Ricky the Robot-lesson Plans

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Sample material

Table of Contents (A, B, C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 5

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 13

Teaching Notes Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 - 37

Photocopiables Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 43

Big Book Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 51

Unit Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Pupils Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Flashcards Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Poster and stickers Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Ricky-Rom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56


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Table of contents

Level AContents

Pupils BookNew language

Topic

This is Ricky. Ricky

TobyKimhellogoodbye

Greetings

Its red. redgreenblueyellowYesNonumber 1

Colours

Hello, teddy.teddydollcarballnumber 2

Toys

Sit down, Ricky. tablechairboardcrayonnumber 3

School

This is your biscuit. yogurtbiscuit

applesandwichThank you.number 4

Snack time

Look at the mouse. dogcatbirdmouse

Animals

Festivals sweets, maskChristmas tree, presentsegg, basketsun, beach

HalloweenChristmasEasterSummer

3Ricky the Robot B Sample Material Pearson Educacin, S.A.


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Table of contents

Level BContents


Activity Book opcionalExtra language

Topic

Painting time brown

pinkblackwhitedoorwindow

Its [blue]

numbers 1, 2 (repaso)

orange

purplegrey

Colours

At the farm cowsheephorsechickenduckgoat

Its a [cow].number 3 (repaso)

pigdonkey

rabbit

Farm animals

At the parkslideswingsandpitseesawupdownnumber

Whats this?Its a [slide].number 4 (repaso)

climbing ramebucketspade

At the park

The very bigpotato

mumdadbrothersistergrandmagrandad

plural 's'This is mynumber 5

uncleauntbaby

My family

Its a monster. legsarmshandsmouthnoseeyesearshead

One leg. Two legs.number 6

ngerstoestummy

My body

These are myshorts!

T-shirttrousersshortsdress

shoescoathatglasses

These are my [shoes].numbers 1 6 (repaso)

sandalsskirtjumper

My clothes

Festivals witch, pumpkinchimney, stockingchocolate, Easter bunnysun cream, swimsuit


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Level CContents


Activity Book optionalExtra language

Topic

Theyre monkeys. elephant

lionsnakegiraetigermonkeyorangepurplegrey

What are these?

Theyre [monkeys].Theyre [brown].

bear

camelzebra

Zoo animals

Im hungry. happysadtiredthirstyhungry

scared

Im [happy]. wetdry

My feelings

The three littlerobots

inonunderbehindhouseroo

Im [in] the [house].number 7

cupboardsoaTV

Positioning of objects

Ive got a train. castlecomputerbikepuzzletraintoy box

Ive got a [train].number 8

drumkitepuppet

My toys

I like sausages. sandwichcarrotbananasausagemilkjuicepirateairy

I like [sausages].number 9

princessice creamcrisps

Food

I can smell

owers.

smellhear

seedancefowersmusicbandspaceship

I can [see] [fowers].number 10

runjump

sing

My senses

Festivals ghost, batdecorations, snowmanchick, springplay, swim


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Introduction

Ricky the Robot B Sample Material Pearson Educacin, S.A.

Ricky the Robot

General description of the courseRicky the Robot is an English course for three to veyear-olds in preschool education.

The course has been specically designed to incorporatethe general objectives of the LOE framework for pre-school education (second cycle); it also contributes todeveloping the basic competences. The opportunitiesand challenges of introducing foreign language learningto this age group have been equally considered.

In order to make teaching and learning for teacher andpupil respectively as globalised as possible, the course

has a similar structure to other materials used inpreschool education; a pupil booklet for each term (seeComponents section).

The attractive and motivating characters and theelaborate selection of components motivate teachersand pupils, as well as involving parents in their childslearning.

Objectives

Ricky the Robot will:

develop the condence to understand and use Englishin contexts that are meaningful to the pupils lives.

develop a positive attitude to the English languageand help pupils associate language learning withenjoyment, communication and representation.

develop skills that benet pupils throughout thecurriculum in line with the wider preschool (EducacinInantil) curriculum and prepare them for thechallenges of their primary education.

Characters

Ricky is a cute but cheeky robot. He is friends with

two human characters, Toby and Kim. Ricky is fun.He delights the children by doing funny things suchas walking through walls and changing shape. Rickyssense of humour will reduce childrens anxietyand will create a relaxed, fun and happy classroomenvironment.

Toby and Kim introduce Ricky to the human world. Heis taken to school, the zoo and on lots of adventureswith them. Ricky has a hologram which he uses toshow what he is thinking. Your pupils will help Ricky tolearn English and this will increase their self-esteemand self-condence.

Every page of the Big Books and Readers includes atiny teddy bear hiding behind objects. The children will

enjoy looking for the teddies, and doing so will helpthem to focus in on the detail of the pictures. Find thehidden object is a very successful feature of many pre-school educational materials.

Methodology

New vocabulary is introduced using the Ricky theRobotsot toy. Ricky provides a meaningful context tolearn the vocabulary, as each new word and languageitem needs to be explained to him. Soft toys are veryreal to young children and give them support andcomfort. We know that children often nd it easier to

express themselves with the aid of a soft toy. In level A four new words are introduced in each unit,

as well as two new words for each festival. In levelsB and C, pupils will learn six new words in each unitand a simple language structure. All new vocabularyis recycled and revised throughout the course.

In levels B and C, the optional Activity Book expandspupils language with three new words in each unit,and reinforces the vocabulary introduced in thePupils Book. In level C the Activity Book also workson identifying the new words taught in each unit andtracing them at the end of the course.

Each unit has been made up of language the pupilwill be able to understand, but wont be expected toreproduce. Pupils will develop the ability to listen andextract meaning without understanding every word.All language is rst practised receptively throughlistening and doing, e.g. pointing at the word beforereproducing it.

Ricky the Robot is story-based. Children love stories;they ignite the imagination and break down barriersto learning. Ricky the Robot is also topic based. Eachunit is arranged around a different topic, for example,

my school, my family, at the park, food, etc. Thisallows new words to be arranged into lexical groupsmaking them easier to learn. Ricky the Robot is alsoactivity based. Learning is arranged around fun andinteractive activities, which include action games, TPRactivities and other quieter desk-based activities.

Ricky the Robot incorporates a wide variety of activitytypes, allowing a motivating and productive use ofresources. The activities include: stories, songs,chants, games, puzzles, simple craft activities, TPRand drama. Worksheets include activities such astracing, colouring, matching, dening same and

different, sequencing, number work, and pre-readingand pre-writing activities.

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Course structure

Each level of Ricky the Robot provides 2 4 classroomsessions per week over 22 teaching weeks, giving anaverage of 1.5 teaching hours per week.

The course is divided into 6 units per level, each taughtover a two-week period. There is also an introductorylesson (Lesson starter) in levels B and C and theFestival units.

In level A there are 6 lessons in each unit; four of theseinclude a worksheet in the Pupils Book and the other

two have photocopiables in the Teachers ResourceBooklet. In levels B and C there are 8 lessons in eachunit; 6 of these have a Pupils Book worksheet, andthe other two have photocopiables in the TeachersResource Booklet, which focus on craft or movement-based activities. There are also 2 lessons for eachFestival; these have a worksheet in the Festivals PupilsBook.

One Pupils Book is introduced each term comprisingteaching material for two units, along with theadditional Festivals Pupils Book. All these are includedin the Pupils older.

In the optional Activity Book, there are 4 lessons perunit, and each unit has its own worksheet. TheActivityBook also offers an extra worksheet for the festivals.

To offer exibility and variety to teachers, the TeachersBook provides 2 additional activities per lesson.Teachers will be able to dip into this extra material toadd variety to their teaching and to deal with differingteaching time throughout the year. The FestivalsPupils Book also addresses differing teaching time, asteachers will be able to choose as few or as many asthey wish.

Unit structure

Level A

Lesson 1: Presentation of the rst 2 new words for thetopic, and practice with a chant. These words will bepresented and practised in a number of entertaininggames.

Lesson 2: Presentation of another 2 new words, togetherwith a simple vocabulary song and practice with twoaction games.

Lesson 3: Story. Presentation of the story, along

with extension activities related to the story and newvocabulary.

Lesson 4: Song. Presentation of the song with TPRactivities.

Lesson 5: Number work. Learning a new number andgeometric shape with a song or chant and severalgames and activities.

Lesson 6: Unit consolidation. Includes a simplecraft activity which allows pupils to practise the unitlanguage.

Levels B and C

Lesson 1: Presentation of the rst 3 new words for thetopic with a chant. These words will be presented andpractised in a wide variety of entertaining games.

Lesson 2: Presentation of another 3 new words with asimple vocabulary song.

Lesson 3: Story. This lesson introduces the languagestructure of the unit, which is reinforced and practisedin the story. There will also be extra games to practisethe structure and vocabulary.

Lesson 4: Activities to practice all language (6 wordsand one language structure) including acting out thestory and various language games.

Lesson 5: Number work. Pupils will learn a new numberand revise those they already know with a chant or

song.

Lesson 6: Song. Presentation of the song with TPRactivities.

Lesson 7: Cross-curricular activity. Practising the unitlanguage with a simple craft activity.

Lesson 8: Unit consolidation and personalisationactivities.

OptionalActivitybook(Levels B and C)

Lesson 1: Presentation of the rst 3 new words.Presentation of the written words in level C to work on

word identication.Lesson 2: Practice of 2 new words and revision of thewords introduced in the same unit of the Pupils Book.The words from the Pupils Book are presented in writtenform in level C to work on word identication.

Lesson 3: Extension work on pre-writing skills with thenew words.

Lesson 4:Consolidation of words in the Pupils Book andActivity Book, with word identication and tracing in level C.

Lesson structure and routines

Each lesson in Ricky the Robot is structured around theclass routine. This helps you and your pupils to knowwhat to expect and creates a stable and well-orderedenvironment.

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Introduction


See the teachers notes on page 13 for more detailedinformation on this.

