4806756 daisy robin and me starter red tb€¦ · other resources: teacher’s book •...

For youIn your Teacher’s Bag:

Bag

• Useful, large-format bag for carrying your resources around

Mouse puppet

• Plush hand puppet with a moveable mouth

• Has Velcro on his hands to hug children and hold onto things

• Can hold flashcards in his mouth

Reward stamper

• Robust wooden Mouse merit stamper for rewarding good

work in class

Phonics poster

• Large, full-colour poster presenting the sounds and letters

for the Daisy, Robin and me! phonics syllabus

In your Teacher’s Resource Pack:

Box

• Sturdy box to store bulky components

Hello! poster

• Large, colourful poster to support lesson opening routine

• Write-on/wipe-off format for use in every lesson

Who do you want to be? poster

• Large, photographic costumes poster to support the Who

do you want to be? guessing game and routine

• Poster can be cut up into eight separate flashcards, should

this be preferable

Big Story Books

• 4 large format, full-colour story books

• Big Story Book 1&2, containing the stories for Units 1 and 2




Flashcards

• 60 full-colour flashcards

• Flashcards for all the main vocabulary

• Characters, weather, numbers and colours flashcards for

use in lesson routines

Smart topic flashcards

• 29 photographic flashcards

• Flashcards for all cross-curricular Smart topics

Nursery school posters

• 8 large posters with photographs and full-colour

illustrations

• Posters present and exploit the concept and language for

each Nursery school topic

Components


Hello! poster

60 flashcards

4 Big Story Books29 Smart topic flashcards

8 Nursery school posters

TRP box

Components 4

4806756 Daisy Robin and Me STARTER RED TB.indb 4 24/04/2015 17:21

Other resources:

Teacher’s Book

• Introduction section that explains the methodology and

concept of Daisy, Robin and me! RED

• Complete description of the syllabus and objectives for the

course

• Tour of a unit explaining the principle points of each lesson

• Easy-to-follow lesson plans for each unit, including unit

overviews to provide at-a-glance information about the

contents of the lessons that follow

• Comments and useful teacher tips

• Creative ideas for revision and language extension

• Other language versions are available to download from

Oxford Premium

Audio CDs

• All songs, stories and vocabulary presentations

• Routines songs and chants

• Festivals songs

• Karaoke versions

DVD

• Animated versions of all the stories

• Animated versions of key routines songs and festivals songs

• Live action versions of all Song 1s

• Material to exploit and extend cross-curricular Smart topics

• Animated versions of key routines songs and festivals songs

• Live-action Nursery school footage

Teacher’s Resource CD-ROM with Phonics and literacy

Teacher’s resource material

• Three levels of material available on a single CD-ROM for

ease of use

• Clearly labelled teacher resources to support classroom

activities and enhance the course concept

• Clearly labelled student resources to practise and review

language and enhance experience of the course

• Choice to print many resources in colour

Phonics and literacy material

• Clearly structured phonics programme offering a one-

or two-year introduction to the main sounds and letters

of English, to build the foundations for early literacy

• Session notes that develop phonemic awareness and

support early reading through decoding and blending

whole words

• Printable resources and ideas for how to use them

• Audio and songs for all sounds

Interactive Whiteboard Resources

• One DVD per level for use with an Interactive Whiteboard

or projector

• Content to enhance every lesson

• Material to support class routines

• Material to re-tell stories and sing along with songs

• Interactive games that reinforce and review the

key language

• Games to support the Festivals material

• Games to support phonics practice, including blending

and segmenting

For your studentsClass Book

• 8 main units plus a Hello! unit

• 4 Festivals

• Worksheets practising the key language

• Colourful, easy-peel stickers for every unit

• 8 pop-outs to support cross-curricular Smart topics

• Envelope for keeping pop-outs and stickers together

• Songs CD

Oxford Online Learning Zone

• Interactive materials for students to use at home or in

the classroom

5Components


Unit 1 46

Unit 1 I want to be a wizardNature smart topic

The Nature smart cross-curricular topic relates to the

weather and how rainbows are made. The weather words

children have been learning in the Hello routine and Weather

song are consolidated and used in a new context, to explain

a natural event that fascinates all children.

Phonics and literacy

In this unit, children will encounter the sounds and letters s,

a, t, p, i and n as part of the Phonics syllabus (Tier 1).

Nursery school topic

The Nursery school topic for this unit is about school

items that children will encounter in the classroom. When

watching the DVD of children playing in the classroom at a

real UK nursery school.

Making the most of this unit

As this is the first time your class will encounter the Lesson 1

sticker worksheet and the Lesson 5 pop-outs, you will need

to spend some extra time on these activities and provide the

children with additional support.

Make use of the Ideas bank on p.36 to consolidate the unit

language in fun ways. These activities can be played indoors

or outdoors.

You can use your Interactive Whiteboard resource

throughout the unit for both presentation and practice. The

Let’s begin, Let’s learn, Let’s play and Let’s review lesson markers

in both the teaching notes and the Interactive Whiteboard

resource make it clear when and how you can do this.

