Unit 4 Animals

LANGUAGE OVERVIEW • UNIT 4

Take (blue).
Key Words
Colour the (duck) (yellow).
duck, cat, cow, frog, pony, dog, butterfly, mouse Pass the (pony).
black, white, brown Here you are. / Here you go (AmE).
Word Revision I’m a (happy) (pony).
Is it big or small?
one, two, three, four, five, six, seven, eight, nine, ten Listen and circle.
eyes, nose, mouth, ears Who’s this?
happy, sad, angry, scared, sleepy Look, stickers. Stick in the animals.
red, green, blue, yellow, orange, pink, purple Simon says you’re a (happy) (mouse).
big, small Close/Open your eyes.
Receptive Language What’s missing?
Which animal?
I’ve got / I have (AmE) a (little) (duck).
Look and match.
Quack! Meow! Moo! Croak/Ribbit (AmE)! Neigh!
What colour is the (pony)?
Woof!
Go outside. Productive Language
You see a cat. Do you like (dogs)?
The cat is sad. Yes, I like (dogs). / No, I don’t like (dogs).
Stroke it. / Pet it (AmE).
There’s a dog. Woof, woof! Objectives
The cat runs away. Children learn:
A beautiful butterfly is sitting on my nose/flying up • to recognise and name some more animals
and down. • to recognise and name the colours black, brown
It’s (black and white). and white
Come with me to my little farm. • about the noises that animals make in English
Look at the animals on my little farm. and to use these in songs and games
Go and get the (pony), please. • about the language for asking someone if they
OK. like an animal
Come quickly. • to listen to and act out an action story and order
Pull! the pictures which tell the story
We can’t pull the carrot out. • to watch and listen to a DVD story, and to mime
Can I help? along when the story is told using the CD or by
You’re too small. the teacher
Hooray!
Thank you, Mouse. Competences
Children can:
Classroom Language
• identify colours including black, brown and white
What is it? / What’s this? • identify animals using mime, pointing and
No, it’s a (cow). gestures, etc.
Trace the (animals). • participate in games, songs, chants and TPR
Join the numbers. based action stories
Draw a line from (one) to (two). • describe animals using simple adjectives, such as
Colour the (farm). big, small, happy, etc.
Point to the (cat). • talk about the colours of different animals and
Is it the (pony)? say which animals they like
Cut out the cards.
Show me the (frog)/a (pink) cat. Values
What is (seven)? • to develop appreciation for the value of
How many dots? cooperating and working together
Draw the dot(s). / Write the number.
What’s my/Rosie’s favourite animal/picture? Thinking Skills
Let’s find out. • paying attention to details and recognising
Choose a colour. animals from their body parts
Pick up (black).

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 Unit 4 Animals

Warm-up and Revision

LESSON 1 • CHANT
1. Sing the Hello song. CD 1 / 2
• Make Peter greet the children. Make the puppet
9RMX %RMQEPW say Hello! and encourage the children to wave and
3 4
say Hello! back to Peter. Also make Peter ask How
are you today? Children reply with a feeling word.
• Sing or play the Hello song and make Peter look
2
5
like he is singing too (See Introduction, p. 19).

2. Sing the I’m the happy rabbit song.

CD 1 / 29–30
1 6 • Play the song and encourage the children to sing
along and join in with the actions (See Unit 3,
Lesson 3 for the lyrics and suggested actions).
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• If there is time, repeat the song using the karaoke
version (CD 1/30).

Main Objective Carpet Time

To introduce the animals using a chant.
3. Sing the Circle song. CD 1 / 3
Key Words • If you want to move the children from another area
duck, cat, cow, frog, pony, dog of the classroom to sit or stand in a circle, you can
sing or play the Circle song (See Introduction, p. 19).
Receptive Language
I’ve got / I have (AmE) a (little) (duck). 4. Introduce the animals.
Quack! Meow! Moo! Croak/Ribbit (AmE)! Neigh! • Show the children the duck flashcard and say
Woof! Duck. Mime waddling like a duck and make the
Classroom Language duck sound Quack!
• Show the children the cat flashcard and say Cat.
What is it?
Mime stretching or licking your paws like a cat and
No, it’s a (cow).
make the cat sound Meow!
Trace the animals.
• Point to the flashcard for duck, look at Peter and
Join the numbers.
say What is it, Peter? Make Peter say It’s a cat.
Draw a line from (one) to (two).
Encourage the children to say No! to Peter and
Colour the farm.
then you say No, Peter. It’s a duck. and mime
Point to the (cat).
waddling like a duck again.
Activities • Continue to show the children the other animal
flashcards. Say the animals and show the children
Sing the I’m the happy rabbit song.
an action as you name each animal again and say
Introduce the animals.
the sound it makes.
Say the Animals chant.
Suggested actions:
Trace the animals and join the numbers. Colour the
cow – lift your head up and look up towards the
farm.
ceiling as you make the sound Moo!
Play Point to...
frog – squat down with your hands on the ground
Materials Checklist between your knees and mime jumping like a frog
T Peter hand puppet as you make the sound Croak/Ribbit (AmE)!
T CD 1 / 2–5, 8 (routine songs), CD 1 / 29–30, pony – mime riding a pony as you shake your head
CD 2 / 2 and make the sound Neigh!
T flashcards 53–58 (duck, cat, cow, frog, pony, dog – hold your arm behind you and mime
dog) wagging a tail as you make the sound Woof!
T Student’s Book, p. 47 • Point to a flashcard and ask Peter What is it,
T pencils, coloured pencils or crayons Peter? Make Peter say different animals, then
T If there is time: flashcards 1–4 (Peter, Rosie, encourage the children to tell Peter if he is correct
Tom, Connie) (optional) or not.

