Plays

Plays for Young English LearnersPlays for Young English Learners






Editorial Director: ElsaPatriciaJiménezFlores

Compiled by: Dr.ElaineGallagher

Consulting Reviewer: GracielaValdezGonzález

Cover Design: Lic.CarlosMendozaAlemán

Graphic Design and Illustrations: Lic.CarlosMendozaAlemán

Yourcommentsandsugestionsareveryimportantinprovidingallteacherswiththebestquelityineducationalguidance.Pleasesendallcommentsandsuggestionsto: SecretaríadeEducación CoordinaciónEstataldeInglés Blvd.FranciscoCossyAv.Magisterios/n C.P.25000Saltillo,Coah.México

CopyrightFirstEdition2012.Saltillo,Coahuila,México.

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Plays for Young English Learners is a new title in the On the Road to Excellence series written especially for you and your students. This manual will help you as the teacher develop and enhance oral fluency, giving students one more opportunity to use and practice the language.

Acting is an art, a craft, and a talent, but not everyone is a natural actor; however, always keep in mind that acting can be taught and developed. Students, when exposed to new experiences, grow and build an interest where none had existed before.This manual also presents teachers with a guide to enhance or strengthen student’s intelligences, according to Dr. Howard Gardner, and learner preferences, too.

Another important aspect to consider in using this Manual is the expansion of vocabulary. The goal of vocabulary enhancement is to build fluency and accuracy, based on the CLIL (Content and Language Integrated Learning) emphasis in second language acquisition. The idea for the necessity of CLIL developed from the CEFR (Common European Framework of Reference), which is a scale to identify the communicative level of any language.

The plays in this Manual are divided into Beginners (Grades K-2), Basic (Grades 2-4), and Basic + (Grades 4-6) and also by months or themes. The Bibliography includes suggested books to read or to show to children. Furthermore, the Annex consists of vocabulary lists from first through sixth grades; use these lists as a guide to know the level of words your students use.We wish you luck with the use of this new Manual and hope your results are even more successful than we expected.

ENGLISH COORDINATION

To our Esteemed English Teachers:





I. BACKGROUND for TEACHERS: PlaysandActingintheClassroomII. ACTIVITIES TO DEVELOP AND ENHANCE ACTING A.GeneralInformation B.MultipleIntelligencesandLearnerPreferences C.ExpansionofVocabulary(GradesK-6) D.Roleplayingandotheractivities E.ChartshowingasummaryofCEFRlanguagelevels:A1-C2

III. PLAYS FOR ENGLISH BEGINNERS A-1(GradesK-2) A.August-September-October B.November-December C.January-February D.March-April E.May-June-July

IV. PLAYS FOR BASIC ENGLISH LEARNERS: A-1 to A-2(Grades2-4) A.August-September-October B.November-December C.January-February D.March-April E.May-June-July

V. PLAYS FOR BASIC + ENGLISH LEARNERS: A-2 to B-1(Grades4-6) A.August-September-October B.November-December C.January-February D.March-April E.May-June-July

VI. BIBLIOGRAPHY

VII . ANNEX

Table of Contents

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I. BACKGROUND for TEACHERS : Acting in the Classroom

Actinghasbeenahumanpastimesincetheearliestdaysofrecordedhistory.IntheBiblicalera,andinthedaysoftheancientRomansandGreeks,Chinese,Egyptians,thousandsofyearsago,peoplewereinvolvedindramatizingeventsandstoriesforotherswhowatched,amused,interested,andentertained.

Theactorsof Shakespeare’s time, in the1500’s,wereallmen,becausewomenwerenotpermittedtobeinplaysasitwasthoughttobevulgarandlow-classforwomentopresentthemselvesinpubic.Women’srolesinaplay,suchasHamlet’sOphelia,wereallplayedbymenwhoworewomen’smasksandclothing.Morethan100yearslater,womenbegantobeseeninpubliclypresentedplaysasactresses.Now,womenplayleadingrolesintheaterplays,alongsideofmen.

Theater-basedplays,actedlive,onastage,infrontofanaudienceiswhatweusuallythinkofwhenwethinkof“plays”.Acting,however,hasexpandedoverthepast100years, from on-the- stage acting to includeradio-readings, which were dramaticallypresented, read by actors and actresses toalisteningaudience.Theaudienceimaginedthescenery,theactions,andtheclothingandfacesoftheactors.

From the 1920’s to the early 1950’s, radioprograms,plays,andseriesofweeklystories,suchas”TheShadow”, wereaverypopularandaccessiblemeansformillionsoffamiliestobecomeacquaintedwithplaysandactingin their own homes, using their imaginationsto complete the pictures from the actors’words.

During this same time period, movies, too,becameanothermeansofseeingactorsatworkintheirtrade.Thereweremoviesproducedin Hollywood, in Mexico, in most of Europe,dramas, romances, musicals, comedies,





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anddocumentaries,providingvisual stimuli for theaudiences.For10cents,inthe1950’s,youcouldgotothemovies,adoublefeatureonaSaturday,andevengetafreebagofpopcorn!

Intheearly1950’s,televisionbegantomakeanimpactonfamilies,especiallyintheUnitedStates,where the prices of TV’s wererelativelylow,duetothemassproductionandconsumptionofthepeople.Abouttenyearslater,televisionbecameapopularformoffamilyentertainmentinmuchoftheworld,causingradiodramaandcomedyshowstobesuspended.

Therehasalwaysbeenaninteractionamongthevariousactingandstorymodes:radio,books,movies,andlivetheater.Themovieindustrysometimesdependsontheaterplaysfortheirscripts.Manymoviesthatwemayhaveheardof,beganasaplayonBroadwayinNewYorkCity,orasaonce-popular radioshow,orasaninterestingorexcitingnovel.Examples include:Movies, suchas “TheShadow”,onceapopular radio show; ”TheKingandI”,“TheSoundofMusic”,“SouthPacific”,“AuntieMame”,and“MyFairLady”arefiveexamplesofBroadwayplaysthatweremadeintopopularmovies.Interestingly,allfiveoftheseplaysandmovies,hadbeenbasedoriginallyonbooks.Itcouldbeagreatresearchassignmentforstudentstofindthenamesofthebooksfromwhichthesefiveplays/movieshadoriginated.

Being involved inplays isnot simply something foractors todo. Therearemanyresponsibilitiestobecompletedinordertohaveaplaypresentedwell.Inchildren’splays,soallstudentscanbeinvolved,thereshouldbe:

(1) An author,thewriter“theplaywright”,(2) A director,whoseesthatactorsplaytheirroleswellandconvincingly,(3) A narrator,whokeepsthestoryflowing,whoprovidesinformationinthegapsbetweentheactors’lines,(Thenarratorcanreadthescript....Thepartdoesnothavetobememorized.)(4) The actors who move the script along by playing their roles well, either asindividualactorsoraspartofachoralgroup,(5) The stage crew...peopleessentialtothesmoothproductionofaplayormovie.Theyareresponsibleforthesceneryandsettings,theprops,thelighting,makeupfortheactors,thecostumes,andtheProgramgiventothepeopleintheaudienceastheyenter.TheProgramliststheplay’stitle,theplaywright,and has, perhaps, asynopsisoftheplay,thenamesofallthecharactersandtheactorforeachrole,andnamesofthestagecrewwiththeirmajordutiesandresponsibilities.





II. ACTIVITIES TO DEVELOP AND ENHANCE ACTING

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1. Acting out a story is “acting”, with the goal being that the audience understands the story and can relate to the actors’ expressions.

2. All roles in a play’s production are equally important and interdependent. An actor may be the visible contact for the audience, but the playwright and stage crew are equally essential to the play’s production.

3. A play, a movie, a book, and radio programs all had to have had an author. They are often interrelated....a movie can be based on a book or a play, , or a play could be based on a book. The origin of any of these theatrical forms of expression is always a written story or script.

4. Every student should have an experience to participate in all the roles of a play’s production, over the school year. Neither the teacher nor a student always knows who will be good at a certain role. Sometimes we can be surprised by the discovery of a hidden talent, but without the opportunity to test that talent, it will remain hidden.

5. The students do NOT have to know all the meanings of all the words when they begin a play. As they practice saying the words, gradually they will learn the meanings from the context. That is the natural way we acquire a language. Using plays as part of the English learning experience, will help your students with fluency.

The five main ideas about acting and plays that we

expect our English students to be familiar





A. GENERAL INFORMATION

Actingisanart,acraft,andatalent.Itcanbetaughtanddeveloped.Eventhoughsomestudentsmayhaveanaturaltalentforacting,orwriting,ormathematics...theymustbetaughthowtoimproveandexpandontheseskillsandtalents.Frequently,somestudentsappear tohavenotalent foranything,yetwhenexposedtonewexperiences,theyblossomandgrow,buildinganinterestwhereonepreviouslyhadnotexisted.

Our responsibilityandprivilegeasaneducator is toprovideour studentswithasmanyopportunitiesaspossible.Period.

Presentationofplays,inseveralofitsmodes,isoneoftheseexperiences.Asactorandstagecrew,studentsneedtobeexposedtovariousmodestoexperiencethefullscopeofactingandplayproduction.

B. USE OF MULTIPLE INTELLIGENCES and LEARNER PREFERENCES

MostteachershaveheardofDr.HowardGardner’sresearchintotheeightmultipleintelligencesthathumanscanexhibit(Seep.8).Gardner’sstudiessincehepublishedFramesofMindin1984,atHarvardCollegeinCambridge,Massachusetts,showeducatorsthatoneintelligencecanenhanceorstrengthenanother,soweneedto use as many as possible when teaching, sincewe don’t always know which intelligences are thestrengthsourstudentspossess.Example:Someonenotgoodatlinguisticintelligencemaybegreatatkinestheticintelligence,so,byusinga physical activity, such as clapping to the beatof a word’s syllables, we may help the student tounderstandsyllabication.

The linguistic and mathematical, were traditionallythought to be the ONLY formats of intelligenceexhibitedbyhumans.A studentwasconsidered tobe“SMART” ifheorshewasgoodat linguisticsandatmathematics.Otherwise...heorshewasa“poor”student.

Gardner’sworkhaschallengedthestereotypicalviewof intelligence, and, as more and more educatorsusemultipleactivities tomeetmultiple intelligences

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The eight multiple intelligences, according to Gardner, are:

LINGUISTIC (enjoys and is good at writing,

speaking, reading, listening)

KINESTHETIC (physical presence, dance,

sports, coordination, balance, gymnastics )

MUSICAL - RHYTHMIC (singing, musical memory, rhythm,

plays percussion or musical instruments)

SPATIAL - VISUAL (drawing, designing, seeing

spatial relations,decoration, putting things together, uses and enjoys

graphics and films)

INTRAPERSONAL (understands self well, uses poetry, journal or diary to

express inner thoughts, likes to work alone)

NATURALIST (can survive in natural settings, plants, hunts, fishes, preserves

the environment, appreciates nature)

LOGICAL - MATHEMATICAL

(reasoning, number sense, geometry, remembers

numbers)

INTERPERSONAL (works well with others,

a team player)

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and multiple learner preferences,our students are having moreopportunities to be successful inschool. The intelligences are NOTexclusive. For example, a personcould have BOTH intelligences asINTERPERSONAL and INTRAPERSONAL atthesametime.ItdoesnothavetobeoneORtheother.

Most humans have several or more of theintelligencestosomedegree.Sometimespeoplearenot aware of their strengths, intelligences, or learningpreferences.Itisanadult’sresponsibilitytooffervariousopportunitiesforchildrentohaveexperiencesthatmayhelphimorherdiscover skillsand interests.Naturally,teachersandparentsmightbethefirstonestoguidechildrenbyopeningdoorstotheworldoflearningsotheywillnoticeandaccepttheir innateabilitiesandpreferences.

Example:onetenyearoldboyfromtheUSAwasthoughtnottohavemuchlinguisticintelligence.AlthoughhecouldreadEnglishwellphonetically,hedislikedreadingandwriting. In fourthgrade,hewent forseveralmonths tovisithisgrandparentswho lived in Spain. They enrolled him in a school, since his visit was prolonged.Between September and December, much to everyone’s surprise (including theboy’s),helearnedfluentSpanish,reading,writing,andspeaking,evenusingidiomsthat Spanishboyshisage,as native speakers,wouldbeusing.He spokewithaperfectSpanishaccent,notasaforeigner.Thisyoungboydiscoveredthathehadan intelligence for learning languages,givinghimmuchpride. IfadultshadnotencouragedhisvisittoSpain,hemightnothaveknownoftheinnerskillhehadtoacquireasecondlanguage.

Teachers:Beawarethatopportunitiesarealwayspresent;wemusttakeadvantageofthem.Itmustberealized,thatALLaspectsofanintelligenceneednotbepresentedforapersontoexhibitatalentinthatarea.Examples:1.ThisauthorhasabsolutelyNOintelligenceintheareaofSPATIAL-VISUALintelligence.Shecannotputtogetherapicturepuzzleofmorethanafewpiecesbecauseshecannotfigureouthowtheshapesfittogether.Shecannotreadorcomprehend

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diagramsofhowtoputtogetheratoy.EventhoughsheisanativeEnglishspeaker,shecannotunscrambleletterstocorrectlyspellaword,norunscramblewordstoarrangetheminanintelligiblesentence.Yet, she is somewhatgifted inhomedesignanddecorating,placingobjectssoartistically,thatsheisfrequentlyasked,“Whowasyourdecorator?”From3metersaway,shecantell ifapaintingorpicture isa fractionofan inchuneven.

2. The same author has LOGICAL intelligence, but not much MATHEMATICALintelligence,eventhoughthetwoarelinkedtogetherbyGardner.Basicmathematicswasastruggleforthisauthor.Theonlymathwheresheperformedwellwasgeometry,receivingveryhighmarks;butshebarelypassedalgebra,whichmadeabsolutelyNOsensetoher!(andstilldoesn’t!)Logicpuzzles,usingreason,figuringthingsout,seeingsolutionswhenotherscannotseethem,andlong-termplanningaretheareasofherstrengths.Therefore,weneedtorememberthatastudentmayhavevarious“intelligences”or“learningpreferences”thatwemightnotrecognizeunlesswelookmoredeeply.ThisimpliesthatweMUSTofferawidevarietyofactivitiesinourclassroomssowecanreachallofourstudentsbyonemethodoranother.

Obviously,verytraditional,rigidteachingstyleswillnotbeabletomeettheneedsof21stCenturystudentswiththeirvariouslearningpreferences.Wemustrecognizethatourstudentshavestrengthsthatmaynotbetooeasilyidentifiable,andforthatreason,ifwearetobetrulyprofessionaleducators,weneedtoofferavarietyofactivitiestomeetourstudents’learningneeds,intelligences,andpreferences.When we use acting and play production in the classroom, our students use avarietyofintelligences,alsoknownaslearnerpreferences.Dependingon themodeused in thepreparationofaplayproduction (actororstagecrew),thesearesomeofthelearnerpreferencesused:

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LINGUISTIC

LOGICAL

KINESTHETIC

MUSICAL - RHYTHMIC

SPATIAL - VISUAL

INTERPERSONAL

INTRAPERSONAL

The only one not included is Naturalist, but, perhaps, if a play were to be presented about Audubon, or Darwin, NATURALIST intelligence would be included. It is clear to see that plays and acting will be one easy way to reach most of our students’ learning styles.





C. EXPANSION OF VOCABULARY Thesinglebestandquickestwaytohaveaviewofsomeone’slinguisticintelligenceistheirvocabulary.Acompositeofthewordstheyuse,thenuances,thepreciseness,thefluencyandsmoothnessofspeechgivesapictureofthepersonspeaking.

Pleasenotethatspeakingwithanaccentisnotpartofthiscompositeview.Accentsareacceptableif,ofcourse,thepronunciationisintelligible.Evenwithinacountry,suchastheUnitedStatesofAmerica,therearevariousaccentsofEnglish,dependingonwhichsectionofthecountryyoulive.ThesamecanbesaidofEnglishaccentswithintheUnitedKingdom,orbetweencountries,suchasdifferingEnglishaccentsintheUSA,Canada,India,theUK,andAustralia.

ThegoalofvocabularyenhancementistobuildFLUENCYandACCURACY,basedontheCLILemphasisinsecondlanguageacquisition.

CLIL=ContentandLanguageIntegratedLearning,isaphilosophy,whichemergedin1994,fromresearchinEurope,basedon30yearsofstudiesonsecondlanguageacquisition. CLIL supports the idea that we learn a language better by studyingsubjectsinthelanguagetobeacquired.

TheideaforthenecessityofCLILdevelopedfromtheCEFR.TheCEFR is theCommonEuropeanFrameworkofReference,ascale to identifythecommunicative level of any language, to make levels easily understandablebetween countries. Gone are the unspecific, vague, ambiguous terms such as“advancedEnglishspeaker”,or“80%Frenchrequiredfor this job.”or“Fluency inEnglishisrequired.”

Now, the result of much work by many people from many European countries,chairedbyDavidMarshinFinland,specifieslanguagelevelsinvaryingcircumstancesinallfourskills.

BASICENGLISHLEARNER= A1,A2

INDEPENDENTENGLISHUSER= B1,B2

ADVANCEDENGLISHUSER= C1

PROFICIENTENGLISHUSER= C2

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Thesearethesixgeneraldescriptors(A1-C2)usedtoidentifypeople’slanguageskills.Amanualofabout260pages(downloadableonInternet)explainsindetail,thenuancesofeachlevel.Examsarereadilyavailable(Cambridge,Trinity,TOEFL,etc.)todetermineaperson’slanguageabilityaccordingtotheCEFRscale,nowinuseinternationallyinmostEuropeancountries,Mexico,SouthAmerica,andCentralAmerica.Bookcompaniesthatare“withit”arenowproducingtheir languagetextswithasmallcircleofstarsonthefrontcover(asymboloftheEuropeanUnion)withtheCEFRnumberinthecenterofthecircle,showingthebook’slevel.....suchasA1orB2,sotherecanbenoambiguityaboutalevel.Theeditorsdecidewhichleveltoputonthebook’scover,butitmustbedecidedbasedonguidelinesintheCEFRguidebookexplainingalllevels.

Performingorparticipatinginaplayproductionmeetsthatexpectation.ThreeotheressentialaspectsofCLILphilosophyare:

(1) FLUENCYismoreimportantthangrammaticalaccuracy(whichwillcomewithtime).

(2) ERRORSareanaturalpartoflearningalanguage.

(3) LEARNINGalanguageisalife-timeproject.Ourlanguageskillsgrowaswearepresentedwithvariousexperiencesandactivitiesinthelanguagetobeacquired.CLILphilosophy,anditsinfluenceoneducatorsforthepast15years,hasledustoseehowimportantvocabularyisinthegrowthofourstudents’ languagefluency.Therefore,vocabularygrowthhastobepartofeverylesson.Thepronunciationofaword,usingitorally,writingasimple,teacher-givendefinitionordrawing,andtheword’suseregularlybytheteacher,willhelpthestudentstoassimilatethewordintheirlong-termmemory.