Unit song actions

Lesson 1 Colours song

Stir, stir the magic pot – stir with imaginary spoon;

Bubble, bubble, bubble – make catching gestures as if

catching bubbles; Red, red, in the pot! – mime pouring

something when each colour added; Abracadabra! –

make a semi-circle with your hands with palms facing

outwards

Lesson 5 Rainbow song

It’s rainy / Pitter, patter – fingers waving and moving

downwards; It’s sunny / Shine, shine – raise closed fists

and then open out fingers, as a bursting open movement;

rainbow – pretend to draw an arc in the air; No, no, no! –

shake heads; Yes, yes, yes! – nod heads

Nursery school Lesson 2 School song

What can you see? – flat hand above eyes, as if searching;

A bag – point to a bag in the classroom; A crayon – point

to a crayon; A book – point to a book in the classroom; At

my school – opening arms, showing the classroom

Objectives

Consolidate the routines language from the Hello! unit

Present and practise colour words via Robin’s new words

Present and practise numbers 1–3

Introduce the Who do you want to be? routine, establish

the costume for the unit (wizard) and share in Daisy and

Robin’s adventures

Explore the value of working together

Nature smart: Teach the children about the weather and

how a rainbow is created

Nursery school: Present and practise language for some

common school items and apply it to children’s own

classroom

Key language

Robin’s new words: red, blue, yellow, green

Robin’s story structure: It’s …

Nature smart new words: rainy, sunny, rainbow

Nursery school new words: bag, crayon, book

Nursery school question: What can you see?

About Unit 1

Costume and story

Daisy and Robin’s costume of choice for this unit is a wizard.

In the story, they meet a wizard who is busy trying to make

a magic potion that keeps going wrong – until Daisy and

Robin wave their magic wands and help him. The story

provides a fun context for presenting the colours vocabulary

and provides a nice link to the cross-curricular Nature smart

topic of rainbows. It also illustrates the value of working

together to achieve more in a concrete way that children

can understand.

Enhance your class’ experience of the story by having the

children prepare the magic wand story prop from the

Teacher’s Resource CD-ROM (PM23). There is also a wizard’s

hat Mouse prop for the Mouse puppet that you can prepare

(PM6), which will further enrich the story-telling experience

and engage children. The wizard sticker, provided with the

Class Book sticker sheets, is a special treat to further enhance

children’s experience of the unit.

Value

Draw children’s attention to the value of working together

by reminding them how the wizard’s magic potion is not

working and is only successful when Daisy and Robin help

the wizard. Refer to an example of how this happens in the

classroom, and introduce the class to the concept of the

Mouse merits, awarding one (or more) to children who have

been working together well.


47Unit 1

• Play the Colours song again, this time on the audio CD

(CD1 track 13). Do the actions from the DVD (and outlined

on p.46) and encourage the children to join in.

• Play the song two or three times, encouraging more

participation in the actions.

TEACHING TIP: At this stage, it is enough for the children to

start engaging with the song, listening to the words and

joining in with actions. As they become more familiar with

the song and the meaning of the words in the song, they

can be encouraged to join in with singing.

Colours song $ 1•13 or [Unit 1 Song DVD]Stir, stir the magic pot

Bubble, bubble, bubble.

Red, red in the pot!

Abracadabra!

Stir, stir the magic pot


Blue, blue in the pot!

Abracadabra!



Yellow, yellow in the pot!

Abracadabra!



Green, green in the pot!

Abracadabra!

Red, blue, yellow, green.

Abracadabra!

3 Robin’s new words

• Collect together the Colours flashcards and call your

helper (Robin) to the front of the class. Say Robin, come

and help me, please.

• Play Robin’s new words: Colours (CD1 track 14), passing the

correct flashcard to Robin each time to show to the class.

Display the Colours flashcards where everyone can see

them.

Robin’s new words: Colours $ 1•14Red. Red. Blue. Blue. Yellow. Yellow. Green. Green.

• Play the audio again, encouraging the children to point to

the Colours flashcards as they hear each word.

TEACHING TIP: Some children may also be able to join in

with the words. However, there is no expectation for them

to do so at this stage.

• If you have time, put on Mouse and use the audio CD to

play the Yes/No Mouse game. (See Ideas bank p.36.)

Unit 1 Lesson 1 Robin’s new words

New language

Robin’s new words: red, blue, yellow, green

Passive: rainbow

Materials

Audio CD1

Class Book worksheet 4

DVD / Interactive Whiteboard resource

Hello routine materials

Unit 1 Colours flashcards: red, blue, yellow, green

Unit 1 sticker sheet

Let’s begin

1 Hello

• Complete the Hello routine you have chosen to do with

your class. (See Routines p.23.)

• You could include revision of red and blue from the Hello!

unit.

TEACHING TIP: The Hello routine is flexible and can be

adjusted on a lesson-by-lesson basis to suit the particular

needs of your class.

Let’s learn

2 Song: Colours song

• Gather the children so they can all see and hear the DVD.

• Say It’s song time! Play the Colours song on the DVD. The

children simply watch and listen at this stage.

TEACHING TIP: If you don’t have access to a DVD player for

this stage of the lesson, skip straight to the presentation

of the song on the audio CD, below. Play the song once

through, encouraging the children to just listen, before

repeating and demonstrating the actions.


Unit 1 48

Let’s play

4 Robin’s game

• Play Red light, green light. You will need the Colours

flashcards and a space large enough for children to walk

around – either in a circle, or across the room.

• Say Let’s play a game! Gather the children together and

have them stand facing you. Tell them to listen to the

instructions and watch you demonstrate how to play.

• Say Green! Hold up the green flashcard, and walk forward

at normal speed. Say Red! Hold up the red flashcard and

stop. Say Yellow! Hold up the yellow flashcard and walk

very slowly. Finally, say Blue! Hold up the blue flashcard

and turn around in a circle.

• Now stand still at the front, calling out the colours and

displaying the flashcards. The children do the movements,

approaching you, or moving around the room.

5 Class Books

• Play the Sit down song (CD1 track 7).

• Give out Class Book worksheet 4 and the Unit 1 stickers.

Your Robin helper can assist you with this.