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5. Say the Animals chant. CD 2 / 2 Rounding Off
• Show the children each of the animal flashcards in
the order of the chant and name the animals. 9. Sing the Circle song. CD 1 / 3
• Put the flashcards on the floor with the picture • When moving the children from the table to sit in a
facing up. circle, you can sing or play the Circle song again
• Play the chant and point to the appropriate animals (See Introduction, p. 19).
as you say or hear them in the chant.
Animals chant 10. Play Point to...
I’ve got / I have (AmE) a little duck. Quack, quack! • Put the six animal flashcards on the floor. Say Point
I’ve got / I have (AmE) a little cat. Meow! to the cat. Mime licking your paws like a cat, and
I’ve got / I have (AmE) a little cow. Moo, moo! make Peter point to the cat flashcard.
I’ve got / I have (AmE) a little frog, • Encourage the children to do the action and point
A pony and a dog. to the flashcard with Peter.
Woof, woof! • Repeat with the other animals, encouraging the
(Repeat) children to do the action for the animal and then
• Repeat the chant and encourage the children to point to the correct flashcard.
join in doing the action for each animal.
11. Sing the Bye-bye song. CD 1 / 8
Pencil and Paper • Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
6. Sing the Table song. CD 1 / 4 the children to wave and say Bye-bye! back.
• Ask the children to move to the tables and sit down • Signal to the children that it is the end of the
by singing or playing the Table song (See Intro- English lesson by singing or playing the Bye-bye
duction, p. 19). song (See Introduction, p. 19).

7. Trace the animals and join the numbers.

Colour the farm. SB 47 CD 2 / 2
If there is time…
• Hold up your Student’s Book so the children can
see the page. Play the Animals chant and point to Play Where’s the cow?
each animal as you hear it.
• Give the children their Student’s Books open to the Teaching Tip!
correct page. Repeat the chant and encourage the You can include the character flashcards
children to point to each of the animals. in this game to revise the animals children already
• Say Trace the animals. and demonstrate by know – panda, rabbit, turtle and crocodile.
starting to trace the duck’s head. Monitor the
children as they trace the animals on their pages • Show the children each of the animal flashcards.
and ask them to name the animals. Name the animals as you show each card and then
• Then say Join the numbers. Draw a line from place the cards face down on the floor.
(one) to (two). Demonstrate by drawing a line • Mix the cards up by sliding them around the floor.
from one to two on the farm and repeat the Then say Which one, Peter? Make Peter say Cow,
numbers as you join them. Continue like this until please. and mime the action for cow.
the farm is completed and have the children do the • Choose one of the children and say Where’s the
same. cow? Encourage the child to turn over a card.
• Once the children have finished the task, say • If the child turns over the cow flashcard, say Yes.
Colour the farm. Praise the children for neat and allow the child to give the card to Peter. Peter
colouring. should say Thank you. The children can then also
act out the animal.
8. Sing the Tidy up song / • If the card is not the cow, say No, sorry. and choose
Clean up song (AmE). CD 1 / 5 a new child to turn over a card.
• Ask the children to tidy away the crayons and other • The cards that the children have found can be put on
materials by singing or playing the Tidy up song / the floor near Peter, or to make the game harder
Clean up song (AmE) (See Introduction, p. 19). they can be put back in the game.
• Repeat the activity with a different animal each time.