Starting the lesson

The children sing a very simple welcome song to Rickyand to each other, while miming being robots.

Routines time

The pupils stick the weather stickers on the Routinesposter.

If its a pupils birthday, you can do the birthday routine.The class sing Happy Birthday and place a candlesticker on the birthday cake in the poster.

Active time Pupils do a Warmeractivity. This activity tends to be a

song they already know or an action game.

There are also 2Active time activities that are usuallyplayed on the oor. These include vocabulary games,acting out a story, action games, songs and chants.

Quiet time

Before returning to their seats to start book work,a simple routine song is proposed to help calm thechildren down and prepare their minds for focussedwork involving ne motor skills.

We know that certain activities can help the two partsof the brain to work together and encourage calmand concentration. In the Stand like a robot activity,the pupils must remain standing with their arms andlegs crossed over, until the teacher is happy they arestanding correctly and quietly. Only then can they sitdown. This activity resembles a game of statues.

Book time

When pupils are sitting quietly at their desks, they dothe worksheet and photocopiable activities.

The worksheet number can be found in the bottomright corner of the page.

Ending the lesson

To promote the value of responsibility in the classroom,each lesson ends with the chant Tidy up time. Thechant reminds pupils to tidy up and clear away oncethey have nished the activity.

Pupils then sing the Goodbye song and this marksthe end of the lesson, re-energising the body after thetime spent sat at their desks.

Ricky the Robot and the preschoolcurriculum objectives

The preschool curriculum for Spain advocates thefollowing areas for development.

1 Self awareness and autonomy

In Ricky the Robot, children learn to identify parts of

the body and say what each is for. They also learn toname and explain the senses. The movement activitiespromote expression, coordination and control.

They learn to describe themselves and describe others,in a way that is accepting and non-discriminatory.

Games are used to promote social development andcooperation, and to promote the expression of thoughtsand feelings and respect for rules. These activities helpthe children to develop a positive self image.

They learn to identify their needs and preferences andto respect those of others.

The activities promote problem-solving skills, anunderstanding of the processes and planning to carryout a task and an understanding of the rhythms of lifeand daily routines.

The activities promote the importance of hygiene,safety, good heath and emotional wellbeing.

2 The outside world (physical, social and culturalenvironment)

The stories in Ricky the Robot expose the childrento a wide variety of situations and dilemmas that are

relevant and meaningful to their lives, principallyschool, family, friends and places of interest.

The course includes topics that teach children aboutthe natural world, including the life of animals, naturalcycles (such as the seasons and times of day and theweather) and the origin of some foods.

The activities in Ricky the Robot provide contextsfor important mathematical skills of sequencing,assessing similarities and differences, ordering,grouping and counting.

Ricky the Robotaddresses the issue of cultural diversity.As Ricky is not human, the children empathise withhim and help him to understand the human society hends himself in. These skills promote the respect ofdifferent cultures and peoples differences generally.

3 Development of language and communication skills

All the activities in Ricky the Robot promote anddevelop the childrens language and communicationskills. Every lesson includes ample opportunities fororal expression and listening comprehension. This isthrough stories, songs, chants, word games, Listenand do and Listen and sayactivities.

By learning English, and teaching English to Ricky, thechildren will understand the idea of different languages,which can be used in different situations and withdifferent people. This is an important characteristic ofan understanding of the diversity of our world.

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The movement activities found in every lesson promotethe use of the body as a means of communication. In

the TPR activities, they relate meaning to action bycarrying out physical activities. Special kinesiologyexercises are also used as a transition marker toprepare the children for quiet book work.

The songs and chants in every unit develop skills inmusic and rhythm as forms of communication. Thechildren develop singing skills and competence in theuse of a number of percussion instruments. They alsolearn to clap and mark rhythms.

The craft activity in every unit promotes an appreciationof creative, artistic and technical skills, as well as anawareness of different materials and processes.

The Ricky-Rom promotes condence in the use oftechnological communication.

Ricky the Robot teaches the key pre-reading and pre-writing skills: ne motor development, left to rightprogression, sequencing, dening same and different,seeing what is missing, etc.

4 Ricky the Robot and the basic competences

Ricky the Robot also encompasses the key elements ofthe basic competences. It promotes a smooth transitionto primary education and continuity and consistency in

methodology.

Linguistic competence. All the activities in Rickythe Robot promote the use of English for effectivecommunication.

Mathematical competence. In Ricky the Robotchildren will learn mathematical concepts throughEnglish language learning. They will learn to count,identify and trace numbers from 1 to 10 and recognisedifferent geometric shapes.

Competence in knowledge and interaction withthe physical world. Children will use English to

acknowledge and develop their understanding of theworld around them.

Data processing and digital competence. Using theRicky-Rom at school as well as at home, will contributeto the development of pupils competence in the use ofdigital information.

Interpersonal social and civil competence. Rickythe Robot promotes good manners and respect forothers. Children take part in group activities that workon social competences and interaction with others.Children develop compassion when they help Ricky tolearn about the human world. By learning a foreignlanguage, pupils develop their awareness of othercultures and languages.

Cultural and artistic competence. All units developpupils competences in music, song and artistic

expression through drawing, painting and craftactivities. The childrens interest in English literature

will be stimulated by the Big Books, Readers and unitstories.

Learning to learn. Ricky the Robot promotes thedelight of learning and discovering. Children do notonly learn to learn, but also share their discoveriesand skills with Ricky. This helps them to understandthe world around them.

Autonomy and personal initiative. The lessonroutines in Ricky the Robot help pupils to anticipatewhat is expected of them autonomously. The activitiespromote independence in problem solving, and their

ability to work in a group and express their ideas in aforeign language.

The four language skills

Listening

Listening exercises build childrens condence in theirability to understand. They will enjoy listening andresponding to what they hear. Right from the beginningof level A, children will learn to develop this skill throughdifferent types of listening activities:

Listening and responding to instructions in English. Story presentations

Songs and chants

Activities where the children Listen and do, includingmany TPR and action games.

The course CDs, which include all language itemscovered in the book.

Speaking

Young children have the ability to learn and use manywords and language structures naturally through

repetition and practise. Ricky the Robot introduceslanguage with motivating games and stories.

The speaking of new language is approached chorallyrst as a whole class activity. This then progresses togroup repetition and then to individual work, usually ingroups at the front of the class.

Reading

The Big Books and Readers will teach the pre-readingskill of sequencing.

The worksheet activities will help develop left to right

reading progression.

In the level C optional Activity Book, children areprovided with a lot of support to help them read andunderstand key vocabulary.

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Introduction


Writing

Young children develop ne motor skills at different

speeds. The children will:

develop pre-writing skills to develop pencil control.

practise left to right progression.

develop ne motor skills through colouring, tracing,matching and simple drawing activities.

(in the level C Activity Book) initially trace rst lettersonly and later move on to full words.

Components

For pupilsThe pupils folder contains:

3 Pupils Books, one for each term. Each bookletcontains worksheets for 2 units. The worksheets canbe pulled out. On the back of the worksheet you willnd the language covered in the lesson, the mainactivities, the stories and the words for the songs andchants.

8 pages of stickers to use with the Pupils Bookworksheets.

Festivals Pupils Bookcontaining a worksheet for eachfestival lesson.

The optional Activity Book is in colour and contains 4worksheets per unit. In levels B and C the languagestudied in each worksheet is included at the bottom ofthe page.

For the teacher

The teachers box contains:

The Teachers Book. In this component you will nd:

Contents table: includes topics, language, songs andchants, stories and cross-curricular topics.

Introduction: a clear explanation of the course, itsobjectives and components, as well as how to use it inthe classroom.

Unit maps: include a brief summary of the unitobjectives, language and materials.

Letters to parents: present a brief summary of whatpupils are going to learn in each unit.

Teachers notes on the main lessons: includes copiesof the worksheets and other necessary materials.

Teachers notes on the optional lessons: for thoseusing theActivity Book.

Teachers notes on the festival lessons: for thefestivals booklet.

Evaluation charts: to record pupils progress in eachunit.

Teachers Resource Booklet.This black and white bookletcontains 56 pages in levels B and C of photocopiablesand extra activities and 32 pages in level A.

Audio CDs. All the language covered in the course,including the stories, songs and chants are on the audioCDs. Detailed notes on how to teach the stories, songsand chants can be found in the Teachers Book.

Interactive posters. There is a poster for each unitincluding re-usable stickers with all vocabulary taught.Users of this optional component will also have theextra vocabulary stickers for levels B and C of theActivity

Book.There are also two additional posters:

Routines poster for the weather routine, birthdayroutine and revising numbers throughout the course.The poster includes weather stickers and candlestickers for sticking on the birthday cake in the poster.In level A, there are stickers for simple geometricshapes too.

Characters and festivals poster: this includes thethree main characters and stickers corresponding tothe different festivals introduced in the course.

Big Books. The Big Books, large and in colour, containthe 6 stories for each level. There are 3 Big Books; onefor each term. Each book contains 2 stories with text andillustrations. Parts of the text are highlighted in blue forpupils to repeat. Each story includes a page of optionalsimple comprehension activities. The teachers notesprovide more detailed information on how to use the BigBooks and present the stories.

Flashcards. There are ashcards for all key vocabulary,including the numbers and festivals vocabulary. Forthose using theActivity Book there are ashcards for thenew words. In level C all the words on the ashcards

are also available on stickers, which can be stuck onthe back of the cards. The teachers notes provide moreinformation on how to use the ashcards.

Ricky-Rom. This CD-Rom, which can be shown on theinteractive whiteboard, includes:

All the course audios: songs, chants and stories

Animated versions of the Big Book stories

Karaoke videos of children singing the unit songs anddoing the TPR actions.

Interactive games and activities

Digital ashcards Interactive posters and stickers

Teachers and pupils pack. Contains the followingmaterial for all three levels:

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Teachers bag: for carrying all Ricky the Robot materialsto class.