• Hold up the worksheet and say It’s a rainbow. Look at the

colours! Point to and say each of the colours.

• Make sure everyone has the stickers to hand. Say Find and

stick the colours stickers. Find and stick ‘red’. Demonstrate

how to do this. Then call out each colour in turn for the

children to put the stickers in place.

TEACHING TIP: As this is the first lesson using the stickers,

you will need to demonstrate how to detach and stick

them. Fine motor skills vary widely at this age, so some

children will need support with this activity.

• If possible, talk to the children as they work and praise

them. Say Well done, [name]. Very good, [name].

• Play the Colours song (CD1 track 13). Children point to the

correct colours on their worksheet as they hear them.

6 Goodbye

• Encourage the children to tidy up by playing the Tidy up

song (CD1 track 10).

• Say It’s time to say goodbye. Follow your chosen Goodbye

routine. (See Routines p.23.)


49Unit 1

Robin’s new words: Colours $ 1•14Red. Red. Blue. Blue. Yellow. Yellow. Green. Green.

• Say Let’s sing the Colours song. Play the CD (CD1 track 14)

and encourage everyone to join in with the actions and

words.

3 Who do you want to be? (A wizard)

• Say It’s story time. Use Mouse to look around the

classroom and find the Big Story Book. Show surprise and

delight, as Mouse finds it. Show the children the cover and

say Look, a book! Look, who’s this? Elicit Robin, Daisy and

Mouse.

• Explain that this is a story about Daisy and Robin. Explain

to children that they have a dressing-up box and they

like dressing up. Do actions – ideally putting on some

dressing-up clothes to demonstrate. Ask the class and

individuals if they like dressing up.

• Explain that Robin and Daisy are about to choose a

dressing-up costume and have an adventure.

• Display the Who do you want to be? poster and complete

the Who do you want to be? routine. (See Routines p.23.)

Play the Who do you want to be? chant (CD1 track 15).

Who do you want to be? (Unit 1) $ 1•151, 2, 3

Come with me.

Who do you

Want to be?

Daisy I want to be a wizard!

TEACHING TIP: This is the first time the children encounter

the Who do you want to be? routine, but this routine will

become a familiar part of their lessons. Use your Mouse

puppet and encourage the class to get actively involved

in the guessing game.

• If you are using the wizard’s hat Mouse prop (PM6), make

Mouse say I want to be a wizard, too! Secretly put on his

wizard hat, and repeat the chant, with Mouse answering.

Then bring Mouse out, dressed up, and say Look! Mouse is

a wizard!

4 Story: I want to be a wizard

TEACHING TIP: Explain to the children that for the story

they all need to be sitting very still and quietly.

Make sure all the children are settled and sitting

comfortably where they can all see the story book and not

blocking the view of other children.

Show them how to be quiet, using a finger to the mouth

gesture.

• Gather the children around you so that everyone can see

and hear. Say Let’s listen to the story: I want to be a wizard.

• Play the story on the audio CD (CD1 track 16) and hold up

the Big Story Book for the class to see, turning the pages

as you follow the story. Play the story straight through

without pausing, and allow the children to look and listen.

Unit 1 Lesson 2 Story lesson: Who do you want to be?

New language

New: yellow, green

Passive: numbers 4–5, wizard, It’s…, Look!, Thank you, Can

we help?

Materials

Audio CD1

Big Story Book Unit 1

Character flashcards: Robin, Daisy

Dressing-up clothes (optional)


Mouse merit reward stamper

Mouse prop: wizard’s hat (PM6) (optional)

Numbers flashcards: 1, 2, 3



TEACHING TIP: If you wish to enrich the story-telling

experience by using the Mouse prop PM 6 (wizard’s hat),

you will need to prepare this before the lesson.

Let’s begin

1 Hello

• Follow the usual Hello routine.

• Review numbers 1–3. Write the numbers 1–3 on the

board or show the Numbers flashcards. Point to each

one and encourage the children to say them. Then start

counting again, but stop after 1 and encourage them to

continue.

TEACHING TIP: Give lots of praise to the children who can

say the numbers, but at this stage there is no pressure for

them to do this.

• Use the Mouse puppet to show the Robin and Daisy

character flashcards. As you show each one, encourage

the children to wave and say Hello, (Daisy). Then turn the

flashcard round, and encourage them to say Goodbye,

(Daisy).

Let’s learn

2 Robin’s new words and song

• Have your Colours flashcards ready. Play the audio CD

(CD1 track 13) and using the Mouse puppet, show each

flashcard in turn, repeating the words. Say or play the

audio again, encouraging the class to repeat the words

when you hold up the flashcards.


Unit 1 50

TEACHING TIP: The words highlighted in bold (below) and

in colour (in the Big Story Book) are key words that you

can encourage the children to join in with from Lesson 4

onwards, once they become more familiar with the story.

See Stories page 25 for more information.

I want to be a wizard $ 1•16 or [Unit 1 Story DVD]1 One sunny day, Robin and Daisy are playing.

‘I want to be a wizard,’ says Robin.

‘I want to be a wizard, too,’ says Daisy.

Robin and Daisy put on their wizard costumes.

And off they go …

Action: Children use an imaginary wand to make a spell.

2 Robin and Daisy see a wizard.

‘Hello’ says the wizard.

‘Hello’ say Daisy and Robin.

‘Meow’ says the cat.

‘Look!’ says the wizard ‘Abracadabra … 1 …’

Action: Children wave imaginary wands with Abracadabra

and the count of one.

3 ‘Oh, no!’ says the wizard.

‘It’s red!’ says Robin.


‘Look!’ says the wizard ‘Abracadabra … 1 … 2 …’


and the count of two.