Eachoftheplayswillbeprecededbyasuggestedvocabularylistsotheteacherwillbeabletoplanwellin-advance,byintroducing,casually,andbymodelingtheword’suseforthestudents,sothatbythetimetheplayistobeaclassroomactivity,thestudentswillknowaboutthegeneralvocabularytobeincludedintheplay.

ALLthewordsonthevocabularylistsmaynotbeincludedintheplay.Thewordsareprovidedtopresentageneralguide,soteacherswillknowwhatlevelofvocabularyisexpectedateachofthethreeEnglishlevelsatwhichtheplayswillbepresented:

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VOCABULARY LEVELS:

1.EnglishBeginners(K,1,2) NoCEFRorA1atthislevel

2.BasicEnglishLearners(2,3,4) A1-A2ontheCEFRscale

3.Basic+EnglishLearners(4,5,6) A2-B1ontheCEFRscale

Nowthatyouunderstandthenecessityforguidingyourstudentstodevelopabroadvocabulary,let’slookatsomemoreactivitiesyoucanpracticetogetthemontheroadtoactingorplayproducing.

D. ROLE PLAYING and OTHER ACTIVITIES

1.Havethechildrenreadorrepeatyourwordsinastorytheyknow.Forexample:•Inthestory“TheLittleLostBabyFish”,askthestudentstorepeatwithyoueverytimethebabyfishasks,“Haveyouseenmymother,andmybrothers,andmysisters?”

•In“LittleRedRidingHood”,studentscanrepeat,“Grandmother,whatBIGteethyouhave,”andotherrepeatedsayingsinthestory.

2.Have studentscomeup front,or standby theirchairs, to “actout”partsofastory,suchasswimmingmotions,orwalkinginacircle,orotherphysicalactivitiesconnectedtoordescribedinastory.

3.Studentscanusepercussioninstruments,orclapping,orothersounds,toshowrhythmoractionortensioninastory.Thegoalisthattheylearnhowtorecognizewhensoundsareneededandhowsoundeffectscanenhanceastory.

4.Playgamessuchas“SimonSays”or“MusicalChairs”sostudentswillknowhowtorespondtomusic,ortooraldirectionsinaprompt,responsivemanner.

5.Provideanenvelopeorsmallbagwithslipsofpaperinside.Oneachslipofpaperwriteasimplesentencethatcanbeactedoutinpantomime,suchas“Ihaveaheadache.”or“Whattimeisit?”Theotherstudentswilltrytoguesswhatphraseorsentence isbeingactedout . Thestudentwho is the “actor”getspoints forhowmanyseconds it takes theaudiencetoguesswhathe/she isdemonstrating.Thefastertheaudienceunderstandsthephrase,thebetteritisfortheactor.Trytohave5-10studentsactoutaphraseeveryfewdays,sothateventually,allstudentshavetheopportunitytobeanactor.

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6.Teamsorpairsofstudentscanwritesimplesentencesforotherstoactout.

7.Teamsorpairsofstudentscanwriteanoutline,oranideafortopicsthatwouldmakeagoodplay,listingcharacters,setting,andaplot.

8. You can read a story aloud to your students, and teach them actions toaccompanythestory....or, theycan invent theirownactions, toperforminsmallgroupsfortheotherstowatch.Storiessuchas“JackandtheBeanstalk”,“TheCountryMouseandtheCityMouse”,“TheUglyDuckling”,“GoldilocksandtheThreeBears”,and“TheThreeBillyGoatsGruff”alllendthemselvestotheuseofactions,repetition,andsoundeffects.

9.Designing,drawing,andcoloringstagesets,scenery,orbackgroundsforaplaysettingcanbeagoodintroductionforstudentstounderstandhowaplaydirector“sees”thingstomaketheplaymoreinterestingfortheaudience.

10.Youcanplaysectionsofvariouskindsofmusic,andaskstudentstodescribeor illustrate what they feel, and what they “see” in their brain’s eye as they areexposedtodifferentstylesofmusic.Soft,classicalmusic, lullabies, jazz,modernrock,modernromanticmusic,opera,rapmusic,instrumentalmarches,aresomeideas.....Studentsmaynot likeall themusic...which isOK...The immediategoal isthattheyrespondtothemusicinsomeway.....physically,mentally,artistically,orverbally.Thelongtermgoalisthattheyrecognizethatthemusicofaplayormoviecanshowtheaudiencemanythings:suspense, fear, love,calmness, relaxation,excitement,suspense,etc.

YouwillhavetomakeyourownCDforthisactivity,bycopyingsegmentsofvariouspiecesofmusictoexemplifyasmanystylesofmusicaspossible.Itmaytakeyousometime,butisveryworthwhilebecausetheCDcanbeusedoverandoverforthisactivitywithyourgroups,aswellasagoodbaseforagameofMusicalChairs.

Thesetenactivitiesshowyouideasofwhatyoucandotoenhancetheabilitiesofyourstudentsintheareaofactingandplayproduction.Youmaythinkofothers.

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Common EuropEan FramEwork StandardS For LanguagES

Allofthequalifierslistedinthelevelsbelow,PLUS: Canunderstandpracticallyeverything,reading,writing, C2listening,andspeaking,almostasanativespeaker.Can expressspontaneously,withgreatfluency,andcan presentwithagreatdegreeofprecision,withanample vocabulary,inaverycoherentmanner.CompetentUser Isabletousethelanguageinafluentandflexibleform. Canproduceclearwritingandspeaking.Isabletouse thelanguageinsocial,academic,andprofessionalC1 situations.Thelanguageuseiswell-structured,fluid, andspontaneous.Usesthemechanicsofalanguagewith precisionandfluency. Canunderstandtheprincipalideasoftexts,andcan B2 workwithconcreteandabstractideaswithintheirage rangeortheirareaofspecialization.TheycanwriteIndependent clearlyanddetailedandcandefendthemselvesinthe language,givingprosandconsoftheiropinion. Canunderstandinsomeworkorschoolsituations. CanusethelanguagetosurvivewhentravelingwhereB1languageisutilized.Candescribeexperiences,andcan brieflygiveanopinionorexpressfutureplans.

Canunderstandphrasesandexpressionsifused A2 frequently,especiallyiftheyarerelevantanduseful inschool,home,work,shopping,restaurants.Can describethingsintheirenvironmentinsimpleterms, usingpresentorpastreferences.Canaskaboutthings thatareofbasicnecessities:food,sleep,bathroom,etc.BasicUser Canunderstandanduseexpressionsofdailyhabits, suchas“Hello.Howareyou?”.Canaskbasic questionsabouthome,preferences,personalbelongings, topersonstheyknow.Canunderstandothersifthey A1speakslowlyandclearlyandhaveanattitudeofhelping thenewlanguagelearner.Cangivetheirnameand addresstofriends,andusesimplephrasestomeet personalneeds.

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E. CHART SUMMARIZING THE CEFR LANGUAGE LEVELS

The previous chart shows a very brief summary of the six major language levelsas described in the Common European Framework of Reference, a book ofapproximately267pages,givingathoroughandcompletedescriptionofeachlanguagelevel,inalltypesoflinguisticexperiences,formalandinformal,forthefourlanguageskills.Bystudyingthischart,teacherswillbeabletogetanapproximateideaofthesixlanguagelevels.OurSECprograminprimarytakestudentstotheB1levelbytheendof6thgrade,ifthestudenthasbeeninourprogramthroughoutprimary.

III. PLAYS FOR ENGLISH BEGINNERS (Grades K - 2)

A.VOCABULARYforgradesK,1,2:BEGINNERLevel(CEFRequivalent;A-1)

1. GRADES K and 1 (Vocabularyfluencygrowsgradually,overtimeandwithpractice.)

Exchanginggreetings(Hello,Hi,Howareyou?)Givingpersonalinformation(name,age)Identifyingandnamingitemsgiveninthelexicallist(Seelistbelow.)Leave-taking(Bye.Seeyoutomorrow.Seeyoulater.)

Lexis(a)Understand(Recognitionprecedesproduction!)

Imperativesforcommonactions:go,come,show,point,give,touch,standupQuestionwords:what?howmany?howold?Demonstratives:this,that(b)Understandanduse(Production)ThepresentsimpletenseoftobeCommonnounsinsingularandplural(regular),e.g.ear/ears,shoe/shoesSimpleadjectives,e.g.small,big,greenDeterminersa,the,my,your,his,herPronounsI,you,he,she,it,theyPersonalinformationImmediatesurroundingsincludingclassroomobjectsPartsofthefaceandbodyAnimals—commondomestic,farm,andwildCardinalnumbersupto20ColorsItemsofclothing

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2. GRADE 2 IndicatingthepositionofpeopleandobjectsDescribingpeople,animals,objectsandplacesverysimplyStatingsimplefactsInformingaboutpossessionsAskingverysimplequestionsaboutpersonaldetails

Lexis(a)Understand(recognition)PresentsimpletensequestionsQuestionwords—who,whenPresentcontinuoustensequestionsDeterminerssome,any

(b)Understandanduse(production)PresentsimpletenseThereis/areandhas/havegot/haveyougot?Questionwords,e.g.where,whatPrepositionsofplacein,on,under,between,nexttoDeterminersour,their,itsPossessivepronounsmine,yours,his,hersYes/noanswerstopresentcontinuoustensequestionsRoomsinthehomeHouseholdobjectsFamilyandfriendsPetsPossessionsDaysoftheweekandmonthsoftheyearCardinalnumbersupto50

Yourstudentsshouldalsobeabletodiscussandanswerquestionssuchas:What’syourname?Howmanychildrenarethere?(1-50)Thisis/TheseareWhat’sthis?It’s........ThebodyFacesWhatcolorisit?Myclothes

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3. MORE WORDS TO KNOW and USE: bicycles, birds, boys, cats, children, dogs, flags, girls, trees, basketball, football,rugby,volleyball,teambedroom, bathroom, dining room, kitchen, living room, bed, books, cards,computer,cupboard,rabbit,shelf,tablearms, feet, fingers, hands, head, legs, tall, short, fat, thin,big, small, long,ears,eyes,hair,mouth,nose,dark,fairblue,brown,green,orange,pink,purple, red,yellow,black,white,box,crayons,paper,pen,ruler,scissorsbelt,blouse,dress,hat,jacket,shirt,skirt,socks,suit,tie,trousers,T-shirt

Whatdoyouseeinthispicture?Studentsshouldbeabletodescribethepicture,usingsomeoftheabove-listedwords.

(Vocabularyfluencyincreasesgradually,overtimeandwithpractice.)

AllcolorscoveredinKindergartenandfirstgrade,plus:gray;pets,bird,cage,rabbit,fish,beak,behind,in,on,under,tank,wall,flowers

Pets

Doyouhaveacomputer?

WORDS: camera, comics, computer, pictures, rings, toys, video game, violin,behind,between,in,on,nextto,infrontof,under

Daysoftheweek

WORDS /PHRASES: in themorning /afternoon, theweekend,goswimming,playtennis,visitgrandparents,haveamusiclesson,paints,cleans,watches,does,goes,visits,plays,cooks

Wheredoyoulive?

a flat (British term), an apartment, cottage, house, city, town, village, garden,upstairs,downstairs,onthegroundfloor

FAMILY: pretty, sister, brother, mother, father, twin sister / brother, grandmother,grandfather

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Whattimedoyougetup?WORDS/PHRASES:getup,gotobed,havelunch,dohomework,watchTV,gotoschool,havebreakfast,o’clock,halfpast,quarterpast/to,inthemorning,intheafternoon,intheevening

FRIENDSandEVENTS:bike,film,pizza,cinema,restaurant,swimmingpool,tennisclub,Sheplayshockey.

MONTHS OF THE YEAR: all 12 months, Christmas, birthday, Easter, Mother’s Day,Father’sDay

Ordinalnumbersfordates:1st–31st

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B. PLAYS FOR ENGLISH BEGINNERS

A-1 (Grades K - 2)

1.August-September-October

The Happy Snake SPECIFIC VOCABULARYcolor,eyes,mouth,

big,small,ears,head,shoulders,knees,toes, body,circle,four,five,brown,black,green,is,are

SETTINGaparkorgardenCHARACTERSSammy,thesnakeagirlaCHORUS:asmanystudentsastheteacherwantsSeveralothersnakes,Sammy’sfriends

THE PLAY

SAMMY:Whatanice,sunnyday!

CHORUS:Whatanice,sunnyday!

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SEVERAL OTHER SNAKES:Let’splay,Sammy.Let’shavearace!

SAMMY:OK...Let’sseewhoisthefastest.Ready?

CHORUS:Ready?Areweready?

SAMMY:I’llcounttofive.Thenwecanrun.One...two...three.... four.....five.

CHORUS:One...two...three....four...five.

SAMMY:GO!CHORUS:GO!GO!GO!(All the snakes begin to run as if they are in a race . Then they suddenly stop because they see a girl playing in the park. When they stop, they are in a circle.)

THE GIRL:Oh,wow!Lookatthecute,littlesnakes. Theyareinacircle. Theyareprettywithcolorsof greenandblack.Theyaresmall.

CHORUS:Theyaresmall!Theyaresmall.

THE GIRL:Hellobabysnakes.Doyouhavenames?

SAMMY:MynameisSammy.Iamsmall. Youareverybig.Whatareyoudoing?

CHORUS:Whatareyoudoing?Whatareyoudoing?

THE GIRL:Iamplayingandsinging.Iamsingingasong. Doyouwanttosingaboutthebodywithme?

SAMMY and OTHER SNAKES:Yes,yes.Wewanttosing.

THE GIRL:Howcanyouhearmeifyoudonothaveears?

SNAKES:WecanFEELyoursong.





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The end

THE GIRL: OK...Wewillsing.(Shebeginstosing,usingmotions...) “Headandshoulders,knees,andtoes, Kneesandtoes, Headandshoulders,knees,andtoes... Kneesandtoes... Eyes,andears,andmouth,andnose... Headandshoulders,kneesandtoes... kneesandtoes.”

SAMMY, ALL THE SNAKES, AND THE CHORUS:Theysingthesamesongthat thegirlsang. “Headandshoulders,knees,andtoes, Kneesandtoes, Headandshoulders,knees,andtoes.....”etc.

THE GIRL:Thisisfun!Maybewecanplayagaintomorrow.

SNAKES:Yes!Yes!Yes!

CHORUS:Yes!Yes!Yes!

SAMMY:Iamahappysnake...Iamhappy!

EVERYONE:Yes,wearehappy!





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2. November - December

A Day for Snow

SPECIFIC VOCABULARYapple, banana, let’s, cereal, egg, good, milk, triangle, six, seven, no, yessnow, laughing, bells,fun, ride, all the way,Happy New Year, snowmanSong: Jingle Bells NOTE: o’er = over

SETTINGa house, on a Sunday....The sky outside is dark and cloudy.It is very cold outside.The two girls, Brianna and Cheyenne, are seated at a table, eating breakfast cereal. Mother is in the kitchen with them.

CHARACTERS:Narrator Mother / FatherBrianna and Cheyenne (sisters)





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TEACHER: Because there are only 5 speaking parts in the play, the other students can make sound effects of the wind or snow...OR you can divide the class into several sections. Each section will present the play and the sound effects, so that more students who want a speaking part , can participate.YouwillneedallthewordstothesongJINGLEBELLSsoyoucanteachittothechildren.

THE PLAY

ACT 1Inside the dining room

NARRATOR:ItisSundaymorning.Thefamilyisrelaxing.

MOTHER: Itlookslikeagooddayforsnow.The 2 girls and mother look out the window.

CHEYENNE:Iwishitwouldsnow.Ilovehowsnowlookswhenitcovers everything.

BRIANNA: Me,too.Ilovetoplayinthesnow.

Father walks into the room.

FATHER: Iwillgolightafireinthefireplace.Itisgettingcolderoutside.

MOTHER: Iamgoingtothekitchentobegintopreparechickensoup fordinner.

FATHER: mmm,good.....ILOVEchickensoup.(Hewalksoutofthe room)

CHEYENNE:Ihavetofinishmycereal,milk,andbanana.

BRIANNA: AndIhavetofinishmyeggandeatmyapple.(Afew minutesgoby)

BRIANNA: I’mdonewithmybreakfastnow.





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CHEYENNE:I’mjustaboutdone,too.THE TWO GIRLS:Let’sgoread.Ok.Let’sgogetourbooks. They go to their backpacks, and each takes out a book. They go back to their chairs and sit quietly, and begin to read.

NARRATOR:Timepasses,andbreakfastisover.Itisgetting colderanddarker,andwindier.

Then the NARRATOR goes to the clock on the wall...and changes the time to show 5:00 p.m.

FATHER: Thatwasadeliciouschickensoup,dear.

THE TWO GIRLS:Yes,Mom.Itwasdelicious.

MOTHER: Thankyou.Hotsouptastessogoodonacoldday!

CHEYENNE:Look!Lookoutthewindow.

BRIANNA: Iseesnowflakes!It’sbeginningtosnow. (Tiny, pieces of ripped white paper can be “snowflakes”).

MOTHER: Let’sputonourcoats,andgooutandfeelthesnowflakeson ourtongues.

THE GIRLS: OK,MOM..Greatidea! They put on coats, and go outside. They stick out their tongues and catch snowflakes.... (a few tiny pieces of white paper.) Cheyenne sticks out her hand and catches a snowflake.ACT 2: Outside

CHEYENNE:Look,Mom!Ihaveasnowflake.Itlookslikeatriangle!!!!....

MOTHER: No,dear,itcan’tbeatriangle....TriangleshaveTHREE sides.....EverysnowflakehasSIXsides.....andeverysnowflake isdifferent,eventhoughtheyallhaveSIXsides.

BRIANNA: Ididn’tknowthat,Mom.





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MOTHER: Let’sgoinsidenow,girls.It’sgettingcolder.

ACT 3They walk inside the house.

FATHER: Welcomebackinside,mythreegirls.Wasitcoldoutside?

MOTHER: Yes,andwindy...Wedidcatchsomesnowflakesonour tongues. Timetogetreadyforbed,CheyenneandBrianna.Youhave schooltomorrow.

CHEYENNE AND BRIANNA:Ok.GoodnightMomandDad.Seeyou tomorrow.

NARRATOR:Thegirlsgototheirroom.MotherandFathershutoffthe lights,andtheroomisdark.

ACT 4The lights come on....

NARRATOR:Nowitismorning.Thefamilyisgettingup.Motherisgetting breakfastready.Fatherisseated,withacupofcoffee. Thetwogirlsenterthekitchenintheirpajamas.

BRIANNA: Goodmorning,momanddad.I’mhungry.

CHEYENNE:Wehavetoeatsowecangetreadyforschool.

FATHER: Maybeyoushouldlookoutthewindowfirst. Thetwogirlswalktothewindowandlookout.

THE 2 GIRLS TOGETHER:WOW!LOOK!Snow!Snow! Thereissnoweverywhere!!!! Thetreesarecoveredwithsnow.

MOTHER: There isnoschool today. The roadsare toosnowy.Youcanstayhomeandplay.

CHEYENNE:Let’seatbreakfastandgetdressedsowecangoout.

BRIANNA: O.K.Let’smakeasnowman!





