicken,duck, cow, donkey)

Unit 5 A Farm


children using Pandy. •• Using blue tack, stick the flashcards (horse, cow,

sheep, chicken, duck) on different parts of theplayhouse poster. Invite individual children orgroups of children to touch or point to the correctcards as you name the animals.

•• Option: Use flashcards from the unit to play the“Pass the card” game to practise the vocabulary.Seat the children in a circle. Hold up a flashcardand say, for example: Look! A cow! Pass theflashcard to a child beside you and encourage thechild to say: Look! A cow. The child then passesthe card to the child next to him or her andrepeats the sentence. Continue the same procedureuntil all of the children have had a turn. Repeatwith other animal cards.

LLeessssoonn •• Distribute the Class Books. Look at the picture on

page 40, name the animals and encourage thechildren to point to them. Point to Pandy and ask:Who’s this? Ask the children to count the animals(5) and name them. Ask the children to point tothe balloon and the toy car. Ask them to say whatcolour these objects are.

•• Make animal noises for each of the animals andencourage the children to join in. Then, make anoise and tell the children to point to the correctanimal. After that, say a word, for example: cowand encourage the children to point to the correctimage.

•• Explain to the children that Pandy is acting like aconductor with the animals. He is pretending toconduct an animal band.

•• Listen to the song (CD Track 25) and show thechildren the actions. Listen again encouraging thechildren to do the actions.

TTrraacckk 2255Speaker: Listen and sing.Chorus: The horse on the farm goes

Neigh, neigh, neigh. Neigh, neigh, neigh.Neigh, neigh, neigh. The horse on the farm goes Neigh, neigh, neigh. On Pandy’s farm.

The cow on the farm goes Moo, moo, moo. Moo, moo, moo.Moo, moo, moo. The cow on the farm goes Moo, moo, moo. On Pandy’s farm.

The sheep on the farm goes Baa, baa, baa. Baa, baa, baa. Baa, baa, baa. The sheep on the farm goes Baa, baa, baa. On Pandy’s farm.

The duck on the farm goes Quack, quack, quack. Quack, quack, quack. Quack, quack, quack. The duck on the farm goes Quack, quack, quack.On Pandy’s farm.

The chicken on the farm goes Cluck, cluck, cluck. Cluck, cluck, cluck. Cluck, cluck, cluck. The chicken on the farm goes Cluck, cluck, cluck. On Pandy’s farm.

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Lesson 3LLaanngguuaaggee •• horse, cow, moo, sheep, baa, duck, quack,

chicken, cluck, the (horse) on the farm goes(neigh), rabbit, mouse, balloon, toy car, colours

OObbjjeeccttiivveess •• Take part in a song •• Develop gross motor skills through actions •• Use mime to represent different animals •• Recognise animal sounds

MMaatteerriiaall•• panda puppet, playhouse poster, CD Audio,

flashcards (horse, cow, sheep, chicken, duck),Activity Book (page 21)

•• Listen to the song once more (CD Track 25),encouraging the children to do the actions again.

•• Collect the Class Books and distribute the ActivityBooks. Point to and name the different animals onpage 21 asking: What’s this? Explain to thechildren that they need to trace along the dottedlines to finish the animals. Review body parts bysaying, for example: you need to finish the horse’shead and the sheep’s body. As they are working,walk around the class checking their work andhelping pupils who are struggling. When they havefinished, they can colour the animal they like best.

CClloossiinngg •• Collect the Activity Books•• Extra: Sing the song Old MacDonald Had a Farm

with the children but change the lyrics. Sing:Pandy had a great, big farm (E-I-E-I-O), and on hisfarm he had a (donkey) (E-I-E-I-O) With a (hee-haw) here and a (hee-haw) there. Here a (‘hee’)there a (‘hee’) Everywhere a (hee-haw). Pandy hada great big farm (E-I-E-I-O)”.Repeat with other animals and animal sounds.


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Lesson 4LLaanngguuaaggee •• farm, horse, cow, duck, numbers 1 - 6, let’s

count, sunny, rainy, hot, cold, cloudy

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop visual discrimination•• Learn how to use or place stickers •• Develop fine motor skills•• Review numbers in a meaningful context

MMaatteerriiaall•• panda puppet, Unit 5 stickers, Playhouse poster,

animal flashcards


children using Pandy. •• Use Pandy to ask various children: What’s your

name? Are you happy? Are you sad? •• Tell the children to look outside and ask about the

weather: Is it sunny? Rainy? Cloudy? Hot? Cold?•• Review the numbers 1 - 6 by doing a clapping

game. Say a number, for example: two thenencourage the children to clap twice. Count aloudas they are clapping. Repeat with differentnumbers.

LLeessssoonn•• Use the flashcards and the Playhouse poster to

review key unit vocabulary.•• Distribute the Class Books. Look at the picture on

page 41 and ask the children to name thecharacters (Ben, Gina, Sue). Point to the sky andask: Is it rainy or cloudy? (cloudy). Explain to thechildren that the characters are on a farm and thatthey have to count the animals. Before asking thechildren to place the stickers in the correct placecount the animals already drawn on the page.Once the children have counted the animals,

encourage them to place the stickers in the correctplace and to count again. Say, for example: Lookat Gina. Let’s count the horses. One, two. Twohorses. Repeat with the other animals.

•• When the children have finished counting aloudthey can trace over the numbers at the bottom ofthe page. Ask: How many horses? (Two). Repeatwith the other animals.

CClloossiinngg•• Option: Tell the children to take out their page of

gommets. Say, for example: yellow - Ben andencourage the children to place a yellow gommeton Ben.


Unit 5 A Farm


children using Pandy. •• Play the chant from lesson 1 (CD Track 24)

encouraging the children to participate and do theactions.

•• Use flashcards and the Coloured Shapes poster toreview key unit vocabulary.

LLeessssoonn•• Distribute the Class Books. Look at the pictures. Ask

the children to say the colours of the frames (blue,pink) and to name the things they know in thepictures (cow, horse, duck, toy, boy, girl, mummy,daddy) Point to mummy in photo 1 and ask: Is shehappy? Do the same for Daddy in photo 2.

•• Talk about the situations in the photos (in L1 ifneed be). Explain to the children that in the firstpicture the boy and girl are not sharing the animaltoys or playing nicely together. Draw theirattention to the second photo and explain thathere the children are playing nicely and sharing.

Moral and Civic Education•• Talk to the children about the importance of being

nice to one another and explain that we shouldshare our toys. Also point out that if someoneshares their toys that we should be careful withthe toys and not break them or lose them.

•• Present the listening (CD Track 26) pointing to thedifferent pictures in your book.

TTrraacckk 2266Speaker: Listen and point.Boy: These toys are mine!

The horse, the cow and the duck are mine!Girl: I want to play, too! Mummy: Children! Please stop fighting and share

your toys! Girl: Here you are. The cow and the duck

are for you. Girl: Thank you! The horse is for you! Girl: Thanks!Daddy: Very good! Share your toys and play

nicely.

•• Repeat the listening (Track 26) and encourage thechildren to point to the correct scene as they listen.When they have finished, smile and congratulatethe class.

•• Collect the Class Books and distribute the ActivityBooks and crayons. Show the children page 22and ask them to point to and name the charactersat the base of the page (Pandy, Ben, Sue andGina). Point to and name the different animals onthe grid (rabbit, chicken, horse, sheep, duck). Askthe children to count the animals on the grid. Say,for example: How many ducks are there? (1). Howmany sheep? (2), How many horses? (3), Howmany rabbits? (4), How many chickens (6). Drawthe children’s attention to the black arrow in thetop left hand corner of the grid. Explain that theyneed to draw a line connecting the chickens. Whenthey have finished, ask them which character isnext to the chickens (Sue). If they like, they cancolour some of the animals and characters whenthey have finished.

CClloossiinngg•• Collect the Activity Books•• Option: Mime the emotions from the pictures with

the children (happy, sad, angry). Ask the children:Are you happy?


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Lesson 5LLaanngguuaaggee •• cow, horse, duck, sheep, toys, Be nice! Stop

fighting! Share! Here you are. Thank you. Thesetoys are mine.

OObbjjeeccttiivveess •• Identify farm animals.•• Develop listening comprehension•• Promote sharing with others•• Develop critical thinking skills

MMaatteerriiaall•• panda puppet, animal flashcards, Coloured

Shapes poster, Activity Book (page 22)



invite the children to join in and do the actions. •• Use the Playhouse poster and flashcards to review

key vocabulary. •• Review counting. Encourage the children to count

different things in the classroom.

LLeessssoonn •• Distribute the Class Books. Look at page 43 and

ask the children to point to and name the differentanimals and to say what colour they are. Explainthat they are going to look at each row and findthe image that continues the series. If necessary,do an example on the board to help childrenunderstand the activity.

•• Do the first row with the whole class. Point to theanimals and say: Red rabbit, blue mouse, redrabbit. Then, point to the column on the righthand side and ask: What’s next? Cow, mouse orduck? Explain to the children that they need tohelp Pandy figure out what comes next.

•• Allow time for the children to figure out whatcomes next, check their answers and congratulatethem on their good work.

PPaannddaa PPooiinntteerrFor some four year olds logic puzzles prove to bequite challenging and complicated. Show supportfor the learners and provide help when necessary.Some children will catch on very quickly, otherswill take longer.

CClloossiinngg•• Option: Encourage the children to take out their

gommets. Say, for example: blue mouse andencourage the children to place stickers on themice.


Extension•• Give each child a piece of coloured paper,make

sure you give out an even number of colours, forexample: 4 blue, 4 red, 4 pink... Select 3 children(according to the colours they have) and get themto stand in a line creating a colour sequenc, forexample blue + blue + red + ... Then ask the classwhich colour is needed to complete the sequence(red). Repeat with the other group of four andother colour sequences until all the children havehad a turn.

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Lesson 6LLaanngguuaaggee •• red, blue, pink, green, black, white, rabbit,

mouse, chicken, duck, horse, cow. What’s next?

OObbjjeeccttiivveess •• Identify farm animals•• Develop observation skills, critical thinking and

logical thinking•• Review colours and numbers •• Develop fine motor skills•• Identify and name key vocabulary

MMaatteerriiaall•• panda puppet, crayons, CD Audio, Playhouse

poster, animal flashcards

Unit 5 A Farm


children using Pandy. •• Play the chant from the unit (CD Track 24) and

invite the children to join in and do the actions. •• Show the children three of the animal flashcards

and encourage them to say the words. Place thecards on different walls of the class then say, forexample: Point to the horse. Then, Point to thehorse and the chicken. Then, Point to the horse,the chicken and the cow. Repeat with other words.

LLeessssoonn •• Distribute the Class Books. Look at page 44 and

ask the children to point to Pandy, Ben and Sue.Ask questions about the coloured circles. Point to acircle and ask: What colour is this? Point to thedifferent circles and ask, for example: How manyrabbits are there?

•• (CD Track 27) Explain to the children that theyneed to listen and to point to the correct picture.Demonstrate the activity then play the CD.

TTrraacckk 2277Speaker: Listen and point. Sue: Look!

I’ve got a mouse. I’ve got a mouse and two sheep. I’ve got a mouse, two sheep and three ducks!

Ben: Look! I’ve got a horse. I’ve got a horse and a cow. I’ve got a horse, a cow and two rabbits!

Pandy: Look! I’ve got a duck. I’ve got a duck and a donkey. I’ve got a duck, a donkey and four chickens.

•• Ask follow up questions, for example: How manyducks has Sue got? (three). Point to the ducks andask: What are these? (Ducks). Repeat with otheranimals.

•• Game: Yes or No. Following the listening activity,play a game with the images. Say, for example:Pandy. Five chickens. (the children shout out NO!).Ben. Two rabbits (the children shout out YES!)

•• Collect the Class Books and distribute the ActivityBooks and crayons. Show the children where page23 is and ask them to name the different animals,then ask them to point to different animals. Forexample, say: Point to the donkey, Point to the cow…

•• Before doing the task ask the children to read eachrow. Point in your book and encourage thechildren to identify the animals. First row: a horse,a duck, a donkey. Second row: a mouse, a cow, asheep. Third row: a chicken, a rabbit, a horse.

•• Explain to the children that they have to listen andcross one of the pictures according to yourinstructions. Do an example on the board if need be. Say: First row. Donkey. Cross out the donkey.Second row. Cow. Cross out the cow. Third row.Chicken. Cross out the chicken.

•• When they have finished, the children can colourand say the names of the animals that are notcrossed out.

CClloossiinngg•• Chain Game. Have three children come to the

front of the class. They each hold an animalflashcard. Encourage them to play a chain gamewhere they add a new word each time. For examplethe first child says: I’ve got a duck. The secondchild says: I’ve got a duck and a mouse. The lastchild says: I’ve got a duck, a mouse and a horse.