‘It’s blue!’ says Daisy.


‘Look!’ says the wizard ‘Abracadabra … 1 … 2 … 3 …’


and the count of three.


‘It’s yellow!’ says Robin.


‘Look!’ says the wizard ‘Abracadabra … 1 … 2 … 3 … 4’


and the count of four.


‘It’s green!’ says Daisy.


‘Can you help, please?’ the wizard asks Daisy and Robin.

‘Yes’ say Robin and Daisy.

‘Abracadabra ... 1 … 2 … 3 … 4 … 5 …’ say Robin, Daisy

and the wizard.


and the count of five.

7 ‘Look! It’s red, blue, green, and yellow!’ say Robin and

Daisy.

‘Thank you,’ says the wizard.

‘Meow!’ says the cat.

Action: Children put their hands to an imaginary hat.

8 It’s time to go home.

‘Goodbye,’ say Robin and Daisy.

‘Goodbye,’ says the wizard.

‘Meow!’ says the cat.

Action: Children wave imaginary wands and then wave

goodbye

5 Discuss the value: Working together

• Play the story again, saying Now help me tell the story. As

the story plays, pause to teach the actions, and encourage

the children to say the join-in words. They can wave

imaginary magic wands and say Ping as you turn a page.

• Discuss the value of working together. Explain that the

wizard was having problems with his magic, and Robin

and Daisy decided to help him. By working together they

made a fantastic spell. Elicit examples from their own

world of how people doing things together gets results.

• Award a mouse merit to children who have been working

together. Say Let’s clap to the rest of the class as you hand

out the merits.

6 Goodbye

• Say It’s time to say goodbye. Place the Colours flashcards

where everyone can see them. Say Point to (red) and

wave goodbye. Encourage the children to point to the red

flashcard, wave and say Goodbye red.

• Follow your chosen Goodbye routine. (See Routines p.23.)


51Unit 1

can, e.g. Daisy, Robin, Mouse, book, sunny (day), red/blue/

yellow (flowers).

• Ask the children what they remember from the story.

Guide their responses by saying, e.g. Robin and Daisy see

a … (wizard) and a cat. The wizard says 1 … (2, 3). What

colour is the hat and the cat? (Red.) Is it happy? (No.) The

wizard says Abracadabra … (1, 2, 3.) The hat and the cat

are … (blue, yellow, green). Robin and Daisy help the wizard

and the hat is … (red, blue, yellow and green). Is the cat

happy? (Yes.) Are Robin, Daisy and the wizard happy? (Yes!)

Robin and Daisy go home. They say … (Goodbye!)

4 Story DVD

• Gather the children where they can all see and hear the

DVD. Ensure that they are all sitting quietly. Say Let’s listen

and watch the wizard story. Play the story once for them

to enjoy.

• Play the DVD again and encourage the children to join

in with the actions, the sound effects and as many of the

join-in words as they can.

• Optional: If you feel the children are ready, play the DVD

again and pause before each colour word. Encourage the

children to say the word.

• If you feel the children are capable, encourage them to

think about alternative endings and discuss these e.g.

What do they think the wizard will do when Robin and Daisy

go home? Will he make more spells? Will they work if Robin

and Daisy aren’t helping him?

5 Goodbye



Extra activity

Story prop

Story prop (magic wand, PM23), punzón or scissors, glue, colouring pencils

• Now is a good point for the children to make their story

props, in this case a magic wand (PM23). Alternatively, you

can make them at the beginning of Lesson 4.

• Show the magic wand you have already made and tell them

they are going to make one for themselves. Give out the

punzón or scissors, glue and pencils, then give out PM23 to

each child.

TEACHING TIP: At this age, some children will need quite

a bit of support cutting and pasting, others will be more

independent – encourage them to help each other,

recalling the value.

• Children colour their wands then cut along the cutting

lines. They glue along the area indicated on the PM.

• Demonstrate how they need to roll the paper to make the

wand, then stick the ends together. Help those children

that need it, praising those that try to do it themselves first.

• If you have time, you could practise raising their finished

wands and saying Abracadabra!

Unit 1 Lesson 3 DVD

Materials

Audio CD1


Big Story Book Unit 1



Story prop: wizard’s magic wand (PM23) (optional)


Unit 1 Numbers flashcards: 1, 2, 3


TEACHING TIP: Remember to award Mouse merits to

children who are working in a team, and remind them

about the value of the story.

TEACHING TIP: It is a good idea to make up the wizard’s

magic wand story prop (PM23) before the lesson to show

children what they are making.

Let’s begin

1 Hello

• Follow the Hello routine you have chosen to do with your

class. (See Routines p.23.)

• Revise colour vocabulary. Place the colours flashcards

around the room. Play the Stop! game (see Ideas bank

p.36).

Let’s play

2 Song

• Keep the Colours flashcards visible. Move Mouse to each

picture in turn and encourage the class to repeat each

word.

• If your class is not ready to produce the words, say Point

to (red). When the children are pointing at the correct

flashcard, hold up Mouse and say Yes, that’s right!

• Say It’s song time! and play the Colours song (CD1 track 13),

encouraging the children to point to the relevant colours

flashcard when they hear it in the song.

• Optional: Children could also point to something of the

relevant colour in the classroom, or to something that

they are wearing.

3 Story: Who do you want to be? (A wizard)

• Say It’s story time.

• Display the Who do you want to be? poster and complete

the Who do you want to be? routine. (See Routines p.23.)

Play the Who do you want to be? chant (CD1 track 15).

Encourage children to supply the answer, e.g. A wizard!