NARRATOR:Thegirlsgoouttoeatandleavetheroom,andthengoout toplay.TheymakeaBIGsnowman.Thentheycomeback intothehouse.Theytakeofftheirjackets,hats,mittens,and snowboots.

FATHER: Girls,intwoweeksgrandmawillbecomingforavisit. Iwillteachyouasongcalled‘JingleBells’soyoucansingit foryourgrandmotherwhenshearrives. Youwilllikethesong.Mother,singitwithme,please. (Theywillusesmallbells,ringingthemastheysing.) “Jinglebells,jinglebells,jinglealltheway. Ohwhatfunitistorideinaone-horseopensleigh...... Hey...Jinglebells,jinglebells,jinglealltheway. Ohwhatfunitistorideinaone-horseopensleigh..... Dashingthroughthesnow,inaone-horseopensleigh, O’erthefieldswego,laughingalltheway. BellsonBobtailring,makingspiritsbright.... Oh,whatfuntolaughandsing,asleighingsongtonight! Oh...Jinglebells,jinglebells,jinglealltheway. Ohwhatfunitistorideinaone-horseopensleigh”.....

BRIANNA: Thisdaywassomuchfun!

CHEYENNE:Welovedmakingthesnowman.Itwasthefirstoneweever made!

MOTHER: Itoldyouthatthiswouldbeagooddayforsnow!

FATHER: Let’sallsing“JingleBells”togethertopracticeforgrandma’s visit.

ALL TOGETHER:“Jinglebells,jinglebells,jinglealltheway. Ohwhatfunitistorideinaone-horseopensleigh...... Hey...Jinglebells,jinglebells,jinglealltheway. Ohwhatfunitistorideinaone-horseopensleigh.....Dashingthroughthesnow,inaone-horseopensleigh,O’erthefieldswego,laughingalltheway.BellsonBobtailring,makingspiritsbright....Ohwhatfuntolaughandsing,asleighingsongtonight!Oh...

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Jinglebells,jinglebells,jinglealltheway.Ohwhatfunitistorideinaone-horseopensleigh!”

EVERYONE.. EVEN THE AUDIENCE:(ringingsmallbellsastheysing..)

Jinglebells,jinglebells,jinglealltheway.Ohwhatfunitistorideinaone-horseopensleigh...etc..

As they continue singing, they walk off the stage.





Loretta, the Lady Bug SPECIFIC VOCABULARYfly,walk,crawl,ladybug,swim,bug,worm,big,brown,curious, yellow,duck,eating,black

SETTINGapark

CHARACTERSNarrator,Lorettatheladybug,MissWorm,yellowDuck,asmallgroupofchildren

THE PLAY

NARRATOR:Lorettawasaredandblackladybug.She wasafriendlybug.Childrenplayedwith Loretta,watchinghercrawlupanddown theirarms. Shewasthefavoriteofthechildren becauseshewasso friendly. Lorettaiswalkinginthepark.Sheiscurious.Sheseesabrown worm.

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3.JanuaryFebruary





The end

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LORETTA: Hi,MissWorm.Doyouplaywiththechildren? MISSWORM:No.Childrendonotlikeme.Theysay,‘icky.. icky’whentheyseeme.

LORETTA: Thankyou.Bye,MissWorm.Iwillkeepwalking.

LORETTA: Hi,Duck.Doyouplaywithchildren?

YELLOW DUCK:No,no,no!!WhenIswim,theytrytocatchme. Littlechildrenholdmetootightly.Ithurtsmeandbends myfeathers. WhenIameating,theythrowfoodatmeandhitmy headwithpiecesofbread..

LORETTA: OK.,Duck,BYE.Iamgoingtowalksomemore.NARRATOR:Lorettadecidedthatshedidnotwanttobewiththe worms.Shedidnotwanttobewiththeducks.Loretta wantedtobewiththechildren.She lovedtocrawlnearthechildren. Shelovedtohavethechildren talktoher…

A GROUP OF CHILDREN: Here’sLoretta!LookatLoretta. Isn’tshejustthemostbeautiful bugyouhaveever seen?Loretta,youaresocute!NARRATOR: Lorettawas soproud,and shewassohappytobewiththechildrenagain.Everyonewants tobe loved,even Loretta, the ladybug.





4.March-April

The Cute, Little, Lost, Baby Fish

SPECIFIC VOCABULARY: family,mother,brother,sister,baby,little,he,they,black,green,yellow,white,blue,together,eightgray,fish,turtle,cute,under,on,behind,in,over,swimming,eating,see

SETTING: intheocean,underwater

CHARACTERS: (Putcardsaround theirnecks,identifyingthem.) narrator motherfish cute,little,lostbabyfish manybrothersandsistersofcutebabyfish bigshark greenturtle starfish MissOctopus blackandyellowfish

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THE PLAY

NARRATOR:Theshark,themotherfishandallherbabyfishareswimming intheblueocean.Thesharkisfarfromthem,butheisgetting closer.

BIG SHARK:Mmmmdelicious...Lookatallthosebabyfish.MmmmIam hungry.Iloveeatingbabyfish.

MOTHER FISH:Children,run,hide,quickly...abigsharkiscoming!Hide! Hide! (All the fish scatter and disappear. The shark swims off alone.)

MOTHER FISH:Comeback,babies.Thesharkhasgone. (Thefishbegintoswimbacktotheirmother,littlebylittle.)

ALL THE BABY FISH: Mama...mama...Wearesafe. NARRATOR:Theyallswimofftogether....Then,inswimsthelittle,lostbaby fish....allalone..

CUTE LITTLE BABY FISH: Iamlost.Iamallalone.Imustlookformyfamily.Ihaveto swimawayandfindthem.

GREEN TURTLE: Hello,cutelittlebabyfish.

CUTE LITTLEBABY FISH: Iamlost.Haveyouseenmymother,andmybrothers,and mysisters?

GREEN TURTLE: No,sorry.Ihavetogo.Bye.

CUTE LITTLE BABY FISH: Hereisayellowstarfish,maybehehasseenmymother,and mybrothers,andmysistersswimmingnearhere.

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STAR FISH: Hi,littlefish.

CUTE LITTLE BABY FISH: I’mlost.Haveyouseenmymother,andmybrothers,andmy sisters?

STAR FISH: Nope......Isawaclamundertherock.Nothingmore.Bye.

CUTE LITTLE BABY FISH: Ihavetokeeplooking,over,under,and behindeverything.

MISS OCTOPUS: Hi...Youarecute.

CUTE LITTLE BABY FISH: Thankyou,MissOctopus.I’mlost.Haveyouseenmymother, andmybrothers,andmysisters?

MISS OCTOPUS: Sorry,babyfish.....Maybethisblackandyellowfishcan helpyou.Askhim.

BLACK AND YELLOW FISH:Howareyou,MissOctopus?...andwhoisthiscute,little, babyfish?

CUTE LITTLE BABY FISH: I’mlost.Haveyouseenmymother,andmybrothers,andmy sisters?

BLACK AND YELLOW FISH:Ican’thelp..sorry....Nofishfamilieshaveswumbyineight hours.Lookovernearthatwhiterock.Maybetheyarehiding there.

MISS OCTOPUS: Bye,babyfish.Ihavetogonow,bye...goodluck.

CUTE LITTLE BABY FISH: Imissmymother,andmybrothers,andmy

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The end

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sisters.WhatamIgoingtodo?WhatamIgoingtodo?Iamsolonely.

NARRATOR:Thecute,little,lost,babyfishisscared.Hefeelsandhears thewaterabovehimmovingquickly.

BABY FISH: Listen!Whatisallthatnoise?Whyisitgettingsodark?Why isthewatermovingsofast?(Thelittlebabyfish looksscared.Heslowlylooksupabovehim....)

BABY FISH: Wow! Itisnotabigfish! Itisnotabig,blackoctopus. Itisnotabigsharktoeatme. Wow!Look!Look! It’smymother,andmybrothers,andmysisters. Theyfoundme!Theyfoundme!

Oh,Mother,Iamsohappyyouallfoundme!Nowwearea big,happyfamilyagain.MOTHER FISH: Yes,nowweareabig,happyfamilyagain. (Theyallswimofftogether,,,,,)





A Gift for Mama (A play for Mother’s Day)

SPECIFIC VOCABULARY:family,purse,love,dog,boy,girl,sister,brother,gift,three,mother,surprise

TEACHER: Practicethe“th”sound:three,mother,Samantha,Timothy,brother,thought.

SETTING:alivingroominahomeofthecharactersoutsidethehomeinthegarden

CHARACTERS:Narrator,Samantha,Timothy,Mother,Junior(aGermanShepherddog) THE PLAY:

NARRATOR:ItistwoweeksbeforeMother’sDay.SamanthaandTim,her brother,aretalkingwitheachother.

SAMANTHA:Mother’sDaywillbeintwoweeks,Tim.Whatgiftcanwe givetoMother?

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5.May-June-July





34 35

TIM: Idon’tknow.Let’saskJunior. Hey,Junior,whatwouldMamalikeforagift?

JUNIOR: WOOF,WOOF,WOOF....

SAMANTHA:Youaresosilly.Dogsdon’ttalk.

TIM: Yes,theydo.Junior,whatdidyousay?Tellmeagain.

JUNIOR: WOOF,WOOF,WOOF....

TIM: See,Samantha...Juniorspoke......indogtalk.

SAMANTHA:Yes,butwhatdoesitmean? Let’sgoaskMamawhatshewantsforaMother’sDaygift..

BOTH CHILDREN: MAMA!MAMA!(Mother walks quickly into the room.)

MOTHER: Issomethingwrong,SamanthaandTimothy?

BOTH CHILDREN: WewanttoknowwhatgiftyouwantforMother’s Day.

MOTHER: Hmmm...Letmethinkforaminute.Hmmmmm...Iknow whatIwouldlike!

BOTH CHILDREN: What?Tellus,please!

MOTHER: Iwouldlovesomethingthatyoumakewithyourown hands.

SAMANTHA:But,likewhat,Mama.Giveusanidea.

MOTHER: No,youneedtodecideforyourselves.Ilikesurprises.

NARRATOR:SamanthaandTimwentoutsidetositwithJuniorandto think.





BOTH CHILDREN: Whatcanwemake?Whatcanwemake?

JUNIOR: WOOF!WOOF!WOOF!

NARRATOR:Thetwochildren,withtheirdog,Junior,sat,andsat,and thought,andthought.

SAMANTHA:Ihaveagreatidea,Tim!

TIM: Whatisit?

SAMANTHA:Whydon’twemakeMamaacutelittlepurseoutofpaper?

TIM: Whatwillshedowithapaperpurse?That’sasillyidea!

SAMANTHA:Itwillnotbejustanordinarypurse.Itwillbeaspecialpurse withaspecialnoteinside.

TIM: Whatkindofanote?

SAMANTHA:Anotewiththebestwordsamotherwantstohear.

TIM: Mamasaidthatanythingmadewithloveisagreatgift.

SAMANTHA:Wewillmakeapaperpurse,andputanoteinsidethatwe writewithgoldorsilverink.

TIM: Whatwillwewriteonthenote?

SAMANTHA:ThenicestthreewordsinEnglish…..

TIM:Whatwords?

SAMANTHA:ILOVEYOU.

JUNIOR:WOOF!WOOF!WOOF!

TIM:Didyoulisten,Samantha?Juniorjustbarked“ILOVEYOU.”

NARRATOR:TimandSamanthaworkedquietly.

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36 37

Whentheyweredonemakingthepurse,theytookapen withgoldink,andtwopiecesofpaperthattheycutintotwo heartshapes. OnoneheartSamanthawrote:“ILOVEYOU,MAMA,Love, Samantha”. OntheotherheartTimwrote:“ILOVEYOUMAMA,Love,Tim.”

SAMANTHA:Let’sputtheseawayuntilMother’sDay,Tim.

TIM: OK.Samantha.

NARRATOR:Thetwoweeksflewquickly.OnMother’sDay,Motherreceived thelittlepaperpurseherchildrenmade.Shewassohappy whenshesawthetwonotesinside. MOTHER: Iloveyou,too,SamanthaandTim.ThisisthebestgiftIcould everreceive!

JUNIOR: WOOF!WOOF!WOOF!

ILOVEYOUALL!

TIM:ItoldyouJuniorcouldtalk!

EVERYONE:(LAUGHING...)





IV. PLAYS FOR BASIC ENGLISH LEARNERS: A-1 to A-2Grades2-4

A.VOCABULARYforgrades2,3,4atBASICLevel:CEFRA-1toA-2

1. REVIEW of BEGINNER WORDS (Seen in Grades K, 1, 2)

(Vocabularyfluencyincreasesgradually,overtimeandwithpractice.)allcolorscovered inKindergartenand firstgrade,plus:pets,bird,cage,rabbit, fish,beak,behind, in,on,under, tank,wall, flowers,pets,Doyouhaveacomputer?

WORDS: camera, comics, computer, pictures, rings, toys, video game,violin,behind,between,in,on,nextto,infrontof,underDaysoftheweek

WORDS/PHRASES:inthemorning/afternoon,theweekend,goswimming,playtennis,visitgrandparents,haveamusiclesson,paints,cleans,watches,does,goes,visits,plays,cooks

Wheredoyoulive?aflat,anapartment,cottage,house,city,town,village,garden,upstairs,downstairs,onthegroundfloor

FAMILY:pretty,sister,brother,mother,father,twinsister/brother,grandmother,grandfather

Whattimedoyougetup?

getup,gotobed,havelunch,dohomework,watchTV,gotoschool,havebreakfast,o’clock,halfpast,quarterpast,inthemorning,intheafternoon,intheevening

FRIENDS:bike,film,pizza,cinema,restaurant,swimmingpool,tennisclub,Sheplayshockey.

MONTHSOFTHEYEAR:all12months,Christmas,birthday,Easter,Mother’sDay,Father’sDay

Ordinalnumbersfordates:1st–31st

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2. NEW WORDS / PHRASES (for Grades 3 and 4)(Vocabularyfluencyincreasesgradually,overtimeandwithpractice.)

GRADE 3Describingdailyroutines,eventsandweatherTellingthetimeandgivingdatesExpressingabilityandinabilityGivingverysimpledirectionsandlocationsDescribingcurrentactivitiesofrealpeopleorthoseinpicturesDescribingstatesinthepast

LexisPresentcontinuoustenseCanandcan’tPrepositionsofmovementfrom,to,up,down,along,acrossPrepositionsoftimeon,in,atPrepositionsofplacenear,infrontof,behind,oppositePasttenseofverbtobeOrdinalnumbersupto31st(fordates)Linkwordsand,andthenJobsPlacesinthelocalareaPlaceofstudyHomelifeWeatherFreetimeTimesanddates

GRADE 4TalkingaboutpasteventsTalkingaboutfutureplansandintentionsExpressingsimplecomparisonsExpressinglikesanddislikesDescribingmannerandfrequencyHolidaysShopsWorkHobbies/sportsFoodWeekend/seasonalactivities





PastsimpletenseofregularandcommonirregularverbsGoingtofutureAdverbsofmannerandfrequencyComparativesandsuperlativesofadjectivesLinkword:butVocabularyspecifictothetopicareaVocabularyspecifictothesubjectareasAdverbsoffrequency,e.g.sometimes,often,neverAdverbialphrasesoffrequency,e.g.everyday,onceaweekExpressionsofpasttime,e.g.yesterday,lastnight

3. MORE WORDS and PHRASES:

What’stheweatherlike?warm,sunny,cloudy,rainy

Whatdoyoustudy?art,biology,chemistry,multiplication

Freetime:music,homework,goout,playvideogames

Tellmeaboutyourtownorcity.Ilivein......historiccity,crowded,quiet

Whataretheydoing?He’sbrushinghisteeth,shopping,working,watchingTV,washingup,reading,eating

Bestfriends: short,blonde,friendly,straight,wear,strong

Work:Whatdoesyourfatherdo?He’salawyer.Where’syourclassroom?It’sdownthehall.goalong,turnleft/right

Familymatters:usingthefuture,describingpeople,possessives

Playtime:frequency,timeexpressions,everyday,sixo’clock

School’sout:

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holidays,present/future,when,where,why,who

Sports: likesanddislikes,presentcontinuous,questions

Memorablemeals:food,cooking,talkingaboutameal

Futurewithgoingto

Nicework:jobs,work,quickly,well,occupations

Shoparound:describingwaysofshopping,sequencing:first, next,after,finally

Inclass:talkingaboutthepast,comparison/superlativethebest,themostdifficult,easiest






Frogs Need Love, Too

SPECIFIC VOCABULARY:under,behind,in,frog,frogs, infrontof,children,playground,sandbox,dog,boy,grass,flowers,thereis,thereare,climbing,running,bugs,table,bench,love,need

SETTING:aparkwithapond

CHARACTERS:NarratorFernando,KingoftheFrogsJorge,alittleboyOtherstudents,asachorus...orformseveralgroupsofactors,alldoingthesameplay,atthesametime...andtheteachercirculatestolistentotheirEnglishfluency.

THE PLAY NARRATOR:FernandowasKingofthefrogsinhispond. Frogseatmanybugseachday,especiallyflies andmosquitoes.Thebiggestproblemthatfrogshave

isthatnoonelovesthem.Theyarenotafavorite petofanyone.Youcannotwalkwiththem.Theycannot

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B. PLAYS FOR BASIC ENGLISH LEARNERS:

A-1 to A-2 (Grades 2 - 4)





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dotricks.Youcannottakeonetobedwithyou,tosleep nearyourbed,asadog oracatmightdo.Thatiswhyfrogs arenotpopularpets.Oneday,Fernandowasinaparkunder atable.

Aboycamebyandsatonthebenchinfrontofthetable.

FERNANDO:Ihopetheboygoes toplayinthesandbox.Idonot wanttoscarehim.Idonotwantto hearhimsaythatIamuglyandslimy.

NARRATOR:Buttheboydidnotleave. Hesatonthebench. Fernandoheardtheboysoftlycrying.

FERNANDO:Iwonderwhatiswrong?Don’tbeafraidofme,littleboy.Iwill nothurtyou.IamFernando,KingoftheFrogsinthepondin thispark.Whoareyou?

JORGE: I’mJorge.Iamsixyearsold.Ifeellonely.Ihavenofriends, andnoonelovesme.Onlymymotherandmyfatherlove me,butIhavenofriends.

FERNANDO:Whynot?

JORGE: Wemovedherefromfaraway.Iamhomebecauseitis summervacation.Ihavenotmetanynewchildrenyet.Iam allalone.

FERNANDO:Youdon’thavetobesad,Jorge.Iwillbeyourfriend.Ido nothavechildrenforfriendsbecause theythinkthatIamslimyandicky.IfIamyourfriend,Jorge, youwillnotbelonely.Whenschoolstarts,youwillmakenew friends.Iwillbeagoodfriendtoyou.

JORGE: AndIwillbeagoodfriendtoyou,too,becauseIknowthat evenfrogsneedlove.

NARRATOR:NowbothFernandoandJorgewillbehappyandbeloved, becausetheyarefriendstoeachother.





