Jungle Fever

Teacher’s Pack

t e a c h e r s For Teacherst e a c h e r s

The following is a Teacher’s Pack and accompanying audio tracks for the tale Jungle Fever. The exercises are designed to help prepare your students for the storytelling session.

Our storyteller needs the following conditions in order to embark your students on her exciting ad-venture:

A large classroom where the students can sit comfortably on the floor or in chairs in rows, separated by a central aisle. Please remove any desks or other large objects.

A space at the front of the class for her to act in. This should be at least 3m x 3m. This will be her ‘stage’.

A power socket for her to plug in her CD player.

A small table for her to arrange her props. A classroom desk is ideal.

A group of students and teachers willing to have a good time!

We strongly recommend that students be prepared before attending a storytelling session. Please select the material from this teacher’s pack which you feel is most suited to your students’ age and ability.

We are open to any suggestions, comments or critiques you may have concerning the show or the contents of this Teacher’s Pack. If you have any doubts or questions concerning this activity, please feel free to call our central office or contact us by email.

C/Hierro, 33, Nave 5, Planta 128045 Madrid - Tel: 914340284info@face2facetheatre.comwww. tea t roen ing les . com

For Teachers

2

NOTEOn the day of the storytelling session, children may enjoy dres-sing up as lions, tigers, monkeys, elephants, parrots, snakes, or

any other jungle animals you can think of!

t e a c h e r s ContentsIntroductionTrack Numbers..................................................................................... page 4Synopsis.................…………………………………………………….….. page 5Vocabulary list………………………………………………………………. page 5Track 2: What’s your name?......……............………………....…........... page 6

AnimalsAnimal Flash Cards............................................................................... page 7Animals worksheet................................................................................ page 8CD Track 3: Guess the animal!............................................................. page 9CD Track 4: Listen and repeat……………………………………....….... page 9Arts and Crafts: Jungle Masks…………….…………………….……..... page 10Total Physical Response: Animal Games................…….……….......... page 11

In the JungleJungle Flash Cards............................................................................... pages 12 -13CD Track 5: In the jungle....................................................................... page 14Total Physical Response: Jungle Excursion.......................................... page 15Arts and Crafts: Jungle Mural................................................................ page 15CD Track 6: I’m hungry!......................................................................... page 16Speaking: Favourite food....................................................................... page 16

Actions and DirectionsActions.......……………………………………………………….......……. page 17Actions worksheet................................................................................ page 18Total Physical Response: Directions.................................................... page 19Arts and Crafts: Pin the feathers on the Ostrich!.................................. page 19

Storytelling ActivitiesCD Track 7: Storytelling Text……………………………………….......... page 20Story lesson……………………………………………………………….. page 21Eliciting the story………………………………………………………….. page 21 - 22

SongsCD Track 8: Song: Ooga-Chaka…...................……...…………...….... page 23 CD Track 9: Song: The Fish Song.................…….…………………..... page 23CD Track 10: Song: Twinkle, Twinkle, Little Star.................................. page 24 CD Track 11: Song: The Lion Sleeps Tonight....................................... page 24

Extension ActvitiesStorytelling performance………………………………….....………....... page 25Jungle Fever!........................................................................................ page 25Recommended Reading…………………………………………….…..... page 25Animal Flash Cards............................................................................... pages 26 - 32Jungle Flash Cards............................................................................... pages 33 - 37

3

For TeachersListening Tracks

4

CD Track Numbers

1) Introduction2) Names3) Guess the animal4) Listen and repeat5) Jungle soundscape6) I’m hungry!7) Storytelling Text8) Song: Ooga-Chaka9) Song: The Fish Song10) Song: Twinkle, Twinkle, Little Star11) Song: The Lion Sleeps Tonight

t e a c h e r s

For TeachersSynopsis

5

Tam lives in the jungle with her friend Oscar the Ostrich. One day, they go fis-hing in the river and catch three fish. But a big, scary lion lives in the jungle... and he also likes to eat fish!

For TeachersVocabularyIt will help your class to know these words before the storytelling session. The exercises on the following pages are designed to help them to learn the words.

LionTigerElephantMonkeyParrotSnakeOstrichFish

JungleGreen grassBlue riverTall treesFire

FriendHungryScared

Actions:

look, eat, sing, sleep, take, swim, fly, run, help, climb

Directions:

updownleftright

Phrases:

Will you help me……go fishing in the river?…sing the lion to sleep?Do you like eating...