• If you have made it, put the wizard’s hat (PM6) on Mouse,

ready for the story.

• Show the children the Big Story Book and turn to page

1. Ask the children what they can see in the illustration,

encouraging them to name anything in English that they


Unit 1 52

4 Story

TEACHING TIP: During the course, the children are

encouraged to participate in the retelling of the story, by

saying the join-in words, using the story props, and doing

any relevant actions.

Start very gradually to begin with, encouraging more

and more participation as the course progresses and the

children become more confident.

• Gather the children where everyone can see the DVD or

Big Story Book.

• Play the wizard story on the DVD or tell the story with the

book so that it is fresh in the children’s minds before they

join in the retelling.

• Give out the wizard’s magic wand story prop (PM23) and

any other props you have brought in, e.g. dressing-up

clothes, to make the story come alive. Tell the children you

are going to tell the story again and they are going to join

in.

TEACHING TIP: Practise several times with the children to

raise their magic wands and say Abracadabra! before they

do this during the story.

• Play the audio CD for the story, pausing it or turning the

volume down to encourage the children to say as many

of the join-in words as they can, and to join in with the

actions and sound effects using their story props.

• Praise those children who join in or use their props. Not

all children may be confident to do so at this stage in the

year.

5 Goodbye

• Collect in the story props and encourage the children to

help by playing the Tidy up song (CD1 track 10).



Unit 1 Lesson 4 Optional story lesson

Materials

Audio CD1

Big Story Book Unit 1 (optional)


Mini flashcards (PM15)



Story prop: wizard’s magic wand (PM23)

Unit 1 Colours flashcards: red, blue, yellow, green,

Unit 1 Numbers flashcards: 1, 2, 3

TEACHING TIP: Remember in this lesson to award Mouse

merits to children who are working in a team, and remind

them about the value of the story.

Let’s begin

1 Hello



• Use Mouse to show the children the Colours and Numbers

flashcards as you elicit the correct vocabulary and place

them around the room.

• Repeat the Stop! game from the last lesson (see Ideas bank

p.36), this time revising both colours and numbers.

TEACHING TIP: If you haven’t made the story props in

Lesson 3, you could make them now, and select just one

of the following games to play.

Let’s play

2 Class game

• If you have space, ask the children to sit in a circle and

place the Colours flashcards face down in the middle.

• Say a colour and encourage a child to turn over a card. If

the card is the correct colour, encourage all the children to

clap and say Very good. If it is not the colour, say Oh, dear,

it’s ... and encourage them to give the name of the colour.

• It is then the turn of another child.

• Repeat until all the children have had a turn.

Let’s review

3 Robin’s review game

• Play Pairs, using the mini flashcards. Make two copies of

the Colours mini flashcards (PM15). Cut out the cards and

place them face down where everyone can see.

• Choose two cards and turn them over, naming the

pictures on the cards as you do. If the cards match, you

have formed a pair. If they don’t match, turn them back

over and try again.

• If the child you have selected as your Robin helper is

confident, you can invite him to turn over the cards in

your place.


53Unit 1

3 Nature smart new words

• Present the new words using the audio CD and the Unit 1

Nature smart flashcards. Play the audio CD (CD1 track 18).

Use the Mouse puppet to point to or hold up the

appropriate Nature smart flashcard for everyone to see.

• Play the audio again, encouraging the children to point

to the flashcards as they hear each word. You can ask your

helper to hold Mouse and point to the flashcards in turn.

• Play the audio once more, and this time, when you say the

word, demonstrate the associated action from the song,

and encourage the children to do the same.

• Some children may also be able to join in with the words;

however there is no expectation for them to be able to do

so at this stage.

Nature smart new words: Rainbow $ 1•18Rainy. Rainy. Sunny. Sunny. Rainbow. Rainbow.

4 Nature smart topic: Rainbow

• Take the rainy and sunny flashcards and arrange them

above the rainbow on the wall or the board. Point to each

and say Rainy and Sunny, then point to the rainbow and

say They make a rainbow! Explain how the weather needs

to be both rainy and sunny to see a rainbow.

• Have students repeat, as you point to each card Rainy,

Sunny, and then Rainbow!

Let’s play

5 Pop-outs

• Play the Sit down song (CD1 track 7), motioning for the

children to go back to their tables.

• Give out the Nature smart pop-outs.

TEACHING TIP: Children are unlikely to be able to press the

pop-outs out independently at this stage in the year. This

first time, prepare the pop-outs for each child in advance

of the lesson, allowing you more time to concentrate

on language learning – this should only take around

15 minutes. You can decide when your class is ready to try

to press the pop-outs out on their own, though they will

still need some support.

• Hold up each of the pop-outs in turn and say Sunny,

Rainy and Rainbow! Then explain to the class that you

are going to say one of the words, and they should hold

up their own pop-out. Do this several times, making

sure every child understands what to do, and until most

children are holding up the correct pop-outs each time.

• Optional: Select a few confident children, and ask them to

do this on their own. When they make a correct response,

be sure to offer lots of praise, saying Well done, [name]!

6 Goodbye

• Say It’s time to tidy up. Play the Tidy up song as the children

tidy away their pop-outs.

TEACHING TIP: Keep the pop-outs to use again next lesson.



Unit 1 Lesson 5 Smart topic new words

New language

Nature smart new words: rainy, sunny, rainbow

Materials

Audio CD1



Unit 1 Nature smart flashcards: rainy, sunny, rainbow

Unit 1 Nature smart pop-outs

Let’s begin

1 Hello



Let’s learn

2 Nature smart song: Rainbow song

• Say It’s song time! Invite the children to come and sit on

the floor for this activity if you wish.