The Bells of Christmas SPECIFIC VOCABULARY: love,rose,traveler, travel,servant,child,snow,spirit, heaven,message,fever,forehead, faith,endurance,weary,tired, exhausted

TIME / SETTING:Christmasnight

CHARACTERS:Seethelistbelow.Thereare16parts,plustherestofthestudentscanbesittingaround,withasmallbelltheywillringwhendirectedtodosobytheteacher.

CHARACTERS:Theycanhaveasignhangingaroundtheirnecks,sotheaudiencewillknowwhotheyrepresent.1.NARRATOR(TheNARRATORshouldbeoneofthebestEnglishstudentsor2or3studentscanstandtogetherandsharethepart.)TheNARRATORmayREADhis/herpartasitislong.

2.BELL(shouldhavesomebellsaroundhis/herneck)3.LOVE4.ROSE

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2.November-December





44 45

5.MOTHER6.SERVANT#17.SERVANT#28.EMILY9.SNOW10.CHILD#111.CHILD#212.CHILD#313.TRAVELER#114.TRAVELER#215.TRAVELER#316.TRAVELER#4

THE PLAY

SCENE 1

NARRATOR:( ENTERS RINGING A BELL) Ringout,ringout,ohChristmasBells. Ringoutyourtaleofjoyandmirth. Thisnight-thenightofJesus’birth. Thisonenightoftheyear,oh,world, Ohworld,givelovefrommantoman. Andwiththebells,yourlovewe’llsend!

( BELL MUSIC. ENTER THE SPIRIT OF THE BELLS, SPIRIT OF SNOW, SPIRIT OF THE CHRISTMAS ROSE, SPIRIT OF HOLLY, SPIRIT OF LOVE . THE SPIRIT OF THE BELLS STANDS IN THE CENTER WHILE THE OTHERS SIT AROUND. )

BELLS: Wellmydearspirits.Tonightisournight.ItisChristmasnight. Thenightinwhichlovecomesdownfromheaven,hopeis bornonearth,andpeacereignsamongallmen. Weallknowthatitisourlabor....

LOVE: (INTERRUPTING ) Adelightfullabor!

BELLS: Tospreadthismessagetoall!Tonightisandhasalways beenthemostspecialnightoftheyear.Anditisourdutyto leteveryoneknow...





ROSE: (INTERRUPTING ) Throughourmusic....

BELLS: ThatChristhasbeenborn!Soflymyfriends....overthecorners oftheearth,eachtoherplacewherehermusicisneeded!

(BELL MUSIC GETS LOUDER. THE SPIRITS EXIT)

SCENE 2(MUSIC CHANGES SUDDENLY TO A MORE SOLEMN TUNE. ENTER RICH MOTHER WITH 2 SERVANTS AND HER SICK CHILD)

MOTHER: (FEELING THE SICK CHILD’S FOREHEAD) Oh.....Emily.You’resohot!Yourfeverjustwon’tgodown. (SHE SITS AND CRIES SOFTLY INTO HER HANDS)

SERVANT 1: (COMFORTING MOTHER) Don’tcryLadyAnne.We’reheretohelpyou.Maybeifwe washedherdownwithsomecoldwater....

SERVANT 2:No!No!Whatsheneedsismoreheat.Maybeifwecovered herwithmoreblankets...

EMILY: Idon’tneedanything!IjustneedtoheartheChristmasBells andthenIknowIwillgetbetter.

MOTHER: WhatbellsareyoutalkingaboutEmily?Doyouwantmeto buy youbells?Isthatwhatyouwanttomakeyoufeel better?

EMILY: Nomother.NotjustanybellsbutChristmasBells.Youcan’t buythem,theycometoyou!Whentheysound,theyspeak ofthebirthofChrist!WhenIhearthismusicmother,IknowI shallbewell.

(MOTHER AND SERVANTS PACE AWHILE, THEN SIT AND SLEEP. RISE BELL MUSIC AND ENTER SPIRIT OF SNOW WITH HER HELPERS. )

SNOW: HelloEmily.Iknowthatyouhavebeenwaitingforme. Ihaven’tforgottenyouorthespecialgiftthathasbeensent foryou!Listen.

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NOW: A GROUP OF STUDENTS CAN SING A CHRISTMAS SONG. (THEN EXIT HELPERS AND SPIRIT. EMILY STANDS UP AND BEGINS TO WAKE EVERYONE UP.)

EMILY: Wakeup!Wakeup!It’sChristmasDay!

MOTHER: Emily!You’rewell!Youhavenofever!

SERVANT 1: It’samiracle!

EMILY: (SMILING)It’stheChristmasBellsandtheirmusic;theirmusic whichtellsofChrist’sbirthandGod’sloveforusall.

(MUSIC GETS LOUDER.. ALL EXIT.)

SCENE 3

(CHANGE OF MUSIC TO A SADDER TUNE. ENTER POOR MOTHER AND HER THREE CHILDREN. SHE SITS IN A CHAIR CRYING SOFTLY INTO HER HANDS WHILE HER CHILDREN STAND AROUND HER)

CHILD 1: Pleasedon’tcrymother.

CHILD 2: Don’tbesosad.

MOTHER: Butwhatarewegoingtodo?TomorrowisChristmasandwe don’thaveanyfood.

CHILD 3: Donotworry,Mother!Breadandalittlewinewillbeenough.

MOTHER: Butdon’tyouunderstandthatwemaynotevenhavea placetosleep.Ifthelandlordcomesforhisrent,andIdon’t haveanymoneytopayhim,hewillthrowusout!(SOBS)

CHILD 1: Don’tworry,mother.Atleastwehavethebells.

CHILD 2: Yes!That’strue.Thebellsbelongtoeverybody.

MOTHER: Bells?Whatbellsareyoutalkingabout?





CHILD 3: Listen!Icanhearthemnow!Christhasbeenborn!

(BELLMUSIC.ENTERSPIRITOFTHECHRISTMASROSEANDHERHELPERS.THEYSTANDBLOCKINGTHEPOORFAMILY)

ROSE: ThelegendoftheChristmasRoseisold, Butalwaysworthyofbeingtold! AttheveryfirstChristmasalittlebeggargirlwantedtoenter butdidnotdare. ShehadnogifttooffertheBabe Untilthearch-angelGabrielappeared.(“arch”is pronouncedARK-ANGEL) Heshowedheragreatbankofwhiteflowers ThatwerethefirstoftheChristmasRosestofollow. Takethemtohimhebade, FortheyareGod’sgifttoyoutoday!

(THE SPIRIT AND HELPERS SWING BACK TO STAND ON EACH SIDE OF THE POOR FAMILY. A MIRACLE HAS HAPPENED. THE POOR FAMILY IS NOW WARMLY DRESSED WITH FOOD ON THE TABLE AND A CHRISTMAS TREE.)

ALL EXIT TO BELL MUSIC.

A SONG: A GROUP OF STUDENTS CAN SING A CHRISTMAS SONG AT THIS POINT.

SCENE 4

(SLOW, SOLEMN MUSIC. ENTER A GROUP OF TRAVELERS)

TRAVELER 1:Ohhowmuchfurtherdowehavetotraveltofindagood enoughplacetorest?

TRAVELER 2:Wehavebeenwalkingwithoutstopforanentireday,andthe coldbitterwindisbitingthroughmyverybones!

TRAVELER 3:It’snotthecoldthatbothersmesomuch.ItisthatI’mhungry andtiredandnotsurehowmuchfurtherI’llbeabletowalk.

TRAVELER 4:Don’tworry.Don’tcomplain.We’llknowwhenit’stimetostop. WhentheChristmasbellssound,thatwillbeoursignthat

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Christhasbeenbornandthenitwillbeourtimetorest.

TRAVELER 1:Stop!Listen!Doyouhearthat?Orisitjustmyimagination?

( BELL MUSIC. ENTER THE SPIRIT OF HOLLY. )

HOLLY: Ohtiredandwearytravelers,layyourburdendownhereand restforthenight.Yourfaithandendurancewillbewell rewarded.FortonightBabyJesushasbeenbornandsleeps sweetlyuntilmorn(shortformorning).

EVERYONE IN THE PLAY COMES TO THE FRONT , AND SAYS:

“HAPPYCHRISTMAS...ANDPEACEONEARTHTOEVERYONE.”

(ENTER HER HELPERS WITH BLANKETS AND TWIGS FOR A FIRE , THAT THEY GIVE TO THE TRAVELERS. MUSIC IS PLAYING).

(ANOTHER GROUP OF STUDENTS CAN SING A SONG.)

(ALL EXIT TO BELL MUSIC.)

The end





Louie, The Lonely Polar Bear SPECIFIC VOCABULARY:can,can’t,sing,polarbear,fly,birds,bears,tails,big,little,their,long,short,ice,snow,wildanimals,seal,cold,igloo

SETTING:Antarctica,neartheSouthPole

CHARACTERS:Narrators1and2Louie,ababypolarbearLaVerne,hismotherMarie,anothermotherpolarbearChinook,ababypolarbearChinook’sdaughterFatherPolarBear,Louie’sfathersomepenguins

THE PLAY:

NARRATOR 1:LouieisababypolarbearwholiveswithhisMotheronthe coldestcontinentintheworld,Antarctica.Polarbearsarebig, withlongwhitefurtomatchthesnow. Theyhavealittle,shorttail,andcanswimveryfastinthe coldoceanwater.

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3.January-February





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NARRATOR 2:Louiehasnobrothers.Hehasnosisters.Hehasnofriends becausenootherbearslivenearLouie’sfamily.Hisfather hadgonetohuntfood.Maybehewouldcomehomewitha sealorabigfish.Louiehadnoonebuthismother.Hewas allalonewhenhisfatherwenttohuntforfood.Louiewassad.

LOUIE: Iamnotbig.Iamnotstrong.Idonoteatmuch.Iwishthe otheranimalbabieswouldplaywithme.Theyareallafraid becausepolarbearsgrowtobeVERYbig,andkillother animalstoeat.

NARRATOR:Oneday,Louiesawalargegroupofpenguins.

LOUIE: Wow!Maybeoneofthosebabypenguinscanbemyfriend!

GROUP OF BABY PENGUINS:Run!Run!There’sapolarbear.Hemaytrytokillandeat us!RUN!

NARRATOR:Louiewassad.Hewenthometoseehismother.

LOUIE: Mama...thebabypenguinsranawayfromme.Iwillnever haveanyfriends.

LA VERNE: Someday,Louie,youwillhaveachancetohaveagood friend.Bepatient.

NARRATOR: Twodayslater,Louie’smotherwasallexcited,andcalled him.

LA VERNE: Louie,Louie.Guesswhat?

LOUIE: What,Mother?

LA VERNE: Anewpolarbearfamilyhasmovedtoourpartofthe glacier...amotherpolarbearandherbaby.

NARRATOR:Louieandhismotherbegantowalktotheothersideofthe glacier.Theysawamotherpolarbearwithasmallcub.They didnotseethefatherbear,sotheycarefullyandslowlywent towardsthemotherandherbaby.





LA VERNE: Hello.........

MARIE: Hello.Whoareyou?

LA VERNE: Thisismyson,Louie,andIamLaVerne,hismother.Welive nearhere.Whoareyou?

MARIE: IamMarie,andthisismydaughter,Chinook.Wemoved herebecausehunterswerebotheringus.TheyshotChinook’s fatherforhisbeautifulfurskin.Sowehadtomovefaraway tobesafe.Aretherehuntersnearhere?

LA VERNE: No…onlyonceortwicehaveweseenbearhunters.Itissafer hereforus.But,itisverylonely.Louie,thisisMarieandher baby,Chinook.Maybethetwoofyoucanbecomefriends.

NARRATOR:Laterthatday,Louie’sFatherarrivedhomeafterhavingbeen awayforfourdays,hunting.Hewasswimmingtowards themintheopenocean.Hehadahugefishhewascarrying inhismouth.

LOUIE: Daddy,Daddy!You’rehome!Imissedyou!

FATHER POLAR BEAR:Hello,Louie.Iamhappytobehome.Ibroughtyouand yourmotherabigfishtoeatsoyouwillnotbehungry.

LOUIE: Thankyou,Daddy.Guesswhat,Daddy?

FATHER POLAR BEAR:What,son?

LOUIE: Wehavenewneighbors,MarieandChinook.Theydonot haveaFatherbeartohelpthem.Canwegivethemsomeof ourfish?

FATHER POLAR BEAR:Ofcourse.Wewillallbeneighborsnow,andwewillhelp eachother.

CHINOOK:Canweplay,Louie?Canweslideontheicetogether?

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LOUIE: Ohyes.Yes!Yes!Yes!Mom!Ihaveafriend!Iwon’tbe lonelyanymore!

NARRATOR:LouieandChinookwenttoslideontheice.Theybecame greatfriends,running,sliding,playing,andswimming!Louie wasnotlonelyanymore.

The end





The Ugly Duckling

SPECIFIC VOCABULARY:barn,country,farm, fence,field,grass,elegant,pond,swan,duck,beautiful,haveto,hasto,in,on,under,infrontof,behind,reflection.

SETTING:afarmwithapond

CHARACTERS:Narrators:1,2,3,and4FarmerDuckling

THE PLAY:

NARRATOR 1:Onceuponatime,therewasaneggthat crackedopeninabarn,onafarminthecountry, farfromtown.Outpoppedanuglyduckling.He wasodd-looking.Thefarmwasbigandbeautiful,exceptfor theuglyduckling.

NARRATOR 2:Theuglyducklingwasdifferent.Everyonelaughedathim. Hewalkedfunny.Hecouldnotswimasfastastheotherbabyducks.Whenhewasnexttotheotherducks,itwaseasy

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4.March-April





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tosee thathewasdifferent.Hewould hidesotheycouldnotseehim.

FARMER: Don’tworry,duckling.Youwillnotalwaysbeugly.Whenyou growup,youwillbehandsomeandelegant.

NARRATOR 3:Afterthreemonthspassedby,theuglyducklingsawthe farmercomingwithfoodandwater.Heshylymoved towardsthefarmerwhowasnowhisfriend.

FARMER: Wow,Duckling!Lookatyou!Lookatyou!

DUCKLING:WHAT???Lookatme.....WHY?

FARMER: Golookatyourreflectioninthepond.(Theducklingwalksto the“pond”toseehimself...Youcanuseamirrortorepresent thepond.)

DUCKLING:Whatiswrong,Farmer?Iamnothere.Idonotseemyself. Iseeanotherbeautifulbirdinmyplace.Whathas happened?

FARMER: Youhavegrownup.Youarenotanuglyducklinganymore. Youneverwereaduck.Youregggotmixedinwithduck eggs.Youareaswan.Aswanisthemosthandsomeand mostelegantbirdonmyfarm.Youarenottheuglyduckling anymore.Youhavechangedintoabeautiful,gracefulswan. Youarethemostbeautifulbirdonmyfarm.

DUCKLING:Thankyou,Farmer,forbeingmyfriendallthistime.Ihave learnedagoodlesson.Iwillnevermakefunofanyone.Iwill befairandkindtoeveryonesonoonewillfeelsadasIdid.

NARRATOR 4:Theuglyducklingwasnotuglyanymore.Hewalkedtothe pondandbegantoswim,proudlyandsmoothly.Theducks saidtheyweresorryforsayinghewasugly.Theytoldthe swanthathewasgorgeous.Theypromisedthattheywould bekind.Theuglyduckling,nowabeautifulswan,slowlyswam away.Hewashappyandhewasproud.

The end





Pauline, The Parrot Who Talked Too Much

SPECIFIC VOCABULARY:forest,jungle,river parrot,sleeping,flying,monkey,do,don’t,elephant,parrot

SETTING:Timothy’sExoticPetShopTEACHERS:fromcardboard,orothermaterial,havestudentspreparesomesortofgazebo,becauseitwillbeneededinthefinalscenes.Agazeboisalsocalleda“kiosk”.

CHARACTERS:Narrators1,2,3,and4.Emily,theelephantThomas,theturtlePauline,theparrot

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5.May-June-July





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THE PLAY:

NARRATOR 1:Paulinewasabeautifulparrotwithlong,smooth,feathers inred,yellow,blue,andgreen.Alltheanimalsinthepet shopwherePaulinelivedinherhugecage,said thatPaulinewasthemostgorgeousparrotthey hadeverseen.Themonkey,thepuppies,andthepet rabbitsadmiredPaulinebecauseshewassobeautiful.

NARRATOR 2:Youmayknowthatparrotscanlivetobe100yearsold, sotheycanbepetsforaverylongtime.Paulinewas 35yearsold,youngforaparrot.Shewassopretty.People whocameintoTimothy’sExoticPetShoplovedtolook ather.

NARRATOR 3:Pauline’sbestfriendswereEmily,theelephant,wholivedin thefieldbehindthepetshop,andThomas,theturtle.Thomas hadaverylargeareaoutside,withwaterfromasmallriver. Itwasalmostlikeajungle.Pauline,Emily,andTomaswere friendsfor30years.Parrotsandelephantsandsometypes ofturtlesliveaverylongtime,many,manyyears.Pauline, Emily,andThomashadmetatTimothy’sExoticPetShop whentheywereyoung,andtheystayedfriendsallthese years.

NARRATOR 4:IfPaulineisbeautiful,doesn’tbitepeople,isclean,eatsonly a littlefoodeachday,whydon’tpeoplewanttokeepPauline? (PAUSEabout10SECONDS.)Why?Sadtosay…Paulinetalks toomuch.Sheonlyisquietwhensheissleeping.Duringthe dayandnight,shenevershutsup.Ifaphonerings,she’llyell overandoveragain.

PAULINE: Pickitup!Pickitup!Pickitup!

NARRATOR 1:Ifsomeoneringsthedoorbell,she’llshout.

PAULINE: Comein!Comein!Comein!Comein!

NARRATOR 2:Ifawomanwalksby,Paulinewillwhistleatherandsay,





PAULINE: Hibeautiful!Hibeautiful!Hibeautiful!

NARRATOR 3:Whenamanwalksby,Paulinewillcallout,

PAULINE: Hellohandsome…hellohandsome…hellohandsome!

NARRATOR 4:Ifananimalwalksby,Paulinesays,

PAULINE: Youareugly.Youareugly.Youareugly!

NARRATOR 4:(LOOKING AT THE AUDIENCE...)DoyouknowwhyPaulinetalks somuch?(PAUSE.)Paulineissadthatsheisnotwithher friendsoutside.ShewantstobewithEmilyandThomas.She onlyseesthemwhenhercageisoutsideonnice,sunnydays. WhensheiswithEmilyandThomas,sheisquiet,becauseshe ishappytobenearthem.Butwhenshenotwiththem,she saysthesamethingfiveortentimes,overandover. NowyouknowwhynoonewantedtokeepPauline.Shetalks toomuch!

EMILY: Paulineneedstobeoutsidewithus.

THOMAS: No,Emily.Paulinecouldflyawayoracatcouldcatchher andeather.

EMILY: PoorPauline.....Iknowsheissadderandsaddereveryday becausesheisfriendlyandneedstobewithus....notinher cage.

THOMAS: You’reright,Emily.IwishwecouldhelpPauline.