For TeachersNames

6

4 & 5

CD

2

Listen to Tam and Oscar introduce themselves.What’s your name? In pairs, ask your partner!You can ask Tam when she comes to visit your school, too!

Hello! My name is Tam.

Hi. My name’s Oscar Ostrich.

For TeachersVocabulary - Animals

Group drilling with flashcardsHold up each flash card and say the word; the class repeat the word after you. Now repeat the exercise, but this time all saying the word together. Finally, you hold up the flash card and the class chorus the word alone. Older children should also be able to manage this individually – spot check a few students!

Words with actionsStick your flash cards to the board to allow you greater freedom of movement. As in the previous exercise, point to each flash card and say the word. This time, however, invent a sound or action to go with the word. For example, as you say ´parrot’ you could show wings with your hands. The children must repeat the word and the action with you. If you can think of funny actions this will be a lively and motivating exercise! Now move away from the flashcards and simply say the words. The class should be able to do the corresponding actions without any visual stimuli. Continue until the class can do the actions for each word without using the flashcard.

7

Keep your flash cards in a safe place, you will need them for the storytelling text activities on pages 17 - 19

lion tiger elephant monkey parrot snake fish ostrich

There is a set of animal flash cards printed at the back of this story pack (pages 30-37) which co-rrespond to the words in the box above. You will need one copy of each picture. If you have time, laminate the photocopy to make more durable and attractive flash cards. Now use the flashcards to help children to learn the animals, with these simple exercises!

t e a c h e r s

For Teachers4 & 53

8

Vocabulary - Animals

lion tiger elephant monkey parrot snake fish ostrich

Write in the names of the animals, using the words from the box to help. Now colour in the pictu-res!

m p o

l

s

fe

t

Listening: Guess the Animal!Listen to the characters from the story as they introduce themselves, and point to who you think is speaking.

9

4 & 5

CD

3&4

tiger elephant monkey parrot snake

Track 3: Guess the animal!Listen to the CD and try to guess the animal from the sound it makes!

Track 4: Listen and repeat Now listen to the animals’ names with the sounds. Was your guess correct? Listen again and, as a whole class, repeat each word after you hear it on the CD. Can you make these animal sounds too?

For TeachersArts and Crafts: Jungle Masks4 & 5

10

4 & 5

paper platescoloured paper or card

safety scissorsglue

crayonselastic

You will need:

Every child chooses a jungle animal, and colours a paper plate the colour of that animal. Using safety scissors, children now cut out the features of the animal, such as the ears, trunk, mane or nose, from coloured paper or card. You can help younger children by making templates for these, or drawing an outline for them to cut around. The features are then glued on to the mask, and children can add any finishing touches with the crayons. Finally, the teacher helps the children to cut out eye holes and attach elastic to the mask. Now you are ready to have a jungle parade in your classroom, or frighten another teacher with your wild new faces!

t e a c h e r s

For Teachers4 & 5

11

Total Physical Response: Animal Games

Animal FreezeYou will need to work in an open space, such as the gymnasium or the playground. If you must stay in the classroom, clear the desks away. Your students walk freely around the room, until you, the teacher, call out an animal’s name. Immediately they begin to move and act like that animal, until you call out ‘STOP’! The children must freeze, and anyone who is caught moving is eliminated and must sit out. The last remaining student is the winner!

Animal MixThe children sit on chairs in a circle. Make sure there is one chair per child and no spare chairs. Now walk around the circle, giving each child an animal name from the word bank. There must be at least two children for each animal; if you have a small class you can reduce the number of animals. Now call out the name of an animal. All the children who are playing that animal must stand up and change chairs. If, however, instead of calling out an animal’s name you call out ‘animal mix!’, all of the animals stand up and change places. For older children, a competitive version of this game can be played, where you take away a chair every time the children change places! In this case, the child who is left standing is eliminated from the game, and the last remaining player is the winner.

t e a c h e r s

Vocabulary - The Jungle

12

tiger elephant monkey parrot snake

Use the jungle flash cards printed at the back of this story pack (pages 38-42), which correspond to the words in the box above. Begin by teaching the words, using the flash card activities from page 7. Now add the cards to your set of animal flash cards and use them to play the following games!