Ricky the Robot sot toy: the Ricky soft toy has his mouthopen so it can hold ashcards and be moved when hetalks.

Face masks for Ricky, Toby and Kim: these masks canbe used to act out the stories.

Small theatre: a fold-away carton theatre structure foracting out the stories.

Ricky, Toby and Kim fnger puppets: these can be usedto act out the stories.

Ricky stamp: for rewarding pupils work. This can beused on their worksheets or on their hands.

For the family

Parents play an important role in childrens learning.

The Pupils Folder in levels B and C has a Readercontaining 6 stories per level for reading and sharingwith the family.

Levels B and C include the Ricky-Rom with animatedversions of the stories in each level, karaoke videosof the songs and all the audios and vocabulary for theyear.

You can send a letter to parents for each unit to keepthem up to date on what their child is doing in class.These letters can be photocopied and are found at thestart of each unit in the Teachers Book.

Families will receive birthday, Christmas, Mothersday and Fathers day cards made by the children. Thephotocopiable templates for these are found in theTeachers Resource Booklet.

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Introduction


Classroom management

Try to maintain a fun and motivating environment inthe classroom. If you are relaxed and have a calmapproach, the children will follow your example andmany learning barriers will be broken down. A happyand positive environment will encourage pupils to becreative and participate, as well as increase their desireto learn. Carrying out a task well is what motivatespupils most; try therefore to make pupils feel that theyhave worked well and always praise their efforts. Allthe children should be familiar with expressions suchas Good boy/girl; Good work; Well done! Excellent try!You did that very well, etc.

The lessons are designed to be exible and you willneed to decide the best time to do certain activitiesdepending on your classroom atmosphere. If thechildren are restless and loosing concentration, it isadvisable to do an activity from the Quiet time sectionand go back to movement-based activities when theyhave calmed down. At other times, the atmospheremay be a bit slow and strained, particularly if thechildren are tired or inuenced by the weather outside.On these occasions, it is best to do more lively activitiessuch as songs, chants or drawing activities (from theExtra Activities section available in the teachers notes)if you feel it will improve the class atmosphere.

Try to be positive and tactful when correcting pupilsmistakes. Avoid words like No and expressions likeThats wrong. These can create negative associationsto learning. As an alternative, you can say Good try! Tryagain until the pupil responds correctly.

Remember that all pupils have different levels of self-condence. Some wont have any trouble standing andtalking in front of the class, while others will be moreshy and inhibited. Its possible that some pupils feelmore comfortable working in a group, and build theircondence bit by bit until they can speak individually.Avoid always asking questions to the more condentand extrovert children and try to include the quieterones.

Establish clear and consistent rules so that thechildren know what to follow. Use hand gestures, forexample, point to your ear when you say Listen, placeyour index nger on your lips when you say Be quiet,and raise or lower your hand when you say Stand up orSit down (respectively). Praise pupils when they followthe rules.

It is sometimes best to isolate more difcult childrenso that their non cooperative attitude does not wear off

on their classmates. It is often enough to move themaway from their friends and place them close to you.If this isnt the case, think about asking the child to sitalone for a while in a special chair until they are readyto rejoin the class and be more cooperative. Always

praise good behaviour: in this way you will avoid pupilsusing negative behaviour to gain your attention.

Try to identify your pupils different learning styles.Some are audio learners and learn best from hearingthings. Others are visual learners and learn best fromseeing things. Others are kinaesthetic learners andlearn best through movement.

Children generally learn best when all their sensesare activated: sight, sound, smell, touch and taste.Where possible, teachers are encouraged to makeuse of real objects, which the children can see, listento, smell and feel. The teachers notes provide moreinformation on learning styles.

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Starting the lesson Muestra Ricky a la clase. Haz que Ricky, con voz de

robot diga Hello, everyone!

Di Stand up! Canta Hello Ricky [ CD1 pista 1] a Rickyy a los nios mientras cada nio, en su sitio, marchaimitando a un robot.

Hello, Ricky,Its time to say,Hello, everyone,Its time to play!

(x4)

Routines time

Extiende el pster de Rutinas y pon las pegatinas deltiempo sobre tu mesa.

Pregunta Whats the weather like?Seala la ventana sies necesario.

Haz gestos para referirte al tiempo, por ejemplo,abancate si hace calor, tiembla y abrzate si hace fro,mueve los dedos hacia abajo si llueve y dibuja una nubeen el aire con las manos si est nublado. Aydales aque digan qu tiempo hace, o dilo y los nios repiten:Its hot/cold/cloudy/raining/sunny/snowing.

Anmales a que realicen la accin correspondientecuando hablen.

Muestra las pegatinas del tiempo. Saca a un voluntariopara que coloque la pegatina adecuada en el pster.

Si hoy es el cumpleaos de algn nio (o si elcumpleaos tuvo lugar el anterior n de semana),realiza la rutina de cumpleaos. Saca al nio a lapizarra y di Its [Pedros] birthday today. Happy birthday.

Di Point to the cake. Los nios sealan la tarta. Ayudaal nio a poner el nmero correcto de pegatinas develas en la tarta y cuntalas con la clase.

Canta Happy birthday con toda la clase, utilizando elnombre del nio.

Sugerencia: entrega al nio que cumple aos la tarjetade felicitacin de toda la clase (Fotocopiable 39).

Happy birthday to you.Happy birthday to you.Happy birthday dear ______.Happy birthday to you.

(x4)

Quiet time

Antes de que los nios vuelvan a sus sitios paratrabajar con el libro, juega a Stand like a robot pararelajar a los nios, desarrollar su capacidad motora

na y para ayudar a que los dos hemisferios de sucerebro trabajen juntos.

Di Stand like a robot. Pide a los nios que se quedende pie muy quietos. Luego tienen que cruzar una

pierna sobre la otra, y despus llevar las manos haciael pecho. Cuenta despacio en voz alta y anmales arespirar hondo durante uno o dos minutos.

Pasado un minuto, los nios que se hayan mantenidoquietos pueden volver a su sitio. El resto sigueconcentrado en mantener la postura hasta que lesdigas que pueden irse a su mesa. Esta actividad essimilar al juego de las estatuas.

Para actividades en las que los nios tienen que estartranquilos y relajados puedes utilizar la siguiente pistade audio [ CD1 pista 6].

Book time

Para nalizar di Get your stamp. Pon un sello de Rickyen las chas (o en la mano de cada nio).

Di Bring me your worksheets, please y Thank you cuandote las entregan. Elogia su trabajo, di Well done!, escribesu nombre en las hojas y gurdalas en las carpetas decada nio.

Sugerencia:Pide a los nios que ya saben escribir sunombre que lo hagan ellos mismos.

Ending the lesson

Canta Tidy up time [ CD1 pista 3] mientras los niosayudan a recoger la clase.

Tidy up, tidy upNow its time to tidy up.Tidy up, tidy upNow its time to tidy up.

(x4)

Haz que Ricky se despida de los nios diciendoGoodbye.

Anima a los nios a que le respondan Goodbye. Canta Goodbye time [ CD1 pista 4]. Anima a los

nios a que se despidan con la mano mientras cantany tiran un beso a Ricky. Pasate por la clase con Rickymientras cantan, para que Ricky se despida de cadanio.

Goodbye, goodbye RickyWe love you.Ricky says GoodbyeRicky loves us too.

[x4]

Active time

Para actividades que requieren movimiento puedesutilizar la siguiente pista de audio [ CD1 pista 5].

The routines

track11

track21

track31

track41

13


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TopicFarmanimals

LanguageNew: cow, sheep, horse, chicken, duck, goat;Its a [cow]; number 3Review: dog, cat, mouse, bird; black, white, brown,pink, red, yellow, green, blue; numbers: 12; Its[colour].Receptive: Whats this? Whos this? Is it a [cow]?What does a [cow] say? What colour is it? What

number is it? Eggs come rom chickens. Milk comesrom cows. Wool comes rom sheep. How many[ducks]? Stamp your eet.Optional Activity Book (extension):pig, donkey, rabbit

StoryAt the farm. Big Book 1Toby,KimandRickyvisitafarm.Rickyhasfunlearningthenamesofthefarmanimalsandimitatingthenoisestheymake.Healsolearnsaboutthethingsproducedonafarm.Onthe

waybacktoschool,hesurpriseshisclassmateswhenhisenthusiasmgoesalittletoofar

Songs and chantsRoutines:Hello,Ricky;Happybirthday;Tidyup

time;Goodbyetime. CD1tracks1-4.Chant:Thefarm. CD1track18Vocabularysong:Listentothegoat.

CD1track20Numberschant:1,2,3. CD1track24Unitsong:Cometothefarm.

CD1track25

Cross-curricular activities

Crafts:makeananimalmobile.Pre-writingandpre-readingskills:lefttorightprogressionwithlongandshortverticallines;spatialskillswithshadowsandfragmentsofshapes;nemotorskills.

Numberwork:identifyandformthenumber3.Countto3.Reviseshapesandconcepts:square,rectangle,triangle,circle.

Musicanddrama:actingoutthestory;musicandmime;understandingrhythm,expressingoneselfthroughsong.

Theoutsideworld(physical,socialandculturalenvironment):understandthe

connectionbetweenfarmanimalsandtheproductsderivedfromthem.