NARRATOR 1:Mr.Timothy,theExoticPetShopowner,heardEmilyand Thomas,buthedidn’tknowwhattodotohelpher.Finally,he hadawonderfulideatohelpPauline!WhatdoyouthinkMr. Timothyisgoingtodo?

NARRATOR 2:First,hebuiltaroundgazeboforPaulineinhisbigbackyard whereEmilyandTomasaremostofthetime.Heputplants, foodtrays,andwaterdishesinthegazebo.Heputscreening onthegazebosoPaulinecouldnotflyaway,andsoother

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birdswouldnotbotherher.

NARRATOR 3:HeaddedabigmirrorsothatPaulinecouldseeherselfand talktoherselfwithoutbotheringthehumans.WhenMr. Timothy finishedmakingthegazebo,hebrought Paulinethereinhercage.Heopenedthecage,andlether flyfreelyintothehugegazebo.Paulineneverhadhadso muchspace!

NARRATOR 4:Now,insidethegazebo,shecouldflyandbesafe.Pauline wassoveryhappy!Shehadanewhome!Shecouldsee EmilyandThomaseveryday!Paulinefeltsafeand comfortable,andnotalone.Shedidn’ttalktoomuch anymore…justenoughsopeoplewouldsay,“Let’sseeifwe cangetthatparrottotalk!”

PAULINE: Iamsohappy!!!!!Thankyousomuchformynewhome.

EMILY: Thisissowonderful!

THOMAS: NowPaulinecanbeoutsidewithus.

EMILY: Yes.Let’scelebrate!

NARRATOR 1:Pauline,andEmily,andThomasalllookedateachother andsmiled!Theywereallsoveryhappy!

(PAULINE, EMILY, AND THOMAS ALL HUG EACH OTHER.)

The end





V. PLAYS FOR BASIC + ENGLISH LEARNERS: A-2 to B-1 (Grades4-6)

A.VOCABULARYforgrades4,5,6atBASIC+CEFRLevelA-2toB-1(Vocabularyfluencyincreasesgradually,overtimeandwithpractice.)

1. REVIEW WORDS from CEFR LEVELS A-1- A-2(Grades2,3,4)

GRADE4TalkingaboutpasteventsTalkingaboutfutureplansandintentionsExpressingsimplecomparisonsExpressinglikesanddislikesDescribingmannerandfrequencyHolidaysShopsWorkHobbies/sportFoodWeekend/seasonalactivitiesPastsimpletenseofregularandcommonirregularverbsGoingtofutureAdverbsofmannerandfrequencyComparativesandsuperlativesofadjectivesLinkword;butVocabularyspecifictothetopicareaVocabularyspecifictothesubjectareasAdverbsoffrequency,e.g.sometimes,often,neverAdverbialphrasesoffrequency,e.g.everyday,onceaweekExpressionsofpasttime,e.g.yesterday,lastnight

2. MORE REVIEW WORDS and PHRASESFamilymatters:usingthefuture,describingpeople,possessivesPlaytime:frequency,timeexpressions,everyday,sixo’clockSchool’sout:holidays,present/future,when,where,why,whoSports:likesanddislikes,presentcontinuous,questionsMemorablemeals:food,cooking,talkingaboutamealFuturewithgoingtoNicework:jobs,work,quickly,well,occupations

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Shoparound:describingwaysofshopping,sequencing:first,next,after,finally.Inclass:talkingaboutthepast,comparison/superlativethebest,themostdifficult,easiest.

3. NEW WORDS AND PHRASES(Vocabularyfluencyincreasesgradually,overtimeandwithpractice.)

GRADE5Talkingaboutthefuture—informingandpredictingExpressingpreferencesTalkingabouteventsintheindefiniteandrecentpastGivingreasonsStatingthedurationofeventsQuantifyingFestivalsCarsandbicyclesSpecialoccasions,e.g.birthdaycelebrationsEntertainment,e.g.cinema,television,clubsMusicRecentpersonaleventsPresentperfecttenseincludingusewithfor,since,ever,never,justConnectingclausesusingbecauseWillreferringtothefutureforinformingandpredictingAdjectivesandadverbialsofquantity,e.g.alot(of),notverymuch,manyExpressionsofpreference,e.g.Iprefer,I’dratherVocabularyspecifictothetopicareaVocabularyspecifictothesubjectareasExpressionsrelatingtopastandfuturetime,e.g.twodaysago,inthefuture

GRADE6ExpressingandrequestingopinionsandimpressionsExpressingintentionandpurposeExpressingobligationandnecessityExpressingcertaintyanduncertaintyTravelMoneyFashionRulesandregulationsHealthandfitness





ShoppingOpenandfirstconditional,usingifandwhenPresentcontinuoustenseforfutureusePastcontinuoustenseModalsconnectedtofunctionslistedabove,e.g.must,haveto,needto,mightInfinitiveofpurposeVocabularyspecifictothetopicareaVocabularyspecifictothesubjectareasFurtherexpressionsrelatingtofuturetime,e.g.thedayaftertomorrow,inayear’stime

4. MORE NEW WORDS AND PHRASESFriends:frequency,givingreasons,recently,afewdaysagoDreammachines:probability,could,cheaper,faster,morepopularCovertocover:booksandfilms,narratinganevent,describingacharacter,thefunniest,themostenjoyableA“bigbang” festivals&specialoccasions,during,dates:4thofJuly,31stofDecember,16thofSeptember,celebration,etc.Ordinalnumbers:fourthtothethirty-firstWatchit:expressingopinions,IpreferGoingforgold:recentandindefinitepast,for,since,ever,neverTheworldtomorrow:possibly,probably,iscertainto,certainly,definitelynot,absolutelynotPresenttime:describingevents,sequencing,formybirthday,inDecember,onthe3rd,forChristmasOntheball:badly,fast,hard,regularly,haveto,must,needSeasontickets:inthewinter,colder,thewettest,sunbathing, swimming,because,givingreasonsIt’shistory,describingpastevents,howmuch?howmany?FrequencyThat’srich,money,ability,skills;IfI’msuccessful,I’llberich.Gerunds:goodat+---ing:Heisgoodatswimming.WhatonEarth....?opinions,describing,haveto,must,need;Ifwebancars,theairwouldbecleaner.Ingreatshape:health,haveto,don’thaveto,need,don’tneedWilddreams:describinganimals,askingopen-endedquestions,much,many,more,less,few,little.Followersoffashion:describingwhatpeoplewear,shopping,expressingfrequency,never,occasionally,often,unusually,always,conditionals(first)

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George, the Tallest Giraffe SPECIFIC VOCABULARY:apple,cake,candy,lunch,cheese,chocolate,giraffeegg,fruit,grapes,milk,bananas,I’dlike,some,any

SETTING:ajungle,withatalltree....andmaybealittlevillage(ifyoucanmakethescenery)

CHARACTERS:GeorgeGeorge’sMotherNarratorYellowBabyBird

THE PLAY:

NARRATOR:Georgewasatall,tall,tallgiraffe.Hewas tallerthanhismother.Hewastallerthanhisfather. Hewastallerthananyoneheknew.Hewaseventaller thanthebiggestelephant.Georgewas embarrassedathowtallhewas.

B. PLAYS FOR BASIC + ENGLISH LEARNERS: A-2 to B-1 (Grades 4 - 6)






GEORGE’S MOTHER:George,giraffesaresupposedtobetall.

GEORGE: I’dliketobeshorter.

NARRATOR:Georgedecidedthathewasgoingtogoforalong, longwalktoseeifhecouldfindanyothergiraffetallerthan he.Sohelefthome,andleftanoteforhismotherso shewouldnotworry.

GEORGE: (READING HIS LETTER...) DearMother,Iamgoingtothenext villagetoseeifIcanfindanothervery,very,verytallgiraffe.If Ido,Iwon’tthinkIamsostrange.

NARRATOR:Georgewalkedalong,long,longtime.Hepassedthree villagesbuthesawnogiraffestallerthanhe.George decidedhewouldgohome.Hemissedhisfamilyandhe wastired.Allofasudden,Georgeheardastrangesound.

YELLOW BABY BIRD:(HE IS LYING ON THE GROUND.)Cheep,cheep, cheep.......Helpme,helpme.Ifelloutofmynestand cannotfly.Iamtoolittle.IfIcannotgetbackin mynest,acatmighteatme.

GEORGE:Whereisyournest?

YELLOW BABY BIRD:Upinthattree.(POINTINGUPWARD)Noonecanreach itbecauseitistoohigh.Ihavebeenheresincemorningand noonecanhelpme.

(GEORGE SMILES.....A BIG, WIDE SMILE...)

YELLOW BABY BIRD:Whyareyousmiling?Ifelloutofthetree.Icannot getbackupinthetreebecauseIamababybirdandcan notfly…..andyouaresmiling.Idonotunderstand.

GEORGE: IwasalwayssadbecauseIwasvery,verytall.Iwasthetallest giraffeinmanyvillages.Butnow.....now,Icanbeuseful.I canpickyouupandputyoubackinyournest.

YELLOW BABY BIRD:Oh,thankyou!Thankyou!

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NARRATOR:Georgefeltsohappy.Georgewasneversadagain.Hewas proudandhappytobethetallestgiraffebecause..........

GEORGE:Giraffesaresupposedtobetall.Ihavetogohomenow,andtellmyMother,thatIamhappytobethetallestgiraffeinourvillage.

The end





TEACHERS: 1. You will need a CD of the Christmas classic, The Nutcracker Suite, to provide music for the play. Waltz of the Sugar Plum Fairies, is especially appropriate music for the play. It is on the CD of The Nutcracker Suite.(Suite is pronounced “sweet”.) by the Russian composer, Tchaikovsky, in 1892.

2. Explain to the class what a nutcracker is. Maybe you can bring one to show them, the kind that looks like a wooden soldier, used decoratively at Christmas time.

3. Explain that this is a classic play from a ballet written by Tchaikovsky, in ...and Clara, the main character, falls asleep, and dreams that all her toys come alive on Christmas Eve.

SPECIFIC VOCABULARY:nutcracker,godmother,waltzing,blink,festivities,dream,magical,reign,desperately,celebration,amazing,disobeyed,waltz

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An Adaptation of The Nutcracker Suite

2.November-December





SETTING:abeautifullivingroom,alsothebedroomofClaraandtoysfordecoration

CHARACTERS:1.Godmother:(TheGodmotherislikeaNarrator...Shecanreadthepartsshehas,becausetheyarelong.)2.Clara3.Mother4.Ballerina5.TeddyBear6.SugarPlumFairy7.RagDoll8.RatKing

THE PLAY:(MUSIC is playing. ENTER CLARA’S GODMOTHER. SITS IN CHAIR STAGE FRONT LEFT. )

GODMOTHER:GoodeveningtoyouallandbeforeIforget..averyMerry Christmas!!!Thisisaveryspecialstory,aboutaveryspecial girlnamedClara.

( ENTER CLARA WALTZING. MOTHER FOLLOWS ). GODMOTHER:Idon’tsaythatshe’sspecialjustbecauseshe’smy goddaughterbutbecauseeverybodywhoknowshercan’t helpbutremarkaboutherkindness,hergentlenesswithothers hergenerousspiritandmostofallhergreatcapacitytolove.

MOTHER: ComealongClara,it’stimetogotobed.

CLARA: Ohh......readmeastory,mother,pleasedo.IpromisethatI willfallrightofftosleepbeforeyou’refinished.

MOTHER: I’msureaboutthat!EspeciallybecausetonightisChristmas Eve…

CLARA: That’sright!TonightisChristmasEvethemostspecial,the mostmagicalnightoftheyear.It’sthenightthatBaby

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Jesusisbornandwithhimhope andlovewillreignallovertheEarth!MOTHER: That’sright…tonightanythingcanhappen.

GODMOTHER:ThisChristmasEvewasgoingtobeaveryuniqueonefor ourlittleClara.Shehadalldifferentsortsoftoysand youwould thinkthatwithsomanyofthem shewouldn’thave timetoplaywiththemall,but youdon’tknowClara.Shenotonlygaveeachofthema name,butshelovedthemso dearlythattheywerelikebrothersandsisterstoher.That ChristmasIhadmadeheranutcrackerintheshapeofatoy soldier,andshetooktohimrightaway.

CLARA: NowI’mreallysleepymother.(YAWNSANDSTRETCHES)But beforeIfallasleep,Imustsaygoodnighttoallmytoys.

( BEGINS WALKING AROUND THE ROOM SAYING GOODNIGHT AND GIVING A KISS TO HER TOYS. SHE STOPS IN FRONT OF THE SOLDIER )

CLARA: GoodnightmyNutcracker,Ihaven’tthoughtofanamefor youyet.Butdon’tyouworryI’llthinkofsomethingsoon. Ihopeyou’llbehappyhere….Ihopethatyou’llstay.

MOTHER: WhereverwouldhegoClara?I’mquitecertainhefeelsat homewithalltheothertoys.

CLARA: (GETTINGINTOBEDYAWNING)Youneverknow,Mother…toys canbesostrangesometimes.He’llonlystayifhefeelsat home.Imustthinkofanameforhim.

( MUSIC. MOTHER KISSES HER GOODNIGHT AND CLARA BEGINS TO FALL ASLEEP)

GODMOTHER:Clarawasright.Toyscanbesopeculiar.Onlyatoythatis trulylovedlastsalongtime.AndasallofClara’stoyswere loved,theynotonlylastedforever,butwhensheslept,they cametolife!

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( MUSIC. THE SUGAR PLUM FAIRY COMES TO LIFE FIRST AND USES HER WAND TO WAKE THE OTHER TOYS ONE BY ONE. TOYS BEGIN TO WAKE UP ALL EXCEPT FOR THE NUTCRACKER )

BALLERINA: Whooooooareyou????(SHEPOKESHIM)

TEDDY BEAR:(WALKINGAROUNDHIMANDMAKINGFACES)Whatastrange lookingcharacter.Hedoesn’tmove…Hedoesn’tblink...He doesn’teventalk!

SUGAR PLUM FAIRY:Lethimbe.Can’tyouseethathe’snew?

RAG DOLL: Andso?Whatdoesthathavetodowithanything?

SUGAR PLUM FAIRY:Well,whenatoyisnew,wellyouknow….he’snew!

TEDDY BEAR:Andsoooo?

SUGAR PLUM FAIRY: AndsoClarahasn’thadtimetogettoknowhimyet.Toget tolovehimyet.Whyhedoesn’tevenhaveanameasyet!

RAG DOLL: Istilldon’tunderstandwhatyou’retryingtosaySugarPlum Fairy.

SUGARPLUM FAIRY:Whyeverytoyknowsorshouldknowthatatoydoesn’t…can’t cometolifeunlessheistrulylovedbythechildwhoowns him.

BALLERINA: Ohh…Isee!Wellpoorlittlething.Ihopehestays.

TEDDY BEAR:Ok!Ok!Enoughtalk,it’sChristmasEveandtimeforthe festivitiestobegin.

RAG DOLL: That’sright….it’sthatmagicaltimeofyearwhen thegatesofToylandopenup,andwecelebratethejoyous occasionofthenight!





BALLERINA: SugarPlumFairy!Waveyourmagicwand…openthegatesofToylandandletthecelebrationbegin.

( ENTER SOME STUDENTS, HUMMING “WE WISH YOU A MERRY CHRISTMAS”...THEN THEY WALK THROUGH THE STAGE AREA AND LEAVE.)

GODMOTHER:PoorNutcracker.Hewantedsodesperatelytojoinin allthefun,buthecouldn’t.Butwait….arethosevisionsofthe nutcrackersoldierdancinginClara’smind?Coulditbethat asshesleepsshedreamsofherbrandnewtoy?

TEDDY BEAR:Bravo!Bravo!What’snext?

( PAUSE)

BALLERINA:Whyarethetoystakingsolong?

(MUSIC. ENTER THE RAT KING)

RAT KING: Whatisthis?Whatisgoingonhere?

SUGAR PLUM FAIRY:Who…whoareyou?

RAT KING: IamtheRatKing!ThenewrulerofToyland!Iamtheone whosayswhatshouldhappenandwhenitshouldhappen… whatareyoualldoingwithmysubjects?

RAG DOLL:Well,it’sChristmasEve,themostimportantnightoftheyear. It’sthenightthatBabyJesusisborn.

SUGAR PLUM FAIRY:AndeveryyearwecelebrateHisbirthbyinvitingthetoysfrom ToylandtocomeandvisitusandshareintheChristmasspirit.

RAT KING: Wellnotthisyear!Notthisyeartheywon’t!LikeIsaid,I’m thenewkingandasfarasI’mconcernedtherewon’tbeany Christmascelebratingtonight!

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TEDDY BEAR:Nowlookhereyou...you....youRAT!Thisisaveryspecial night,andyoucan’tstopitfromhappeningevenifyoutried!

RAT KING: MaybenotbutIcanforbidmysubjectsfromcomingtovisit youandyoucandonothingaboutthat!Nowwhatsort ofChristmasEvecelebrationwillitbethen?

RAG DOLL: YoubecarefulwithwhatyoudoMr.Rat…we…we...wehave asoldierheretoprotectusandhe’llseetoitthatyoudon’t getawaywithyourevilplan.

RAT KING: Asoldier?,Asoldier? (WALKS OVER AND POKES AT THE NUTCRACKER) Ha!Isthiswhatyoucallasoldier?Whyhedoesn’teven move...hecan’teventalk!HA!You’llhavetodobetterthan that! (EXITS LAUGHING)

GODMOTHER:WiththattheevilRatKingtookoff,setinhiswaystoruin ChristmasEve.Poornutcracker.Hewantedtohelp,buthe couldn’tmove.Wait! Claraisstillthinkingabouthim,maybe,justmaybeshe’ll cometolovehiminherdreams.Look... he’sbeginningtomove!

SUGAR PLUM FAIRY:Didyouseethat?Hemoved!

TEDDY BEAR:(GOES OVER TO CLARA IN THE BED)OhClara,dearClara…. pleasegivehimaname,chancesarewe’llbeneedinghis helptonight.

BALLERINA: Nowwhatdowedo?

RAG DOLL: Yes,whataboutourChristmascelebration?

SUGAR PLUM FAIRY:Don’tworry,thetoyswon’tletusdown.Iknowthey’llcome whenwecallthem.Watch…(SHE WAVES HER MAGIC WAND).





TEDDY BEAR:OhhthatwassomuchfunandthathorribleRathasn’tshown awhiskeryet.

RAG DOLL:Maybewe’llhaveourChristmasafterall.Callinthenextones, SugarPlumFairy. (SHE WAVES HER MAGIC WAND.)

GODMOTHER:Theywereallhavingsomuchfun,eventhenutcrackerwho couldbegintofeelhimselftinglewithlife.Then,suddenly….

(MUSIC. ENTER RAT KING)

RAT KING:Stopallthisfunandfestivitiesrightnow!!!IthoughtIhadmade myselfclear!Therewillbenocelebratingtonight! Notasinglemoretoywilldance!Nota singlemorevoicewillsing orelseIwillpunishallthetoysinToylandandyouwillnever seethemagain!