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Lesson 7LLaanngguuaaggee •• horse, cow, rabbit, sheep, mouse, duck, donkey,

chicken. How many (ducks) can you see? Howmany (rabbits) are there? I’ve got…

OObbjjeeccttiivveess •• Identify key vocabulary•• Develop memory skills •• Develop visual discrimination•• Develop listening comprehension •• Review numbers

MMaatteerriiaall•• panda puppet, CD Audio, animal flashcards,

Activity Book (page 23).


children using Pandy. •• Sing the unit song (CD Track 25) and do the

actions.•• Play a game with the flashcards of the unit and

the Playhouse poster.•• Play Look and guess with the flashcards from the

unit. Show the flashcards and ask the children toidentify them. Then put the cards face down onthe table, choose one card and cover it with apiece of paper so children can’t see it. Move thepaper around slowly and ask: What is it? Achicken? A donkey? The children say the wordwhen they recognise the animal. Play again withdifferent cards. It is more challenging to put theflashcard upside down.


where page 45 is. Explain the task in L1 ifnecessary. Tell the children that they have to drawtheir favourite farm animal. Draw their attentionto the thumbnail pictures and ask, for example: Isthis a horse or a cow? Is this a duck or a donkey?

•• Allow time for the children to draw their pictures.As they are working, walk around the class asking,for example: What’s your favourite animal? Doyou like ducks? What colour is your horse? Usethis opportunity to assess their fine motor skillsand their listening comprehension.

•• Encourage the children to show their pictures andsay for example: Look! My favourite farm animalis a (duck).



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Lesson 8LLaanngguuaaggee •• horse, cow, duck, chicken, sheep, donkey, rabbit,

mouse, farm animal, My favourite farm animalis…

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop fine motor skills•• Work on creativity•• Learn how to use/place stickers•• Talk about favourite farm animals

MMaatteerriiaall•• panda puppet, animal flashcards, Playhouse

poster

Unit 6

My Toys!


children using Pandy. •• Show the panda puppet to the class and act out a

conversation Ask: Hello, Pandy. How are you? Thepuppet answers: I’m fine, thank you. The puppetcan then ask various children in the class how theyare.

•• Use the flashcards for car, train, plane and drum.Show the cards and say the words to the class.Hide different cards behind the door of theplayhouse. Peek behind the door and ask: What isit? Car? Train? Plane? Drum? Open the door andcheck. Repeat with the other objects. Hold up theflashcards one by one and ask: What’s this?


find page 46. Talk about the picture with thepupils. Ask the children to look for a doll, a kiteand a teddy bear in the picture. Ask: What colouris the (kite)?

•• Then point to the characters and talk about whatthey are doing. Ben is playing with a toy plane.Ask the children to trace the plane’s route dottedline. Then show the plane flashcard and say:Whoosh! Ask the children to imitate the planenoise. Do the same with Gina and her train: Choo-choo! And for Sue and her car: Beep Beep!

•• Finally draw the children’s attention to Pandy andsay: Look! A drum! Boom! Boom! Ask them toimitate the sound of the drum.

•• Play the chant This is my drum (CD Track 28) anddo the actions.

TTrraacckk 2288Speaker: Listen and say the chant.Ben: Whoosh! Whoosh! (Imitate the noise)

This is my plane. (Show flashcard)My plane, my plane (Mime a plane)Whoosh! Whoosh!

Gina: Choo-choo! Choo-choo! (Imitate the noise)This is my train. (Show flashcard)My train, my train. (Mime a train) Choo-choo! Choo-choo!

Sue: Beep Beep! (Imitate the noise)This is my car. (Show flashcard)My car, my car. (Mime a car) Beep Beep!

Pandy: Boom! Boom! (Imitate the noise)This is my drum, (Show flashcard)My drum, my drum. (Mime a drum) Boom! Boom!

•• Play the chant again (CD Track 28) and encouragethe children to follow the chant in their books.Then repeat the chant and ask the children to dothe actions.

•• Collect the Class Books and distribute the ActivityBooks and crayons.

•• Help the children to find page 24. Point todifferent means of transport in the column on theleft-hand side and say the names (car, train,plane). Encourage the children to look at thepictures on the right-hand side and to figure outwhy the car is joined to the motorway. Once the

Lesson 1

64

LLaanngguuaaggee •• train, car, plane, drum, this is my (drum). •• Review: colours

OObbjjeeccttiivveess •• Take part in a chant•• Learn how to name toys •• Review colours •• Show a positive attitude towards English

MMaatteerriiaall•• puppet, Playhouse poster, CD audio,

flashcards (train, car, plane, drum), ActivityBook (page 24)

children have figured out the reason, have themtrace the line.

•• Explain to the children they have to join the trainand the plane with their appropriate pictures onthe right. (train-railway line; plane-airport)

PPaannddaa ppooiinntteerrIt is not necessary to teach the words motorway,airport or railway line. We want to use generalchildren’s knowledge of the world around them.

Extension•• Do a colour dictation: Ask the children to take out

a brown, a pink and a black crayon. Say: Colourthe car black, Colour the train brown...

Physical Education•• Ask the children to stand in a circle and follow

your instructions: You are trains! Choo-choo!Encourage the children to move as a train andmake its noise. Then say: Stop! Follow with a car-beep beep! Then a plane-Whoosh!



65

Lesson 2LLaanngguuaaggee •• purple, drum, train, car, plane, what’s this? It’s

a (plane).

OObbjjeeccttiivveess •• Learn how to say the names of different toys•• Learn the colour purple•• Recognise characters and key vocabulary•• Recognise toys through their shapes•• Develop fine motor skills

MMaatteerriiaall•• panda puppet, crayons, CD Audio, Playhouse

poster, flashcards (drum, car, train, plane) •• Optional realia: toy cars, toy trains, toy planes,

drums


children using Pandy. •• Stick the following flashcards on different sides of

the class (plane, train, car, drum) Encourage thechildren to say the words aloud. Play the chantThis is my drum from the previous lesson (CDTrack 28) and do the actions. Encourage thechildren to point to the cards and do the actions,too.

•• Review the colours using objects in the classroom,introduce purple. Say all the colours and encouragethe children to repeat them: Red, yellow, blue,green, orange, brown, white, black and purple.Place the objects on different sides of the class.Say the colour and encourage the children torepeat and point.

•• Hand out crayons of all the colours to the childrenand play a game. Say: Show me (purple).

•• Then show the flashcards of the unit and elicit thewords: drum, train, car and plane. Using thePlayhouse poster, hide a flashcard behind the door,knock on the door (and encourage the children toknock by knocking on their desks or tables) and

show the card. Say the name of the word on thecard and encourage the children to listen andrepeat.


where page 47 is. Point to the different items inthe column on the right-hand side and ask thechildren to identify them. Elicit: plane, car, drum,train. Then encourage the children to look at thepackages and to figure out what each packagecontains. Once the children have figured out theshape of each package, have them point to themone by one and say the name; car, train, plane,drum.

•• Point to the dotted line, which joins the wrappedcar to the car. Ask the children to trace the linewith a red crayon and then to finish colouring thecar.

•• Repeat the procedure with the rest of the picturesusing the appropriate colour each time: train-green;plane-blue; drum-yellow.

•• As they are working, walk around the class checkingwork and helping pupils who are struggling.

Unit 6 My ToysCongratulate them on doing the task well.

•• Once the children have finished colouring theobjects ask: What colour is the plane? Elicit thecorrect answer (blue) and do the same with theother objects.

PPaannddaa PPooiinntteerrKeep in mind that children at this age have not yet established the ability to trace lines with ease.Be sure to reward them for their effort. Positivereinforcement is very important.

CClloossiinngg•• Collect the Class Books. •• Sing the Bye Bye song (CD Track 06) using Pandy


66

Lesson 3LLaanngguuaaggee •• balloon, play-dough, puppet, toy, car, train,

plane, drum, purple. Let’s have fun and play! •• Review: rabbit, sheep, chicken, bird. Colours

OObbjjeeccttiivveess •• Take part in a song •• Develop gross motor skills through actions •• Use mime to represent different activities•• Distinguish colours and animal shapes

MMaatteerriiaall•• puppet, playhouse poster, blue tack, crayons,

CD Audio, toy flashcards (balloon, puppet,train, car, plane, drum), Activity Book (page 25)Colour cards: red, yellow, blue, green, purple,pink, black, white and brown.


children using Pandy. Ask a few children: Hello!How are you? Are you happy?

•• Present the words balloon and puppet with theflashcards or realia. Children repeat the words.

•• Using blue-tack, stick the flashcards of the unit(balloon, puppet, car, train, plane, drum) ondifferent parts of the playhouse poster. Invite thechildren or groups of children to touch or point tothe cards.

LLeessssoonn•• Distribute the Class Books. Look at the picture on

page 48. Identify the balloons and the play-dough. Explain that our friends are very happyplaying. Point to Sue and Ben and say they areblowing up some balloons. Point to the balloonsand ask the children to identify the colours of theplay-dough: red, yellow, blue, green purple andpink

•• Draw the children’s attention to Pandy and Gina.Explain that they are playing with play-dough. Askthe children to identify their colours: red, yellow,blue, black, white and brown.

•• Listen to the song (CD Track 29). Ask the childrento listen to the song in their books, and point to

the colours when they are named. Then, repeatthe song again and show the children the actions.Listen again, encouraging the children to do theactions.

TTrraacckk 2299Speaker: Sing and do.Chorus: Let’s have fun

And play! (Smile)Let’s have funAnd play! (Smile)

Chorus: Blow up the balloons, (Pretend blowing balloons)Red, yellow and blue. (Show or point to colour flashcards)Blow up the balloons, (Pretend blowing balloons)Green, purple and pink. (Show or point to colour flashcards)

Chorus: Let’s have fun And play! (Smile)Let’s have funAnd play! (Smile)

Chorus: Play with the play-dough, (Pretend playing with play-dough)Red, yellow and blue. (Show or

point to colour flashcards)Play with the play-dough, (Pretend playing with play-dough)Black, white and brown. (Show or point to colour flashcards)

Chorus: Let’s have fun And play! (Smile)Let’s have funAnd play! (Smile)

Extension•• Hand out some colour cards, one for each child:

red, yellow, blue, green, purple, pink, black, whiteand brown cards. Play the song again. Thechildren raise their cards when their colour isnamed. Then they swap their cards and play thesong again.

•• Collect the Class Books and distribute the ActivityBooks. Point to the characters on page 25 andask the children to identify them. Then point to theballoons and ask the children to identify whatanimal each balloon is: Pandys’ got a rabbit,Gina’s got a sheep, Ben’s got a chicken and Sue’sgot a bird.

•• Finally ask the children to take out their crayonsand colour the animals as they wish. As thechildren are working, walk around the roomchecking progress and helping those who arestruggling.

Extension activity•• Children in pairs point and identify the animals

and their colour in their books. Encourage them tosay for example: My rabbit is white.

•• Using realia (balloon, play-dough, puppet, train, car,plane, drum) hand out the toys to different childrenand ask them to follow your instructions. Forexample: Show me the balloon, What colour is it?

CClloossiinngg•• Collect the Activity Books.•• Sing the Bye Bye song (CD Track 06) using Pandy


67

Unit 6 My Toys


children using Pandy. Use Pandy to ask differentchildren: How are you?

•• Review the Let’s play song (CD Track 28) with theclass. Do the actions.

•• Use the Playhouse poster to review colours. Hide acoloured card behind the door of the playhouse,knock on the door and then encourage the childrento guess the colour.

•• Use flashcards to review key unit vocabulary(balloon, car, train, plane, puppet, drum)

•• Game: Place the realia (toys) one by one in apaper bag (balloon, train, car, plane, play-doughand drum) Elicit the words: balloon, train, car,plane, play-dough, drum. Ask different children toidentify them by touching them. Ask for example:(Maria) give me the train! Maria puts her handinside the bag and looks for the train withoutlooking inside. She takes it out, shows it to theclass and says: A train. Ask: What colour is it?Elicit its colour (brown? black?). Repeat this gamewith the rest of the children.

LLeessssoonn•• Distribute the Class Books. Look at the pictures on

page 49. Point to the first row and ask thechildren to identify the toys and their colours. Saythe series of images with the children (a purpleballoon, a red and white ball, a yellow car, ...).Explain the task to the children. Point to the spaceat the end of the first row and tell the childrenthey have to choose the correct sticker to completethe series. Encourage them to pick the correctsticker to complete the series. (a purple balloon).When they finish, ask the children to read theseries with you: a purple balloon, a red and whiteball, a yellow car, a purple balloon, a red andwhite ball, a yellow car, a purple balloon.