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 Unit 4 Animals

2. Say the Animals chant. CD 2 / 2

EXTRA LESSON 1 (OPTIONAL) • Show the children each of the animal flashcards
and name the animals.
Main Objective • Put the flashcards on the floor where the children
To use the animals in a chant. can easily see them.
• Play the chant and point to the appropriate animals
Key Words as you say or hear them in the chant.
duck, cat, cow, frog, pony, dog Animals chant
I’ve got / I have (AmE) a little duck. Quack, quack!
Receptive Language I’ve got / I have (AmE) a little cat. Meow!
I’ve got / I have (AmE) a (little) (duck). I’ve got / I have (AmE) a little cow. Moo, moo!
Quack! Meow! Moo! Croak/Ribbit (AmE)! Neigh! I’ve got / I have (AmE) a little frog,
Woof! A pony and a dog.
Woof, woof!
Classroom Language
(Repeat)
Is it the (pony)? • Repeat the chant and encourage the children to
Yes. / No, sorry. join in doing the action for each animal (as
Shh! described in Lesson 1).
Colour the animals.
Cut out the cards.
Show me the (frog). Carpet Time
Snap! 3. Sing the Circle song. CD 1 / 3
Activities • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Say the Animals chant.
sing or play the Circle song (See Introduction, p. 19).
Play the Yes or no game and Say it louder!
Colour the mini flashcards.
Play Snap!
4. Play the Yes or no game.
• Show the children the animal flashcards and elicit
Materials Checklist the words. Then show the children that you are
T Peter hand puppet mixing the cards in your hands so neither you nor
T CD 1 / 2–5, 8 (routine songs), CD 2 / 2 the children know the order of the cards.
T flashcards 53–58 (duck, cat, cow, frog, pony, • Take one of the flashcards and hold it above your
dog) head so that the children can see which animal
T animal mini flashcards (Worksheet 20) flashcard you are holding but you can’t.
T coloured pencils or crayons • With your other hand point to the flashcard and
T scissors (optional) say, for example, Is it the pony? Encourage the
children to say Yes. and mime the animal if you are
Notes holding up the pony flashcard and No, sorry. if
not. If the answer was No, sorry., keep guessing
until the children say Yes.
• Repeat this with some of the other flashcards.

5. Play Say it louder!

• Show the children the flashcard for duck. Elicit the
animal from the children and encourage them to
mime quacking and waddling like a duck.
• Make Peter say Shh! and whisper Duck. Encourage
the children to whisper it with you.
• Say Duck. repeatedly, each time a little louder, until
Warm-up and Revision
the last time you shout it and then say Shh! and
1. Sing the Hello song. CD 1 / 2 whisper Duck. again.
• Make Peter greet the children. Make the puppet • Repeat this with some of the other animals.
say Hello! and encourage the children to wave and • You can also try different voices, for example, try
say Hello! back to Peter. singing the word, or saying it with a high squeaky
• Sing or play the Hello song and make Peter look voice and then a deep low voice. Or try saying the
like he is singing too (See Introduction, p. 19). animal while you are holding your nose or
wobbling your lips using your finger.

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 PDF
Pencil and Paper 10. Play Snap! WS 20
• Help the children to move so that they have a space
6. Sing the Table song. CD 1 / 4 in front of them and help them to put their animal
• Ask the children to move to the tables and sit down mini flashcards on the floor with the picture facing
by singing or playing the Table song (See Intro- up.
duction, p. 19). • Hold the normal animal flashcards in a fan. Make
Peter select one of the cards and hold it so the
7. Colour the mini flashcards. children can’t see which one has been chosen.
PDF
WS 20 CD 2 / 2 • Encourage the children to choose one of their mini
Preparation Tip! flashcards and hold it up in the air so you can see
You might find it easier to cut the mini which card they have selected.
flashcards out before the lesson and let the children just • Make Peter show the card which he selected and
colour them in. name the animal for the children. Then make Peter
hug, kiss or high five the children who hold up the
• Hold up the page with the mini flashcards so the same animal and say Snap!
children can see. Say the Animals chant and point • Put all the cards back to the starting position and
to the correct mini flashcards. repeat the activity with Peter and the children
• Give each child a copy of the mini flashcards. Say selecting a different card.
Colour the animals. and demonstrate by
colouring one of the animals. 11. Sing the Bye-bye song. CD 1 / 8
• While the children are working, praise their work • Look at Peter and say It’s time to go, Peter.
and say the animal they are colouring. You can also • Make Peter wave and say Bye-bye! and encourage
ask the children about the colours they are using. the children to wave and say Bye-bye! back.
• When the children have coloured the cards, say Cut • Signal to the children that it is the end of the
out the cards. and demonstrate by cutting out a English lesson by singing or playing the Bye-bye
card. song (See Introduction, p. 19).
• You could play the Animals chant in the back-
ground quietly while the children are working, or
play other songs and chants the children know If there is time…
from earlier units. Play Swap places
• When the children have finished, ask them to show
• Ask the children to sit in a circle. Go round the circle
you some of their animal cards, for example, say
tapping each child on the head and giving them the
Show me the frog. and encourage the children to
name of an animal, e.g. Cat, pony, frog, cat, cow.
hold up their frog mini flashcard.
etc. Children remember the name they’ve been
given. Alternatively give each child a mini flashcard
8. Sing the Tidy up song / of one of the animals.
Clean up song (AmE). CD 1 / 5 • Call out one of the animal names, e.g. Cat. All
• Ask the children to tidy away the crayons and other children given the word cat stand up and swap
materials by singing or playing the Tidy up song / places.
Clean up song (AmE) (See Introduction, p. 19). • Repeat, using different words.

Rounding Off
9. Sing the Circle song. CD 1 / 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again
(See Introduction, p. 19).