(AS HE BEGINS TO EXIT, THE NUTCRACKER BLOCKS HIS PATH WITH HIS SWORD)

RAT KING: Andwhat’sthis?(BEGINSTOLAUGH)Youthinkyoucanstop memylittletoysoldier?Mylittlelifelessnutcracker?Ha!Ha! You’llneedmorethanthattogetthebetterofme.

(EXIT RAT KING)

TEDDY BEAR:Nowwhatdowedo?Idon’twanttheothertoystogetinto troubleforourfault.

SUGAR PLUM FAIRY:WellI’mafraidthere’snothingthatwecando.Tonightis ChristmasEveandwithitcomesaspecialfeeling..a feelingofhopeandpeaceforalltheworld.Thetoysmust sing…theymustdance…theydon’tknowhowtodoanything else.

RAG DOLL: Wellifitmustbe,thenletitbe!

BALLERINA: That’s right…nobodycan takeawayChristmas. Let theshowcontinue!

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GODMOTHER:Andsotheycontinuedtheircelebration...thenutcracker becomingmoreanimatedasthesecondspassed.

TEDDY BEAR:Lovely,justlovely!

RAG DOLL:Shh!Listen!

( THEY ALL APPROACH CLARA’S BED)

CLARA: (INHERSLEEP)Ivan…yournamewillbeIvan!

BALLERINA: That’sit!She’sgivenhimaname!Shereallylovesher nutcrackersoldier.

SUGAR PLUM FAIRY:(APPROACHES THE NUTCRACKER AND WAVES HER WAND OVER HIS HEAD)Nowmydearlittlenutcracker…youhavefoundthe trueloveofalittlegirl.Nowyouwillbecomeoneofus!

(THE NUTCRACKER COMES TO LIFE AND BEGINS TESTING OUT HIS ARMS AND LEGS).

NUTCRACKER:Canitbe?Isittrue?AmIreallyreal?

SUGAR PLUM FAIRY:Onceyouhavebeenfilledwiththespecialloveofaspecial childandbeengivenaname,youcometolife.Welcome nutcracker.WelcomeIvan,welcome!

TEDDY BEAR:Thisistrulyamostmagnificent,amostblessednight!

(MUSIC. ENTER THE RAT KING)

RAT KING: Iwarnedyouall.Itoldyouthatifyoudisobeyedmyorders and continuedwiththecelebrationIwouldpunishall thetoysinToyland!Nowyouwillonlyhaveyourselves toblame!





NUTCRACKER:(TAKING OUT HIS SWORD) Onguard,youscoundrel!Noonwillbeallowedtostopthe spiritofChristmas.Iwon’tletyougetawaywithit! ( THE NUTCRACKER AND THE RAT KING HAVE A SWORD FIGHT THE NUTCRACKER KNOCKS THE RAT’S SWORD AWAY AND SO HE RUNS OFFSTAGE. THE TOYS ALL CHEER AND HUG THE NUTCRACKER )

GODMOTHER:AndthatwasthelasttimetheKingRatwasevertobe seen.HeranfarawayfromClara’shouseandneverstepped footagaininToylandwhichwasfromthenonwardprotected byClara’sbraveandkindnutcrackersoldier….Ivan.

TEDDY BEAR:Ohh....look…thesuniscomingup.

BALLERINA: Timeforustotakeourplaces.

RAG DOLL: Itmostcertainlyhasbeenthebest….

SUGAR PLUM FAIRY:Themostmagical…….

TEDDY BEAR:ThemostunforgettableChristmasever!

NUTCRACKER:(TO THE AUDIENCE)Christmasisatimefordreamstocome true...Ifminedid,maybeyourswilltoo!

(MUSIC. CLARA WAKES, AND YAWNS , AND STRETCHES)

CLARA: Ihadthemostamazingdream…(SEESTHENUTCRACKER STANDINGGUARDOVERHERBED)..andhowdidyougethere mynutcracker?

( PAUSE)

CLARA: Ivan,that’syourname..YournameisIVAN.

( MUSIC. CLOSE CURTAINS )

GODMOTHER: Like I told you, that was a very unique Christmas Eve for

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Clara. Ihopeyouallhavepaidspecialattention to themessageofourstorytonight.WemustneverletanyonetakeawaythetruespiritofChristmasandliketheNutcrackerwemustneverbeafraidtostandupforwhatwebelievein.

“HAVEAVERYMERRYCHRISTMAS”( MUSIC)

The end





Paul, the Proud Peacock

SPECIFIC VOCABULARY:shorter,taller,older,peacock,younger,long,proud,excited,happy,sad,scared,giraffe,lion,elephant,handsome,feathers

SETTING:Agardenorfarm

CHARACTERS:Narrators1and2Goose+3moregeeseTurkey+3moreturkeysThefarmer

THE PLAY:NARRATOR 1:Apeacockisabeautifulbird.Thefemalepeacockisvery plainandiscalleda“peahen”.Whenwethinkofa peacock,usually,wearethinkingofthemale. Themalepeacockisoutstanding.Ithas huge,gorgeoustailfeathersthatfanoutintoabeautiful archshape.Paul,thePeacock,hadagood,happy, peacefulhomeonthefarm.

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3.January–February





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NARRATOR 2:Therewerenokidsrunningafterhimtopullouthistail featherslikeatahotelgarden.Paulwas peaceful,andhewasproud. Hespentmuchtimeteachingtheturkeys, thechickens,theducks,thegeese,andtheswanshowtobe proud.Onlytheswansunderstoodhowtobeproud,sothey wereeasytoteach.

PAUL (TO A GOOSE):Youaresoelegant…..

GOOSE: Thankyou,Paul.(Shestandsupalittletaller,andlooksmore proudofherself.)

PAUL(TO A TURKEY):Youhavesuchabeautifulneckandgobbler.

TURKEY: IneverthoughtIhadabeautifulneck.Thankyou.GOBBLE. GOBBLE….(Theturkeygobblesandstretcheshisnecka bitlonger,andheseemstogrowtaller.)

3 TURKEYS: Gobble,gobble,gobble.(Standingtallandproud)

PAUL (TO A GROUP OF 3 MORE GEESE):Whatgorgeoussmoothwhite feathersyouhave,andsuchanicelongneck,too.THE THREE GEESE:OH..Paul,youaresoooooookind.(THEN….the3geese fluffeduptheirfeathersandstoodtall,makingtypical squawkingsoundsthatgeesemake.Theyhonkedin loud,proudvoices.)

FARMER: Paul,whydoyouteacheveryoneonmyfarmtobeproud? Iknowthatthereisasaying,‘Proudasapeacock’,soyou needtobeproud.Butwealsohearothersayingssuch as,‘Sillyasagoose’,or“He’sachicken’,whensomeone iscowardly.Orwehear,‘Whataturkey’,aboutsomeonewho failsatsomething.SoWHY doyoutrytohelpeveryonetobeproud?

PAUL: Yes,Ihaveheardthosesayings,too.Butsohaveallthe turkeys,thegeese,andthechickens.Whenthey hear thosethings, theybecome,moretimid,andunfriendly.Whenthey





feelgoodaboutthemselves,theystandtall,andthey arehappier,andtheyhelpeveryonetobehappy,too SoIspendmytimepraisingtheotheranimalsIfwe areallproud,weALLwillbehappy.Itwillhelpevery oneonthefarm.

FARMER: Ihopethatyoukeepteachingeveryonetobeproud.Inever knewhowimportantitistobeproud.Iamsoproudthatyou arelivingonmyfarm.

PAUL: Youarethebestfarmerintheworld.Iamsohappyyou chosetotakemehomewithyou.Youareterrific!

NARRATOR I:Thefarmerstoodalittletaller,puffedouthischestabit more,andlookedproudlyathisfarm,andatPaul.

NARRATOR 2:Paul,theproudpeacocklookedbackatthefarmer,and spreadouthisbeautifultailfeathers.Hewasproudthatthe farmerlikedhimtoteachotherstobeproud.

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The end





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Samantha, the Slithering Snake

SPECIFIC VOCABULARY:What’sthematter?Ifeelawful. Ifeelwarm.Ifeelterrible.Ifeelsick.Thedoctorsaid,“Takeanaspirin.”herself,himself,myself,yourself,break,fall,feel,have,hit,hurt,ride,telephone,helmet,baseballbat

4.March-April

SETTING:Agrassyplace,likeabackyard,arock(home),andaclockforaprop.

CHARACTERS:SamanthaHermother





THE PLAY:

ACTIONS: Samantha, the snake, is slithering very slowly to her home.

MOTHER: What’sthematter,Samantha?

SAMANTHA:Ifeelterrible.Ifeelwarm.Ifeelawful!Ifeelsick!

MOTHER: PoorSamantha.Letmegiveyousomehotchickensoup. ThatalwayshelpsmewhenIamsick.Then,Iwillgive youonebabyaspirin,andyouwillfeelbettersoon.

ACTIONS: Samantha curls up and goes to sleep. A clock moves ahead 3 hours.

MOTHER: Samantha,dear,you’vesleptforthreehours.Howdoyou feel?

SAMANTHA:Ifeelgreat!Ifeellikemyself.Iwantmybaseballcapand mybatandball!Iamreadytoplaybaseball! Mother,youarebestdoctorIknow.Thechickensoup andbabyaspirinhelped mefeelbetter.THANKYOU!

MOTHER: Ifeelgreatbecause YOUfeelgreat!Now, yourfriendsarehereto play.Havefun!

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The end





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The Friendly Fox, and the Rapid Rabbit

SPECIFIC VOCABULARY:choose,baseball,coin,insects,soccer,tennis track,volleyball. Ithinkit’sfun. Whichisthefastest?fox,rabbit,thought,caught,decided,slept,came,found,invited,missed,ran,went,ate,jumped,entered,city,country,characters,setting,fable,summary,laughed,sleeping,goingto,sing

SETTING:Thecountryside

CHARACTERS:FriendlyFoxRapidRabbitNarrators1and2TurtleSeveralpeople…theCROWDTHE PLAY:

NARRATOR 1:Onceuponatimetherewasafriendlyfox,andarapidrabbit.Usually, foxes eat rabbits, but this fox was friendly. He just wanted to befriendswiththeanimals.Hewashappyeatingtheleft-overfoodthatthefarmerleftnearthebiggarbagebucket.

5.May-June





NARRATOR 2: TherabbitcouldrunveryquicklyandlovedtohaveraceswiththeotherrabbitsbecauseRapidRabbitalwayswon!

TURTLE: Willyouracewithme,RapidRabbit?

RAPID RABBIT: No…youaretooslow.Itwouldnotbeanexcitingrace.

TURTLE: Please,racewithme.Ialwaysseeonlyrabbitsrunningthe race.Iwanttotry,too.

RAPID RABBIT: OK.,ifyouinsist.Butitwon’tbefair.Icanrunsomuchfaster thanyou.

TURTLE: That’sOK,saidtheTurtle. I justwanttohavetheopportunityto raceagainstyou.Idon’texpecttowin.

NARRATOR 1:Sotheturtleandtherabbitlinedup.TheFriendlyFoxsaid thathewouldbethejudge.Therabbitandtheturtle hadtorunallthewaytotheendofthefieldandbackagain totheFriendlyFox.

FRIENDLY FOX: Ready…..set…..almosttimetogo.One,two,three….GO!!!!

NARRATOR 2:Therabbittookoffquickly.Heturnedaroundafteraminute, andsawthattheturtlehadbarelyleftthestartingline.He keptrunning,andlookedbackagaintoseethatthe turtlewaswaybehindhim!

NARRATOR 1:Abig,shadytreewasahead.Therabbitdecidedthatit wouldtake30minutesfortheturtletocatchupwith him.SoRapidRabbitsatdownunderthetreetorestforafew minutes.NARRATOR 2:Meanwhile,slowlybutsurely,theturtlekeptonmoving.The rabbit,sosurehewasgoingtowin,decidedtotakeatiny, shortnapbecausethesunfeltsoniceandwarm.NARRATOR 1:Theturtlejustkeptonmovingtowardtheendofthefield. ThenhewouldhavetoturnbackandreturntotheFriendly Foxwhowasthejudgeoftherace.

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FRIENDLY FOX: Wakeup!Wakeup!Hurry!

NARRATOR 2:Buttherabbitwassoundasleepanddidnothearhisfriend shouting.

NARRATOR 1:Theturtlehadreachedtheendofthefieldandwasturning backtowardsthefinishline,andRapidRabbitwasstillsound asleepinthetallgrassunderthetree.Nowitwasgetting close!Fortyminuteshadgonebyandtheturtle wasclosetothefinishline!

FRIENDLY FOX: Wakeup!Wakeup!YOU’LLLOSETHERACE!!!

NARRATOR 2:Therabbitopenedhiseyesandsawtheturtleclosetothe finishline.Hegotupfromundertheshadeofthetree, andbegantorunvery,veryfast.Thelittleturtlejustkept onmoving.

FRIENDLY FOX:Hurry!Hurry!Rabbit,hurry!

NARRATOR 1:Itwastoolate!Theturtlereachedthefinishlineasplit secondbeforetherabbitgotthere!

THE CROWD:CongratulationsTurtle!!!!

NARRATOR 2:Thepeopleweregladtoseethattheturtlehadwonthe racebecauseRapidRabbitwastoolazyabout winning.NowtheTurtlewasthechampionofthevillage!

FRIENDLY FOX:Wealllearnedagoodlessontoday.DoyouknowwhatthelessonisTurtleandRapidRabbit?

TURTLE AND RABBIT:Whatisthelesson,Fox?

FOX:Thelessonisoneweallneedtoknow:

“SLOWANDSTEADYWINSTHERACE!”





VI. BIBLIOGRAPHY BIBLIOGRAPHYANDSUPPORTMATERIALA.SUGGESTEDBOOKStoREADortoSHOWCHILDRENCompiledbyElaineGallagher,Ph.D.

Introduction

DearTeachers:PleasetaketimetoreadtoyourstudentsEVERYday!Evenifitisonlyfor5minutesaday,justastheyarrive,inordertosetthetoneforEnglishintheclass...orjustafterlunchsotheycanrelaxforfiveminutesandlistenquietlytothestoryortothechapter....Theobjectiveisthatthechildrenlistentoastory,orpartofacontinuingstory,everyday.Oncestudentsgetusedtolisteningtostories,itwillbeMUCHeasierforthemtoact themout, so thatworkingonPLAYSwillbeanaturalexpansionofstorytelling.

Gotoyourstudentseachdaywithagift...thegiftof“STORYTIME”.

Wordless booksThese are books for very young children. They are 100% pictures orphotographs. Theadultcanshowthepagesandthepicturesandthenbroadlydiscussorexplainthem.Thepurposeistoexciteandinterestthechildbyshowingcolorfulpictures.Mostofthesebooksare“classics”,havingbeen“read”tochildrenforseveralgenerations.

Examplesinclude:

1.Apples,NonnyHogrogian(Macmillan,1972)

2.BeachDay,HelenOxenbury(Dial,1982)

3.GoodNight,GoodMorning,HelenOxenbury(Dial,1982)

4.LookWhatICanDo,JoseAruego(Scribner,1971)

5.Moonlight,JanOrmerod(Lothrop1982;Puffin,1983)

6.NaughtyNancy,JohnGoodall(Atheneum,1975)

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7.TheOtherBone,EdYoung(Harper,1984)

8.Out!Out!Out!,MarthaAlexander(Dial,1968)

9.PaddyGoesTraveling,JohnGoodall(Athenium,1982)NOTE:Thereareseveral“Paddy”bookswithdifferenttopics.

10.SabastianandtheMushroom,FernandoKrahn(Delacorte,1976)

Picture booksThesearebooks thatareabout80%picturesand20%text. Thepicturesgivewordlesscluesabout thestory. Thepicturesareusuallycolorfulandattractivetothechildren,grabbingtheirattentionforbettercomprehensionof a developing vocabulary. Again, these are classic stories, heard byseveralgenerationsofchildrenwhichiswhythepublicationdatesappearfrommanyyearsago.Theyarestillavailableatmanybookstores,on-line,andatAmazon.com.Whenthebook’s title is followedby“retoldby”, thisindicatesthatthestoryhasbeenanoralone,passedthroughgenerations,andisbeing“retold”bytheauthorinawrittenformat.

Examplesinclude:

1.Aladdin,retoldbyAndrewLang,(Puffin,1983)

2.AlexanderandtheTerrible,Horrible,NoGood,VeryBadDay,byJudithViorst,(Athenium,1976)3.AmeliaBedeliabyPeggyParish,(Scholastic,1970)

4.Babushka,RetoldbyCharlesMikolaycak,(HolidayHouse,1984)

5.TheBicycleMan,byAllenSay,(HoughtonMifflin.1982)

6.TheBigRedBarn,byEveBunting,(Harcourt,1979)

7.BlueberriesforSal,byRobertMcCloskey,(Viking1948,Puffin,1946)

8.BrownBear,BrownBear,WhatDoYouSee?,byBillMartin,Jr.,(Holt,1967)





9.TheCarrotSeed,,byRuthKrouss(Harper,1945,Scholastic,1971)

11.Cinderella,RetoldbyJohnFowles,(Little,Brown,1976)

12. The Complete Adventures of Peter Rabbit, by Beatrix Potter, (Puffin1984);ThefouroriginalPeterRabbitTales.13.CuriousGeorge,byH.A.Rey(HoughtonMifflin,1941,1973).Aseriesofstoriesaboutthecuriousmonkey,George.

14.Frederick,byLeoLionni,(Pantheon,1966)

15.TheGivingTree,byShelSilverstein,(Harper,1964)

16.GoodnightMoon,byMargaretWiseBrown,(Harper,1977)

17.The Great Green Turkey Creek Monster, by James Flora, (Artheneum,1979)

18.HansAnderson - -HisClassicFairy Tales, translatedbyErikHaugaard,(Doubleday,1978)

19.HarryTheDirtyDogbyGeneZion,(Harper,1956,1976).ThereisaseriesaboutHarry.

20.Household Stories of the Brothers Grimm, translated by Lucy Crane,(Dover,1963).Itisacollectionof53classictales.

21.IfIRantheZoo,byDr.Seuss,(Random,1950,1980)

22.LittleBear,byElseHolmelundMinarikandillustratedbyMauriceSendak,(Harper,1957,1978)

23.TheLittleEngineThatCould,byWattyPiper, (Scholastic,1979). Theoriginal,classicstoryaboutmakingyourbesteffort.Itwasprintedin1930.

24.TheLittleHouse,byVirginiaLeeBurton,(HoughtonMifflin,1942,1978)

25.LittleTootbyHardieGramatky,(Putnam,1939,1978)

26.Madeline,byLudwigBemelmans,(Viking,1939;Puffin,1977)

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27.MakeWayforDucklings,byRobertMcCloskey,(Viking,1941;Puffin,1976)

28.MikeMulliganandHisSteamShovel,byVirginiaLeeBurton,(HoughtonMifflin,1959and1977)29.MillionsofCats,byWandaGag,(Coward,McCann,1928and1977)

30.Mother Goose, A Treasury of Best-Loved Rhymes, by Watty Piper, (Platt,1972)

31.MyOldGrandad,byWolfHarranth,(Oxford,1984)

32.TheNappingHouse,byAudreyWood,(Harcourt,1984)

33.NiceLittleGirls,byElizabethLevy,(Delacourte,1978)

34.ThePokyLittlePuppy,byJanetteS.Lowrey,(Golden,1942).ThereareaseriesofstoriesaboutthePokyLittlePuppy.