•• Follow the same procedure with the second andthird rows.

Extension •• The children sit in a circle. Put the toys and

animals toys in the centre: Toys: balloon, train, car,plane, play-dough and drum; Animal toys: horse,cow, rabbit, sheep, mouse, duck, donkey andchicken. Ask different children to follow yourinstructions. For example: (Rosa) Give me theplane, please! When the child does the action say:Thank you! In order to practise the colours, usedifferent coloured objects and ask for example:(Rosa) Give me the purple plane, please!



68

Lesson 4LLaanngguuaaggee •• balloon, ball, car, drum, train, plane, play-

dough. Review: toys, farm animals, colours.

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop visual discrimination•• Learn how to use / place stickers •• Use logic and maths thinking skills to solve

patterns

MMaatteerriiaall•• panda puppet, end of unit stickers, Playhouse

poster, flashcards of the unit, real toys (horse,cow, rabbit, sheep, mouse, duck, donkey,chicken) and a paper bag.


children using Pandy. Use the flashcards of the unitand the Playhouse poster to review key unitvocabulary.

LLeessssoonn•• Distribute the Class Books and help the children to

find page 50. Look at the pictures of the childrenand their parents. Point to the daddy, and ask:Who’s this? Mummy or daddy? In L1 talk aboutthe differences between the images with thechildren.

•• Present the listening (CD Track 30) pointing to thedifferent scenes in your book.

TTrraacckk 3300Speaker: Listen and point.Daddy: Oh no! Look at your guitar!

It’s broken!Take care of your toys!

Daddy: How nice! I like your guitar!It sounds fantastic!

PPaannddaa PPooiinntteerrKeep in mind that the children needn’t understandeverything the parents are saying, as they shouldbe able to figure out the message through thetone, and through looking at the pictures.

•• Repeat the listening and invite the children to pointto the correct scene as they listen. When they havefinished, smile and say: Good (the children point tothe child playing the guitar in a correct way).Frown and say: Bad (the children point to the child

with a broken guitar). Discuss both situations in L1with the children.

Moral and civic education•• Reflect on the importance of taking care of your

toys.•• Collect the Class Books and distribute the

Activity Books and crayons. Point to the firstpicture on page 26 and ask the children to lookfor Pandy Puppet. Ask: Where is Pandy puppet?Allow the children some time to do the task. Thenpoint to the second picture and do the same.

•• Compare both situations and ask the children (InL1 if need be) to tell you in which room it waseasier to find the puppet. In the second picture,Pandy puppet was very easy to find, he was sittingalone on the bed. And everything is tidy. In thefirst picture it was difficult to find Pandy puppetbecause of the messy room.

Moral and civic education•• Talk about the importance of tideness in order to

find the things.

Extension •• When the children have finished they can colour

some of the toys they like in the tidy room.



69

Lesson 5LLaanngguuaaggee •• toys, dad, mum, Boom! Take care…, I like your

drum

OObbjjeeccttiivveess •• Identify toys•• Develop visual discrimination•• Develop listening comprehension•• Develop fine motor skills and pre-writing

abilities•• Reflect on the importance of taking care of toys•• Reflect on the importance of tidness in order to

find things

MMaatteerriiaall•• panda puppet, flashcards of the unit. Playhouse

poster, Activity Book (page 26), crayons

Unit 6 My Toys

WWaarrmm UUpp•• Play the Hello Song (CD Track 04) and greet the


the children to sing and do the actions. •• Game: Place the realia (toys) one by one in a

paper bag. Elicit the words: balloon, play-dough,drum, car, train, plane, teddy bear, ball, doll,horse, cow, rabbit.

•• Ask various children to identify them by touchingthem. Ask for example: (Juan) give me the plane!Juan puts his hand inside the bag and looks forthe plane without looking inside. He takes it out,shows it to the class and says: A plane. Ask: Whatcolour is it? Elicit its colour (Blue? Brown? Black?).Repeat this game with the rest of the children.

LLeessssoonn•• Distribute the Class Books and show children where

page 51 is. The children identify the place. It’s atoyshop window full of toys. Point to the differenttoys and elicit the words: trains, dolls, cars…

•• Take out the flashcards of the unit, show them oneby one and ask the children to say the word andpoint to the pictures in their books.

•• Point to the balloons and elicit their colours. Thenask the children to count them. Ask: How manyballoons are there? Elicit: one, two, three balloons.Draw the children’s attention to the first rectangleat the bottom of the page; they have to trace thenumber of balloons.

•• Do the same with the trains (4); cars (5); planes(6). As the children are working, walk around theroom checking progress and helping children whoare struggling.

•• Point to the other toys not included in therectangles at the bottom of the page (balls, dolls,drums, teddy bears) and get the children to countthem and talk about what colours they are.

PPaannddaa PPooiinntteerrFor children this age tracing numbers is not easy.Some of them will have trouble tracing somenumbers but this should not be seen as a problem. Encourage the children through positivereinforcement and don’t expect ‘perfection’.



70

Lesson 6LLaanngguuaaggee •• train, drum, doll, balloon, teddy bear, plane, car,

ball, kite, horse, cow, rabbit. Counting to 6. Whatcolour is the train? How many planes are there?(Juan) give me the (train).

OObbjjeeccttiivveess •• Identify and name some key vocabulary •• Develop fine motor skills•• Review numbers in a meaningful context •• Recognise numbers•• Acquire English vocabulary

MMaatteerriiaall•• panda puppet, crayons, CD Audio, Flashcards of

the Unit.•• Realia: balloon, play-dough, drum, car, train, plane,

teddy bear, ball, doll, paper bag, plastic animals



Playhouse poster.

LLeessssoonn•• Distribute the Class Books and help children to

find page 52. The children identify the characters.Hold up flashcards of the different toys (drum,puppet, balloons, play-dough) and have thechildren identify them in their books by pointing tothe correct picture as you say one. Ask questionsabout the objects, for example, point to the puppetand ask: What colour is it? Purple and pink? Redand yellow?

•• Play the listening (CD Track 31) and explain thetask. Pause after each part so the children can dothe corresponding action.

TTrraacckk 3311Speaker: Listen and point. Pandy: I’ve got a big drum,

It’s red and yellow.I’ve got a big drum.Point to my drum.

Ben: I’ve got a puppet, It’s pink and purple.I’ve got a puppet.Point to my puppet.

Sue: I’ve got balloons One, two, three balloons.I’ve got three green balloons.Point to my balloons.

Gina: I’ve got play-dough, I’m making a rabbit.I’ve got a big rabbit.Point to my rabbit.

•• Collect the Class Books and distribute the ActivityBooks and crayons. Show the children where page27 is and explain the task: the children have tocircle the number of items according yourinstructions. Demonstrate the activity (countingand circling) before starting. Point to the first rowand say: Count the trains! Circle three trains. Thenindicate the second row: Count the puppets! Circletwo puppets. Then indicate the third row: Countthe drums! Circle four drums.

Extension •• Ask the children to read the pictures in each row.

Encourage them to say for example: Four cars,three trains and two planes. Finally they cancolour their favourite toys. Alternatively do acolour dictation. Say for example: Colour the carsred, colour the puppet yellow…

CClloossiinngg•• Collect the Actvity Books.•• Sing the Bye Bye song (CD Track 06) using Pandy


71

Lesson 7LLaanngguuaaggee •• puppet, drum, car, plane, balloons, play-dough,

big, red, blue, pink, purple, green, I’ve got… It’s(red) Point to… One, two, three….

OObbjjeeccttiivveess •• Identify key vocabulary•• Develop visual discrimination•• Develop listening comprehension •• Review colours

MMaatteerriiaall•• panda puppet, flashcards, Playhouse poster,

Activity Book (page 27)

Unit 6 My Toys




LLeessssoonn•• Distribute the Class Books, explain the task in L1

if necessary: the children have to draw theirfavourite toy. Draw their attention to the pictureson the lid of the toy box and name the keyvocabulary items. Point to the car and ask: What’sthis? What colour is it? Elicit the answer andrepeat for all the objects.

•• Encourage the children to show their pictures andsay for example: (I’ve got) a brown drum.

Extension •• Once the children have completed their drawing,

call one child in front of the class holding his orher book in such a way so the other childrencannot see what his or her favourite toy is. Get thechildren to guess by asking: Is it a plane? Repeatuntil all the children have had a turn.

CClloossiinngg•• Collect the class books.•• Sing the Bye Bye song (CD Track 06) using Pandy


PPaannddaa PPooiinntteerrKeep in mind that it will be challenging for somechildren at this age to control the use of a writingdevice to draw their pictures. Congratulate themon their efforts and provide ample positivereinforcement.

72

Lesson 8LLaanngguuaaggee •• Vocabulary of the unit.

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop fine motor skills•• Work on creativity•• Talk about toys and possessions

MMaatteerriiaall•• panda puppet, flashcards, playhouse poster,

crayons, CD Audio

Story 2

Don’t feed the animals!Lesson 1


children using Pandy. •• Before reading the story get the children to look at

their book on page 54 and circle the farm animals. •• The teacher explains that the children need to

guess which animals Ben and Gina are going tosee during their visit to a farm.

•• When the children have read the story, they checkand see if they guessed correctly. Here the teacherhas the opportunity to talk about wild animals andfarm animals

LLeessssoonn•• Show the storycards one by one as the children

listen to the story (CD Track 32). •• Stop at storycard 8 and ask: Is Ben happy? Elicit:

No. Then ask: What’s wrong? Why Ben is upset?Point to Ben’s lunch box and say: No food! ThenRub your tummy, point to Ben and say: Ben ishungry, but he has no food! Get the children torub their tummies and say: Hungry! Then get themto point to the empty lunch box and, in a sadvoice say: No food! Then let the children listen tothe audioscript for storycard 8.

TTrraacckk 3322Speaker: Story 2: Don’t feed the animals. Narrator: It’s breakfast time. Ben and his

mother are in the kitchen. Ben: Yummy, milk and biscuits for

breakfast! Ben’s mother: And a pear. Fruit is good for you!Ben: Thanks, mum! I love pears. Yum! Yum!

Narrator: Ben is ready to go to schoolBen’s mother: Here’s your lunch, Ben. Ben: Mmmm! A sandwich, a banana, an

apple and some juice. Thanks mum!

Narrator: Today Ben and Gina are visiting afarm.

Gina: I love animals.Ben: I love animals, too. They are great!

Narrator: Ben and Gina are looking at the horse.

Ben: Here horse, have a sandwich!! Gina: Ben, don’t feed the animals!

Narrator: Ben and Gina are looking at the sheep.

Ben: Here sheep, have an apple! Gina: Ben, don’t feed the animals!

Narrator: Ben and Gina are looking at the ducks.

Ben: Here ducks, have some banana! Gina: Ben, don’t feed the animals!

Narrator: Ben and Gina are looking at the donkey.

Ben: Here donkey, have some orange juice!

Gina: Ben, don’t feed the animals!

Narrator: It’s lunch time but Ben has nothingin his lunch box!

73

LLaanngguuaaggee •• horse, cow, ducks, donkey, chicken, mouse,

farm, Have a (sandwich)! Don’t feed theanimals! I’m hungry

•• Review: colours, food, toys

MMaatteerriiaall•• CD Audio, Storycards

Story 1 Don’t feed the animals!Ben: I’m hungry! Oh No! My lunch! Narrator: Gina shares hers with him. Gina: Don’t worry! This is for you! Ben: Thank you Gina! Gina: Yes, and remember…Ben and Gina together: … don’t feed the

animals!

Moral and civic education•• After listening to part 8, talk to the children about

the importance of helping each other and sharing,but also about the importance of not feeding theanimals, because they have their own food.

CClloossiinngg •• Sing the Bye Bye song (CD Track 06) using Pandy


Extra Activities•• Encourage the children to draw a picture of their

favourite animal.

74

Lesson 2LLaanngguuaaggee •• horse, cow, ducks, donkey, chicken, mouse,

farm

MMaatteerriiaall•• CD Audio, flashcards

WWaarrmm uupp•• Say: Hello to the children using Pandy and

encourage the children to say: Hello, Pandy!

LLeessssoonn•• Play the story again (CD Track 32) then ask the

children to look at their book on page 55 andhelp Pandy to feed the animals. Pointo to thecheese, then with your finger trace over the lineleading to the mouse. Say: Cheese, Yummy. Themouse is hungry.Get the children to join the cheeseto the mouse by tracing over the dotted line, thenexplain they have to do the same for the donkey(with the hay) and the chicken (with the corn).