Speed TestThis exercise is suitable for infants and very young children. Hold the set of flash cards to your chest, with the pictures facing towards you. Ask your class ‘what is this?’ and very quickly show a card. You should be so quick that it is difficult for them to see what is on the card; young children are competitive and this will get their attention! Now show it again, still quickly but giving them more of an opportunity to see it. The first child who can call out what is on the card gets a point. There is an extra point for giving more information, such as the colour (eg. ‘red parrot’ rather than just ‘parrot’), and no points at all for saying it in Spanish. Repeat with the different animal cards, keeping a score of points if you like. Finally, show the cards one by one and asking your class ‘what is this?’ They should reply in chorus.

Card SlapThis game is for checking comprehension. Arrange your class in a circle, sitting on the floor, and put the flash cards face up on the floor in the centre of the circle. Now divide your class into two teams, A and B, and number the children in each team: 1, 2, 3 etc. The first child from each team comes to the centre of the circle and sits by the flash cards. Call out one of the flash cards, for example ‘green grass’. The two participants must touch the flash card that you have called. Whoever touches it first wins a point for their team, and both participants return to their place in the circle. Then the second child from each team comes to the centre and the exercise is repea-ted. The game continues until all of your class have taken a turn in the centre of the circle.

TelepathyTell your class that you are going to hold up a flash card and communicate what’s on it by power of telepathy. This would also be a good moment to teach the word ‘magic’, which appears on the vocabulary list! Hold up a card, but facing you so that the children can’t see it. You can make ‘telepathic’ noises or actions if you wish, as you try to communicate by magic! The children put their hands up and try to guess what is on your card. Once they have guessed correctly, leave the used cards face up on the table (or stuck to the white board if you have a large class) so that children can see them and try to remember which cards are left.

The whispering gameKeep your flash cards stuck to the board, divide your class into two teams and line them up at the front of the class. Whisper the name of a card to the two students at the end of each line. The message is then whispered from student to student until it reaches the front of the line. The stu-dents at the front of the line race to grab the card. Whichever team grabs the right card first wins!

13

Keep your flash cards in a safe place, you will need them for the storytelling text activities later on in the story pack

Vocabulary - The Jungle

14

Vocabulary - The Jungle4 & 5

CD

5

What’s in the jungle?

Look at the picture and listen to the recording. Now, in pairs, take it in turns to tell your partner what you can see and hear! You can use the words from the box to help you.

Start every sentence with ‘In the jungle there is....’

15

4 & 5 Total Physical Response: Jungle Excursion

Jungle ExcursionYou will need to work in an open space, such as the gymnasium; this activity can be done in the same session as the Animal TPR exercises from page 10. Tell the students they are going on an excursion today... to the jungle! First, ask children to close their eyes as they listen to the Jungle Soundscape (CD Track 5). Now lead them slowly around the room, calling out the different jungle words and pointing out what you can ‘see’ as you walk through the ‘jungle’. You and the children should react to the different things you find on your adventure! Older children may then take it in turns to be the leader, guiding the group through the jungle and pointing out the different animals, flora and fauna! Finish the activity with a class discussion, asking the children what they saw on their excursion into the jungle!

Moving MirrorsLots of jungle and animal words create moving images in our minds. Let’s make those images real with our bodies! Children sit in pairs on the ground, facing each other. One student plays the ‘leader’ and must make slow movements with the head, hands and arms. The other student must simultaneously copy them, making a mirror image, so that it’s almost impossible to tell who is the leader and who is following. Now, in the same pairs, change leaders. Once students have maste-red this, call out jungle words to provoke images that they will express with their bodies. Gradually the pairs can stand up and move around the room in their jungle dance, always looking at their mirror image!

t e a c h e r s

t e a c h e r s Arts and Crafts: Jungle MuralYou will need:

a roll of brown papercoloured card

crayons and/or washable painttissue paper, glitter, glue and other decorative art supplies

Tape the brown paper around your classroom wall. Now, using the coloured card, paints and deco-rations, children can draw, cut out and decorate pictures of the different animals and jungle words they have learned. Finally, paste the pictures to the mural and label them with the correct words. The mural can be filled in by painting trees and vines... you can be as creative as you like!

16

I ’m Hungry!4 & 5

CD

6

Oscar is hungry! Listen as Tam asks him what he likes eating.

Doe he like eating:

Green grass?

Fish?

Speaking: Favourite Food

What is your favourite food? Tell your partner.

Now make a list of ten things you like to eat. With your partner, take it in turns to ask each other ‘Do you like eating...’ using the food from your list. Mark what your partner does or doesn’t like to eat with a tick or a cross.