Preschool Education curriculum areas

Area 1. Self awareness and autonomyValueapositiveself-image PlaytogetherUnderstanddailyclassroomroutines UseyoursensesCooperateandcollaborate Enjoyphysicalactivity

Area 2. The outside world (physical, social and cultural environment)ObservespecicsituationsUnderstandthecharacteristicsofdifferentgeometricshapesandsequences

Area 3. Development of language and communication skillsEnjoylanguageasaformofcommunicationUnderstandcommunicationthroughthepicturesandsequencesofastoryDeveloptheoraluseofaforeignlanguageineverydaysituationsDevelopapositiveattitudetowardslanguagelearningDeveloptheabilitytocommunicatethroughmusicandunderstandstoriesandrhymes

CommunicatethroughartandbodylanguagePerformasymbolicrepresentationusingdramaandphysicalexpression

At the farm2

14


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At the farm

Dear parents

At the moment your child is just about to start Unit 2,At the farm. In this unit

we will be revising the animals learnt last year (dog, cat, mouse, bird) and thenumber3. We will be learning new words related to farm animals: cow, sheep,horse, chicken, duck, goatand we will be practising simple phrases like: Its a[cow].

In the unit story Toby, Kim and Ricky visit a farm. Ricky has fun learning thenames of the animals and imitating the sounds they make. He also learns aboutthe things produced on a farm. On the way back to school, he surprises hisclassmates when his enthusiasm goes a little too far

Your child will also learn to sing and do the actions for the unit song. Here are the words for the main song in

Unit 2, Come to the farm. You can also practise the song with the song video.

Come to the farm. Please come quickly.

Come to the farm. It is lovely.

See all the chickens on the farm. Cluck, cluck.



See all the cows on the farm. Moo, moo.


Come to the farm. It is lovely.See all the sheep on the farm. Baa, baa.



See all the horses on the farm. Neigh, neigh.



See all the ducks on the farm. Quack, quack.

During the course of the year you will have lots of opportunities to help your child learn English. You will be able

to enjoy sharing stories, songs, craft activities and class work. You will receive reports on your childs progress andregular letters keeping you up to date on what they are learning at school.

We hope you have fun with Ricky!

Best wishes

The class teacher

15

2


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Ricky the Robot B Sample Material Pearson Educacin, S.A.16

Starting the lesson SingHello,Ricky.[ CD1track1].].

Routines time Routinesposter(seepage13).

Active time

Warmer RevisetheanimalwordsfromLevelA(cat, dog, mouse,bird).Showthechildreneachashcard(ifavailable)oractouttheanimalandmakethesound.AskWhatsthis?Asktheclasstomaketheanimalsound(miaowforcat,woofordog,squeakformouse,tweetforbird).RemindthemthatanimalsoundsarealittledifferentinEnglish.

MakeRickymakeananimalsound.Theclasssaysthecorrectanimalword.

1 Listen and say. Language.

DisplayPoster2 andintroducethetopicofthe farm.Option:You could use a little L1 to ask about whatanimalsliveonfarmsandaskifanyonehasvisitedone.

UseyourashcardsandRickytoteachthenewwords:cow, sheep, chicken.Holdupthecowashcardandsaycow.ShowthecardtoRicky.Ask Whats this?MakeRickyshakehisheadashedoesnotknow.

AsktheclassWhats this? Help Ricky!Theclasssayscow.MakeRickyrepeat,usinghisrobotvoice.

Continue with the remaining ashcards. After the

classsayseachword,Rickymakesasoundforeachanimal(cowmoo, sheepbaa, chickencluck).

Puttwoashcardsbehindyourback.TakeoutoneandshowittoRickyandtheclass.AskRickyWhats this?WhenRickydoesnotanswer,sayHelp Ricky!TheclasstellsRickytheword.Continueinthisway.

Displaytheashcards.Playtherecording.Pauseaftereachlineforthechildrentorepeatandpointtothecorrectashcard.Callvolunteerstothefronttopointto the correct picture on the poster. Encourage the

classtomaketheanimalnoises.cow, cowsheep, sheepchicken, chicken

1

track17

2 Chant: The farm. Chant and do the actions.

Displaytheashcards.PointtoeachinturnandaskWhats this?toelicittheanimalword.Thenask Whatdoes a [cow] say?toelicittheanimalnoise.

Play the recording. Point to the ashcards as theylisten.

Repeat.Thistimethechildrenchantthewords,whileclappingtotherhythm.SayClap your hands.Encouragethemtojoininwiththeanimalnoises.

Callthreechildrentothefront.Giveeachananimalashcard.

Repeat the chant. Thechildren point to the correctashcardastheychantandmaketheanimalnoises.

Dividethe class into threegroups andgiveeach ananimal word. Give a member of each group thecorrespondingashcardtoholdup.Repeatthechant.Aseachanimalwordissaid,thecorrespondinggroup

makestheanimalsound.

.

At the farm2

Lesson 1

Lesson objectiveExtensionoffarmanimalwords

New language goat, horse, duck

Review: cow, sheep, chicken, Its [colour]; yellow, brown, black

Receptive language: Whats this? Help Ricky! Is it a [cow]? Is Rickyright? Clap your hands. Point to [Ricky]. Colour the cow black and white. What colour is it? What does a [cow] say?

PupilsBook

worksheet7

At the farm

7

2


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Ricky the Robot B Sample Material Pearson Educacin, S.A. 17

sheep, sheep, sheepbaa, baa, baa

cow, cow, cowmoo, moo, moo

chicken, chicken, chickencluck, cluck, cluck

(x4)

1

track18

Quiet time

PlayStandlikearobot(seepage13).

Book time

3 Worksheet 7. Look, say and colour.

Display the animal ashcards and show the classWorksheet7.SayPoint to Ricky.Thechildrenpointtothecorrectpicture.RepeatwithTobyandKim.

SayPoint to the cow.Thechildrenpointtothepictureofthecowontheworksheet.

Nowpointtothecowashcard.AskWhat colour is it?Elicitblackandwhite.

SayColour the cow black and white.Thechildrencolourthecowtomatchtheashcard.Continueinthiswaywiththesheepandchicken.

Use the Ricky stamp and collect in the worksheets(seepage13).

Ending the lesson

ChantTidyuptime[ CD1track3].

SingGoodbyetime[ CD1track4].

extra activities

+ Game: Listen and run.

Placetheanimalashcards(cow, sheep,chicken)inthreedifferentpartsoftheclassroom.

Sayaword.Thechildrenpointtoorruntothecorrectcard.

Option:Whentheyreachthecardtheycanthenmakethecorrespondinganimalsound.

+ Photocopiable 9, TRB. Help the babies ndtheir mums.

Thissheetpractisesthepre-writingskilloftracinglongandshorthorizontallines.

Explain,usingalittleL1,thattheyaregoingtodrawlinestohelpthebabyanimalsndtheirmums.Pointtothepicturesandsaybaby [cow]

andmummy [cow]. PointtotherstpictureandaskWhats this?to

elicitcow.

Askthemtodrawlongandshortstraightlineswithinthepathways.Continueinthisway.Option:Thechildrencanthencolourthepictures.

Movearoundtheclasswhiletheyareworkingtoofferpraiseandencouragement.AskindividualsWhats this?toelicitthecorrectwords.

Ricky

Poster 2 Routinesposter

Help thebabies fnd their mums. Unit2 Lesson 1

Photocopiable 9

Photocopiable 9optional

Flashcards

cowsheepchicken

Level Adog, cat,mouse,bird

CD1tracks 17, 18

Ricky-Rominteractive ashcardsinteractive postersanimated storykaraoke videosinteractive games

Materials


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PupilsBookworkshe

et8

At the farm2

8

18

Lesson 2

Lesson objectiveExtensionoffarmanimalwords

Language New: goat, horse, duck

Review: cow, sheep, chicken, Its [colour]; yellow, brown, black

Receptive language: Whats this? Help Ricky! Is it a [goat]? What does a [duck] say? Its song time! Point to [Ricky].Draw a line. What colour is it? Cut out the cards. Snap!

Starting the lesson

SingHello,Ricky[ CD1track1].

Routines time

Routinesposter(seepage13).

Active time

Warmer

Display the ashcards from Lesson 1. Repeat theFarmchantfromLesson1[ CD1track18]toreviewcow, sheep, chicken.Encouragetheclasstopointtothe correctcardswhile theychant, andtomaketheanimalnoises..

1 Listen and say. Language. UseyourashcardsandRickytoteachthenewwords:goat, horse, duck.Holdupthegoatashcardandsaygoat.ShowthecardtoRickyandask Whats this?MakeRickyshakehisheadashedoesnotknow.

AsktheclassWhats this? Help Ricky!Theclasssaysthe word. Make Ricky repeat,using hisrobot voice.Continue with the remaining ashcards. After theclasshassaideachword,makeRickymakeananimalsound(goatbleat,horseneigh,duckquack).

Puttwoashcardsbehindyourback.TakeoutoneandshowittoRickyandtheclass.AskRickyWhats this?WhenRickydoesnotanswer,sayHelp Ricky!TheclasstellsRickytheword.Continueinthisway.

Display the ashcards. Play the recording [ CD1track19].Pauseaftereachlineforthechildrentopoint

tothecorrectashcard.Encouragethemtomaketheanimalsoundtoo.

goat, goat [bleat]horse, horse [neigh]duck, duck [quack]

1

track19

2 Song: Listen to the goat. Listen and sing.

Displaytheashcardsgoat, horse, duck.Pointtoeachpictureandask Whats this?toelicittheanimalword.

ThenaskWhat does a [duck] say?toelicittheanimalsound.

Say Its song time! Play the song recording rightthrough.Thechildrenlisten.

Sing the song with the children a couple of times.Pointtotheashcardswhileyoudosoandencouragethechildrentodothesame.Encouragethemtopointtotheirearswhentheysing Listen to the andtojoininalltheanimalnoises.

Singthesonganumberoftimeswiththeclass.

Listen to the goat.

Listen to the goat.Bleat, bleat, bleat,'Says the goat.

1

track20

Listen to the horse.Listen to the horse.Neigh, neigh, neigh,Says the horse.

Listen to the duck.Listen to the duck.Quack, quack, quack,Says the duck.

(x2)

Quiet time



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Book time

3 Worksheet 8. Follow the maze and nd theanimals.

Pointtoeach characterandaskWhos this?toelicitthecharacternames.