•• It is not necessary that children learn the words:hay, cheese and corn. They just say: The donkey ishungry. The chicken is hungry and join theanimals with the appropriate food. Check that allthe children have completed the task correctly andcongratulate them on their good work.

Moral and civic education•• Here the teacher should insist that children should

not feed the animals at the Zoo or on farms with

their own food such as sandwiches, hamburger,biscuits, because this can be dangerous for theanimals

•• Get the children act out the story.



Unit 7

My ClothesLesson 1


children using Pandy. •• Introduce the items of clothing with the flashcards

(trousers, T-shirt, shoes, socks). First show thecards and say the words to the class. Ask thechildren to repeat the words.

•• Place the cards on different walls of the classroomand ask the children to point according to yourinstructions. Say for example: Point to the(trousers). Repeat this with all the items veryslowly first, then say them quickly. Encouragestronger pupils to come to the front of the classand to say words for their classmates to point to.

•• Use the flashcards and the playhouse poster topractise the vocabulary. Hide different cards behindthe door of the playhouse. Peek behind the doorand ask: Guess the clothes! Trousers? T-shirt?Shoes? Socks? Open the door and check. Repeatwith the rest of the cards.

LLeessssoonn•• Distribute the Class Books. First help the children

to find page 56 and tell them to look for a rabbit.Ask: Where’s the rabbit? (under the bed). Then askthe children to find and point to the balloon. Ask:What colour is the balloon? (pink). Point to Pandyand say: Look at Pandy! He’s packing his suitcase.What colour are his trousers? (red and green)Point to the mouse and explain (in L1 if need be)that the mouse is impatient because it’s waiting forPandy to finish packing. Encourage the children tomime the mouse tapping its foot and looking at itswatch. Explain that Pandy is feeling frustrated andrushed and doesn’t know what to put in his bag.

Ask the children to mime Pandy packing hissuitcase. Explain to the children (in L1 if necessary)that at the end of the chant the mouse is a goodfriend and helps Pandy pack his suitcase.

•• Play the chant (CD Track 33). Draw the children’sattention to the pictures while you point andmime.

TTrraacckk 3333Speaker: Listen and say the chant.Mouse: Pandy, Pandy! Come on, let’s go!

(mime go using hands)Pack your suitcase! (mime packing)You’re very slow!

Pandy: Trousers, trousers, (pretend to put on trousers)Let me see. (point to eye)Can I take my red trousers with me?

Pandy: T-shirt, T-shirt, (pretend to put on a T-shirt) Let me see. Can I take my green T-shirt with me?

Pandy: Shoes, shoes, (pretend to put on shoes) Let me see. Can I take my brown shoes with me?

Pandy: Socks, socks, (pretend to put on socks)Let me see. Can I take my black socks with me?

75

LLaanngguuaaggee •• trousers, T-shirt, shoes, socks, slow, bag, let’s go.•• Review: rabbit, mouse, balloon

OObbjjeeccttiivveess •• Take part in a chant•• Learn vocabulary related to clothing•• Develop observation skills•• Develop gross motor skills •• Develop fine motor skills looking at symmetrical

items

MMaatteerriiaall•• panda puppet, Playhouse poster, CD audio,

flashcards (trousers, T-shirt, shoes, socks). realclothes

•• Optional: a suitcase, Activity Book (page 28), crayons

Unit 7 My ClothesMouse: Pandy, Pandy! Come on let’s go.

I can help you pack.(pretend to pack suitcase) It’s time to go! (tap wrist or point to clock)

•• Play the chant again (CD Track 32) and do theactions. Invite the children to do the actions withyou.

•• Play the chant again and ask the children to pointto the items of clothing in their books when theyare named.

•• Give the children instructions, for example, say:Point to the white shoes! Point to the green T-shirt!

•• Collect the Class Books, distribute the ActivityBooks and show the children page 28. Point tothe half illustrated items of clothing and ask thechildren to name the items (trousers, T-shirt, shoes,socks). Explain to the children that they have tofinish the other half of the drawings. When theyhave finished drawing the mirror image of theclothing, they can colour some or all of the items.

PPaannddaa ppooiinntteerrThis activity helps children to recognise lines ofsymmetry in objects.



Extension•• Sit the children in a circle. Hold up items of real

clothing one at a time and ask the children to saywhat they are and what colour they are. Later,pretend to pack a bag with the different items ofclothing. Encourage various children or groups ofchildren to help.

Extension•• Using a piece of string stuck to either wall with

blue tack, make up a washing line. Put the clothesin a bundle on the floor, then call a child to thefront and tell him or her to hang up an item ofclothing on the washing line. Say, for example:(Giorgio), hang up the green socks. Once the childhas chosen the correct item, congratulate him andgive him a peg to hang it up. Repeat until thechildren have had a turn. If real clothes aren’tpossible, the relative flashcards can be pegged ontothe line. Then, use flashcards from previous unitsto revise vocabulary, for example toys.

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children using Pandy. •• Play the chant from the previous lesson (CD Track

33) and do the actions. Encourage the children tojoin in.

•• Memory game: Show the children the flashcardsof a T-shirt, shoes, socks, trousers. Place each cardon one of the sections of the coloured shapesposter. Ask: Where’s the T-shirt? Red or blue? Thechildren say the colour of the shape the T-shirtflashcard is on. When the children have seen andsaid the words, turn the cards face down one byone. Point to the card which is face down and ask:What’s this? Give the children time to remember,then turn the card over to see if they are right.Repeat with the other items of clothing.

LLeessssoonn•• Introduce the new items of clothing with the

flashcards (dress, skirt, boots). First show the cardsand say the words to the class. Ask the children torepeat the words.

•• Distribute the Class Books and help the childrenfind page 57. Hold up the flashcards for dress,skirt, boots, T-shirt and trousers one by one andask the children to point to the correspondingimage in their books. Ask: What’s Sue wearing? Adress or trousers? Then ask the children to say thecolours of the different items of clothing.

•• Encourage the children to finish the skirt and thedress by tracing over the dotted lines. When theyhave finished, encourage them to name the items.

•• While the children are working, walk around theclass asking individuals to point and identify itemsin the picture.

•• Revise vocabulary from previous units (toys,animals). Ask the children to find and to identifythe toys (balloon, plane, kite) and the animals

(rabbit, sheep, horse) illustrated in the picture.Ask:What colour is the balloon? (Green) Do the samefor the kite and the plane. Then ask: Who has gota plane, Pandy or Gina? And repeat for the othertoys.

•• Collect the books and congratulate the pupils ontheir good work.



Extension•• Play Look and guess with the flashcards from the

lesson. Show the cards and ask the children toidentify them. Then put the cards on your table,choose one card and cover it with a piece of paperso the children can’t see it. Move the paper aroundslowly and ask: What is it? Trousers? A dress? Thechildren try to guess the word.

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Lesson 2LLaanngguuaaggee •• dress, skirt, boots, T-shirt, trousers, socks, shoes.

What’s (Sue) wearing? •• Review: Kite, balloon, plane, rabbit, sheep, horse

OObbjjeeccttiivveess •• Develop fine motor skills •• Develop observation skills and visual

discrimination• Identify and name items of clothing

MMaatteerriiaall•• panda puppet, crayons, CD Audio, Coloured

Shapes poster, flashcards (dress, skirt, boots, T-shirt, trousers, shoes, socks)

Unit 7 My Clothes


children using Pandy. •• Show the clothes flashcards one by one and say

the words to the class. Ask the children to repeatthe words. Place three of the cards on differentwalls of the classroom and ask the children topoint to them according to your instructions. Sayfor example: Point to the (dress). Repeat this withall of the items of clothing.

•• Review counting to six by clapping your hands.Invite the children to do it with you. Say: One andthen clap once; One, two and then clap twice,One, two, three and then clap three times. Repeatthis until the children have clapped six times.


page 58. Point to the different characters one byone and ask: Who’s this? Ask various childrenquestions about what the characters are wearing.For example: What colour is Pandy’s T-shirt?(orange) or: What’s Gina wearing? Red shoes orblue shoes? Encourage the children to point todifferent items in the picture. For example: Point tothe blue skirt.

•• Explain that Ben, Gina and Pandy are very happyand they are singing a song. Invite the children tolisten to their song and to do the actions. Explainthat they have to pay attention to the colour ofthe clothes the children are wearing.

•• Listen to the song. (CD Track 34) Show thechildren the actions. Listen again encouraging thechildren to do the actions.

TTrraacckk 3344Speaker: Sing and do.Chorus: Who is wearing red?

(raise arms as if asking a question)Oh who is wearing red? (show red flashcard)Shoes, socks, boots or skirt? (mime shoes, socks, boots, skirt)Who is wearing red ?(raise arms as if asking a question)

Ben: I am wearing red! (point to oneself)I am wearing red! (point to oneself)I’ve got red trousers and red boots, (mime putting on items of clothing)Oh, I am wearing red!

Chorus: Who is wearing blue? (raise arms as if asking a question)Oh who is wearing blue? (show red flashcard)Shoes, socks, boots or skirt? (mime shoes, socks, boots, skirt)Who is wearing blue? (raise arms as if asking a question)

Gina: I am wearing blue! I am wearing blue!I’ve got a blue skirt and blue shoes, Oh, I am wearing blue!

Chorus: Who is wearing green? (raise arms as if asking a question)Oh who is wearing green? (show red flashcard)Shoes, socks, boots or skirt? (mime shoes, socks, boots, skirt)Who is wearing green? (raise arms as if asking a question)

Pandy: I am wearing green! I am wearing green!I’ve got green trousers and green socks, Oh, I am wearing green!

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Lesson 3LLaanngguuaaggee •• skirt, T-shirt, socks, shoes, dress trousers, boots,

colours, who is wearing (red)? I’m wearing (red),I’ve got (green) (socks)

OObbjjeeccttiivveess •• Take part in a song •• Develop gross motor skills through actions •• Build self esteem through personalisation

activities •• Identify and name items of clothing•• Develop visual discrimination and fine motor

skills

MMaatteerriiaall•• panda puppet, CD Audio, clothes flashcards,

Activity Book (page 29) •• Optional: real clothes

•• Sing the song again (CD Track 33). When thechildren are more confident with the song they cansing the song and refers to the clothes they areactually wearing. For example, instead of I amwearing (red) they sing: (Maria’s) wearingred…She’s got red shoes and red socks, (Maria’s)wearing red.

•• Optional: Sit the children in a circle and put realclothes in the centre. Encourage various children toput on the items of clothing, then sing the songagain (referring to the colours of the clothes thechildren put on).

•• Collect the Class Books and distribute theActivity Books. Draw the children’s attention toPandy and explain the task. The children have tocolour the spaces on the picture where there areblack dots. Make sure they do not colour thespaces where there is not a dot. When they havefinished colouring ask them what clothes they see(trousers, T-shirt, socks).

PPaannddaa PPooiinntteerrNot all of the children will understand the taskimmediately. If need be, do an example on theboard. While the children are working / colouring,walk around the room helping those who arestruggling.

CClloossiinnggExtension•• Ask the children to take out their gommets. Say,

for example: Put a red gommet on the trousers.Repeat with two or three other items.


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Unit 7 My Clothes


children using Pandy. •• Review the Who’s wearing red? song with the CD

(Track 34) and the flashcards. Stick the flashcardsof the clothes around the room. The children pointto them when they are named or mime the actions.

•• Memory game: Show the children the flashcardsof the unit. Select four flashcards. Place each cardon one of the sections of the coloured shapesposter. Ask: Where’s the skirt? Green or blue?children say the colour of the shape the skirtflashcard is on. When the children have seen andsaid the words, turn the cards face down, one byone. Point to a card which is face down and ask:What’s this? Give the children time to remember,then turn the card over to see if they are right.


page 59, and ask the children to identify the itemsof clothing and their colour. Ask: What’s this? (Adress). What colour is it? (Blue). What are these?(Socks) What colour are they? (Orange). Explainthat Sue is looking for her pink dress.

•• Show the children the sticker page. Point to andsay: Shoes, dress, boots encouraging the childrento listen and repeat. Tell the children to remove thestickers and to place them in the correct places onthe Class Book page.

•• When the children have placed the stickers in thecorrect place, explain that they need to count theitems of clothing in the picture. Point to the bootsand ask: How many boots? (Two). Tell the childrento trace over the number 2 at the bottom of thepage. Continue with the rest of the items ofclothing.

Moral and Civic Education•• Talk to the children about the importance of

keeping their wardrobes tidy and organised.

CClloossiinngg•• Collect the Class Books•• Sing the Bye Bye song (CD Track 06) using Pandy


Extension•• Get each child to stand up and say an item of

clothing he or she is wearing, for example socks.Then ask: what colour are they? (Blue). Repeatuntil all the children have had a turn.