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 Unit 4 Animals

Warm-up and Revision

LESSON 2 • ACTION STORY
1. Sing the Hello song. CD 1 / 2
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter. Also make Peter ask
different children How are you today? Children
respond with a feeling word from Unit 3.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 19).

2. Play What number?

• Use the number flashcards to revise the numbers
one to ten. Attach the flashcards to the board or
put them on the floor in order from one to ten.

Point to each of the cards and elicit the numbers.
• Use the animal and character flashcards to revise
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the animal words. Attach these flashcards to the

Main Objective board or put them on the floor below the number
To listen to and join in with an action story. flashcards, point to each picture and elicit the
animal word.
Key Words • Say What is seven? Clap seven times and point to
duck, cat, cow, frog, pony, dog the flashcard for number seven. Then point to the
flashcard that is below number seven and elicit the
Word Revision animal word.
one, two, three, four, five, six, seven, eight, nine, • Continue to say numbers and encourage the
ten, sad children to tell you the animal that is below that
number. Alternatively, call out the animal words
Receptive Language and ask the children to tell you the number.
Go outside. • Once the children seem confident with the game,
You see a cat. try turning over the vocabulary flashcards so the
The cat is sad. children have to remember where they are.
Stroke/Pet (AmE) it.
There’s a dog. Woof, woof! Carpet Time
The cat runs away.
3. Sing the Circle song. CD 1 / 3
Classroom Language
• If you want to move the children from another area
What is (seven)? of the classroom to sit or stand in a circle, you can
How many dots? sing or play the Circle song (See Introduction, p. 19).
Draw the dot(s). / Write the number.
Activities 4. Listen to the Animals action story.
Play What number? Teaching Tip!
Listen to and mime the Animals action story. To make these actions different from the
Listen and draw the dots / write the numbers. vocabulary mimes, do them standing up.
Play Uncover the flashcard.
Materials Checklist • Say the action story in the correct order and act it
out. As you say each line, mime doing each action.
T Peter hand puppet
T CD 1 / 2–5, 8 (routine songs), CD 2 / 3 Animals action story
T flashcards 1–4, 22–27, 37–40, 53–58 (Peter, Go outside. – Mime opening a door and stepping
Rosie, Tom, Connie, one, two, three, four, five, through it.
six, seven, eight, nine, ten, duck, cat, cow, frog, You see a cat. – Mime licking your paws like a
pony, dog) cat.
T Student’s Book, p. 49 The cat is sad. – Make a sad face.
T coloured pencils or crayons Stroke/Pet (AmE) it. – Mime stroking a cat.
T a piece of paper or card (big enough to cover a There’s a dog. Woof, woof! – Mime pointing to a
flashcard) dog with a scared look on your face.
The cat runs away. – Mime running on the spot.

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5. Mime the action story. Rounding Off
• Encourage the children to join in with the actions.
The children should copy your actions as much as 9. Sing the Circle song. CD 1 / 3
they can. • When moving the children from the table to sit in a
• After a few turns, just give the instructions from circle, you can sing or play the Circle song again
the action story and only show the actions if the (See Introduction, p. 19).
children don’t do them on their own.
10. Play Uncover the flashcard.
Pencil and Paper • Show the children the animal flashcards and elicit
the names for each of the animals.
6. Sing the Table song. CD 1 / 4 • Hold the flashcards so the pictures are all face
• Ask the children to move to the tables and sit down down and show the children that you are mixing
by singing or playing the Table song (See Intro- the flashcards so neither you nor the children know
duction, p. 19). the order of the cards.
• Take a piece of paper or card and cover the animal
7. Listen and draw the dots / write the picture on one of the flashcards. Hold it so the
numbers. SB 49 CD 2 / 3 children can see it.
• Play the Animals action story and do the actions as • Gradually move the paper or card up or down the
you hear them on the CD. flashcard to reveal the picture of the animal.
• Hold up your Student’s Book so the children can • Encourage the children to guess which animal is
see. Play the action story again and point at the hidden as the animal is being revealed. Peter can
correct pictures on the page as you listen. reward the children who guess correctly first by
• Give the children their Student’s Books open to the giving them a kiss, hug or high-five.
correct page. • Repeat the activity, covering a different flashcard
• Play or tell the action story pausing after each line with the piece of paper or card for the children to
and encouraging the children to point at the guess.
correct pictures on their page.
• Point to the dice at the top of the page and 11. Sing the Bye-bye song. CD 1 / 8
encourage the children to help you count the dots • Look at Peter and say It’s time to go, Peter.
on the dice. • Make Peter wave and say Bye-bye! and encourage
• Play or tell the action story again. After the first line the children to wave and say Bye-bye! back.
encourage the children to point to the correct • Signal to the children that it is the end of the
picture. Say How many dots? and elicit the English lesson by singing or playing the Bye-bye
number One. from the children. Then say Draw song (See Introduction, p. 19).
the dot(s). or, if the children are able to, say Write
the number. Demonstrate by drawing one dot or
writing the number one in the square in the top left If there is time…
corner of the picture.
• Repeat for the rest of the action story so that the Play I’m a frog.
squares next to each picture show the correct • Use the animal and the character flashcards for this
number. game. Put the flashcards in a pile face down.
• Monitor the class and praise the children as they • Make Peter take the first card from the pile and hand
put the action story in order. it to you. Look at the card and then say, e.g. I’m a
(frog). and move around the circle hopping like a
8. Sing the Tidy up song / frog.
Clean up song (AmE). CD 1 / 5 • Encourage the children to join in hopping like a frog
with you.
• Ask the children to tidy away the crayons and other
• Ask a child to choose the next flashcard to give to
materials by singing or playing the Tidy up song /
you and repeat the activity.
Clean up song (AmE) (See Introduction, p. 19).
• Continue the activity until the children are confident,
then ask them to choose and give the flashcards to
another child in the class. That child looks at the top
card, says the name of the animal and makes the
mime for the rest of the class to copy.