35.TheRedBalloon,byA.Lamorisse,(Doubleday,1956and1978)

36.SleepOutbyCarolCurrick,(Clarion,1973and1982)

37.TheStoryofFerdinand,byMunroLeaf,(Viking,1936;Puffin,1977)

38.TheTenthGoodThingAboutBarney,byJudithViorst,(Atheneum,1971and1975)

39.The Three Little Pigs, by Paul Galdone, (Clarion, 1970 and 1984). This is aclassicstory,toldorallyformanygenerations.

40.Tintin in Tibet,byHerge, (Little, Brown,1975). The Tintin storieshavebeenaroundformorethan75yearsandhavebeentranslatedinto22languages.Tintinisaboydetectivewhotravelsagreatdeal.Therearemorethan20storiesavailableaboutTintinifyourstudentsenjoythisstory.41.TheTomorrowBook,byDorisSchwerin,(Pantheon,1984).This book teaches indirectly the difficult concept for children: the idea of“tomorrow”.

42.TooManyBooks,byCarolineFellerBauer,(Warne,1984).Thisisawonderful

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storyaboutthebirthofabook-lover.

43.What’sUnderMyBed?byJamesStevenson,(Puffin,1984)

44.WheretheWildThingsAre,byMauriceSendak,(Harper,1963and1984)

45.Wolf!Wolf!byElizabethandGeraldRose,(Faber,1984).Thisistheclassictaleoftheboywhocried,“Wolf!”,andfinally,noonewouldbelievehim.

46.TheWreckoftheZephyrbyChrisVanAllsburg,(HoughtonMifflin,1983).Thisisamysterythatchildrenlovetoread.

Short novelsThese are books that have several chapters, sometimes called “chapterbooks”.Theyhaveabout50-100pagesallaboutthesamestory,characters,setting,plot,andshouldbereadtothestudentsinclass,achapteraday.

Examplesinclude:

1. Among the Dolls , by William Sleator ( Dutton, 1975). This is a spookypsychologicalthriller.

2.BeaPerfectPersoninJustThreeDays,byStephenManes(Bantam,1984).Thisisafunnystoryaboutaboywhowantstobebetter,sotriestobecomeperfect.

3. Dexter, by Clyde Robert Bulla, (Crowell, 1973). This is a story of truefriendship.

4.TheFallenSpaceman,byLeeHarding,(Bantam,1982).Thisisadramaticandtouchingsciencefictiontale,araretreatforthisagelevel.

5.FamilySecrets:FiveVeryImportantStories,bySusanShreve,(Knopf,1979).Thisbookhas five stories thatare serious issues forchildren. Theydealwithdeathofapet,aginggrandparent,arelative’sdivorce,andcheatingonatest.Theissuesaredealtwithsensitivity,compassion,andhopefulness.

6.GrandmaDidn’tWaveBack,byRoseBlue(FranklinWatts,1972).This isatouchingstoryaboutagirl’sgrandmotherwhoisslowlylosinghermemory.

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7.TheHalf-A-MoonInn,byPaulFleischman,(Scholastic,1982).Thisisachilling,fantasy–adventurestory.

8.TheHundredDresses,byEleanorEstes,(Harcourt,1944and1974).This isastoryabouthowchildrencanbecrueltooneanother,andhowitaffectsthemandthepersontowhomtheyarecruel.

9.SaraCrewebyFrancesHodgsonBurnett, (Putnam,1981). This isastoryasinterestingforchildrentodayaswhenitwaswrittenover100yearsago.Itistheclassictaleofarichgirlwhoissuddenlyorphaned,andleftwithnomoney.Ittellshowher lifechanges,andhowhercourageanddreamskeepherspiritshigh.Thereisaheart-warmingsurpriseending.

10.TheVelveteenRabbit,byMargeryWilliams,(Knopf,1985).Thisisaclassictaleofhowamuch-lovedtoyrabbitbecomesalivebecauseoftheloveofthelittleboywhoownedhim.

NovelsThesearelongernovels,withamoreinvolvedplot,withamessagetobelearned,in-depthcharacters,andsometimes,withaplotwithinaplot.Theyusuallyrangebetween150–400pages.Vocabularylevelishigh,butcanbereadtostudentsfromabout4th/5thgradethroughhighschool.Theycanacquirethedefinitionsthroughcontext,animportantskilltobedeveloped.Teacherscanreadaloudachapteraday,andbeforebeginningeachday, takeaminute toask thestudentswhathadhappenedinthepreviousday’sreading.Thegoalistohavestudentsincreasetheirlisteningandconcentrationspan,andtoincreasetheirvocabulary.

Examplesinclude:1.TheAdventuresofPinocchiobyCarloCollodi,(Macmillan,1963andScholastic,1978).MostchildrenknowofthisstoryfromtheWaltDisneymovieversion,buttreatyourchildrentoareadingoftheentirestorysotheycanseehowPinocchiochangedandmaturedeventhoughhehadbeenabadboy.

2.BambibyFelixSalten,(Grosset,1969;Archway,1982).This isanothergreatbookmadeintoaDisneymovie,butyouneedtoreadtheentire,originalbook,from3generationsago,togetatrueversionofthestory.

3.TheBlackStallionbyWalterFarley,(Random,1944and1977).WalterFarleybeganwriting thisbookwhenhewasahigh school student in

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Brooklyn,NewYork!Thisisabeautifulstory,andtherearefifteensequels!4.BridgetoTerabithiabyKatherinePaterson,(Avon,1979).Thisbookdealswithmanyemotionsandissuesforyoungpeople:sports,school,peers,friendship,death,guilt,art,andfamily.Onceyoureadit,showthechildrenthemovie.

5.TheCalloftheWildbyJackLondon,(Penguin,1981).Thisisa1903dogstorysetinthewildsofAlaska.

6.Charlotte’sWebbyE.B.White, (Harper1952). This isaclassic storyaboutaspiderwhowantstosavethelifeofapigscheduledtobebutchered.Therealsoisamovietoshowthechildrenaftertheyhearthebook.

7.Danny,TheChampionof theWorld,byRoaldDahl, (Bantam,1979).This isastoryaboutamotherlessboyandhis father,and theadventure theyhavetogether.

8.DearMr.Henshaw,byBeverlyCleary, (Dell, 1984). This isa1984NewberyMedalwinner. It tells thetruestoryofaboy’sgrowthanddevelopment fromreadinghisdiary,keptfrom1stthrough6thgrades.

9.GentleBen,byWaltMorey,(Avon,1976).Thistellsaboutayoungboywhoadoptsahugebrownbear.

10.LassieComeHome,byEricKnight,(Holt,1940,andDell,1972).Thisisoneofthegreatestdogstorieseverwritten.

11. The Lion, the Witch, and the Wardrobe, by C.S. Lewis, (Macmillan, 1950and1970).Childrendiscover themagicalworldofNarnia,a kingdom fullofsurprises.

12.TheSecretGarden,byFrancesHodgsonBurnett,(Dell,1971).Thisclassic,firstpublished in1911,offerschildrenagreatstory that tellsabout friendship,loneliness,hope,andsuccess.Itisalsoinmovieformatafterthechildrenhearthestory.

13.The(Wonderful)WizardofOz,byL.FrankBaum,(Puffin,1983).The magic of this 1900 book should be read to children. The original bookversionisnotasscaryforchildrenasthe1939filmwithJulieGarlandasDorothy.LetchildrenhearthemagicofthewordsandtheadventuresofDorothyandherdog,Toto.

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PoetryThis type of reading, if done carefully by the teacher, using expression andrhythm, can introduce the students to the world of poetry, imagery, similes,metaphors,andliterarydepth.Starting with simple Mother Goose rhymes, and evolving to haikus, couplets,narrativepoems,rhymingandfreeversestylesofpoetry,youngchildrenandteenagerswilldiscoverthemagicalworldofpoetrywheretheycansafelyexpresstheiremotions,feelings,thoughts,andideasonpaper,inanon-threatening,acceptableformat.

Examplesinclude:

1.CaseyattheBat,byErnestThayer,(Peppercorn,1982)

2.HailstonesandHaliutBones,byMaryO’Neill,(Doubleday,1961and1973)

3.TheNightbeforeChristmas,byClementMoore,(HolidayHouse,1980)

4.NowWeAreSix,byA.A.Milne,(Dutton,1927;Dell,1975).

5.SecretsofASmallBrother,byRickardJ.Margolis,(Macmillan,1984)

6.SeeMyLovelyPoisonIvy,byLilianMoore,(Atheneum,1975).Thisisacollectionof35poemswithdramaandmysteryandwitches.

7.WheretheSidewalkEndsbyShelSilverstein,(Harper,1974)

8.TheWildBaby,byBarbroLindgren,(Greenwillow,1981)

AnthologiesAnthologiesarecollectionsofreadings,exemplifiedbyvariousauthorsovertime.Usuallyanthologiesincludemixedstylesofwriting,suchasshortstories,poetry,novelexcerpts,andplays.Typesofwriting,suchasfiction,non-fiction,biographies,andautobiographiesareincludedinmostanthologies.Examplesinclude:

1.AmericanBeatbyBobGreene,(Penguin,1984)

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2. Best-Loved Folktales of the World, Selected by Joanna Cole, (Doubleday,1983)

3.ClassicstoReadAloudtoYourChildren,byWilliamRussell,(Crown,1984)

4.TheFairyTaleTreasury,CollectedbyVirginiaHaviland,(Dell1980)

5.FreetobeYouandMe,EditedbyCaroleHart,(McGrawHill,1974)

6.ListenChildren,EditedbyDorothyStrickland,(Bantam,1982)

7.TheMaidoftheNorth,byEthelJohnstonPhelps,(Holt,1983)

8.ScaryStoriestoTellintheDark,CollectedbyAlvinSchwartz,(Harper,1983)

9. Zlateh the Goat and Other Stories, by Isaac Singer, (Harper, 1966). ThesesevenfolktaleswerewrittenbyawinneroftheNobelPrizeforLiterature.

ADDITIONAL RECOMMENDED STORIES

1.Ahlberg,A.1980.Funnybones.OxfordUniversityPress.

2.Cole,B.1987.TheSlimyBook.London.

3.Hallworth,M.1992.ListentoThisStory.London:Mammoth.

4.Handford,M.1989.Where’sWally?,series.London:WalkerBooks.

5.Rosen,M.(ed.)1992.South,North,East,andWest.London:WalkerBooks.Acollectionof25storiesfromaroundtheworld,meanttobereadaloud.

6.Sendak,M.1964 (latestedition1993). Where theWild ThingsAre. London:HarperCollins.Appealstochildrenages4-12.

7.Tolstoy,A.1990.TheGreatBigEnormousTurnip.Oxford:Heinemann.

8.Trivizas,E.1993.TheThreeLittleWolvesandtheBigBadPig.Oxford.Familiarstorieswithatwist,greatforolderchildren.

9.Webb,K.(ed.)1986.ILikeThisStory:ATasteof50Favorites.Harmondsworth:Penguin.

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10. Williamson, D. 1995. How the Rabbit Lost His Tail. Cambridge UniversityPress.

B. BIBLIOGRAPHY of AUTHORS

1.Bettleheim,B.1991.TheUseofEnchantment:TheMeaningandImportanceofFairyTales.PenguinPublishers.

2.Cross,J.etal.1990.LongAgoandFarAway.Birmingham.

3.Ellis,G.andJ.Brewster.1991.TheStorytellingHandbookforPrimaryTeachers.Harmondworth:Penguin.

4.Gallagher,Elaine.2008.StorytellingSkills.SecretariadeEducaciónyCulturadeCoahuila,Mexico.

5.Handler,A.I.1993.TheEnglishStoryteller.Israel.

6.Howe,A.1992.StorytellingintheClassroom.London.

7.Morgan,J.1983.OnceUponATime.CambridgeUniversity.

8.Sylvester,R.etal.1991.StartWithAStory.Birmingham.

9.Trelease,Jim.1985.TheRead-AloudHandbook.PenguinBooks.

10.Wheway,D.1993.ExploreMusicThroughStories.OxfordUniversityPress.

11.Wright,A.1995.CreatingStorieswithChildren.Longman.

12.Wright, A. and S. Haleem. 1991. Visuals for the Language Classroom.Longman.

13.Wright,A.1997.StorytellingwithChildren.OxfordUniversityPress.

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AIRPLANE ANIMAL APARTMENTBUILDINGAPPLE ARM BABY BALL BALLOON BANANA BATHROOM BEAR BEDROOM BIG BIRD BLACKBLOCK BLOUSE BLUE BOAT BODY BOOK BOWWOW BOX BOY BRIDGE BROTHER BROWN BUS BUSDRIVER CAKE CANDLE CAR

CAT CHAIR CHILDREN CIRCLE CLOWN COLDCOOKIE CRAYONS CUP DENTIST DOCTOR DOG DOLL DOOR DRESSDRINKEAR EIGHT ELEPHANT EYE FACE FAMILY FATHER FEET FINGER FIRETRUCK FIREFIGHTERFISH FIVE FOOT FORK FOUR

FRUIT GAMEGIRL GLASSGLUE GOODBYE GRANDFATHERGRANDMOTHERGRAPEGREEN HAIR HAND HAPPYHAT HEAD HELLOHERE HOP HOT HOUSEICECREAM JACKET JUNGLEGYMKITCHEN KNEE KNIFE LEG LEMONADE LION LITTLE LIVINGROOMLONG

FIRST GRADE VOCABULARY

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VII. ANNEX

GRADES 1- 6 VOCABULARY LISTSTEACHERS:Asyouworkonsomeplays,usetheselistsasaguidetoknowthelevelofwordsyourstudentsuse.Feelfreetomakeacheckinfrontthesewordsastheyareused.





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MAD MAN MEOWMONKEY MOTHER MOUTH NINE NO NOSE NURSE ONEORANGE PANTS PAPERPARTY PENCILS PENGUIN PET PINK PLATE PLEASEPOLICEOFFICERPURPLE RAINY RECTANGLE REDSAD SALESPERSONSANDALS SANDWICH SCHOOLSCISSORS SEAL SEE SEVENSHAPES SHELF SHIRT SHOESSHORTSHORTS

SHOULDER SISTER SIX SKIRT SLIDE SOCKS SPOON SQUARE STREETSWEATER SWINGTABLE TAXI TAXIDRIVERTEACHER TEDDYBEAR TEN THANKYOU THERE THREETIGER TOE TOY TRIANGLE TRUCKTWEET TWOUMBRELLA WANT WHISTLEWHITE WINDOWWOMANYARD YELLOWYES YOU’REWELCOMEZOO ZOOKEEPER





AMAPPLEAREARMBABYBALLBALLOONBATBATHROOMBATHTUBBEDBEDROOMBIGBIKEBIRDBIRTHDAYCANDLEBLACKBLOCKBLUEBOATBODYBOOKBOOKBAGBOOKCASEBOYBROTHERBROWNBUGCAKECARCATCATCHINGCHAIRCHILDRENCIRCLECLAPCLASSCLOSETCLOTHES

SECOND GRADE VOCABULARY

CLOWNCOLORCOOKINGCOWDANCINGDESKDININGROOMDODOGDOINGDOLLDRESSDUCKEAREATINGEGGEIGHTEIGHTEENELEVENEYEFACEFAMILYFATHERFAUCETFEETFIFTEENFINGERFISHFIVEFLYINGFOOTFOURFOURTEENFRIDAYFROGFUNGIRLGOODBYEGOODMORNING

GREENHAIRHAMBURGERHANDHAPPYHATHAVEHEHE’SHEADHELLOHERHIPPOPOTAMUSHISHORSEHOTDOGHOUSEHOWMANYHOWOLDI’MICECREAMINISITIT’SJACKETJUMPROPEJUMPINGJUMPINGTHEROPEKICKINGKITCHENKITEKNEELAMPLEGLITTLELIVINGROOMLONGMAN

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MARBLEMARKERMENMILKMONDAYMONSTERMOTHERMOUTHMYNAMENINENINETEENNONOSENOTONONEORANGEPANTSPARTYPENCILPINKPIZZAPLANEPLAYINGPLEASEPRESENTPUPPETPURPLEPUTREADINGRECTANGLEREDREFRIGERATORRIDINGABIKERUNNINGSADSATURDAYSAYSCHOOLSEE

SEVENSEVENTEENSHESHE’SSHIRTSHOESSHORTSHOULDERSISTERSIXSIXTEENSKATESKATINGSKIRTSLEEPINGSNAKESOCKSSOFASQUARESTOVESUNSUNDAYSWEATERSWIMMINGTABLETEACHERTENTENNISSHOESTHANKYOUTHESETHEYTHEY’RETHIRTEENTHISTHREETHROWINGTHUMBTHURSDAYTOETOYTOYBOXTRIANGLE

TUESDAYTVTWELVETWENTYTWOUNDERWANTWATCHINGTVWEARINGWEDNESDAYWHATWHATCOLORWHATCOLORAREWHAT’SWHEREWHERE’SWHITEWHOWHO’STHIS?WOMANWOMENWORMYELLOWYESYOUYOURZERO





THIRD GRADE VOCABULARY

AFTERNOON ALWAYS AN ANIMAL ANT APPLE APRIL ARMS AUGUST AWAKEN BAKERY BALL BALLOON BANANA BANK BATHROOM BATHTUB BEARBED BEDROOM BEHINDBENCH BETWEENBEVERAGEBIG BIRDBIRTHDAYBLACKBLANKETBLUE BOOKCASEBOOKSTOREBOWLBOXBREAD BREAKFASTBROTHERBROWNBRUSH

BUGBUILDINGBUNCH

BUS BUSDRIVER BUT BUTTERCAKECAMELCAN CAN’TCANDLECANDYCARROT CAT CELEBRATE CELEBRATIONCHAIR CHEESE CHICKEN CHOCOLATE CLIMBINGCLOCK COLD COLORING COMB COOKIE CUP CURTAINS DAY DECEMBER DELICIOUS DESSERTDININGROOMDINNER DIRTY DISHES DO

DOCTOR DOES DOESN’T DOG DON’T DRESSER DRINK DRINKSDRIVE(S)EARS EAT EIGHTEEN EIGHTY ELEPHANT ELEVENEVERYDAYEXITEYESFACE FATHER FEATHERS FEBRUARY FEED FEET FIFTEENFIFTY FIRESTATION FIRETRUCK FIREFIGHTER FISH FLOWERFLY FOOD FOR FORTY FOUNTAIN FOURTEEN FRIDAY FROG FRUITS

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98 99

GAME GETGIRAFFE GIVEN GOODBYE GOODMORNING GRANDFATHER GRANDMOTHERGREENHAIRHAMBURGERHAVE/HAS HEALTHY HELLOHIPPOPOTAMUSCLIMB HOSPITAL HOT HOTDOG HOWAREYOU? HOWMANY? HUNGRY I’MFINE ICECREAM IN INFRONTOF INGREDIENTSINVITATIONITS JANUARY JEANSJEEPJUICE JULY JUMP JUMPING JUNE JUNKFOOD KANGAROO KITCHEN KITE