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Lesson 4LLaanngguuaaggee •• boots, shoes, socks, dress, numbers 1 - 6,

colours, what colour are they? What colour isit? What colour are these?

OObbjjeeccttiivveess •• Identify key vocabulary •• Learn how to use / place stickers •• Develop fine motor skills through tracing

activities•• Review numbers and colours

MMaatteerriiaall•• panda puppet, CD Audio, clothes flashcards,

unit stickers


children using Pandy. •• Use the flashcards and the Playhouse poster to

review the items of clothing from the unit. Playthe following game. Secretly place one of theclothes flashcards behind the door of theplayhouse. Encourage the children to knock on thedoor (knocking on their desks). Ask: What is it? Adress? A T-shirt? Boots? Encourage the children toguess the clothes. Look intrigued and open thedoor. Say: Look! It’s (a dress!). Congratulate thechildren who guessed right. Repeat with the rest ofthe clothes.


find page 60. Look at the pictures of the childrenand the teacher. Talk about the situations (in L1 ifnecessary). In the first picture, the girl in thechanging room has left her trousers on the floor. Inthe second picture, the girl is nicely folding herclothes. Point to the teacher in each picture andask: Is she happy?

•• Explain that the children need to listen and point.

TTrraacckk 3355Speaker: Listen, point and colour the faces.Teacher: Look at the trousers! Don’t drop your

trousers on the floor! Pick them up, please! Hang your trousers on the peg.

Teacher: Good girl! That’s right! Put away your T-shirt. Very good!

Moral and civic education•• Talk about the importance of taking care of one’s

possessions.

•• Collect the Class Books and distribute the ActivityBooks and crayons. Ask the children to name thecharacters on page 50. Point and ask: Who’s this?Ask them to name the items of clothing (socks,skirt, boots) and to say the numbers on the signseach character is holding. Count the items ofclothing.

•• Explain the task: the children have to colour thenumber of items according to the numbers thecharacters are holding. Do an example on theboard if need be. Draw four socks on the board.Write the number 2 on the board. Invite a child tothe front of the class to colour two of the socks.

•• When the children have finished colouring, say: Let’scount the socks. How many socks are coloured?

PPaannddaa PPooiinntteerrIf children are not able to read numbers in writtenform, dictate the number of items they should colour.

PPaannddaa PPooiinntteerrThis activity develops numeracy skills and can beused to introduce pre- maths concepts (adding andsubtracting).



Extension•• Stick clothes flashcards around the classroom.

Children stand up in small groups, touch and saytheir favourite clothes.

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Lesson 5LLaanngguuaaggee •• T-shirt, trousers, skirt, good, bad, boy, girl,

socks, shoes, boots, numbers

OObbjjeeccttiivveess •• Identify key vocabulary•• Develop visual discrimination•• Develop listening comprehension•• Promote the importance of tidiness and taking

care of one’s possessions

MMaatteerriiaall•• panda puppet, clothes flashcards, Playhouse

poster, Activity Book (page 30)

Unit 7 My Clothes


children using Pandy. •• Review the Let’s Go chant with the CD and the

flashcards. Do the actions and encourage thechildren to join in.

•• Place four clothes flashcards face up on thecoloured shapes poster using blue tack. Ask thechildren, for example: Where are the trousers? Redor blue? What’s on the green space? Boots orsocks?

•• Look outside and ask the children about theweather: Is it hot? Cold? Sunny? Rainy? Cloudy?

LLeessssoonn•• Distribute the Class Books. Look at page 61 and

discuss the situation with the children. Ben andGina are helping Gina’s mum hang the clothes outto dry. Point to the rabbit and ask: What animal isthis? (A rabbit). Explain to the children thateveryone is helping Gina’s mum but that Pandy haspicked up more clothes than he can carry. Explainthat Gina is running over to help him. Encouragethe children to mime Pandy walking with too manyclothes in his arms. Ask the children to name asmany items of clothing as they can and to countsome of the items.

•• Explain to the children that they need to finish thepicture by tracing over the dotted lines to completethe clothes on the washing line (skirt, T-shirt,socks) and mum’s skirt, too. As they are working,walk around the class assessing fine motordevelopment and concentration.

Moral and Civic Education•• Talk to the children about the importance of

helping their parents and friends.

Extension•• Ask the children to take out their gommets. Say,

for example: Put a blue gommet on the skirt.Repeat with two or three other items usingdifferent colours.

•• Option: hang an imaginary washing line in theroom. Give each child a T-shirt made of colouredcard. Encourage the children to colour anddecorate their T-shirt (with scraps of material orplastecine) and to hang their shirts on thewashing line.

Extension•• Bring in real clothes and encourage the children to

hang the clothes on the washing line. Say, forexample: Rafael, hang the T-shirt on the washingline.



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Lesson 6LLaanngguuaaggee •• dress, skirt, T-shirt, trousers, socks, mum, rabbit

OObbjjeeccttiivveess •• Identify and name key vocabulary•• Develop observation skills•• Develop fine motor skills•• Talk about helping parents and helping one

another

MMaatteerriiaall•• panda puppet, crayons, CD Audio, clothes

flashcards, the coloured shapes poster.•• Optional: real clothes, a clothesline and

clothespins; coloured card


children using Pandy. •• Use the flashcards of the unit and do the Pass

game to practise the vocabulary. Sit the children ina circle. Hold up a flashcard of a dress and say:I’ve got a dress. Pass it to a child beside you andencourage the child to say: I’ve got a dress. Thenthe child passes the card to the child next to himor her. Follow the same procedure till all thechildren have had a turn. Then repeat with 3 or 4other clothes flashcards.

•• Take out the clothes flashcards. Show the cardsand say the words to the class. Hide differentcards behind the door of the playhouse. Knock onthe table (as if knocking on the door of theplayhouse poster) and say: What is it? A dress? AT-shirt? Open the door and check. Repeat withother items of clothing. When finished, hold up theflashcards one by one and ask: What’s this? andelicit vocabulary from the children.


where page 62 is. Ask the children to name thecharacters and to say the colour of the backgroundfor each illustration. Ask: What’s Sue wearing? OrIs Sue wearing (a yellow dress)?

•• Play the Yes or No game. Say sentences about thepictures, for example: Gina’s wearing a blue skirt.Then say: one – two – three and encourage thechildren to say Yes or No according to the picture.

•• Hold up flashcards of items of clothing and ask thechildren to point to the corresponding image intheir Class Book.

•• Play the listening (CD Track 36) and explain thetask: children have to point at the clothes thecharacters name. Pause after each part so thechildren can point to the correct item. After the

question on the CD Track: What colour is my(dress)? press pause button to allow time for thechildren to answer the question before continuing.

TTrraacckk 3366Speaker: Listen and point. Sue: Hello!

I’m wearing a pink dress. I’m wearing white socks and white shoes. Point to my dress. What colour is my dress? Point to my shoes and socks.

Ben: Good morning! I’m wearing a yellow T-shirt. There’s a horse on my T-shirt. I’m wearing brown trousers. Point to my T-shirt. What colour is my T-shirt?Point to my trousers.

Gina: Hi! I’m wearing a white T-shirt. There’s a car on my T-shirt.I’m wearing a blue skirt… and blue socks. Point to my skirt. What colour is my skirt? Point to my T-shirt.

Pandy: Hello! I’m wearing big, orange boots. I’m wearing big trousers and a big, red T-shirt. Point to my boots. What colour are my boots?Point to my T-shirt.

•• Collect the Class Books and distribute theActivity Books and crayons. Show the childrenwhere page 31 is. Explain the task: the children

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Lesson 7LLaanngguuaaggee •• trousers, T-shirt, dress, skirt, shoes, socks, boots,

big, I’m wearing….

OObbjjeeccttiivveess •• Identify key vocabulary•• Develop visual discrimination•• Develop listening comprehension •• Review colours

MMaatteerriiaall•• panda puppet, flashcards of the unit, Playhouse

poster, CD Audio Activity Book (page 31),crayons

Unit 7 My Clotheshave to circle the corresponding picture accordingto your instructions.

•• Before doing the task ask the children to identify theitems of clothing. Point to the first row and get thechildren to name the clothes (trousers, socks, boots).Get them name the clothes on the other two rows.

•• Then say: Look at row number one, circle thetrousers. Look at row number two, circle the T-shirt. Look at the row number three, circle theshoes. Observe if the children circle the correctimage. If need be, repeat the instructions again.

Extension•• Do a colour dictation with the circled pictures:

Colour the trousers red, colour the T-shirt green,colour the boots brown.

CClloossiinngg•• Collect the Activity Books•• Sing the Bye Bye song (CD Track 06) using Pandy


84

Lesson 8LLaanngguuaaggee •• trousers, T-shirt, dress, skirt, shoes, socks, boots,

suitcase, my favourite clothes

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop fine motor skills•• Work on creativity•• Talk about favourite clothes

MMaatteerriiaall•• Puppet, flashcards, crayons


children using Pandy. •• Review the Who’s wearing red? song (CD Track

34) with the CD and the flashcards. Stick theflashcards of the clothes around the room. Thechildren point to them when they are named ormime the actions.

•• Look around the room and ask, for example:Who’s wearing green? The children who arewearing something green stand up. Then say, forexample: Yes, look! (Sarah) is wearing greentrousers!

LLeessssoonn•• Distribute the Class Books and show children

where page 63 is. Explain the task in L1 ifnecessary: the children have to draw their favouriteclothes in the suitcase. Draw the children’sattention to the thumbnail pictures and encouragethem to name the different items of clothing.

•• Allow time for the children to draw their favouriteclothes in the suitcase.

•• Encourage the children to show their pictures andsay for example: My favourite clothes are my pinktrousers and blue socks.

CClloossiinnggExtension•• Ask the children to take out their gommets. Say,

for example: Put a green gommet on the dress.Repeat with 2 or 3 other items.


Unit 8

The WeatherLesson 1

WWaarrmm uupp•• Play the Hello Song (CD Track 04). Say: Hello to

the class using the Panda puppet. Encourage thechildren to say Hello Pandy!

•• Use the flashcards for sunny and windy. Show thecards and say the words to the class. Hide one ofthe card behind the door of the playhouse. Peekbehind the door and ask: What’s the weather like?Sunny or windy? Open the door and check.Repeat.

LLeessssoonn •• Draw some trees on the board and say: Look! This

is a park. Then draw on one side of the park asunny icon (a sun) Say: Here it’s sunny! Ask thechildren to repeat: It’s sunny. Then draw on theother side a windy icon and say: Here it’s windy!In this part draw some leaves falling from thetrees. Ask the children to repeat: It’s windy. Askthe children to point to the appropriate iconaccording to your instructions Say: sunny or windymany times, first slowly then more quickly.

•• Distribute the Class Books. Point to the picture onpage 64 and ask the children to look for twoanimals in the scene: a duck and a horse. Givethem some time to find the animals. Then ask:What colour is the horse? What colour is theduck?

•• Talk about the picture with the pupils. Point to thecharacters and ask: Who’s this? (Pandy, Sue, Benand Gina). Talk about what they are doing. Benand Sue are tossing a ball. Gina is playing withballoons and Pandy is flying a kite.

•• Say they are enjoying a day in the countryside. It’sa sunny and windy day.

•• Play the chant It’s sunny and windy! (CD Track37) and do the actions. Review the meaning ofoutside before playing the CD.

TTrraacckk 3377Speaker: Listen and say the chant.Pandy: Sunny, sunny

(Point to the sun flashcard)It’s sunny todayLet’s go outside and play. (Point outside and invite the children to go outside with your hands)Play with a ball. (Pretend to bounce a ball)Play with a drum. (Pretend to play a drum)Let’s go outside and play. Windy, windy(Point to the windy flashcard)It’s windy todayLet’s go outside and play. (Point outside and invite the children to go outside with your hands)Play with balloons. (Pretend to play with balloons)Play with a kite (Pretend to fly a kite)Let’s go outside and play.

85

LLaanngguuaaggee •• sunny, windy, outside, inside, what’s the

weather like? It’s sunny•• Review: ball, kite, balloon, drum, horse, duck,

mouse, rabbit, colours

OObbjjeeccttiivveess •• Take part in a chant•• Identify weather icons •• Review some toy words•• Show a positive attitude towards learning•• Develop visual discrimination

MMaatteerriiaall•• panda puppet, playhouse poster, CD audio,

flashcards (sunny, windy), crayons, ActivityBook (page 32)

Unit 8 The WeatherPPaannddaa PPooiinntteerrBear in mind that for some of the children in theclass it will be difficult to do all the actions as they listen to the chant. Do not expect the children to participate fully or repeat the wordsuntil they have heard the chant a few times.