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 Unit 4 Animals

2. Say the Animals chant. CD 2 / 2

EXTRA LESSON 2 (OPTIONAL) • Show the children each of the animal flashcards in
the order of the chant and say the name for each
Main Objective animal. Put the flashcards on the floor where the
To listen to and perform an action story. children can easily see them.
• Play the chant and encourage the children to join in
Key Words pointing to the appropriate animal flashcard or
duck, cat, cow, frog, pony, dog doing the action for each animal as you say it in the
chant.
Word Revision Animals chant
sad I’ve got / I have (AmE) a little duck. Quack, quack!
I’ve got / I have (AmE) a little cat. Meow!
Receptive Language
I’ve got / I have (AmE) a little cow. Moo, moo!
Go outside. I’ve got / I have (AmE) a little frog,
You see a cat. A pony and a dog.
The cat is sad. Woof, woof!
Stroke/Pet (AmE) it. (Repeat)
There’s a dog. Woof, woof!
The cat runs away.
Carpet Time
Classroom Language 3. Sing the Circle song. CD 1 / 3
What’s Rosie’s favourite animal? • If you want to move the children from another area
Let’s find out. of the classroom to sit or stand in a circle, you can
Point to the dots. sing or play the Circle song (See Introduction, p. 19).
Choose a colour.
Colour the dots. 4. Listen to and mime the Animals action
What is it?
story. CD 2 / 3
Look and trace.
• Play the action story. As you hear each line, carry out
Activities the appropriate action (as described in Lesson 2).
Say the Animals chant. Animals action story
Listen to and mime the Animals action story. Go outside.
Play Mix up the action story. You see a cat.
Look and colour then trace. The cat is sad.
Perform the action story. Stroke/Pet (AmE) it.
There’s a dog. Woof, woof!
Materials Checklist The cat runs away.
T Peter hand puppet • Encourage the children to stand up and join in with
T CD 1 / 2–5, 8 (routine songs), CD 2 / 2, 3 the actions as you listen or tell the action story.
T flashcards 2, 53–58 (Rosie, duck, cat, cow, frog,
pony, dog) 5. Play Mix up the action story.
T coloured pencils or crayons • Give the instructions from the action story in a
T puzzle picture (Worksheet 21) random order. Say You see a cat., mime licking
Notes your paws like a cat and encourage the children to
join in.
• Repeat with other actions showing the children the
action each time and encouraging them to join in.
• After a few turns just give the instruction, e.g.
Stroke/Pet (AmE) it. and only show the action if
the children don’t do it on their own.
• If the children are confident with the actions, then
Warm-up and Revision choose two children. Tell them to stand in the circle
and say a line from the action story for the two
1. Sing the Hello song. CD 1 / 2
children to mime.
• Make Peter greet the children. Make the puppet
• Praise the children when they do it correctly.
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 19).

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 Pencil and Paper Rounding Off
6. Sing the Table song. CD 1 / 4 9. Sing the Circle song. CD 1 / 3
• Ask the children to move to the tables and sit down • When moving the children from the table to sit in a
by singing or playing the Table song (See circle, you can sing or play the Circle song again
Introduction, p. 19). (See Introduction, p. 19).
PDF
7. Look and colour then trace. WS 21 10. Perform the action story. CD 2 / 3
• Show the children a copy of the worksheet, point • Play or tell the Animals action story. Encourage the
to Rosie and ask What’s Rosie’s favourite children to show you and Peter the actions from
animal? Encourage the children to guess and the story.
accept all their guesses. • Repeat the story, but this time encourage the
• Say Let’s find out. Give the children their copy of children to join in telling as much of the story as
the worksheet and say Point to the dots. they can.
Demonstrate by pointing to all the sections in your • If the children seem confident, split the class into
own puzzle picture that have a spot in them. two groups. One group can perform the action
• Then say Choose a colour. Colour the dots. story while the other group watches and then
Demonstrate by choosing a coloured pencil groups can swap.
yourself, e.g. blue, and starting to colour the
sections in your own puzzle picture that have a Note:
spot in them. Make sure the children realise they If parents collect their children at the end of the class, you
should only colour the areas marked with a spot. might want to invite them into the classroom after the
• Monitor the class and praise them for neat children have practised the action story a couple of times.
colouring. The children can then perform the action story for their
• When the children have finished colouring, hold up parents to watch.
the completed puzzle picture and ask What is it?
What’s Rosie’s favourite animal? Children name
the cat they can see in the puzzle picture. 11. Sing the Bye-bye song. CD 1 / 8
• Then draw children’s attention to the tracing • Look at Peter and say It’s time to go, Peter.
pattern on the picture frame in the worksheet. • Make Peter wave and say Bye-bye! and encourage
Encourage them to trace the curved pattern at the the children to wave and say Bye-bye! back.
top and bottom of the frame with their fingers. • Signal to the children that it is the end of the
• Say Look and trace. Demonstrate by tracing the English lesson by singing or playing the Bye-bye
curved pattern from left to right first. Make sure song (See Introduction, p. 19).
the children are holding their pencils correctly and
monitor and help them while tracing the lines.
If there is time…
8. Sing the Tidy up song / PDF