SayPoint to Ricky.Askthechildrentotraceovertheyellow line through the maze with their nger until

theyreachtheanimalpicture.AskWhats this?toelicitduck.Ask What does a duck say?toelicit quack.AskWhat colour is it?toelicit Its yellow.

Now ask them to trace over the line with a yellowcrayontomatchRickytotheduck.Say Draw a line.Continue in this way with theremaining charactersandanimals.


Ending the lesson

ChantTidyuptime[ CD1track3]. SingGoodbyetime[ CD1track4].

extra activities

+ Photocopiable 10, TRB. Colour, cut and play.

Photocopyontocardorstrongpaperforaddeddurabilityoftheminiashcards.Displaytheanimalashcards.PointtoeachandaskWhats this?andWhat colour is it?

Askthechildrentocolourthepicturesoftheanimals,usingtheashcardsasreference.Whiletheyareworking,movearoundtheclass

toaskthemaboutthepictures.Ask Whatsthis? What colour is it?

Askorhelpthechildrentocutouttheminiashcardsusingsafetyscissorsoranawl.SayCut out the cards.

+ Game: Memory snap.

Seatthechildrenaroundthemat.Taketwosetsofcardsandlaythemfacedownsothatthechildrencannotseethepictures.Movethemaroundsothattheirpositionsarerandom.

Askachildtoturnoveracard.Elicitthecorrectwordfromtheclass.Askanotherchildtoturnoveranothercardandagainelicittheanimalwordfromtheclass.Ifthetwocardscontainthesamepicture,theclassquicklyshoutsSnap!thensaystheword.Thechildwhofoundthematchingcardpicksupandholds

thetwocards.Ifthecardisdifferent,turnbothcardsoveragain.

Continueinthisway.Thechildrenwillhavetousememoryskillstorememberwherethematchingcardsare.Thegameendswhenallthecardshavebeencollected.

Option:IncludethecardsfromUnit1foraddedchallengeandreview.

Option:Ifyoufeelthechildrenareready,theycanplaythegameinpairsorsmallgroups.

Askthechildrentoaddthenewmini

ashcardstotheirenvelopes.Collectandstoretheenvelopes.

Ricky

Mini ashcard envelopesPoster 2 Photocopiable 10

Flashcards

cowsheepchicken

goathorseduck

CD1tracks 19, 20

Materials

Colour,cut and play. Unit2 Lesson 2

Photocopiable 10

Routines poster

Ricky-Rominteractive ashcardsinteractive posters

animated storykaraoke videosinteractive games


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PupilsBookworksheet9

At the farm2

9

20

Lesson 3

Lesson objectivePresentationofthestory:Atthefarm

Language New:Itsa[cow].

Review: cow, sheep, chicken, goat, horse duck; Its [colour]; brown, black, white, yellow

Receptive language: Wheres the teddy? Whos this? Whats this? What colour is it? Eggs come rom chickens.Milk comes rom cows. Wool comes rom sheep. Where does [milk] come rom? Circle it. Stick the [cow] onthe poster.

Starting the lesson

SingHello,Ricky[ CD1pista1].

Routines time


Active time

Warmer

Topreparethechildrenforthestory,displayPoster2andlayoutallsixoftheunitstickersonyourtable.

Say aword.Theclassrepeatsit.Calla volunteer tothefronttostickthewordinthecorrectplaceontheposter.Continueinthisway.

1 Point and say. IntroducetheactivestructureIts a [horse].ShowRicky

thehorseashcardandsayIts a horse.EmphasizeItsa.MakeRickyrepeat,usingarobotvoice.Asktheclasstorepeat.Continueinthiswaywiththeremainingfarmanimalwords.ElicitthefullsentenceIts a [horse].

Call children to the front to show Ricky theashcards.

2 Story: At the farm. Big Book 1

Beforetheyhearthestory,talkaboutthepicturesoneachpagewiththechildren.Eachtimeyoushowthemanewpage,askthemtondtheteddyhiddenoneachpage.AskWheres the teddy?Callchildrentothefronttopointtotheteddy.

Thentalkaboutthepictureoneachpage.AskWhosthis?toelicitcharacternames.Whats this?toelicitItsa [cow]. What colour is it?toelicitIts [colour].

Discusswhatfoodscomefromthedifferentanimals,usingthepicturesinthebook.PointtotheeggsandthechickenandsayEggs come rom chickens. ContinueinthiswaywithMilk comes rom cowsandWool comesrom sheep.

Play the recording [ CD1 track 21]. Point to thecorrespondingpicturesintheBigBook.Repeat.Thistimepauseforthechildrentorepeatthetextindicated

inblueandtomaketheanimalsoundeffects. AsksomesimplecomprehensionquestionssuchasWhere does milk come rom?toelicitcows.Continueinthiswaywitheggsandwool.

Option:use the Ricky-Romso that the childrencanenjoytheanimatedversionofthestory.

[Page2]Toby, Kim and Ricky are at a arm.The armer says, Hello, this is my arm.'Neigh, says the horse.'And this is my horse,' says the armer.

1

track21

[Page3]A cow says hello to Ricky.Moo, moo, says a cow. Whats this? asks Ricky.Its a cow, says Toby.Its a cow. Moo, moo, says Ricky.Look, Ricky, says the armer.Milk comes rom cows.

[Page4]A chicken says hello to Ricky.Cluck, cluck, says the chicken.Whats this? asks Ricky.Its a chicken, says Kim.

Its a chicken. Cluck, cluck, says Ricky.Look, Ricky, says the armer.Eggs come rom chickens.


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ThenpointtotheshadowpictureagainandaskWhatsthis? The children look carefully at the shape anddecide which animal picture matches it. Elicit fromtheclassIts a horse.MakeRickyrepeat,usingarobotvoice.

Askthechildrentodrawacirclearoundthepictureofthehorse,toshowthatitmatchestheshadowpicture.SayCircle it.Continueinthiswaywiththeremaining

shadowsandpictures. Use the Ricky stamp and collect in the worksheets

(seepage13).

Ending the lesson



[Page5]A sheep says hello to Ricky.Baa, baa, says the sheep.Whats this? asks Ricky.Its a sheep, says Toby.Its a sheep. Baa, baa, says Ricky.Look, Ricky, says the armer.Wool comes rom sheep.

[Page6]Milk comes rom cows, says Kim.Eggs come rom chickens, says Toby.Wool comes rom sheep, says Ricky.Moo, says the cow.Cluck, says the chicken.Baa, says the sheep.

[Page7]The children go back to school.They are on a bus. Moo, moo. Its a cow, shoutsRicky. Cluck, cluck. Its a chicken.Yes, Ricky, says Kim. Please be quiet.

Baa, baa. Its a sheep, shouts Ricky. Neigh,neigh. Its a horse. Stop, Ricky. Stop, says Toby.This isnt a arm. Its a bus!

Quiet time


Book time

3 Worksheet 9. Look and say. Circle the matchinganimal.

PointtotherstshadowpictureandshowittoRicky.

Ask Whats this? Ricky doesnt answer. Draw thechildrensattentiontothethreecolourpicturesintherow. Elicit the animal word for each, asking Whatsthis?

extra activities

Story: At the farm. Big Book 1, p. 8+ Listen and point to the correct picture.

Seeinstructionsonpage23.

[1]Its a sheep.[2]Its a cow.[3]Its a chicken.[4]They are on a bus.

1

track22

+ Listen and say the missing word.

Seeinstructionsonpage23..

[1]Moo says the [cow].[2]Neigh says the [horse].[3]Cluck, cluck says the [chicken].[4]Baa, baa, says the [sheep].

1

track23

Ricky

Poster 2 + stickers Big Book 1

At the farm

Flashcards

cowsheepchicken

goathorseduck

CD1tracks 21, 22, 23

Materials

Routines poster

Ricky-Rom

interactive ashcardsinteractive posters



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TRBphotocopiable11

Stick cotton wool on the sheep. Make a farm display. Unit 2 Lesson 4

Photocopiable 11RickytheRobot B Photocopiable Pearson Educacin S.A.

At the farm2

22

Lesson 4

Lesson objectiveActingthestoryandpracticeoftheunitsactivestructure:Its a [cow].

Review: Its a [cow]. Its [colour]; cow, sheep, chicken, goat, horse, duck; brown, black, white, yellow

Receptive language: Its acting time! Stand still. Whats this? Wool comes rom sheep. Stick the wool on the sheep.What colour is it? Help [name]. Pass the cards. Its puppet theatre time.

Starting the lesson

SingHello,Ricky[ CD1track1].

Routines time


Active time

Warmer

Story: At the farm. Big Book 1.Playthestoryrecordingright through. Point to the pictures as the childrenlistentothestory.

1 Act the story: At the farm. Big Book 1 SayIts acting time!Calleightchildrentothefrontto

taketherolesofRicky,Toby,Kim,thefarmer,thecow,thechicken,thesheepandthehorse.GiveRicky,TobyandKimcharactermaskstowear.

Youwillneedabottleof milk,aneggboxandsome

wool.Ifrealobjectsarenotavailable,usepicturesortheposter.

Repeatthestoryrecording.Encouragethechildrenatthefronttoactoutthestoryusingmime.Demonstratetheactions.Therestoftheclassrepeatsthewordsinblueinthestoryandmakesthesoundeffects.

Asktheclasstoclapattheendofeachperformance.SayEveryone clap!Repeatwithnewvolunteerstotaketheroles.

Acciones

Page2ThefarmerwavestoToby,KimandRickyandpointstothehorse.Thehorsecrawlsonhandsandkneesandmakesneighnoises.