•• Play the chant again (CD Track 37) and encouragethe children to follow the chant in their books.Then repeat the chant and encourage the childrento do the actions.

Health Education•• Point out to the children (in L1 if need be) that it’s

important to go outside and play and to enjoy andrespect nature.

•• Collect the Class Books and distribute the ActivityBooks

•• Look at the Activity Book, page 32 and elicit:sunny and windy. Explain to the children that theyneed to trace over the pictures and colour them.



Extension•• Divide the class into two groups. One group goes

to one side of the classroom next to the sunnyflashcard. The other goes to other side next to thewindy flashcard. Play the chant It’s sunny andwindy! (CD Track 36) and ask each group toperform their parts and do the actions.

•• Point to the characters and ask the children whateach one is wearing. Elicit: T-shirt, trousers, skirt...

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WWaarrmm uupp•• Take out Pandy and have him greet the class by

saying hello to different children. Have Pandy askvarious children or groups of children if they arehappy today: Are you happy?

•• Play the It’s sunny and windy! chant (CD Track 37)and encourage the children to participate by doingthe actions.

•• Review the words sunny and windy and introducethe words rainy and snowy using the flashcards.Place each flashcard on a different wall or differentarea on the board and say, for example: Point tosunny.

•• Then point to windy and say: Windy Whoo!Whoo! Encourage the children to say: windy andmake the noise. Do the same with: Rainy Drip-drop! Snowy Crunch! Crunch! And with sunny fanyourself and say: Sunny Uff, uff!

•• Play the following game, point to the flashcardsand say the words, for example: rainy Elicit: Drip-drop! Drip- drop! Do the same with the rest of theflashcards, do it very slowly first and little by littleget faster.

•• Hide one of the flashcards behind the door on theplayhouse poster. Have the children pretend toknock on the door, open the door, say the word.In order to review the numbers, have the childrenknock six times and count aloud: 1-2-3-4-5-6,What’s behind the door? Look with me.


find page 65. The children have to match thepictures and the characters according to theirclothes. That is they have to identify a windy anda rainy scene.

•• Point to Pandy and ask: Who’s this? (Pandy). Askthem to point to Pandy’s umbrella and boots. Pointto the rainy scene on the right and ask the

children to join Pandy and the rainy scene with aline.

•• Then point to Gina and do the same. Point to thewindy scene and ask the children to join Gina tothis scene.

•• When the children have finished joining thepictures, congratulate them on their good work.


important to wear appropriate clothes according toweather conditions.

CClloossiinngg •• Collect the books.•• Sing the Bye Bye song (CD Track 06) using Pandy


Extension•• Take out the cut outs of raindrops and snowflakes.

Ask the children to stand in a circle. Ask them togo round while you drop some raindrops on theirheads. Say: It’s raining. Encourage them to say: It’sraining. As the raindrops are falling. Then thechildren will have a lot of fun picking the drops up.Then do the same with the snowflakes. Say: It’ssnowing.

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Lesson 2LLaanngguuaaggee •• windy, rainy, snowy, sunny, umbrella•• Review: clothes, colours, counting to 6

OObbjjeeccttiivveess •• Learn how to say some weather words•• Distinguish between windy and rainy•• Develop fine motor skills •• Develop visual discrimination

MMaatteerriiaall•• panda puppet, crayons, Playhouse poster,

flashcards (windy, rainy, sunny, snowy), CDAudio

•• Optional: small cutouts of raindrops andsnowflakes

Unit 8 The Weather


children using Pandy. Ask a few children: What’syour name? and ask others: Are you happy?

•• Using blue tack, stick the flashcards (sunny, windy,snowy, rainy) on different parts of the playhouseposter. Invite children or groups of children totouch or point to the different cards. Ask: What’sthe weather like?

•• Show a picture of a snowman and a scarecrowand talk to the children about their clothes. Thenask them in L1 where they think they can find ascarecrow, and what it is used for. Then ask themif they have ever made a snowman.


page 66. Ask the children to point to Ben andPandy dancing with the snowman and say: Look,Ben and Pandy are dancing with the snowman; it’sa snowy day. Ask them to point to his scarf andhis hat. Then point to Gina and Sue dancing withthe scarecrow and say: Look, Gina and Sue aredancing with the scarecrow; it’s a sunny day. Askthe children to identify his T-shirt and his sunhat.

•• Listen to the song (CD Track 38) and ask thechildren to point to the pictures in their books.Play the song again and show the children theactions. Listen again encouraging the children todo the actions.

TTrraacckk 3388Speaker: Sing and do.

I’m a little snowman, (mime little)Short and fat. (mime short and fat)Here is my scarf, (mime putting on a scarf)And here is my hat.

(mime putting on a hat)When it’s cold and snowy (Shiver and say Brrr)Come outside. (Point outside)Put on your scarf And play with us!

I’m a little scarecrow, (mime little)Short and fat. (mime short and fat)Here is my T-shirt, (Mime putting on a T-shirt)And here is my hat. (mime putting on a hat)When it’s hot and sunny (Fan and say Uff! Uff!)Come outside. (Point outside)Put on your sunhat (mime putting on a hat)And play with us!

PPaannddaa PPooiinntteerrBear in mind that the children should not beexpected to sing all the words to the song.Encourage them to follow along doing the actions.


important to go outside and play when it is hot or cold.

Extension•• Collect the Class Books, distribute the Activity

Books and show the children where page 33 is.Ask the children to choose between the snowmanand scarecrow and colour it.



88

Lesson 3LLaanngguuaaggee •• snowman, scarecrow, snowy, sunny, cold, hot,

outside (short, fat) What’s the weather like?Review: scarf, hat, T-shirt, colours

OObbjjeeccttiivveess •• Take part in a song •• Develop gross motor skills through actions •• Use mime to represent different activities•• Identify different types of weather•• Reinforce knowledge of the environment

MMaatteerriiaall•• panda puppet, playhouse poster, blue tack,

crayons, CD Audio, flashcards (sunny, snowy,rainy, windy), Activity Book (page 33)


children using Pandy. •• Review the Snowman and Scarecrow song with the

class (CD Track 38). Do the actions. •• Use the Playhouse poster to review key

vocabulary. Hide a flashcard behind the door ofthe playhouse, knock on the door, and thenencourage the children to guess what it is.

•• Memory Game: Show the children the flashcardsfor sunny, snowy, rainy, windy. Place each card onone of the sections of the coloured shapes poster.Ask: Where’s sunny? Red or blue? children say thecolour of the shape the flashcard for sunny is.When the children have seen or said the words,turn the cards face down one by one. Point to thecard which is faced down over and ask: What’sthis? Give the children time to remember, then turnthe card over to see if they were right. Repeat withthe other cards. Then use the rest of the flashcard.


page 67. Ask the children to identify the items ofclothing and their colour. Ask: What’s this? (Adress). What colour is it? What are these?(Gloves). What colour are they?

•• Show the children the sticker page and point tothe sun symbol and say: Sunny (Fan yourself andsay: Uff! Uff!) Then point to the snowflake symboland say: Snowy (Shiver and say: Brrr!)

•• Invite the children to remove a sunny sticker andstick it on the grey circle next to the dress. Helpthe children to say: It’s sunny! (Wear your) dress!

•• Then help the children to stick the appropriatesymbols one by one on the circles according to theclothes.

•• Encourage the children to point to each item ofclothing and read the symbol and the clothes.

Extension activity•• The children sit in a circle. Place the clothes

flashcards in the centre of the circle. Say: (Rosa)give me the dress. Show the dress and say: Youwear this dress on a sunny day! While you showthe sunny flashcard. Do the same with the rest ofthe flashcards. Alternatively say the word: Sunnyand the children must bring you a clothes flashcardsuitable for this type of weather. Use alsoflashcards for snowy, windy and rainy.



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Lesson 4LLaanngguuaaggee •• sunny, snowy, •• Review: boots, T-shirt, dress, scarf, gloves, hat,

sunhat, sandals

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop visual discrimination•• Learn how to use / place stickers •• Use general knowledge to classify clothes•• Connect clothes with weather conditions•• Reinforce knowledge of the environment

MMaatteerriiaall•• panda puppet, unit stickers, CD Audio,

Playhouse poster or Coloured Shapes poster

Unit 8 The Weather


children using Pandy. •• Use the flashcards and the Playhouse poster or the

coloured shapes poster to review the key unitvocabulary (sunny, snowy, rainy, windy, umbrella,snowman, scarecrow).

•• Stick the clothes flashcards around the classroom.Ask the children to identify them and say thewords aloud. Explain in L1 that they are going tosay their favourite clothes. They stand up in smallgroups and touch their favourite clothes. Help themto say the words for the clothes aloud.


find page 68. Point to the photos and ask: What’sthe weather like here? 1st photo: It’s a snowy day!2nd photo: It’s a rainy day! 3rd photo: It’s a sunnyday!

•• Present the listening (CD Track 39) by pointing tothe different scenes in your book. Repeat thelistening and ask the children to follow thelistening in their books.

•• Explain in L1 that each child lives in a differentplace where the weather conditions are different.The children compare these situations with theirown and say if they live in a sunny, snowy orrainy place. Help them to say for example: I live ina (sunny) place.

TTrraacckk 3399Speaker: Listen and point.Boy: I live in a cold, snowy place. I always

wear boots. Girl: I live in a hot, sunny place. I always

wear a T-shirt. Boy: I live in a rainy place. I always take my

umbrella with me.

•• Collect the Class Books and distribute the ActivityBooks and crayons and show the children wherepage 34 is. Review the weather icons on theboard, draw each one and ask the children toidentify them. Then elicit the words from thechildren pointing to different images and asking:What’s the weather like? Is it sunny or rainy?

•• Explain the task, the children have to identify theweather icons and the pictures and circle the oddone out in each row. Do the first example with thechildren: Sunny, sunhat, scarf, sandals. Circle scarf.

•• Walk around the class checking the children’s workand helping those who are struggling.

Extension•• Ask the children to choose their favourite weather

and colour the icon and the pictures related to it.



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Lesson 5LLaanngguuaaggee •• snowy, sunny, rainy, snowman, scarecrow,

boots, sunhat, umbrella, sunhat•• Review: hat, scarf, sandals, boots, gloves, dress

OObbjjeeccttiivveess •• Identify different types of weather•• Develop listening comprehension•• Connect clothes with weather conditions•• Reinforce knowledge of the environment•• Develop cultural awareness

MMaatteerriiaall•• panda puppet, unit flashcards and clothes

flashcards, Playhouse poster or coloured shapesposter, CD Audio, Activity Book (page 34)



the children to sing and do the actions. •• Place different flashcards on the coloured shapes

poster using blue tack. Say a word, for example:snowman. The children shout out the colour wherethe card is placed. Repeat with the other words.


language, say, for example: Red and encourage thechildren to say the name of the picture on the redsection of the poster.

LLeessssoonn•• Distribute the Class Books. Look at page 69 and

ask the children to point to Pandy. Ask them topoint to the kite, sunglasses, boots, gloves, scarf.

•• Distribute the crayons and allow time for thechildren to finish the items that are in dotted lines(the wind, the snowman).

PPaannddaa PPooiinntteerrFor children this age colouring within the lines willstill be challenging. Encourage them throughpositive reinforcement.

•• Then point to the first scene and ask: What’s theweather like here? Elicit: It’s windy. Point to thekite and say: Pandy’s flying a kite. Point to thewindy icon. Do the same with the followingpictures: 2nd picture: Pandy’s having an ice creamon a sunny day. 3rd picture: Pandy has got anumbrella on a rainy day. 4th picture: Pandy ismaking a snowman on a snowy day.



Extension•• Say the weather words and get the children to

mime the action. For example say: It’s windy! Thechildren mime flying a kite, or say: It’s sunny andthe children mime eating an ice-cream, or say: It’srainy and they mime holding an umbrella.

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Lesson 6LLaanngguuaaggee •• windy, sunny, rainy, snowy, umbrella What’s

the weather like here? •• Review: kite, sunglasses, boots, gloves, scarf,

umbrella, colours

OObbjjeeccttiivveess •• Identify weather icons•• Develop fine motor skills•• Identify and name key vocabulary•• Connect clothes with weather conditions•• Reinforce knowledge of the environment

MMaatteerriiaall•• panda puppet, crayons, CD Audio, Coloured

Shapes poster, unit flashcards

Unit 8 The Weather



Playhouse poster.


where page 70 is. The children identify thecharacters. Hold up the flashcards (sunny, snowy,rainy) and have the children identify them in theirbooks by pointing to the correct picture.

•• Point to the picture of Gina and ask: Is it rainy orsunny? Repeat with Pandy and Ben and then withSue.