Clean up song (AmE). CD 1 / 5

Play Stand up and sit down. WS 21
• Children use the coloured cats from Worksheet 21
• Ask the children to tidy away the crayons and other
for this activity.
materials by singing or playing the Tidy up song /
• Choose a colour that some of the children have used
Clean up song (AmE) (See Introduction, p. 19).
for their cat worksheet and say, e.g. Green cats,
stand up. Then indicate to any children who have
coloured their cats green that they should stand up.
• Say Blue cats, stand up. and Green cats, sit
down. Indicate to the children with green cats that
they should sit down and encourage the children
with blue cats to stand up.
• Repeat saying a different coloured cat each time and
ensuring the children with the correctly coloured cats
are standing up and sitting down.

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 Unit 4 Animals

Warm-up and Revision

LESSON 3 • SONG
1. Sing the Hello song. CD 1 / 2
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 19).

2. Play What’s my favourite picture?

• Put the body part flashcards in the centre of the
circle and revise the names of each of the body
parts with the children.
• Choose one of the cards for the children to guess
and say Listen carefully. What’s my favourite

picture? It isn’t ears. It isn’t eyes. It isn’t
mouth. What is it?
Hooray! Let’s play! B © Helbling Languages

• Encourage the children to name the correct picture.

Main Objective • If the children are finding it hard, you can point to
To listen to and sing a song about a butterfly. each flashcard as you say it and indicate with an
appropriate gesture that these are not your
Key Words favourite pictures. Then point to the last flashcard,
duck, cat, cow, frog, pony, dog, butterfly smile and encourage the children to name the body
black, white, brown part.

Word Revision
Carpet Time
eyes, nose, mouth, ears
red, green, blue, yellow, orange, pink, purple 3. Sing the Circle song. CD 1 / 3
• If you want to move the children from another area
Receptive Language of the classroom to sit or stand in a circle, you can
A beautiful butterfly is sitting on my nose. sing or play the Circle song (See Introduction, p. 19).
It’s (black and white).
A beautiful butterfly is flying up and down. 4. Introduce black, white and brown.
Classroom Language • Revise the colours children already know using the
colour flashcards. Show the children the flashcards
What’s my favourite picture? It isn’t (ears).
and elicit the colour on each card.
Pick up (black).
• Then use new flashcards to introduce the colours
Trace and colour the butterfly.
black, white and brown.
What colour?
• Shuffle the cards and put them on the floor so all
Take (blue).
the children can see them. Say Pick up black. and
Yes. / No, sorry.
ask one child to pick up the black flashcard. Make
Activities Peter praise the child for choosing the correct card.
Play What’s my favourite picture? • Then ask the children to point to other black things
Introduce black, white and brown. around the classroom.
Listen to The butterfly song. • Repeat with other colours and different children.
Trace and colour the butterfly.
Play Take blue. 5. Listen to The butterfly song. CD 2 / 4
• Show the children the butterfly flashcard. Say
Materials Checklist Look, a butterfly. then mime fluttering your arms
T Peter hand puppet like a butterfly. The children copy the action and
T CD 1 / 2–5, 8 (routine songs), CD 2 / 4 repeat the word.
T flashcards 15–21, 49–62 (red, green, blue, • Play The butterfly song. Let the children listen to
yellow, orange, pink, purple, eyes, nose, mouth, the song and watch you doing the actions. Mime
ears, duck, cat, cow, frog, pony, dog, black, fluttering your arms for the A beautiful, beautiful
white, brown, butterfly) butterfly lines. Then point to the tip of your nose
T Student’s Book, p. 51 and look towards it as the song mentions the
T coloured pencils or crayons butterfly landing on your nose. Use the colour
T a blindfold flashcards and point to each of the colours as you
hear them in the song.