Teacher’s note: For infants, this can be done as a class activity, with you asking the question and the

children answering in unison, and favourite foods as a hands-up session

Tall trees?

Actions

17

4 & 5

look eat sing sleep take

swim fly run help climb

The words above are some of the actions which take place in the story. These games will help your class to learn them!

Simon SaysPlay ‘Simon Says’ with your class using these words. Stand at the front of the class and give a com-mand preceded by ‘Simon Says’, for example: ‘Simon Says sing!’ The class must respond by doing the action, in this case singing. At first you can help your students by doing the action with them, but only until they have learnt the vocabulary! You continue to give commands and the class continue to respond with the actions. However, at any given moment you can give a trick command, saying the action without saying ‘Simon Says’ first. Any child who does the action if you have not said ‘Simon Says’ is eliminated and must sit out. The winner is the last remaining player!You can mix this vocabulary with other commands that the children might already know, such as dance, walk, etc., as well as the directions (up, down, left and right) from page 18, to vary the activity. This session can also be used to prepare students for simple commands from Tam, such as stand up, sit down etc. For infants, a non-competitive version of the game may be played, in which you always say ‘Simon Says’ before the action and no students are eliminated.

What am I doing?This exercise moves the action words from active to passive use. Once your children are familiar with the vocabulary through ‘Simon Says’, arrange your class in a circle (or, if you do not have spa-ce, remain at the front of the class). Explain that you are going to do one of the actions from ´Simon Says’ and that you want them to put their hands up to tell you what you are doing. The student who guesses correctly now comes to the centre of the circle and takes the next turn to mime! Make sure that everybody in the class has a turn at miming before the game finishes.

18

ActionsLook at the pictures. What are Tam and the animals doing?

Trace over the dotted lines to finish each of the phrases!

The tiger is eating

The lion is sleeping

The elephant is singing

The monkey is swimming

The parrots is flying

Oscar is running

Tam is fishing

Teacher’s note: For primary students, blank out the dotted lines and write the verbs up on the board to do this activity as an ‘action match’!

19

Total Physical Response: Directions

up down left right

Traffic LightWow, there’s a lot of traffic today! Your class walk freely around an open space, such as the gym-nasium or the playground, following commands from you, the teacher. Begin simply, with ‘stop’ and ‘go’, and gradually incorporate other commands, such as ‘left’ and ‘right’, ‘up’ and ‘down’, ‘slow’ and ‘fast’. When your class have mastered these, you can also incorporate the actions from page 16: look, eat, sing, sleep, take, swim, fly, run, help and climb.

Camels Now that your class are expert ‘drivers’, it’s their turn to put their skills into practise! Children work in pairs; one student plays the ‘camel’ and the other, the ‘driver’. Together they are going on a journey into the desert! The camel is blindfolded, and the driver stands behind the camel, with his/her hands on the camel’s shoulders (this is important for safety, especially if you have a large group). The dri-ver now calls out simple commands, the same as those used in the ‘traffic light’ activity, to direct the camel. After a few minutes, students change roles. You can award prizes for the best camel/driver team, and even hold a camel gymkhana, creating a simple obstacle race that the camels and their drivers must complete against the clock!

Arts and CraftsThis activity requires some arts and crafts work from you, the teacher! You are going to make a life-size cut-out of Oscar Ostrich, using the ostrich flashcard on page 36 to help if necessary. Use coloured paper or card, with marker pen to add detail. Your ostrich should be a little taller than the children in your class, but not so tall that they can’t reach his head. You will also need to make some coloured feathers out of card, and put blu-tack onto the back of these so that they can be attached to and removed from your ostrich as many times as you like. Now hang Oscar on the classroom wall, and you are ready to play ‘pin the feathers on the ostrich!’One child is blindfolded and spun around, then given a feather. He/she must stick the feather on to the ostrich, in the place where you indicate; in a large group this should be varied so that the game doesn’t become too predictable. The rest of the class must help the blindfolded student, guiding him/her with simple commands: up, down, left, right, yes and no. Make sure every child has a turn at being blindfolded before finishing the game. For older children you can make this competitive by marking the target(s) with a red dot, and awarding prizes for the closest feathers!

20

Storytelling TextTam lives in the jungle with her friend Oscar.

Oscar is an Ostrich. Hello, Oscar! Hello, Tam!