Page3ThecowcrawlsonhandsandkneesandapproachesRicky,makingmoonoises.Rickypointstoit,thenmakesamoonoisetoo.Thefarmerpointstothemilk.Page4ThechickensquatsdownandjumpsaroundnearRicky,makingcluck noises.Rickypointstoit,thenmakesaclucknoisetoo.Kimpointstothechicken.Thefarmer

pointstotheeggs.Page5ThesheepcrawlsonhandsandkneestoRicky,makingbaanoises.Rickypointstoit,thenmakesabaanoisetoo.Thefarmerpointstothewool.Page6Kimtakesthemilkandputsitnearthecow.Tobytakestheeggboxandputsitnearthechicken.Rickytakesthewoolandputsitnearthesheep.Thecow,chickenandsheepmaketheirnoises.[Note:ifrealobjectsarenotavailable,thechildrencanpointtotheobjectsontheposterandthenruntotouchthematchinganimal.]Page7

Thechildrensitdownontheoorinrows,asifonabus.Rickystandsupandimitatesbeingacow,achicken,asheepandahorse.TobyandKimareholdingtheirears.

2 Game: Musical mime.

Play some music. The children walk around theroom.

StopthemusicandsayStand still. Thechildrenstopmoving.

Say Be a horse. The children then mime being ahorse,crawlingaroundtheroomonhandsandknees,makinghorsenoises.Givethemsometimetoenjoythismime,thensayStand still.Continueinthiswaysothattheycanmimebeingallsixofthefarmanimals.


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Quiet time PreparethechildrenforbookworkbyplayingStand

likearobot(seepage13).

Book time

3 Photocopiable 11, TRB. Stick cotton wool on thesheep. Make a farm display.

PointtothepictureandaskWhats this?toelicitItsa sheep.SayWool comes rom sheep.Showtheclasssomecottonwool.

Giveeachchildorgroupsomecottonwoolandsomeglue.Askthemtostickthecottonwoolontothesheeptomakeitwoolly.SayStick the wool on the sheep.

Movearoundtheclasswhiletheyareworkingtoaskaboutthepicture.Ask Whats this?What colour is it?Where does wool come rom?Thechildrencancolourtherestofthepicturewithcrayonsorpaint.

Use the Ricky stamp and collect in the worksheets

(seepage13).

Ending the lesson



Pointtoeachchildwithacardinturnandtrytoelicitthecorrectword.Ifthechilddoesnotwanttospeakordoesnotremembertheword,sayHelp [name].Thewholeclassthensaystheword.Continueinthisway.Stopthemusicstrategicallysothateverychildhasthechancetoanswerabouttheircard.

+ Puppet theatre.

SayIts puppet theatre time.CallthreechildrentothefrontandgivethemthengerpuppetsofToby,KimandRicky.Ifavailable,placelittletoyfarmanimalsinsidethepuppettheatreforthecharacterstopointtowiththeirngerpuppets.Ifthesearenotavailable,usetheminiashcardpicturesofthefarmanimalsmadeinLesson2.

Playthestoryrecording[ CD1track21]orreadtheBigBookstory.

Thechildrenusethengerpuppetstoactoutthestory.Whiletheyareacting,theclassrepeatsthewordsinblue.Demonstratethisactivityrst.

Asktheclasstoclapattheendofeachperformance.SayEveryone clap!Repeatwithothergroupsofchildrensothatasmanyaspossiblegetthechancetohaveago.

extra activities

+ Game: Pass the cards.

Seatthechildreninacircle.Playsomelivelymusic.Passtheunitashcardsaroundthegroup(cow,sheep,goat,duck,horse,chicken).SayPass the cards.Stopthemusic.

Ricky

Poster 2 andRoutines poster

Flashcards

cowsheepchicken

goathorseduck

CD1track 21

Materials

Character masks

You will also needcotton wool; bottle of milk;egg box; glue;toy farm animals

Photocopiable 11Big Book 1At the farm

Stickcotton woolon the sheep. Makea farm display. Unit2 Lesson 4

Photocopiable 11

Ricky-Rominteractive ashcardsinteractive postersanimated storykaraoke videos

interactive gamesPuppet theatreand characternger puppets


24/56


At the farm2

10

1 2 3

3

3

3

3 3

3 3

24

PupilsBookworkshe

et10

Lesson 5

Lesson objectiveIntroductionofnumber3

Review: numbers 1-2, goat, horse, duck; red, yellow, green,blue, pink

Receptive language: What number is it? Listen and clap. Help Ricky! Show me 3 fngers. Listen and clap.Stamp your eet. Trace number 3 with your fnger. What colour is number 3? Whos this? How many [ducks]?Point to number 3. Draw a line.

Starting the lesson

SingHello,RickytoRicky[ CD1track1]andtoeachother,whilethechildrenmimebeingrobotsbymakingmarchingactionsonthespot.

Routines time

Display the Routines poster and talk about todays

weather.Performthebirthdayroutine.(Seepage13.)

Active time

Warmer

RepeattheFarmchantfromLesson1[ CD1track18] and the song Listen to the goat from Lesson2[ CD1track20].

1 Count and say: 3. Draw large numbers 1 and 2 on the board. Draw

number3inadifferentcolourtodrawattentiontoit.

Pointtoandsaythenumbers.Theclassrepeats.Pointtonumber3andaskRickyWhat number is it?Rickydoesntknow.Saytotheclass Help Ricky!Theclasssays3 anumberoftimes.MakeRickyrepeatit,usingarobotvoice.

SayShow me 3 fngers.Holdupthreengersononehand.Theclassdoesthesame.SayListen and clap.

Say anumberfrom1to 3and point to thenumberontheboard.Theclassclapsthecorrectnumberoftimes.

2 Chant: 1, 2, 3. Chant and do the action.

Playthechantrightthrough.Thechildrenlisten.Pointtothenumbersontheboard.

Playthechantagain.Encouragethechildrentojoinin.Demonstratehowtostampyourfootthreetimes.SayStamp your eet. Repeat, with the childrenstampingtheirfeet.Thischantwillbecomemorechallengingasitgetsfaster.

Option:Thechildrencanusedrumsorshakerstoshowtherhythmandofferadditionalaccompaniment.

1, 2, 3

[stamp, stamp, stamp]

1, 2, 3[stamp, stamp, stamp]

(x4)

track241



Book time

3 Worksheet 10. Trace, then stick number 3. Join the

footprints with 3. SayPoint to number 3.SayTrace number 3 with yourfnger.Thechildrentraceoverthenumberwiththeirngeranumberoftimes.

Ensurethattheystartatthedotanddrawinthecorrectdirection.

Now ask thechildren to tracethe number 3withapencilorcrayon.

Move around the class while they are working. AskWhat number is it?toelicit3.

SayIts sticker time.Ensurethatthechildrenhaveanumber3sticker.Pointtothenumberrow.Eliciteachnumber.

Ask the children to stick the number 3 sticker tocompletethenumberrow.


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Countto3withtheclass,withthechildrenpointingtothecorrectnumbers.

AskWhat colour is number 3?toelicitItspink.Continueinthiswaywiththeothernumbers.

Point to the picture of Ricky and ask Whos this?toelicitRicky.ExplainthattheyaregoingtohelpRickytondtheducks.

Askthemtojointheduckprintsthatcontainthenumber3.Theycantraceovertherstlinesasanexample.This activity practises the visual discrimination ofnumber3,aswellaslefttorightwritingprogression.

Move around the class while they are working toensurethattheyarecorrectlyidentifyingthenumber3anddrawingthelinesfromlefttoright.

Pointtothe pictureofthethree ducksandaskHowmany ducks?toelicit3.


Ending the lesson ChantTidyuptime[ CD1track3]whilethechildren

helptotidyuptheclassroom.

SingGoodbyetime[ CD1track4].Encouragethechildrentoclapastheysing.

extra activities

+ Photocopiable 12, TRB. Trace the numbersand match.

GiveeachchildacopyofPhotocopiable12.PointtoeachnumberandaskWhat number isit?toelicit1,2and3.

Askthechildrentoformnumbers1,2,3bywritingthemintheair.Thenaskthemtotraceoverthenumbersonthesheet,startingatthedot.

PointtotherstpicturesetandaskHow manyducks?Countthemwiththeclassandelicit3.

SayPoint to number 3.Thechildrendrawalinetomatchnumber3tothethreeducks.

SayDraw a line.Continueinthiswaywiththeotherpicturesandnumbers.

Option:Thechildrencanthencolourthepictures.

+ Game: Count and say.

DrawthechildrensattentiontothenumbersectionoftheRoutinesposter.

SaytoyourRickyPoint to number 3.MakeRickypointtonumber2.AsktheclassIs Ricky right?

toelicitNo. DemonstratehowRickyiswrongbysayingCount the balls.AsktheclasstocounttheballswithRickyoutloud.

AskHow many balls?toelicit2.AgainsaytoRickyPoint to number 3.

CallachildtothefronttoshowRickythecorrectnumber,thencountthecorrectnumberofballswiththeclass.SayCount theballs.

Ricky

Pupil's Bookstickers

Photocopiable 12 Flashcards

numbers 1-3

CD1track 18, 20, 24

Materials

Tracethenumbers and match. Unit2 Lesson 5

Photocopiable 12

Routines poster




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At the farm2

11

26

PupilsBookworkshe

et11

Lesson 6

Lesson objectiveMainunitsongCome to the arm

Review: Its a [cow]; Its [colour]; cow, sheep, chicken, goat, horse,duck; brown, black, white, yellow, green, red, blue

Receptive language: Its song time! Do the actions. Whats this? Draw a line. Colour the picture. What colour is it?Who wants to play the [drum]? Stick the [cow] on the poster.

.

Starting the lesson


Routines time


weather.Performthebirthdayroutine.(Seepage13)..

Active time

Warmer

Blindfold stickers. Display Poster 2 and lay out allsixoftheunitstickersonyourtable.Callavolunteertothefronttopickoutasticker.AsktheclassWhatsthis?toelicitItsa[cow].

Blindfold the volunteer. Say Stick the [cow] on theposter.Thechildhastotrytostickthestickerinthecorrectplaceontheposter.