• Play the Rainbow song (CD1 track 17), demonstrating the

actions for the children.

• Play the song two or three times, encouraging the class

to begin participating in the actions themselves. At this

point, they can stand up to give them space to do the

actions (see p.46).

Rainbow song $ 1•17It’s rainy. It’s rainy. Can you see a rainbow?

Pitter, patter. Pitter, patter. No, no, no!

It’s sunny. It’s sunny. Can you see a rainbow?

Shine, shine, shine, shine. No, no, no!

It’s rainy. It’s sunny. I can see a rainbow!

Pitter, patter. Shine, shine. Yes, yes, yes!


Unit 1 54

Rainbow [Unit 1 Smart topic DVD] Look! What can you see? It’s the sun! The sun is shining. It’s

sunny. Can you see a rainbow? No! Now look. What can you

see? Clouds! It’s cloudy. And now it’s rainy. Listen to the rain.

Can you see a rainbow? No! Look! What can you see? It’s

sunny. And it’s rainy … Can you see a rainbow? Yes! It’s sunny

and it’s rainy and … there’s a beautiful rainbow!

• Play the DVD a second time, pausing after each question,

repeating it, then encouraging the children to answer, e.g.

What can you see? (Sun.) Can you see a rainbow? (No!)

4 Class Books


children to go back to their tables.

• Draw three pictures on the whiteboard, similar to those

on Class Book worksheet 5: a sunny picture, a rainy picture

and one that is sunny and rainy. Point to each picture in

turn. Say It’s sunny. It’s rainy. It’s sunny and rainy. Then say

Can you see a rainbow? Elicit the answer No!

TEACHING TIP: You may wish to prepare these pictures

beforehand on large pieces of paper instead of drawing

them in the lesson.

• Discuss where the rainbow should be, inviting a confident

child up to point to the correct picture: Sunny and rainy.

• Now start to draw a rainbow on the picture, naming or

asking children to supply the four colour names as you do

so. When you have finished your rainbow ask Can you see

a rainbow? Elicit the answer Yes!

• Give out Class Book worksheet 5. Hold up the worksheet

and point to each frame in turn. Say It’s sunny. It’s rainy.

It’s sunny and rainy. Ask the children where the rainbow

should be. Make sure all children understand it is frame 3.

• Explain that the children can now draw their own

rainbows. Get your helper to help give out the colouring

pencils, ensuring there are plenty of the four colours.

• Go around talking to the children as they work. Ask them

to name the colours if they can, and praise them for their

work. Don’t worry about the order of the colours in their

rainbows.

• Play the Rainbow song (CD1 track 17) again. This time,

point to the corresponding frame on the Class Book

worksheet as you listen. Listen again, encouraging

children to join in, pointing to the relevant frames on their

own worksheet.

TEACHING TIP: Award Mouse merits to the children who

show enthusiasm for doing the activities and for the topic.

5 Goodbye

• Say It’s time to tidy up. Play the Tidy up song (CD1 track 10)

as the children tidy away their colouring pencils and ask

your Robin helper to help you collect in the worksheets.



Unit 1 Lesson 6 Nature smart DVD

Materials

Audio CD1


Colouring pencils or crayons (red, blue, yellow, green)




Unit 1 Nature smart flashcards

Unit 1 Nature smart pop-outs

Whiteboard pens or markers (red, blue, yellow, green)

Let’s begin

1 Hello



Let’s play

2 Pop-outs and song

• Hold up each of the Nature smart flashcards in turn,

saying each word and encouraging the class to repeat

and do the action.

• Ask your helper to give the class their pop-outs. Play the

Rainbow song (CD1 track 17). The children hold up the

correct pop-out when they hear the word. You may need

to pause the song at appropriate intervals to allow the

children time to do this.


song (CD1 track 10) while they put away their pop-outs.

Let’s learn

3 DVD

• Gather the children so they can all see and hear the DVD.

Say It’s time to watch the DVD.

• Play the Unit 1 Nature smart Rainbow sequence on the

DVD through once, encouraging children to watch closely.


55Unit 1

Unit 1 Lesson 7 Review and Portfolio

Materials

Audio CD1



Interactive Whiteboard resource


Sticky tack


Unit 1 Nature smart flashcards: rainy, sunny, rainbow

Let’s begin

1 Hello



Let’s review

2 Songs

• Remind the children of the songs in Unit 1: Colours song

(CD1 track 13) and Rainbow song (CD1 track 17).

• Play and sing both songs and encourage the children to

join in with the actions.

• After you have sung both songs, ask the children What’s

your favourite song? Sing the preferred song through one

more time.

TEACHING TIP: Revisit the songs regularly to ensure the

children don’t forget them. It is suggested that you can

invite parents to an end-of-year performance of some of

the songs.

3 Class game

• Before the lesson, prepare the Colours and Nature smart

flashcards by fixing sticky tack on the backs. You are going

to play a categorization game, sticking the flashcards into

two groups.

• Bring the children to the floor in an orderly fashion.

Say Let’s play a game. Draw two large circles on the

whiteboard. Take the red flashcard and stick it in one of

the circles.

• Then hold up another Colour flashcard and ask the

children to guess and then point to where it should go (in

the same circle as the red flashcard).

• Now hold up a Nature smart flashcard and ask the

children to point to where it should go (in the other,

empty circle). Continue in this way with the rest of the

cards. You could invite your helper, or more confident

children, to stick up the cards once they understand how

to play.

4 Class Books


• Hold up the rainbow flashcard, and ask the children what

colours they can see in the rainbow. Elicit the four colour

words from the children, pointing as you repeat them.