114 New Hooray! Let’s play! B © Helbling Languages

 The butterfly
Rounding Off
A beautiful, beautiful butterfly
Is sitting on my nose. 9. Sing the Circle song. CD 1 / 3
It’s black and white, • When moving the children from the table to sit in a
And green and blue, circle, you can sing or play the Circle song again
And pink and yellow, too. (See Introduction, p. 19).
It’s black and white, …
A beautiful, beautiful butterfly 10. Play Take blue.
Is flying up and down. • Place the colour flashcards on the floor so the
It’s black and white, children can easily see them. Point to each card and
And green and blue, elicit the colour from the children.
And pink and yellow, too. • Ask a more confident child to stand up near the
It’s black and white, … flashcards and put a blindfold on this child.
• Repeat the song and this time encourage the • Say to the child Take blue. The blindfolded child
children to join in with the actions. should try to remember where the blue flashcard
was and pick it up.
• If the blindfolded child is not close to the blue
Pencil and Paper
flashcard, then let the other children help by
6. Sing the Table song. CD 1 / 4 whispering Yes. as he or she gets closer to the card
• Ask the children to move to the tables and sit down and No. as he or she gets further away.
by singing or playing the Table song (See Intro- • Once the child has picked up a card, take off the
duction, p. 19). blindfold and let the child look at the card he or
she picked up. If it was the blue card, praise the
7. Trace and colour the butterfly. child, and if it wasn’t, say No, sorry.
• Continue the game inviting different children to be
SB 51 CD 2 / 4
blindfolded and ask them to take a different colour
• Hold up your Student’s Book so the children can
each time.
see the page. Play The butterfly song and point to
the different colours on the butterfly as you hear
them in the song.
11. Sing the Bye-bye song. CD 1 / 8
• Give the children their Student’s Books open to the • Look at Peter and say It’s time to go, Peter.
correct page. • Make Peter wave and say Bye-bye! and encourage
• Play the song again and encourage the children to the children to wave and say Bye-bye! back.
point to the different colours on the butterfly as • Signal to the children that it is the end of the
they hear them in the song. English lesson by singing or playing the Bye-bye
• Then point to the half of the butterfly that is in song (See Introduction, p. 19).
dotted outline only. Trace over the lines with your
finger first. Then say Trace the butterfly.
Demonstrate by tracing the lines on your own If there is time…
Student’s Book page.
• When children have finished tracing, say Colour
Play Find something blue.
the butterfly. Point to one coloured section of the • Divide the class into two teams and ask each team to
left side of the butterfly and then to the matching sit together.
uncoloured section on the right side of the • Ask the children to look for something of a certain
butterfly. Ask What colour? Prompt the children colour, e.g. Find something blue. One member of
with the correct colour and demonstrate that they each team should stand up and look around the
should colour the right side of the butterfly in classroom until they can touch or pick up something
colours that mirror the left side. blue. If it is something they can pick up, they can
• Monitor the class and praise the children for good bring it back to the team. They then sit down again.
work. • Repeat with different colours and with different
children finding items in the colours.
• You can make this game competitive by awarding
8. Sing the Tidy up song /
each team a point for every colour item they find
Clean up song (AmE). CD 1 / 5
first.
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song /
Clean up song (AmE) (See Introduction, p. 19).

New Hooray! Let’s play! B © Helbling Languages 115

 Unit 4 Animals

Animals chant
EXTRA LESSON 3 (OPTIONAL) I’ve got / I have (AmE) a little duck. Quack, quack!
I’ve got / I have (AmE) a little cat. Meow!
Main Objective I’ve got / I have (AmE) a little cow. Moo, moo!
I’ve got / I have (AmE) a little frog,
To sing a song about a butterfly.
A pony and a dog.
Key Words Woof, woof!
duck, cat, cow, frog, pony, dog, butterfly (Repeat)
black, white
Carpet Time
Word Revision
red, green, blue, yellow, orange, pink, purple 3. Sing the Circle song. CD 1 / 3
eyes, nose, mouth, ears • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Receptive Language sing or play the Circle song (See Introduction, p. 19).
A beautiful butterfly is sitting on my nose.
It’s (black and white). 4. Sing The butterfly song. CD 2 / 4–5
A beautiful butterfly is flying up and down. • Play the song and encourage the children to sing
along and join in with the actions.
Classroom Language
The butterfly
What is it? A beautiful, beautiful butterfly
Look, a butterfly! Is sitting on my nose.
Colour / Cut out the butterfly. It’s black and white,
Activities And green and blue,
And pink and yellow, too.
Say the Animals chant.
It’s black and white, …
Sing The butterfly song.
Play What’s in the window? A beautiful, beautiful butterfly
Make a butterfly puppet. Is flying up and down.
Sing the songs you remember. It’s black and white,
And green and blue,
Materials Checklist And pink and yellow, too.
T Peter hand puppet It’s black and white, …
T CD 1 / 2–5, 8 (routine songs), CD 2 / 4–5 • Once the children are confident singing the song,
T flashcards 1–4, 49–58, 62 (Peter, Rosie, Tom, you can repeat the song using the karaoke track
Connie, eyes, nose, mouth, ears, duck, cat, (CD 2 / 5) or without music. You could also use the
cow, frog, pony, dog, butterfly) body part flashcards and show the children how to
T an A4 piece of thick paper change the Is sitting on my nose line so that the
T butterfly puppet (Worksheet 22) butterfly lands on different body parts each time.
T coloured pencils or crayons
T glitter, small pieces of material, tissue paper 5. Play What’s in the window?
(optional)
T scissors Preparation Tip!
T one pencil per puppet, sticky tape Before the lesson, cut a small window in a
T If there is time: a (big) dice piece of thick paper. The hole needs to be big enough to
see only a small part of the animals on the flashcards, but
you should be able to identify them through the hole.
Warm-up and Revision You can also include the character flashcards and the
1. Sing the Hello song. CD 1 / 2 butterfly flashcard in this game.
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and • Put one of the animal flashcards behind the thick
say Hello! back to Peter. paper and move the window around the card
• Sing or play the Hello song and make Peter look showing small parts of the picture.
like he is singing too (See Introduction, p. 19). • While you are moving the window around, say
What is it? and elicit the animal from the children.
2. Say the Animals chant. CD 2 / 2 • Repeat the activity with the other animal or
• Play the chant and encourage the children to join character flashcards.
in, pointing to the appropriate animal flashcards or
doing the mime for each of the animals as they say
them in the chant.