Removetheblindfoldsothatthechildcanseewherethestickerisontheposter.Continueinthisway.

1 Song: Come to the farm. Listen and sing. SayIts song time!Displaytheunitashcardsonthe

board.Playthesongrecordingthrough.Thechildrenlisten.

Teach the song, line by line, pointing to thecorrespondingashcardsasyoudoso.

Sing the song with the class a number of times.Encourage the children to make the animal soundeffects.

Option:use the Ricky-Romsothat the childrencanenjoythevideoofthesongvideo.

Come to the arm.Please come quickly.Come to the arm.It is lovely.See all the chickens on the arm.Cluck, cluck.

Come to the arm ...See all the cows on the arm.

Moo, moo.Come to the arm ...See all the sheep on the arm.Baa, baa.

Come to the arm ...See all the horses on the arm.Neigh, neigh.

Come to the arm ...See all the ducks on the arm.Quack, quack.

track251

2Sing and do the actions.

Muestralasaccionesparalacancin.

Come to the arm. Please come quickly. [beckoningwithhand]Come to the arm. It is lovely. [armsoutstretched]See all the chickens on the arm. [squattingdownandhoppinglikeachickenwhilemaking cluckingnoises]See all the cows on the arm. [onhandsandknees,makingmoo noises]See all the sheep on the arm. [onhandsandknees,makingbaanoises]See all the horses on the arm. [rearinguponhands

andknees,makingneigh noises]See all the ducks on the arm.[formingabeakshapewiththeirhandsandmaking quacknoises]


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Singthesongagain.This time,thechildrenperformtheactionsastheysing.SayDo the actions.



Book time

3 Worksheet 11. Look and match. Then colour. Pointtotherstpictureofthejigsawpuzzle.Pointto

thevariousanimalsandask Whats this?toelicitIts a[animal word].

Drawtheirattentiontothesectionofthejigsawthatisnotcoloured.SayFind this picture.Drawtheirattentiontothe threepicturesbelowthe jigsaw. Askthemtopoint to the picture that matches the non-colouredpiece.Askthemtodrawalinetomatchthepiecetothenon-colouredpartofthejigsaw.SayDraw a line.

Nowaskthemtocolourthenon-colouredpiece,using

thesamecoloursasthecolouredpiecetheymatchedit to. Say Colour the picture. Move aroundthe classwhiletheyareworking.AskWhats this? What colour isit?Offerpraiseandencouragement.


Ending the lesson

ChantTidyuptime[ CD1track3]whilethechildrenhelptotidyuptheclassroom.

SingGoodbyetime[ CD1track4].Encouragethe

childrentoclapastheysing

extra activities

+ Game: Slow reveal.

Coveraashcardwithasheetofpaper.Very,veryslowlyrevealtherstpartofthepicture.

AskWhats this?ElicitItsa[animal word].

Revealalittlemoreofthepictureandrepeatthequestion.Continueuntilachildguessescorrectly.Continuewiththeremainingashcards.

+ Song with musical accompaniment.

UsethesongCometothefarm[ CD1track25]forthisactivity.

Callagrouptothefronttoplaymusicalinstrumentsintimetotherhythm.Youcanusedrums,maracas,triangles,etc.

HoldupeachinstrumentandaskWho wants to

play the [drum]?

Eachtimeyourepeatthesong,givenewindividualstheopportunitytoplaytheinstruments.

Ricky

Poster 2

Flashcards

cowsheepchicken

goathorseduck

CD1track 25

Materials

OptionalMusical instruments(drum, triangle,maracas)

Routines poster


animated storieskaraoke videosinteractive games


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At the farm2

28

Lesson 7

Lesson objectiveExtra-curriculartopicextension:Makeafarmmobile

Review: Its a [cow]. Its [colour]; cow, sheep, chicken, goat, horse,duck; brown, black, white

Receptive language: Whats this? Pass the ball. Where do eggs come rom? What colour is it? Milk comes romcows. Find something that is white. Cut it out. Stand still. Be a horse.

.

Starting the lesson


Routines time


weather.Performthebirthdayroutine(seepage13).

Active time

Warmer

Repeat the song Come to the farm from Lesson 6[[CD-icon]CD1 track25]. Encouragethe childrentoperformactionsandanimalsoundsastheysing.

Option:AskWho wants to play the [triangle]?Distributethemusicalinstruments.

1 Game: Pass the ball.

Seatthechildreninacircle.Placetheunitashcardsfacedowninthemiddle.

Playsomelivelymusic.Thechildrenpassaballaroundthecircle.SayPass the ball.Stopthemusic.Thechildwiththeballchoosesaashcardfromthemiddleofthecircleandshowsittotheclass.

AskWhats this?andelicittheanimalwordfromthewholeclass.Thechildtakestheashcardbacktohis/herplace.

Playthemusicagainandcontinueinthiswayuntilallthecardshavebeencollected.Timewhenyoustopthemusiccarefullysothatasmanychildrenaspossiblehavethechancetochooseacard.

Quiet time

PreparethechildrenforbookworkbyplayingStandlikearobot(seepage13).

Artwork

2 Photocopiable 13, TRB. Colour and cut. Make afarm mobile.

Ifpossible,prepareafarmmobilebeforetheclassandshowittotheclass,sothattheycanseewhattheyaregoingtomake.

DisplayPoster2.PointtotheeggsandaskWhere doeggs come rom? To elicit chickens. Continue in thiswaywiththemilkandthewool.

Askthechildrentocoloureachpicture.Movearoundtheclasswhiletheyareworking.Ask Whats this? Whatcolour is it?Donotexpectthemtosaythewordsegg,milkandwool.However,youcanaskWhere does milkcome rom?

Help the children to cut out the pictures along thedottedlinesusinganawlorsafetyscissors.Say Cut itout.

Help the children to match the animals to theirproducts. Ask Where does milk come rom? to elicitcow.Askthemtoholdupthecowandmilkpictures.

Showthemhowtostickthepicturesbacktoback,sothatthecowappearsononesideandthemilkontheother.

Continueinthiswaywiththechicken/eggs and sheep/wool.

Makeasmallholeonthetopofeachpicturesetwithanawl.Threadstrongstringthroughtheholessothat

TRBphotocopiable1

3

Colour and cut. Make a farm mobile. Unit 2 Lesson 7

Photocopiable 13RickytheRobot B Photocopiable Pearson Educacin S.A.


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the three picture pairs are hanging one below theother.Attachthemobiletoaclotheshangerorstick.

Writeeachchildsnameonhis/hermobile.

Hang the mobiles from the ceiling, preferably nearanopenwindoworthedoor,sothatthechildrencanenjoyseeingthemmovearoundinthewind.

3 Game: Play with your mobile and say. Gatherthe childrenaround the mobiles.Ask Whatsthis? to elicit the animal names. Ask them to blowhardsothatthemobilesspin,showingtheanimalsandtheirproducts.SayMilk comes rom cows,etc.

Option:Ifthechildrenhavedifcultymovingthemobilebyblowing,theycanuseafanorspinitaround.

Ending the lesson


SingGoodbyetime[ CD1track4].Encouragethe

childrentoclapastheysing.

extra activities

+ Game: Find something that is white.

DisplayPoster2.SayFind something that iswhite.Callvolunteerstothefronttopointtoawhiteanimal(sheep).

AskWhats this?toelicitIts a sheep. Continueinthiswaywithothercolours(brown

chicken, goat; black and whitecow; blackhorse; yellowduck; whitesheep).

+ Game: Musical mime.

Playsomemusic.Thechildrenwalkaroundtheroom.

StopthemusicandsayStand still.Thechildrenstopmoving.

SayBe a horse.Thechildrenthenmimebeingahorse,crawlingaroundtheroomonhandsandknees,makinghorsenoises.Givethemsometimetoenjoythismime,thensayStandstill.Continueinthiswaysothattheycanmimebeingallsixofthefarmanimals

Ricky

Photocopiable 13

Flashcards

cowsheepchicken

goathorseduckCD1

track 25

Materials

OptionalMusical instruments(drum, triangle,maracas)

You will also need

Finished farm mobile;scissors or awls;crayons; string or wool;

coat hangers or sticks

Colour and cut. Makea farm mobile. Unit2 Lesson 7

Photocopiable 13

Ricky-Rominteractive ashcardsinteractive postersanimated storykaraoke videosinteractive games

Poster 2and Routines poster


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At the farm2

30

Lesson 8

Lesson objectiveUnitconsolidation

Review: Its a [cow]; Its [colour]; cow, sheep, chicken, goat, horse,duck; brown, black, white; numbers 1-3

Receptive language: Whats this? Count 3. Whos this? How many [eggs]? Its sticker time. What colour is it?Is it [brown]? Is it a [duck]?

PupilsBookworkshe

et12

Starting the lesson

SingHello,RickytoRicky[[CD-icon]CD1track1]andtoeachother,whilethechildrenmimebeingrobotsbymakingmarchingactionsonthespot.

Routines time



Active time

Warmer

Repeat the song Come to the farm from Lesson 6[[CD-icon]CD1track25].

Encouragethechildrentoperformactionsandanimalsoundsastheysing.

Option:AskWho wants to play the [triangle]?Distributethemusicalinstruments.

1

Game: Guess the animal. Call two or three children to the front and secretly

showthemananimalashcard.Thechildrenactoutbeingthe animal bymaking the appropriate animalsoundandmovement.

AskWhats this?toelicit Its a [cow] fromthe class.When they have guessed correctly, invite anothersmallgrouptothefrontandcontinueinthisway.

Note:Thisgamecan beplayedwith individuals,butsomechildrenmayfeeltooshytoactaloneandwillfeelmoresupportedifdoingsowithasmallgroup.

2 Game: Make piles of 3. Give each child a pile of counters or other small

objects.