• Give out Class Book worksheet 6. Point to the four colours

around the edges of the maze, and say the name of each

colour in turn, with the children repeating after you.

• Now explain that we need to find a path from each of the

colours to the rainbow, to give the rainbow its colours.

Hold up your book and demonstrate, tracing the path

from blue with your finger first.

• Ask the children to trace the path with their fingers. Walk

around checking that they understand how to stay within

the light areas, on the path.

• Once children understand how to trace the paths,

demonstrate how to draw the lines with a pencil, and

invite them to do the same. You may wish to keep this

quite controlled, demonstrating and doing one path at

a time, or you might want to allow the children to try to

complete the worksheet more independently.

• Walk around again, talking to the children. Ask What’s your

favourite colour? Get them to point, say and draw a circle

around it. Ask Where’s Mouse? and get them to point.

• Praise the children for their work, saying Well done,

[name]. Very good, [name]. Award a Mouse merit to

children who complete the worksheet.

TEACHING TIP: Use the ‘Notes’ section on the back of

the Class Book worksheet to communicate the learning

objectives of Unit 1 to parents, or to pass on a message

regarding the child’s progress.

TEACHING TIP: If you have time, now is a good opportunity

to review and practise the sounds and letters from Unit 1

with the class: s, a, t, p, i and n.

5 Goodbye


song (CD1 track 10). As this is the end of Unit 1 Portfolio

worksheet, it is recommended that you send it home to

parents so they can be involved in their child’s learning.




Unit 1 56

Unit 1 Nursery school Lesson 1 Nursery school new words

New language

Nursery school new words: bag, crayon, book

Nursery school question: What can you see?

Materials

Audio CD1



Paper or sticky notes

Unit 1 Nursery school poster

Let’s begin

1 Hello



Let’s learn

2 Nursery school DVD

• Put up the Nursery school poster and tell the children this

is a picture showing children from a UK nursery school.

Ask What can you see? Rephrase answers in English

where appropriate, e.g. Yes, there’s a book / a teacher / a

bag. Discuss briefly whether the classroom looks like their

classroom or whether it looks different.

TEACHING TIP: In Nursery school Lesson 3, there will be

more opportunity for the children to make comparisons

between their own experience and the UK nursery. At this

stage, it is enough to raise the point.

• Gather the children where everyone can see the DVD.

• Say It’s time to watch the DVD. Let’s visit the UK nursery

school.

• Play the sequence once through without pausing,

encouraging the children to watch closely.

Unit 1 Nursery school [Unit 1 Nursery school DVD] Let’s go to nursery school!

The children are starting school. What can you see?

Jayden’s got a bag. He puts it on the peg. Look at all the

bags. Can you see a red bag? What colour is your bag?

There’s a red crayon. There’s a blue crayon.

Now the children are painting. Look at all the colours. What

colours can you see? There’s red, blue, yellow and green!

Chloe’s using yellow paint and Amelia’s using green paint.

The children are playing. What can you see? They’re making

a path. Look! They’re working together. What colours can

you see?

Jake and Amelia are working together, too. They’re building

a tower together. Look at all the colours.

Play time is over. The children are all helping to tidy.

Now the children are reading books. What can you see?

Sophie’s got a book. Mia’s got a book too.

Now the teacher’s got a book. She’s reading to the children.

Do you like reading? There are lots of books in the classroom.

Let’s look for Mouse. Where is he? Can you see him? Here he

is! He’s with the books. Mouse likes books.

• Play the DVD again but press the pause button after each

clip and elicit their responses, e.g. Does the nursery school

look the same as ours, or different? What are the children

doing? What did they see?

• You can also use the DVD to review language and ideas

from earlier in the unit. For example, point out colours

vocabulary, or instances where the value is demonstrated.

3 Nursery school new words

• Draw the children’s attention to the Nursery school poster.

Say Let’s look at the poster. Look at the photographs.

• Present the new words (crayon, book, bag) using the audio

CD and the poster. Play the audio (CD1 track 19) and use

the Mouse puppet to point at the photos at the side of

the poster in turn.

Nursery school new words: School items $ 1•19Bag. Bag. Crayon. Crayon. Book. Book.

• Play the audio again, this time drawing attention to

the relevant detail in the illustrated classroom scene.

Introduce the structure, asking What can you see?

• Help the children to make connections between the

photos in the poster and the main illustration. For

example, point to the crayon in the photo and say Crayon.

Then gesture to the illustration and say Can you see a

crayon? Point to a cuddly toy and ask Is this a crayon? (No.)

Point to the one of the crayons and ask Is this a crayon?

(Yes.) Repeat for the other new words.

• There are several examples of the new words illustrated

within the scene on the poster. This allows several children

to point out the school items they can see, and they will

enjoy spotting them. You can also revise numbers by

asking children to count along with you. Say How many

crayons can you see? Count with me: one, two, …

Let’s play

4 Nursery school game

• Play a memory game using the Unit 1 Nursery school

poster. Point to the examples of the new words in

illustrated part of the poster and say the new words in turn.

The class can repeat if they are ready and able, though

there is no expectation for them to do so at this stage.

• Now cover up the illustrations on the poster with

individual pieces of paper or sticky notes. You don’t need

to cover every example, perhaps limit the covering to one

book, one crayon and one bag.

• Ask a confident child to come up to the poster. Say e.g.

Find a bag. You can point to the bag photo as a prompt

if you wish. Encourage the child to uncover the correct

image by removing the piece of paper. Repeat several

times to practise all the new language and give other

members of the class a turn.