•• Play the listening (CD Track 40) and explain thetask: the children have to point to the rightpicture, according to the instructions on the CD.Pause after each part so the children have time topoint to the correct picture.

TTrraacckk 4400Speaker: Listen and point. Gina: What a lovely day!

It’s sunny!I’m wearing my sunhat. Point to my sunhat, please.

Pandy, Ben: It’s a snowy day.Brrrr! It’s very cold! Look at our snowman.Point to the snowman, please.

Sue: It’s a rainy day. I love rainy days, Look at my umbrella. Point to my umbrella, please.

•• Collect the Class Books and distribute the ActivityBooks and crayons. Show the children where page35 is.

•• Explain the task: the children have to circle thecorresponding picture according to yourinstructions. Demonstrate the activity (circling)before beginning the activity. Point to the first rowand say: Snowy. Circle the snowy scene. Pandy’smaking a snowman. Point to the second row andsay: Sunny. Circle Gina in a sunny scene. Point tothe third row and say: Windy. Circle the windyscene. Ben’s flying a kite.

Extension•• Mime an action connected to weather, for example

make flying a kite and elicit: It’s windy! Then ask achild to come and mime the action while the classguess. Repeat until all the children have had aturn.

•• The children can colour their favourite scene ineach row when they have finished doing thelistening task.



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Lesson 7LLaanngguuaaggee •• sunny, rainy, snowy, cold, snowman, umbrella•• Review: sunhat, sunglasses

OObbjjeeccttiivveess •• Identify key vocabulary•• Develop listening comprehension •• Distinguish between items in a picture•• Connect clothes and actions with weather

conditions•• Reinforce knowledge of the environment

MMaatteerriiaall•• panda puppet, unit flashcards and clothes

flashcards, CD Audio, Playhouse poster, ActivityBook (page 35)


children using Pandy. •• Review the Snowman and Scarecrow song (CD

Track 38) with the CD and the flashcards. Stickpictures snowman, the scarecrow, the hat, the scarfand the T-shirt around the room. The childrenpoint to them when they are named or mime theactions.

•• Place different unit flashcards on the colouredshapes poster using blue tack. Say a word, forexample: sunny. The children shout out the colourwhere the card is. Repeat with the other words.

Extension•• if the children are more confident with the

language, say, for example: Blue and encouragethe children to say the name of the picture on theblue section of the poster.

LLeessssoonn•• Open your Class Book at page 71. Explain to the

children (in L1 if need be) that they need to drawa picture of their favourite weather. When theyhave finished, they can show their picture to afriend. Children who are more confident can try toexplain their pictures using the new words theyhave learned in English, for example: My favouriteweather is sunny.




Extension•• Make a class weather poster. Divide the poster

into four parts, draw weather icons as titles ineach part: sunny, rainy, windy, snowy. Hand outthe cut outs of scenes with different weather, andsome blue- tack. Have the children stick theirscenes in the appropriate part of the poster. Youcan bring cut outs of clothes too and the childrencan classify them by sticking them in theappropriate part of the poster.

•• Do a class survey to find out which weather thechildren prefer and have a graph with the resultsto hang on the wall. Ask: (Giulia), what’s yourfavourite weather? Elicit: Sunny, windy... Once thechildren have expressed their opinion, look at thegraph and comment on the results: Look, manychildren like (sunny) weather!

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Lesson 8LLaanngguuaaggee •• Vocabulary of the unit

OObbjjeeccttiivveess •• Identify key vocabulary •• Develop fine motor skills•• Work on creativity•• Talk about weather preferences•• Connect clothes with weather conditions•• Reinforce knowledge of the environment

MMaatteerriiaall•• panda puppet, flashcards, coloured shape

poster, crayons, end of the unit sticker•• Optional: cutouts of scenes with different

weather

Teachers’ book notes - Story 3

Clean Clothes

WWaarrmm UUpp•• Before reading the story, get the children to look

at their Class Book at page 72 and name theclothes in the illustration.

•• Point to the T-shirt in the basket on the left andsay: Clean. Then, with your finger trace the dottedline from the skirt on the clothes line to the basket,explaining that the clean clothes hanging up, haveto go in the basket where the T-shirt already is.Now draw the children attention to the basket onthe right. Point to the trousers and say: Dirty.Explain to the children that this is the basket fordirty clothes. Trace with your finger the line fromthe dirty T-shirt to the basket, then get thechildren to join all the dirty clothes to this basket.

•• Before reading the story, get the children to guesswhy some of the clothes are dirty. Then check ifthey guessed right after reading the story.

LLeessssoonn•• Show the storycards one by one as the children

listen to the story (CD Track 41)•• Stop after storycards 6 and ask: What’s wrong?

What happened?•• Listen to the children’s answers. •• Show storycards 7 and ask: What’s going to

happen next?

TTrraacckk 4411Speaker: Story 3 - Clean Clothes. Narrator: Look! It’s a sunny day. It’s hot! Pandy’s

washing his clothes. Pandy: la la la la la la

Narrator: Pandy is hanging up his socks.Pandy: Mmmm. Nice clean socks!

Narrator: Pandy is hanging up his T-shirt]Pandy: Mmmm. A nice clean T-shirt and clean

socks.

Narrator: Pandy is hanging up his trousersPandy: Mmmm. Nice clean trousers, a clean

T-shirt and clean socks.

Narrator: Pandy is hanging up his shoes.Pandy: Mmmm. Nice clean shoes, clean

trousers, a clean T-shirt and clean socks.

Narrator: Oh no! What’s wrong, Pandy?

Narrator: Oh no! The bird has dirty feet! Pandy: Oh no! Horrible dirty shoes, dirty

trousers, a dirty T-shirt and dirty socks.

Narrator: The birds help Pandy Pandy: Hurray! Thank you! Clean clothes! Bird: …and clean feet!

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LLaanngguuaaggee •• Pandy, Sue, trousers, T-shirt, dress, skirt, shoes,

socks, clean, dirty, the (dress) is clean, the(trousers) are dirty

•• Review: colours, characters, clothes, weather

MMaatteerriiaall•• panda puppet, CD Audio, storycards

PPaannddaa PPooiinntteerrKeep in mind that children will need to hear thestory a few times before they become familiar with the set up and the vocabulary.

•• Play the story again (CD Track 41) and ask thechildren to point to the correct storycard as theylisten to the dialogue.

•• Act out the story.


at the end of the lesson and wave goodbye to thechildren.

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Take home pages page 99

Games page 100Introduction

Games bank pages 101-104(Flashcard games, TPR games, Ring games, Games to develop the senses)

Story Telling Tips page 105

Assessment Progress chart page 106(Formative assessment) Photocopiable

End of unit Assessment pages 107-108(Summative evaluation) Photocopiable

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Teaching Tips

Take home pagesTake home pages - Activity Book Page 37-44

The take home pages are pull-out pages with two pages each (front and back). The children may take themhome in order to create a link between school and home. The aim of these pages is to reinforce the content ofprevious units, while carrying out an alternative activity. These pages should be treated as games for thechildren to play with. They are supposed to be used at school with the teacher first, so that the children arefully aware of what to do with them before taking them home. The children’s parents or guardians should receive information on how these pages are to be used, in order tohelp the children play with them successfully.

Note: Children at this age cannot use scissors well yet. But different options may be adopted such as usingpunchers, having the teacher help, cutting the page out at home and doing the page with family.

There are four Take home pages in Pandy the panda two: Take home page 1: Make puppets (Activity Book pages 37 and 38)This page is to be carried out after Units 1 and 2 and can be found on pages 37 and 38 of the ActivityBook. Focus the children attention to the cards and elicit the family vocabulary pointing at different cards.Tell the children to colour the people and animal in the card and then cut them along the dotted lines. Theycan use with the cards like puppets.

Take home page 2: Make a puzzle (Activity Book pages 39 and 40)This page is to be carried out after Units 1 and 2 and can be found on pages 37 and 38 of the ActivityBook. Focus the children’s attention on the two scenes, and elicit the key vocabulary by pointing to differentitems in the pictures. Then, explain to the children that they have to cut the scenes into four pieces in order tomake a puzzle, and then put it back together to form the scene again. Tell the children to colour the twoscenes or the scene they like the most, before they cut along the dotted lines to turn it into a puzzle. Once thechildren have made the puzzle, tell them they can take it home to play with it with their family.

Take home page 3: Make a crown (Activity Book pages 41 and 42)This page is to be carried out after Units 5 and 6 and can be found on pages 41 and 42 of the ActivityBook. Focus the children attention to the items at the botton of the page (toys and animals) and elicit thevocabulary. Then ask the children to cut them and glue on the crown, where they like more. The make thecrown more ‘precious’ you can invite the children to decorate it with golden paper. Children can wear thecrown at birthdays or during the games, as they like.

Take home page 4: Play Dominoes (Activity Book pages 43 and 44)This page is to be carried out after Units 7 and 8 and can be found on pages 43 and 44 of the ActivityBook. Focus the children attention to the items and elicit key vocabulary. Then invite the children to colour thedrawings and cut along the dotted lines to turn them to dominoes cards. Once the children have made thedominoes, tell them they can take it home to play with it with their family.

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GamesIntroductionGames are particularly important, as children play everywhere. They form part of children’s daily activity and expe-rience. Children interact with their playmates, have fun and use language in a natural and uninhibited way throughplaying games.Julia Khan says “Children play and children want to play, they learn through playing. In playing together, childreninteract and in interacting they develop language skills”Games provides:• Contexts for play• Reasons for playing• Routines for playing

Language practice games: They involve repeated use of a particular language item, where the language formis given and controlled. These games are like language drills, they offer opportunities for repetition of languageitems that are intended to be learned, because it is assumed that engaging in such repetition will lead to learningof the language.Using games may certainly be an effective way of making repetition of language natural and purposeful for younglearners.

Teaching Tips

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Games bankFlashcard gamesThey help the children to develop their interpersonal or social intelligence. The flashcards are colour coded, theycan be use as a colour code to identify, associate and classify words.• Who are you? Give the character flashcard to 3 different children. Ask: Who are you? They show their card and

say, for example: I’m Ben.• Knock, knock! Use the flashcards for Pandy, Ben and Gina. Show the cards and elicit the characters’ names:

Pandy, Ben and Gina. Hide different cards behind the door of the playhouse. Knock on the table and say: Who’sin the playhouse? Ben? Pandy? Gina? Open the door and check. Repeat with the other characters. This game isuse with different lexical sets change the question: What’s in the playhouse?

• Hello! Place the flashcards of the characters on different walls. Encourage the children to come up in smallgroups, wave to them and say for example: Hello (Ben) Hello my friend!

• Favourite colour: Stick the colour flashcards around the classroom. Explain to the children in L1 that they haveto say their favourite colour, stand up and touch the corresponding colour on the wall. Tell the children to staynear the colour until the end of the game so they can see who likes the same colours.

• What’s different? Use 3 flashcards of one set for example member of the family and one flashcard of a colour.Point and ask: What’s different? Children have to identify which one is different. They identify that the colourflashcard is different.

• Coloured shapes poster: Place different (body) flashcards on the coloured shapes poster using blue tack. Saya word, for example: Head. The children shout out the colour where the card is. Repeat with the other words. Ifthe children are more confident with the language, say, for example: Red and encourage the children to say thename of the picture on the red section of the poster.

• Odd one out: Choose colour and family member flashcards. Show them one by one and elicit the words. Thenchoose three colours and a member of the family. Say the words and elicit the odd one out. Repeat this proce-dure with different sets of flashcards choosing different odd ones out each time.

• Guess! Play the following game with flashcards (eg. table,chair, window). Shuffle the cards. Then place themface-down on your table. Choose one picture and show it to the class without looking at it. Ask: Table? Book?Invite the children to say No until you guess the correct word. When you guess the word say it and ask the childrento repeat the word with you. Shuffle the cards and play again.

• Form a circle: The children sit in a circle. Place the flashcards for boy, girl, granny, grandad, sister, brother,baby in the centre of the circle with space around them for the children to move. Invite groups of 4 children tostand up and hold hands. Say, for example: Look! It’s granny! The children in the group of four form a circlearound the flashcard depicting granny. Continue until all the children have taken part in the game.16

• What’s missing? Play with the flashcards of a unit. Show them to the children one by one and ask them toidentify each one. Remove one flashcard and repeat the procedure. Encourage the children to identify the miss-ing card. Shuffle the cards and repeat the game several times.

• Touch! Play a game with the flashcards of a unit. Place the cards on different sides of the classroom. Invite achild or groups of children to touch the cards according to your instructions Say: Touch (dog). The rest of theclass repeats the word aloud.