Askthemtomakepilesofthreecounters.Demonstrateand count the counters with the class: 1, 2, 3. SayCount 3.

Movearoundtheclasswhiletheyareworking,asking

themtocountthepilesinEnglish.

Quiet time


Book time

3 Worksheet 12. Find and stick. Talkaboutthepicturewiththeclass.Ask Whos this?

toelicitthecharacternames.Whats this?toelicitIts a[animal word].AlsoaskHow many eggs?(3),How many

chickens?(3),How many ducks?(2).

MakesurethateachchildhasaUnit2stickerset.SayIts sticker time.

Askthechildrentomatchthestickerstotheanimalson the worksheet by sticking them in the correctplace.

Move around the class while they are working. AskWhats this? What colour is it? Whos this? Is it [brown]?Is it a [duck]?

Ending the lesson


SingGoodbyetime[ CD1track4].Encouragethechildrentoclapastheysing.

12


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extra activities

+ Photocopiable 14, TRB. Draw and coloura picture of you at a farm.

Talkaboutthelittlepicturesofthefarmanimalsintheborderoftheframe.Youcanuse

alittleL1totalkaboutanimalsthechildrenhaveseenatrealfarms.

Askthechildrentodrawandcolourapictureofthemselvesatafarm,includingtheirfavouritefarmanimals.

Thisisafreepersonalisationactivity,soallowthemtodrawwhatevertheylike.

Note:Donotexpectanyaccuracyinthedrawing,thiswillcomethroughfreedrawingpracticeineachunit.Rememberthatveryyoungchildrendeveloptheabilitytoproducevisualrepresentationsatdifferentrates.

Movearoundtheclassgivinglotsofpraiseandencouragement.Talkaboutthepictureswitheachchild.AskWhos this? Whats this? Whatcolour is it?

Displaytheirwork.

+ Classroom frieze.

Onaverylargesheetofstrongpaper,createafarmfriezeasawhole-classactivity.Somechildrencanpainteldsandthesky.

Drawinfarmanimalsforthemtodecorate

withpaintorbystickingontissuepaperorotherobjects.

YoucanalsoattachthewoollysheeptheypreparedinLesson4.Whiletheyareworking,askquestionsabouttheirwork:Whats this?toelicitIts a [chicken]. Is it a [chicken]?toelicitYes orNo. What colour is it?toelicitIts [brown].

Displaythefriezeintheclassroomforalltoadmire.Talkabouttheanimalsonthefrieze

withtheclass.

Ricky

Pupil's Bookstickers

Photocopiable 14

Flashcards

cowsheepchickengoat

horseducknmeros1, 2, 3

CD1track 25

Materials

Draw and colour a pictureofyou at a farm. Unit2 Lesson 8

Photocopiable 14

Routines poster

Ricky-Rom

interactive ashcardsinteractive posters



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ActivityBooksheet5

2 At the farmTrace the animals and say.

pig, donkey, rabbit Activity sheet 5

At the farm2

32

Lesson 1

Lesson objectiveTopicextension:additionalwords.

New languagepig,donkey,rabbit

Review: cow, sheep, chicken, goat, horse, duck; pink, white, grey;Its [colour]. Its a [cow].

Receptive language: Whats this? Is it a [pig]? Help Ricky!Is Ricky right? What colour is it? Trace the pictures.

Starting the lesson

SingHello,Ricky[[CD-icon]CD1track1].

Routines time


Active time

Warmer

SingListentothegoatfromLesson2[ CD1track20].Encouragethechildrentoperformactionsastheysing(seepage42).

1 Listen and say. Language. UseyourashcardsandRickytoteachthenewwords:pig, donkey, rabbit.HoldupthepigashcardandshowittoRicky.Saypig.AskWhats this?Rickydoesnotknow.SaytotheclassHelp Ricky!Theclasssaystheword.Make Ricky repeat it, using a robot voice. Continuewiththeremainingashcards.

DisplayPoster2.Placethestickersforthenewwordsonyourtable.SaypigtoRicky.Rickypicksupthewrongsticker(e.g.donkey).AsktheclassIs it a pig?ElicitNo.

Call a child to the front to show Ricky the correctsticker.SaytoRickyPut the sticker on the poster.MakeRickyputthestickerontheposter.PointtothestickerandaskWhats this?toelicitIts a pig.Continueinthiswaywiththeremainingstickers.

Display the ashcards. Play the recording [ CD2track 73]. Pause after each line for the children topointtothecorrectashcard.Callvolunteerstothe

fronttopointtothecorrectpictureontheposter.

pig, pigdonkey, donkeyrabbit, rabbit

2

track73 Quiet time


Book time

2 Activity sheet 5. Trace the animals and say. PointtothepigandaskWhats this?toelicitIts a pig

orsimplypig.Continueinthiswaywiththeremaininganimals.

SayPoint to the pig.AskWhat colour is it?toelicitItspink.Continueinthisway,askingaboutthecolouroftheremaininganimals.

Askthechildrentotracethepicturesofthepig,rabbitanddonkey.SayTrace the pictures.

Move around the class while they are working. Ask

Whats this? What colour is it?

Ending the lesson



extra activities

PlayListen and runusingthenewanimalwords(seepage41).


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Extra - Activity BookActivityBooksheet6

Match and colour.

Activity sheet 6Its a pig/rabbit/donkey/goat.

33

Lesson 2

Lesson objectivePracticeofActivityBookwordsalongwithunitwords

Review: pig, donkey, rabbit, cow, sheep, chicken, goat, horse, duck;pink, white, grey, brown; Its a [cow]. Its [pink].

Receptive language: Be a [rabbit]. Stand still. Whats this?Point to the [rabbit]. What does a [rabbit] say? What colour is it?

Starting the lesson


Routines time


Active time

Warmer

Chantthenewwordswiththebackingtrack[ CD2track73].Clapandchantwiththeclass:pig, donkey,rabbit.Pointtotheashcardsasyoudoso.Repeatanumberoftimes.

1 Game: Musical mime. Playsomelivelymusic.Thechildrenwalkaroundthe

room.Stopthemusicandsay Stand still. Thechildrenstopmoving.

Say Be a rabbit. The children then mime being arabbit,bunnyhoppingaroundtheroomwhilemakingsqueakingsounds.Givethemsometimetoenjoythismime,thensayStand still.

ContinueinthiswaysothattheycanmimebeingallofboththeActivityBookandtheunitfarmanimals.

Quiet time


Book time

2 Activity sheet 6. Match and colour. Drawthechildrensattentiontothe jigsawpieceson

theleft.Pointtothepig.Ask Whats this?toelicitIts apig.

Nowdrawtheirattentiontothejigsawpiecesontheright.Say Point to the pig. Ask the children to draw

alinetomatchtogetherthetwopartsofthejigsaw.SayDraw a line.AskWhat does a pig say?toelicitOink,Oink.

PointtothepigandaskWhat colour is it?toelicitItspink.

SayColour the pig pink.Thechildrencolourthejigsawpieceontherightpinktomatchtheotherhalf.Continueinthiswaywiththeremaininganimals.

Move around theclass while they are working. AskWhats this?andWhat colour is it?

Ending the lesson ChantTidyuptime[ CD1track3].


extra activities

+ JuegaaPass the cardsutilizandolaspalabrasnuevasylasdelaunidad(verpgina47).


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ActivityB

ooksheet7

duck

Trace the lines.

Activity sheet 7

At the farm2

34

Lesson 3

Lesson objectivePre-readingandwritingextensionwork

Review: pig, donkey, rabbit, cow, sheep, horse, chicken, duck, goat;white, grey, brown, yellow, black, pink; Its a [pig]. Its [pink].

Receptive language: Whats this? What colour is it? Is it a [donkey]?Is it [grey]? Trace the lines. Stand still. Run and stick.

Starting the lesson


Routines time



Active time

Warmer

SingCometothefarmfromPupilsBookLesson6[ CD1track25]toenergizetheclass(seepage50).

1 Game: Run and stick. DisplayPoster2andplacetheActivityBookandunit

poster stickers on a table some distance from theposter.

Pointtofourchildrenandsayananimalwordtoeach.Theclassrepeatseachword.SayStand still.

NowsayRun and stick.Thefourchildrengotothetable,choosethecorrectposterstickerandthenruntosticktheminthecorrectplaceontheposter.ExplainthattheycansticktheActivityBookstickerswherevertheylikeontheposter.

PointtothestickersandasktheclassIs it a [cow]?toelicit Yes or No.Repeat,choosing fournew childrenandgivingthemdifferentanimalwordsuntileveryonehashadthechancetohaveago.

Quiet time


Book time

2 Activity sheet 7. Trace the lines. PointtothepictureoftheduckandaskWhats this?to

elicitIts a duck.

Askthechildrentotracethelinestohelptheducksland inthewater.Ensure thattheyaremovingtheirngersinthecorrectdirection,startingwiththedotbytheduck.

Askthemtotracethelineswithapencilorcrayon.SayTrace the lines.Continueinthiswaywiththeremainingpicture.

Move around the class while they are working. AskWhats this?toelicitIts a duck.

Ending the lesson ChantTidyuptime[ CD1track3].


extra activities

+ PlaySlow revealusingboththenewwordsandtheunitwords(seepage51).


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Extra - Activity BookActivityBooksheet8

cow, pig, donkey, rabbit, duck, sheep

Count and circle the sets of 3.

Activity sheet 8

35

Lesson 4

Lesson objectiveUnitconsolidation

Review: pig, donkey, rabbit, cow, sheep, horse, chicken, duck,goat; white, grey, brown, yellow, black, pink; Its a [cow]. Its [white];numbers 1-3

Receptive language: Whats this? What colour is it? Count.How many [cows]? Is it [3]? Draw a circle.

Starting the lesson


Routines time


wea

Ricky the Robot-lesson Plans

Documents

Transcript of Ricky the Robot-lesson Plans