5 Goodbye




57Unit 1

Unit 1 Nursery school Lesson 2 Nursery school song

Materials

Audio CD1

Bag / backpack (optional)


Colouring pencils



Let’s begin

1 Hello



Let’s play

2 Nursery school poster

• Display the Nursery school poster and review the new

language. Ask What can you see? Point to the school items

and say Crayon, book, bag.

• Use the Mouse puppet to point to, e.g. a bag and say

Crayon. Yes or No? Encourage the children to respond

with No! Repeat this game for the other new words.

Let’s learn

3 Song: School song

• Say It’s song time! Play the School song (CD1 track 20)

once, allowing the children just to listen and enjoy.

• Then play the song again, this time demonstrating the

actions to the children (see p.46).

School song $ 1•20What can you see?

A bag. A bag.

Look, a bag. Look, a bag.

What can you see?

A bag. A bag.

At my school.

What can you see?

A crayon. A crayon.

Look, a crayon. Look, a crayon.

What can you see?

A crayon. A crayon.

At my school.

What can you see?

A book. A book.

Look, a book. Look, a book

What can you see?

A book. A book.

At my school.

• Play the song two or three times, encouraging more and

more participation in the actions.

4 Class Books


children to go to their tables.

• Get your helper to help give out Class Book worksheet 7.

• Hold up the worksheet and ask What can you see? Point to

the school items and elicit the words crayon, book, bag.

TEACHING TIP: You will notice in the illustration that you

can see the numbers 4 and 5. These are passive and

there is no expectation for you to present them or for the

children to learn them. Here, as in many of the course

illustrations, there are items that appear that are not

necessarily presented actively – it is up to you whether

you choose to draw children’s attention to them or not.

• Explain to the children that they are going to colour the

school items, and that they can choose which colours

from the ones they know (red, blue, yellow and green).

• Give out the colouring pencils, limiting them to the four

colours children have learned in Unit 1. Children choose

and colour the three items.

• Walk around, asking the children about the colours, and

praising them for their work.

• When they have finished, you can invite a few children to

stand up and show their colouring. Ask them questions

to elicit the colour vocabulary and reinforce the Nursery

school words, e.g. What colour is the book?

• Invite the children to get their own bags to put next to

them. Explain to them that they are going to draw their

own bags. Point out the blank area on the worksheet and

demonstrate by drawing and colouring your own bag.

• Give out all the colouring pencils at this point, so that

children can select the correct colour for their own bag.

• Again, walk around praising the children for their work,

saying Well done, [name]!

5 Goodbye


song (CD1 track 10)




Unit 1 58

Unit 1 Nursery school Lesson 3 Nursery school review

Materials

Audio CD1

DVD



Craft: PM 31–32, completed school bag and school

items, colouring pencils, punzón or scissors, glue

Let’s begin

1 Hello



Let’s play

2 Song: School song

• Say It’s song time! Play the School song (CD1 track 20) and

encourage the class to sing along and do the actions.

• Now divide the class into three groups: bag, crayon and

book. Instruct the children from the bag group to get their

bags and put them on the floor beside them. Instruct the

children from the other two groups to get their items (one

each) and put them on the table in front of them. You

may wish to give out the crayons and the books instead to

maintain calm and attention.

• Ask one child from each group to pick up their item and

say the word, e.g. A bag!

• Now play the song again, with each group singing and

doing the actions for their verse of the song.

Let’s learn

3 Nursery school poster and DVD

• Gather the children on the floor, where they can see the

DVD and poster clearly.

• Ask the children what they can remember about the UK

nursery school. Ask them whether it was the same as

their classroom, or different. Then say Let’s watch the DVD

again.

• This time, as you watch the DVD, pause at appropriate

places to draw children’s attention to aspects of the

classroom or the UK children’s activities that are different

from their own experience. This might be something

like having a carpet on the floor, or children playing with

different toys, or having different kinds of bags, but you

will be able to judge best what your class will notice.

• Watch one more time, this time asking children to notice

similarities between the UK classroom and their own, e.g.

books, bags.

Let’s review

4 Nursery school craft: My bag


• Tell the children they are going to make something

they have been talking about in the lesson. Hold up a

completed example of the craft that you have already

prepared and say Let’s make bags! Keep the school items

inside the bag for now.

• Get your helper to help give out the school bag craft

template (PM31) and give out punzón or scissors, pencils

and glue. Tell the children they can colour and decorate

their bags any way they like.

• When most children have finished colouring, demonstrate

how to cut out the bags, fold them, and stick the sides

together.

TEACHING TIP: At this point in the year, children will require

help cutting out the bag and school items, but encourage

them to do as much as they can independently. Don’t

worry if they make mistakes or if they make a bit of a mess!

• Once most of the children have finished cutting and

sticking their bags, hold yours up again. This time, put your

hand into the bag, and remove one of the items, asking

What’s this? Elicit answers from the children, e.g. crayon,

book.

• Give out school items craft template (PM32). Explain that

they should choose one book and one crayon, and colour

them as they like. They should then cut them out, with

support as needed, and put them into their bags.

TEACHING TIP: Some children will finish this very quickly,

for others it will take much longer. Fast finishers can select

a second crayon or book to colour and cut out.

• Invite more confident children to stand up and present

their finished bags and items to the class. Ask questions to

elicit the language from the unit, e.g. What is it? (A book.)

What colour is it? Give lots of praise, saying Well done,

[name]!

5 Goodbye


song (CD1 track 10) and help them collect in the punzón

or scissors, glue and pencils.

TEACHING TIP: You can collect in the completed crafts,

or allow children to take them home to show their

parents. Encourage children to show their parents and

demonstrate any English words they can say.




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