• Pass the flashcards: Ask the children to sit in a circle and play Pass the flashcards with the whole class. Handout the flashcards of the unit one by one and elicit the words. Ask the children who haven’t got a flashcard toclap their hands three times: Clap, clap, clap. Then ask the children holding the flashcards to pass them along.Then say: Show me the (sandwich). The child holding the appropriate flashcard shows it. Repeat the proceduremany times so all the children have the opportunity of holding up their flashcards.

• Pass game! Use the flashcards of a unit and play the following game. Sit the children in a circle. Hold up aflashcard of (a coat) and say: I’ve got a coat. Pass it to the child beside you, and get him to do the same. Continuepassing the flashcard until all the children have had a turn, then repeat with the other (clothes) or flashcards fromdifferent units.

• Look and guess! Play this game with the unit flashcards. Show the cards and ask the children to identify them.Then put the cards on your table, choose one card and cover it with a piece of paper so the children can’t see it.Move the paper around slowly and ask for example: What is it? A dog? A mouse? The children say the word whenthey recognise the animal. Repeat with different cards. (It is more challenging to put the flashcard upside down.)

• Memory game: Show the children the flashcards of the unit. Select four flashcards. Place each card on one ofthe sections of the coloured shapes poster. Ask: Where’s the skirt? Green or blue? (children say the colour of theshape the skirt flashcard is on). When the children have seen and said the words, turn the cards face down, oneby one. Point to a card which is face down and ask: What’s this? Give the children time to remember, then turnthe card over to see if they are right.

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TPR gamesThey are use to exercise corporal expression, rhythm, miming, spatial orientation and listening comprehension.

• Open and close! Tell the children to open and close their books according to your instructions. Give instructionsvery slowly at first and gradually get faster and faster. A variation of this game using the children’s eyes andmouths! Demonstrate by saying Open! and open your eyes and mouth at the same time. Then say Close! andclose your eyes and mouth at the same time. Tell the children to listen and watch very carefully and play thegame. Start slowly at first and gradually get faster and faster.

• Touch colours!: Play a game using colours. Say: Touch red! The children have to touch something red withoutmoving from his or her seat. Do the same with yellow, white, pink , etc.

• Pass and show: Pass out the flashcards to six different pupils. Say the words (Example: boy, girl, granny,grandad, mummy, daddy) one by one and encourage the children to hold up their card when they hear the word.When they have each held their card up, tell them to pass the six cards to six different children. Repeat the gameuntil all the children have had a turn.

• Traffic light: Draw a large traffic light on the board, or bring one. Say the following poem and point to the traf-fic lights and mime while you are saying it. Invite the children to do the actions. STOP says the red light! (Mimestopping and point to the red light) GO says green! (Mime going and point to the green light) WAIT says the yel-low light in between! (Mime waiting and point to the yellow light).

• Boy or girl? Randomly pick groups of 5 or 6 children and have them stand in a row at the front of the class.Hold your hand above the head of different children and encourage the rest of the class to say boy or girl. Repeatwith different groups of children.

• Simon says: Play this game using the actions learnt so far. For example: Clap your hands! Shake your arms!Bend your legs! Touch the ground! Touch your shoulders! Children do the action if it the teacher says Simon says!

• ‘Hide and Seek’: Explain (in L1 if need be) that one person counts while the others hide. Use the panda pup-pet to do an example. Invite a child to come to the front of the class and tell him or her to cover his or her eyes.The rest of the class counts to six aloud while the panda puppet is hidden somewhere in the room. Say: Openyour eyes and the child at the front tries to find Pandy. Repeat this procedure more times. Use page 23 of thePupil’s book to play hide and seek with the characters. Pandy is counting and the children can hide the charac-ter stickers in the rooms of the house.

• Point: Place four flashcards of the unit on different sides of the class and ask the children to point to themaccording to your instructions. Say, for example: Point to the (mouse). Repeat this with the other animals veryslowly first then more quickly to make the activity like a game.

• It’s raining! Take out the cut outs of raindrops and snowflakes. Ask the children to stand in a circle. Ask themto go round while you drop some raindrops on their heads. Say: It’s raining. Encourage them to say: It’s raining.As the raindrops are falling. Then the children will have a lot of fun picking the drops up. Then do the same withthe snowflakes. Say: It’s snowing.

• On/Under Play this game with Pandy. Place the puppet on and under different objects in the classroom, say:Where’s Pandy? and elicit the corresponding preposition from the children. Then invite a volunteer to the front ofthe class and ask them to do the same thing with Pandy. Encourage the child to ask: Where’s Pandy? and therest of the class to answer accordingly. Follow the same procedure by placing a crayon on and then under yourtable and chair. Elicit the corresponding preposition On or Under with the question Where’s the crayon? and Yesor No with the question Is the crayon on/under the table/chair?

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Games in a circleThese help the children to practise language and develop gross motor skills.

• The playhouse: Get the children to sit in a circle. Say: Follow me. Let’s make a circle. When the children areseated, slowly and mysteriously open up the playhouse poster and show it to the class. Say: Look! It’s a play-house. Point to the playhouse and ask: What’s this? to different children. Encourage them to try to repeat theword: playhouse.

• Statues: Ask the children to form a circle. Then play some music and ask them to dance. Stop the music andsay: Touch your shoulders! The children remain in this position till the music begins again. Repeat this many timesusing different instructions.

• Happy Helper game! Show the children the actions and say for example: Make the bed! Push the chair! Cleanthe table! Encourage the children to copy the actions. Explain them that you are going to say one of the actionsand that you want them to do it as quickly as they can. Tell the children to stand in a circle at the front/back ofthe class and start by saying the actions slowly and then gradually say them faster and faster. Invite several vol-unteers to take your place and say the actions.

• Thank you! Sit the children in a circle. Put the following toys and classroom objects in the centre: a ball, a doll,a teddy bear, a puzzle, a book, a pencil, a crayon. Ask different children to follow your instructions: (Rosa), giveme the (ball), please! When the child does the action, say: Thank you! In order to practise the colours, use differ-ent coloured objects and ask for example: (Rosa) Give me the purple ball, please!

• Count and give: Children sit in a circle. Put some apples, pears and bananas in the centre. Ask various childrento follow your instructions, for example: (Paula) Give me three apples, please! When the child does the action say:Thank you! In order to practice counting, invite the class to count aloud. Say: one, two, three apples. Repeat thegame with the rest of the items asking for one, two or three items.

• Hide and seek 2nd version: Play with the flashcards of house and food. Ask the children to sit in a circle.Show the flashcards of the house one by one and elicit the rooms. Put them on the floor in the centre of the cir-cle so everybody can see them. Then distribute the food flashcards and ask different children to show their flash-card and say the word, for example: a banana. Then ask everybody to close their eyes and the child who’s gotthe banana hides it under a room of a house. Then ask: Is the banana in the bedroom? Elicit Yes or No. Ask tillthe children guess where the banana is. Repeat the game with the rest of the food. Once the children are famil-iar with the game, help them to ask the questions.

• Pass the Parcel. Get a fairly small sized toy and wrap it up with lots of layers of wrapping paper and place itin several different sized boxes. Sit the children in a circle and explain that you are going to play some music andgive them a parcel to pass round the circle to each other. Tell them that when the music stops whoever’s holdingthe parcel has to take a sheet of wrapping off. The child who takes the last sheet of wrapping paper off the toyis the winner and they get to keep the toy for the rest of the day or until the next lesson.

• One, Two, Three Jump! Ask the children to stand in a circle and explain that they are going to play a jump-ing game. Tell them that when you say One they have to jump once, Two they have to jump twice, and Threethey have to jump three times. Invite a volunteer to demonstrate with you to the rest of the class. Start slowlyat first and gradually get faster. Say the numbers in the right order to start with, then backwards and then atrandom. Invite some of the more confident children to take your place.

• I like! Sit the children in a circle. Place the food or animal flashcards in the centre of the circle with space aroundthem for the children to move. Invite one group of 4 children to stand up and hold hands. Say, for example: I like(biscuits) and tell the children to form a circle around the flashcard for biscuit on the floor. They say: I like (bis-cuits) Repeat with other groups of children and other words.

• The Day/Night game. Bring in a large pile of magazine cut-outs depicting day and night scenes (people sleep-ing, getting up, working, playing, owls at night, starry sky, early morning sky and so on) for the children to lookat. Sit the children in a circle, show them one picture at a time and have them shout out Day or Night accord-ingly.

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Games to develop the sensesChildren perceive the reality though their senses and this help them to develop intellectual capacities. As youngchildren progress from pre-logical to logical thought, they become increasingly aware of the world around them.These games involve the use of attention and memory which then leads to observation and reasoning.

• Let’s make animal sounds: Choose an animal flashcard and imitate the animal sound without showing it tothe children. They guess the animal and say for example: (It’s a) cat. Show them the flashcard to confirm theiranswer. Repeat this procedure asking different children to imitate the animal sounds. Another option: Divide theclass into different groups of animals. Show a flashcard and encourage the children from that group to make thecorrect noise. The rest of the class says the name of the animal.

• Guess by touching! Place the realia one by one in a paper bag (examples: apple, banana, pear, empty orangejuice carton) Elicit the words: apple, banana, pear, orange juice. Ask various children to identify them by touch-ing them. Ask for example: (Rosa) give me the pear! Rosa puts her hand inside the bag and searches for the pearwithout looking inside. She takes it out, shows it to the class and says: a pear. Ask: what colour is it? Elicit itscolour (brown? green?). Repeat this game with the rest of the children. This game can be done with toys, class-room objects, plastic animals etc.4

• Smell and say! Take a banana, an apple, a pear and an orange, or pieces of each fruit, ask different childrento smell the fruit one by one. Smell and say: Orange! Yummy! Do the same with all the items. Then ask the chil-dren to close their eyes and guess the fruit just by smelling it.

• Series: Give each child a piece of coloured paper, make sure you give out an even number of colours, for exam-ple: 4 blue, 4 red, 4 pink... Select 3 children (according to the colours they have) and get them to stand in a linecreating a colour sequence, for example blue + blue + red + ... Then ask the class which colour is needed to com-plete the sequence (red). Repeat with the other group of four and other colour sequences until all the childrenhave had a turn.

• Hunt the colour! You call out a colour and the children in their groups have to find as many objects of thatcolour in the classroom as they can, within a certain amount of time (an egg timer could be used to measuretime). Divide the children into four or five groups, depending on the size of the class, set the timer and say theword blue. When the timer buzzes ask the groups to show each other the blue objects they have found. Followthe same procedure for others colours.

• Choo-choo game! Ask the children to stand in a circle and follow your instructions: You are trains! Choo-choo!Encourage the children to move as a train and make its noise. Then say: Stop! Follow with a car-beep beep! Thena plane-Whoosh! Repeat the game saying the means of transport and encourage the children to mime them.

• Yes or No game. Use the illustrations of the unit.. Say sentences about the pictures, for example: Gina’s wear-ing a blue skirt. Then say: one – two – three and encourage the children to say Yes or No according to the pic-ture.

• Guessing game! Invite two volunteers to come to the front of the class and ask one of them to close their eyes.Whisper a word for example: book to the other child and give them a book to place in their classmate’s hands.Then say: What is it? Once the child has said the word book allow them to open their eyes and look at the book.Choose two other volunteers and repeat the whole procedure with a pencil. Continue the activity until everyonein the class has had a go.

• Animal sounds The aim of this game is to identify animals by the sound they make. Show the children theflashcards of the animals one by one. Encourage them to imitate the animal each animal makes. Then divide theclass into two groups, show one animal to one group and ask them to imitate the sound it makes. Then the othergroup has to identify it according to the sound it makes. Repeat this with different animals and finally swaproles.

Story telling tips • Use real stories, not just description of pictures, a real story has a beginning, middle and an end, and of course

something is going on.• Create a relaxed atmosphere which mirrors story telling in the real children’s life. Sit the children close and around

you in a semicircle. Children will notice that something different is going to happen. • Use story props, visuals and aural, when listening to a story in a foreign language children rely heavily on their

eyes to help them understand.• Young learner’s stories have a lot of repetition so it is easy for the children to participate very soon in the narra-

tion. • Children can predict what comes next in the story• Children love stories and they love listening to the same story again and again, take advantage of this. • In the repetition, tell the story in your own words. In this way you can create your own version of the story (adapt

and improvise) • Performance skills. Remember to: • Vary the volume • Pitch and tempo of your voice• use your face, body and gesture• let your body speaks• have a clear focus and maintain concentration• maintain engaging eye contact with the children• use different, exaggerated character voices• be dynamic• remember to pace yourself• use silences and pauses to add dramatic effect

Teaching Tips

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Teaching Tips

Assessment Progress Chart (Formative Assessment)

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Teaching Tips

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Uni

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Teaching Tips

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