LAMPLEGS LEMONADE LETTUCE LIKE LION LITTLE LIVINGROOM LONG LUNCH MAILCARRIER MAINCOURSEMARCH MAY ME MEAT MENU MILK MONDAY MONKEY MONTH MORNING MOTHER MOVIETHEATER MY MYNAMEIS__________.NECK NEVER NEWYEAR NEXTTONIGHT NINETEEN NINETY NOSE NOT NOVEMBER NURSE O’CLOCK OCTOBER OLIVES ON

ONEHUNDRED ONIONS OPEN ORANGE OUR PANTS PARADE PARENTS PARK PARTY PEAR PHONE PICNIC PIECE PINK PIZZA PLATE PLEASE POLICECAR POLICEOFFICER POLICESTATION POP POSTOFFICE PRESENT PUDDING PURPLE RADIO READING RECIPE RED REFRIGERATORREPAIRRESTAURANTRICERUGRUNSALADSALESALESPERSONSANDWICHSATURDAY





SCHOOLSEALSEPTEMBERSEVENTEENSEVENTYSHIRTSHOESHOESSHOPSHORTSINGSINGINGSINKSISTERSIXTEENSIXTYSKATINGSLEEPSLIDESLIDINGSOCKSSOFASOMESOMETIMESSOUPSTOVESTREETSUGARSUNDAY SUPERMARKETSWEET SWEETS SWIM SWING SWINGING TABLE TAIL TALKINGTALL TEACHER TEETH

TEN THANKYOUTHEIR THEREARE/AREN’TTHEREIS/ISN’TTHIRTEENTHIRSTYTHIRTY THURSDAYTIMETOBETOAST TOILET TOMATO TONGUETWISTERTOWNTOYSHOPTRACTORTREE TRUMPET TUESDAY TV TWELVE TWENTYUNDER VEGETABLES VIDEOSHOP WAITERWALK WANT WASH WATCHWATER WEDNESDAY WHAT WHAT’SYOURNAME?WHEN WHERE WHITE WHO

WINDOW WORK(S) WRITING YEAR YELLOW YOGURT YOUR ZOO ZOOKEEPER

100 101





100 101

ACTION AFTER AIR ALL(THETIME)ALWAYS AM ANY APARTMENTAPARTMENTBUILDINGAPPLE AUNT AWARD BAD BANANA BAND BARBER BARN BEACHBEANSBEAR BECAUSE BEDTIME BEE BEFORE BEHIND BIRD BITTER BOOTSBORING BOTTLEBOWLBOX BREAD BREAKFASTBROTHER BUILDINGS BUNCH BUSH BUTTER

FOURTH GRADE VOCABULARY

CAKE CAMEL CAN CAN’T CANDY CAR CARNIVAL CARRYCARTOON CAT CAVE CHANNEL CHARACTER CHEESE CHICKENCHIMPANZEECHOCOLATE CITY CLIMATE CLOUD CLOUDY CLOWN COACH COAT COLDCOMEDY COOKIE COOLCORNCOUNTRY COUSIN COW CRAWL CROCODILE CUP CUT(HAIR) DEER DELICIOUS DENTIST

DEPARTMENTSTOREDESERT DID/DIDN’TDIME DINNER DISH DO/DON’T DOCTOR DOES DOG DOWNSTAIRS DRINK/DRANKDRONES DUCK EARS EAT/ATE EGG ENJOYENOUGHEVERYDAY EVERYTHINGEXCITING EXERCISE EYES FALL FARM FAVORITE FEEL FENCEFIELD FIFTEEN FIGHTFIRES FINGERS FIREFIGHTERFISHFIXTEETH FLY FLYPLANES





FOODFOREST FORTY-FIVE FRIDAYFRUITFUNNYFUR GAMESHOWGET GLASSGLOVES GOAHEAD(ONE)SPACEGOBACK GOOD GRANDFATHERGRANDMOTHERGRAPES GRASSGRAY GREY HABIT HABITAT HANDS HAPPEN HAPPYHARD HASTO HAT HAVETO HAYSTACK HEALTH HEALTHY HEAR HELPSICKPEOPLEHIVES HOMEWORKHONEY HORSEHOT HOTDOG HOWABOUT____?

HOWMANY HUNGRY ILIKE/IDON’TLIKEI’DLIKE ICE ICECREAMIN INFRONTOFINSECTINTERESTINGJACKET JAM JAR JEANSJUICE JUMP JUNGLE JUNKFOOD KANGAROO LAKE LAMB LASTNIGHT LATE LEMON LEMONADELET’SGOTOTHE___.LETTUCE LIKELION LIVE LOOK LOUD LOVE LUNCHMAILCARRIERMEADOW MILKMIX MIXTURE MONDAY MONKEY

MONSTER MOVIEMOVIETHEATERMUSEUM NATURESHOWNEVERNEWS NICE NIGHTGOWNNOISENOSE NURSEO’CLOCK OCCUPATIONOCEAN OFTENOLIVESON ONION OPINION ORANGE ORANGEJUICEOSTRICH OUTSIDE PARK PARROT PAST PEAR PENGUIN PIECE PILOT PLAIN PLATE PLAY(GAMES)POLAR POLICEOFFICERPONDPOP POPCORN PRESENT PUT

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102 103

QUEEN RAINCOAT RAINFORESTRAINYREAD RESTAURANTREVIEW REVIEWER RICE RIGHT RIVER ROUTINE RULE RUN SAD SALADSALTYSAND SANDALS SANDWICH SATURDAY SCARESCARFSCARYSCHEDULE SEAL SEASON SECRETARY SEE SENSES SERVEFOODSHEEP SHORTS SHOWSICK SIDES SISTER SKATINGRINKSKIES SKY SLEEP

SLICE SMALLSMELL SNEAKERS SNOWSNOWY SOAPOPERASOFT SOME SOMETIMES SOUND SOUR SPOON SPORTS SPRING STINGLESS STORYSTRAWBERRIESSUGARSUMMER SUNDAY SUNGLASSESSUNNYSUNSHINE SUPERMARKETSURVEY SWEATER SWEETSWIM TASTE TASTEBUDS TEACHTEACHER THEREARE THEREIS THIRTY THUNDER THUNDERSTORMTHURSDAY TIME TIP

TIRED TITLE TOAST TODAYTOMATOES TOMORROWTONGUE TOOMUCH TOOTHBRUSHTOUCH TOWNTREE TROPICAL TRUNKT-SHIRTTUESDAY TVSHOW TYPE TYPELETTERSUMBRELLA UNCLEUNDERUSUALLY VEGETABLE WAITER WALK WANT WARMWAS WATCH WATERWATERMELONWEATHER WEDNESDAYWEEK WERE WHATWHATKINDSOF?WHATTIME WHAT’SON__?WHOWHY





FIFTH GRADE VOCABULARY

ABAGOFABOTTLEOFABOXOF ABUNCHOFACANOFACARTONOFACUPOFAHEADOFALOAFOFAPACKAGEAPIECEOFABOUTACCIDENTADVICEAFRAIDAFTERAIRPLANEALLIGATORALWAYSAMAMBULANCEANGRYANYAPPLEAPRILAREARMARMSASKATEAUGUSTAUNTAUTUMNAWFULBABYBADGEBALLBANANA(S)BASEBALL

BASEBALLMITT(MOTOR)BIKE(POLAR)BEARBEAKBEANBEATBEDBEFOREBEHINDBETWEENBICYCLEBIGBIKEBIRTHDAYBIRTHDAYCAKEBLACKBLOCKSBLONDBLUEBOATBOILBOOKBOOKBAGBOOTSBOREDBOTTLEBREADBREAK/BROKEBREAKFASTBRINGSBROKENLEGBROTHERBROWNBRUSH/BRUSHEDBUGBUNCHOFBURNBUTTERBUTTERFLY

CAGECAKECAMELCANCANDY CAPSCAR CARROT(S)CASSETTECATCHCELERYCENTCEREALCHALKCHASECHEESECHEFCHICKEN CHOCOLATECIRCLE CIRCUSCLEANCLIMBCLIMBINGCLOCKCLOUDCLOUDYCOATCOCOACOFFEECOLDCOOKCOOKIESCOSTCOUSINCOWCRAWLCRAWLINGCRAYONS

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CROCODILECUCUMBERSCURLYCUTDANCEDDARKDECEMBER DEERDENTISTDESERTDESKDESSERTDIDDIDN’TDIGITALCLOCKDIMEDINNERDISHESDODOCTORDOGDOINGDOLLDOLLARDOORDRESSDRIVESDROPEARACHEEARS EATEAT/ATEEATINGEGG(S)EIGHTEENELEPHANT ELEVENEMOTIONSERASEREXCITED EXERCISE

EYESFACE FALL/FELLFARMERFASTFOODFATHERFEBRUARY FEEL/FELTFEETFENCEFEVERFIFTEENFIGHTFIGHTSFINALLYFINGER FIREFIGHTERFIRSTFISHFIVEFLYINGFOOTFORESTFORGOTFOURFOURTEENFOX FRIDAYFRIESFRUIT FUNFUNNYGAMEGARBAGE GERMSGETGETUPGIRAFFE GIVE/GAVEGLOVE(S)GLUE

GOGOTGOTUPGRANDFATHERGRANDMOTHERGRAPE(S)GRASSGREENGREENBEANSGROCERYHADHAIR HAMBURGERHANDHANDSHANGINGHAPPYHATHAVEHEADHEADACHEHEALTHADVISORHEALTHYHEARHELMETHERSELFHIMSELFHIPPOHIPPOPOTAMUSHITHOLIDAYHORSEHOTHOTDOGHOUSEHOWHUNGRY HURTICEICECREAM IN

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INFRONTOFINTELLIGENTISJACKETJANUARY JEANSJUICE JULYJUMPJUMPINGJUNEJUNGLEJUNGLEGYMKANGAROO KITEKNIFEKNOCKLAKELAMPLEGLEMON LEMONADELET’SLETTUCELIGHTLION LISTLITTLELONGLONGER LOOKEDLUNCHMADMADEMAILCARRIERMAKEMARCH MARKERMAYMEATMENU

METMIGHTMILKMIXMONDAYMONEYMONKEY MOTHERMOTORCYCLEMOUSEMOUTHMOVINGMULTI-COLOREDMUSHROOMSMYSELFNAILNEATNEEDNEVERNEXTNEXTTONICKELNINENINETEENNOSENOVEMBER NURSEOCEANOCTOBER OLD OLDERONONEONION ORANGE(S)ORDER OSTRICHPACKAGEOFPAJAMASPANCAKEPANTS

PAPERPARROTPEACH(ES)PEAR(S)PENCILPENGUINPENNYPIEPINKPLAINPOTPOTATOPOTATOESPRICEPROVERBSPURPLEPUTQUARTERQUEENRAINCOATRAINYRANREADRECIPERECTANGLEREDRESTAURANTRESTINGRICERIDE/RODERIVER RULERUNRUNNINGSADSAIDSALADSALTSANDALSSANDWICHSANG

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SATURDAYSAYSCAREDSCARFSCHOOLSCHOOLBAGSCISSORSSEALSECRETARYSEESELFISHSEPTEMBERSERVESEVENSEVENTEENSHEEPSHELFSHIRTSHOESSHOPPINGMALLSHORTSHORTERSHORTSSHOULDSHOULDERSHOULDN’TSICKSIDEWALKSINGSINGINGSISTERSIXSIXTEENSKATE(S)SKIRTSLEEPINGSLEPTSLIDESMELLSMILESNAKE

SNEEZINGSOAPSOCKSSODASOMESOMETIMESSORETHROATSOUPSPAGHETTISPENDSPIDERSPOONOFSPRINGSQUARESTOMACHACHESTORKSTORYBOOKSTOVESTRAIGHT STRAWBERRIESSTRAWBERRYSUGARSUMMER SUNDAY SUNNYSUPERMARKETSWEATERSWEETSSWIMSWIMMINGSWINGSWINGINGSYRUPTABLETAKECAREOFTALL TALLERTASTETEATEACHER TEACHES

TEDDYBEARTELEPHONETENTERRIBLETESTTHANTHATTHENTHEREARETHERMOMETERTHESETHIRTEENTHISTHOSETHOUGHTTHREETHURSDAYTIGER TISSUETOPLAYATRICKTOETOLDTOMATO TOOKTOOTHACHETOYBOXTOYSOLDIERSTRAFFICTRIANGLETRUCKT-SHIRTTUESDAY TUNATWELVETWENTYTWOTYPESUMBRELLAUNCLEUNDERUSE





USUALLYVANILLAVEGETABLESVEHICLESVISIT

WARMWAS WASHWASN’TWATCH

WEATHERWEDNESDAYWEEKENDWENTWEREWEREN’TWHALEWHEN

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SIXTH GRADE VOCABULARY

ACT ACTIONACTS AGO AIRPLANEAM/WAS/WASN’TAPATOSAURUSAPRIL ARE/WEREASK/ASKEDAUGUST AWFUL BAD BAMBOO BASEBALL BASEBALLCARDBASKETBALL BATH BATHTUBBE BEAUTIFUL BECAUSE BELIEVEDBIGGERBIGGESTBIRTHDAY BOAR BONE BONY BORING BRAND-NEW BRONTOSAURUSBROOM BUILD/BUILTBYHAND CAIMAN CAKE CALENDARCALL

CAMECANDLE CARCASTLE CATCH/CAUGHTCELEBRATE CEREALCHANGE/CHANGEDCHARACTER(S)CHEESE CHOOSE/CHOSECITY CLAW CLEAN(UP)COATCOINCOOK/COOKEDCOLLECTCOLLECTED COLLECTIONCOLORFULCOME/CAMECOMET CONDOR COSTCOUNTRYCOVER/COVEREDCREATE/CREATEDCURTAIN CUT DATEDAY DAYS DAYTIME DECEMBER DECIDE/DECIDEDDELICIOUSDESTROY/DESTROYEDDIEOUT/DIEDOUTDIE/DIED

DIFFERENCE DIFFERENT DINNER DINOSAURDIRTYDIVIDE/DIVIDEDDO/DID/DIDN’TDOG DOLL DRAGONDREAM/DREAMEDDRINK/DRANKDROP DULL EARTH EASY EASYTOUSE EAT/ATEELECTRIC ELECTRICLIGHTELECTRICITY ENDANGEREDENTER/ENTEREDEXCITINGEXERCISE EXTINCTIONFABLE FALL/FELLFASTER FASTEST FEATURES FEBRUARY FEET FIND/FOUNDFIREWORKS FISH FLOATEDFLOOR FLY/FLEW

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FOOD FOSSIL FRIDAY FRIGHTENED FRUIT FUN FUNNY FUR GAS GASOLINE GASOLINEPOWERED GAVE GET/GOT GO/WENT GOINGTO GRASS GROW/GREW HAPPEN/HAPPENED HARD HAVE/HAD HEAD HEAR/HEARD HEAVIER HEIGHT HELP/HELPED HIT HOBBY HOLE HOLIDAY HOME HORN HORSE HOW HUGE HUNG HUNGRY HUNT/HUNTED INSECTS INTERESTING INVENT/INVENTED INVENTION

INVITE/INVITED IS/WAS JANUARY JOKE JULY JUMP/JUMPED JUNE JUNGLE KILL/KILLED KNOW/KNEW KOALA LAUGH/LAUGHED(OIL)LAMP LAYER LEAPYEAR LEAVES LEFT LENGTH LET’S LIGHTBULB LIFELINESLIKE LION LITTLE LIVE/LIVED LOG LONGER LONGEST LOOK/LOOKED LOSS LOST LUCKY MAKE/MADE MAMMAL MARBLES MARCH MARINE MAY MEAL MEASURE

MESSY METEOR METER MICE MILLIONMINE/MINED MINUTE MISS/MISSED MONDAY MONEY MONKEY MONTHS MOUSE MUD NAME/NAMED NEST NET NEWER NEWEST NOVEMBER OCTOBER OLDER OLDEST ORDINALNUMBERS OUTLAWS OUTLINE OX PANDA PARASAURUS PARTYHAT PLANT PLATE(S) PLAY PLEASE POCKETS PREDATOR PRESENTS PROTECT/PROTECTED PROUD PROVIDE/PROVIDED PTERODACTYL

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MESSY METEOR METER MICE MILLIONMINE/MINED MINUTE MISS/MISSED MONDAY MONEY MONKEY MONTHS MOUSE MUD NAME/NAMED NEST NET NEWER NEWEST NOVEMBER OCTOBER OLDER OLDEST ORDINALNUMBERS OUTLAWS OUTLINE OX PANDA PARASAURUS PARTYHAT PLANT PLATE(S) PLAY PLEASE POCKETS PREDATOR PRESENTS PROTECT/PROTECTED PROUD PROVIDE/PROVIDED PTERODACTYL

PUPPET PUTAWAY PUTON RABBIT RACE RADIO RAKE RAN RAT REAL REFRIGERATOR RETURNED RICH RIDDLE RIDE/RODE ROCK(S) ROOSTER RUNNER RUNNINGSHOES RUNNINGWATER SAFE SAND SATURDAY SAVE/SAVED SAW SAY/SAID SCARED SCENERY SCIENTIST SECOND SEE/SAWSEND/SENT SEPTEMBERSETTING SEWINGMACHINE SHARE SHARP SHEEP SHELL SHORTER SHORTEST

SHOVELSHOW SILLY SIZE SKATING SKIN SLEEP/SLEPT SLEEPING SLOWER SLOWEST SMALLER SMALLEST SMILED SNAKE SOCCER SPECIAL SPEND SPIDER SPIKE SPORT STAGE STAMP START/STARTED STAY STEAL/STOLE STEGOSAURUS STONE STOPPED STOPWATCH STOVE STRANGE SUDDENLY SUMMARY SUNDAY SWIM/SWAM SWIMMING SYRUP TAIL TAKEOFF/TOOKOF TAKE/TOOK TALLER

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TALLESTTEAM TEETHTELEGRAPHTELEPHONETELEVISION(TV) TELL/TOLDTENNISTERRIBLETHANKTHENTHINKTHROUGHTHURSDAYTIGERTIMEMACHINETINYTIREDTRACKTRACKSHIRTTRAINTRAVELTREETRICERATOPSTROPHYTUESDAYTURN/TURNEDTURTLETYRANNOSAURUSREXUNTIL USE/USEDVERYVOLLEYBALLWAGONWALK/WALKEDWANT/WANTEDWASHWASHINGMACHINEWATER WEDNESDAY WEEK





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WEIGHTWERE/WEREN’TWHATWHATKIND(S)OFWHENWHICHWHYWIN/WONWINNERWONDERFULWORK/WORKEDWORRYWOULD WRONG YEARYEARSYOUNGERYOUNGEST





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Thank You for using these plays, developing

vocabulary, and for reading aloud to

your students.

Their oral fluency will be enhanced!

Plays

Education

Transcript of Plays