In the jungle there is green grass, a blue river, and tall trees.And there are lots and lots of animals

There is an elephant, a tiger, a monkey, a snake and some parrots.There is also a big, scary lion!

One day, Oscar and Tam are hungry. They go fishing in the blue river and catch 3 fish.

They make a fire and cook the fish. Mmm, they smell good!

But the lion is also hungry, and his favourite food is fish. He creeps up and takes the fish!

Oh no! Tam has an idea. She sings a song.Look! Now the lion is sleeping. Shhh!

Tam creeps up and takes the fish. Hooray!

But then, suddenly.... the lion wakes up!

Oh no! Tam runs through the green grass.And she swims through the blue river.The lion runs through the green grass.And he swims through the blue river.

Tam has an idea. She gives the fish to her friends the parrots. They fly up, up, up... up into the tall trees.

The lion climbs up, up, up... up into the tall trees. Then he falls down, down, down.... down into the jungle below. Ow!

And Tam and Oscar eat fish for dinner.

4 & 5

CD

7

21

Story lesson4 & 5

CD

7

These activities use the storytelling text from the previous page, together with the recording of the story on CD track 7.

Create interestColour in and show your class some of the colouring pages from the back of the story pack. Ask them questions: Who is this? What animals are these? What do they think the story is about?

Pre-teach vocabularyLook through the storytelling text and pre-teach any words you think your children might find difficult and which have not been dealt with elsewhere in the story pack.

Tell the storyWe have included a recording for you, complete with sound effects (CD Track 7). However you are likely to get better results by reading the story aloud yourself, adapting to your class’s needs and engaging with them in a way that a recording cannot do. As you read, try to include as many actions and sound effects as you can, to bring the story to life. The recording may give you some ideas. You can also use the flash cards to illustrate key words.

When you have finished, ask your class what characters were in the story. What do they think ha-ppened?

Total Physical ResponseNow tell the story again, and this time encourage your class to join in with the sounds and the ac-tions, responding to the words they hear.

Eliciting the storyNow that your class are familiar with the story, it is their turn to tell it on their own! Re-read the story with your class, complete with the sound effects and actions you have already established. This time, however, omit as many as possible of the key words that have been crossed out on the next page. Instead of saying the word yourself, hold up the flashcard or do an action, eliciting the word from you class. They must respond with the word in chorus. Use the animal flash cards, the mimes which you established in the ‘Actions’ section of the story pack and all of the stimuli you can to help the students. Adapt this activity for their level; older children or those with a good level of English may be able to manage all of the missing words, and you may need to help very young infants by saying the word first yourself before eliciting a repetition.

22

Story lesson

Tam lives in the jungle with her friend Oscar. Oscar is an Ostrich.

Hello, Oscar! Hello, Tam!In the jungle there is green grass, a blue river, and tall trees.

And there are lots and lots of animalsThere is an elephant, a tiger, a monkey, a snake and some parrots.

There is also a big, scary lion!One day, Oscar and Tam are hungry.

They go fishing in the blue river and catch 3 fish. They make a fire and cook the fish. Mmm, they smell good!

But the lion is also hungry, and his favourite food is fish. He creeps up and takes the fish!

Oh no! Tam has an idea. She sings a song.Look! Now the lion is sleeping. Shhh!

Tam creeps up and takes the fish. Hooray!But then, suddenly.... the lion wakes up!

Oh no! Tam runs through the green grass.And she swims through the blue river.The lion runs through the green grass.And he swims through the blue river.

Tam has an idea. She gives the fish to her friends the parrots. They fly up, up up... up into the tall trees.

The lion climbs up, up, up... up into the tall trees. Then he falls down, down, down.... down into the jungle below. Ow!

And Tam and Oscar eat fish for dinner.

23

Songs4 & 5

CD

8&9

Ooga-Chaka

I was walking through the jungle one dayWhen I saw an elephant come my way

The elephant was so wild and freeI’ll tell you what she said to me

The elephant said (phwar!)The elephant said (phwar!)The elephant said (phwar!)In the jungle all day long

Ooga-chaka ooga-chaka ooga-chaka oo!Ooga-chaka ooga-chaka ooga-chaka oo!

REPEAT the whole song with - tiger (raa!)

- monkey (oo-oo-oo!) - all 3 animals together!

Working with the songsThe words to the songs from the show appear on the following pages. Older children may benefit from a word sheet or an overhead projection of the words, but it is usually produces better results for children to learn the songs by singing along and copying you. Introducing actions will help children to understand the meaning of the words and to memorize the song. Remember, the children will have the opportunity to sing along during the show, and if they can do actions too, even better!

The Fish Song

Warm by the fireThree fish are cooking

Smoke is risingThe lion is not far away

This is a magical chant which Tam sings to frighten away the spirit of the lion. It is based on a tradi-tional folk song from Ghana (West Africa). Tam sings the song by the camp-fire, whilst her fish are cooking. They smell good... and the lion also likes to eat fish!

Close you eyes. Now listen to the chant and imagine you are around a camp fire, at night time. You can smell the smoke from the fire and the delicious smell of the fish cooking. You feel hungry! In the distance you can hear the sound of an animal... is it the lion?

If you learn this magical chant you will be able to help Tam to frighten away the evil spirit of the lion. Listen again and, this time, repeat each line of the chant after Tam.

24

Songs4 & 5

CD

10&11

Twinkle Twinkle Little Star

Twinkle, twinkle, little starHow I wonder what you areUp above the world so highLike a diamond in the skyTwinkle, twinkle, little star

How I wonder what you are.

In the story, Tam, Oscar and the animals in the jungle sing this song to the lion, to make him go to sleep! This sort of song is called a ‘lullaby’ in English. Do you know any other lullabies? In English or Spanish? Do the children in your class have favourite songs that they like to listen to at bed-time?

If your class learn the words, they will be able to help Tam and Oscar to sing the lion to sleep... and recover their fish!

The Lion Sleeps Tonight

In the jungle, the mighty jungleThe lion sleeps tonight

In the jungle, the mighty jungleThe lion sleeps tonight

(Chorus)

Near the village, the peaceful villageThe lion sleeps tonight

Near the village, the peaceful villageThe lion sleeps tonight

(Chorus)

Whilst the lion is asleep, Tam creeps into his den and takes the fish! But the lion wakes up and chases Tam through the jungle. They run through the green grass and swim through the blue river. Then Tam has an idea. She gives the fish to her friends the parrots, who fly up, up, up... up into the tall trees. Oh no! Lions can’t fly! The lion falls down into the jungle below... and Tam and Oscar can eat fish for dinner! They are very happy. They say thank you to the parrots and have a party with all of their friends, to celebrate. Together, they sing this song.

A fun way of singing this song as a class is to do it without music. Half of the class will sing the accompaniment: ‘A-wimba-weh, a wimba-weh...’. Meanwhile, the other half will sing the verse and the high chorus. Then swap parts for the second verse!

25

Extension Activities

Storytelling performanceFeel welcome to extend or adapt the group storytelling activity, using real objects as well as the flashcards, incorporating the songs from the show and making use of puppets/soft toys, props, and costumes. The more of the story which the children can present for themselves, the better!You could culminate the activity by inviting another class to hear your group telling of the story.

Jungle Fever!The story takes place in the jungle. On the day that Tam visits your school, why not create your very own jungle? Children will enjoy dressing up to come to the show, and it will greatly increase their motivation, especially if their teachers dress up as well! They could dress up as elephants, monkeys, parrots, tigers, snakes, fish, crocodiles, butterflies… anything you can think of, even lions! You can add to the atmosphere by decorating the walls of your classroom with your arts and crafts work, and maybe even bring in some special ‘jungle food’. What do jungle animals like to eat and drink? Bananas? Worms? Each other?

(Graphic: Tam, Oscar, the parrots, the elephant, the monkey, the tiger, the snake, the fish, the butter-flies, the crocodile – and any other jungle animals you can think of! - all singing, dancing and waving goodbye!)

Recommended ReadingWe hope you have enjoyed the storytelling session and the exercises in this story pack. If you are interested in developing these ideas further, or introducing drama more frequently to your clas-sroom, we are pleased to recommend the Oxford Resource Books for Teachers (Series ed. Alan Maley), by Oxford University Press. This is an excellent series of books dealing with all aspects of EFL teaching, full of inspiring ideas, activities, lesson plans and photocopiable material. The tit-les ‘Drama With Children’ (Sarah Phillips), ‘Storytelling With Children’ (Andrew Wright) and ‘Young Learners’ (also by Sarah Philips) are particularly recommended.

26

Flashcards

27

Flashcards

28

Flashcards

29

Flashcards

30

Flashcards

31

Flashcards

32

Flashcards

33

Flashcards

34

Flashcards

35

Flashcards

36

Flashcards

37

Flashcards