116 New Hooray! Let’s play! B © Helbling Languages

 Pencil and Paper Rounding Off
6. Sing the Table song. CD 1 / 4 9. Sing the Circle song. CD 1 / 3
• Ask the children to move to the tables and sit down • When moving the children from the table to sit in a
by singing or playing the Table song (See Intro- circle, you can sing or play the Circle song again
duction, p. 19). (See Introduction, p. 19).

7. Make a butterfly puppet. 10. Sing the songs you remember.

PDF
WS 22 CD 2 / 4 • Ask the children which songs they remember from
Preparation Tip! the lessons so far and allow them to choose which
Make your own butterfly puppet before songs they would like to sing.
the lesson to show the children what they are going to
make. 11. Sing the Bye-bye song. CD 1 / 8
• Look at Peter and say It’s time to go, Peter.
• Show the children the butterfly puppet you have • Make Peter wave and say Bye-bye! and encourage
made before the lesson and say Look, a butterfly! the children to wave and say Bye-bye! back.
Make the butterfly ‘fly’ by moving the pencil up • Signal to the children that it is the end of the
and down so that the paper wings move up and English lesson by singing or playing the Bye-bye
down. song (See Introduction, p. 19).
• Give the children a copy of the worksheet and say
Colour the butterfly. Children can use their own
choice of colours, or you can tell them which
colours to use. You can also provide the children If there is time…
with glitter or small pieces of material and tissue Play Roll the dice.
paper to stick on. • Get a few children to roll the dice and encourage the
• Monitor the class while the children are colouring class to count the number it lands on.
and decorating their butterflies. Praise the children • Attach the animal flashcards to the board (or put
for neat work and talk to them about the colours them on the floor) in a line with the pictures facing
they are using. down.
• When the children have finished colouring their • Ask a child to roll the dice, say Roll the dice. and
butterfly, say Cut out the butterfly. and show count the dots on the dice with the children.
them how to cut around the butterfly outline. • Start with the first flashcard and encourage the
Praise the children for careful and neat cutting. children to count along the cards with you until you
• Help the children finish their puppets by folding the reach the number on the dice.
central part of each puppet around a pencil and • Turn that flashcard over and encourage the children
taping it on. to tell you the animal on the card. If the children can
• When the children’s puppets are finished, ask them tell you the animal, the card stays face up. If not, say
to hold them up and show the children how to the correct word and turn it back face down.
make them ‘fly’ by moving the pencil up and down. • Ask another child to roll the dice and count on from
• You can then play The butterfly song again. The the card which you have just looked at. Only count
children act out the song using their butterfly the flashcards which still have their picture hidden
puppets. You can also use the karaoke version of and, once you get to the last flashcard, continue
the song and encourage the children to let their from the first flashcard.
puppets gently land on different body parts. • Turn over the flashcard you end on and encourage
the children to tell you the animal on this card.
8. Sing the Tidy up song / • Continue throwing the dice and counting along the
Clean up song (AmE). CD 1 / 5 flashcards which are face down until all the
• Ask the children to tidy away the crayons and other flashcards show a picture of an animal.
materials by singing or playing the Tidy up song /
Clean up song (AmE) (See Introduction, p. 19).

New Hooray! Let’s play! B © Helbling Languages 117

 Unit 4 Animals

2. Sing The butterfly song. CD 2 / 4 –5

LESSON 4 • LISTENING ACTIVITY • Play the song and encourage the children to sing
along and join in with the actions from Lesson 3.
The butterfly
A beautiful, beautiful butterfly
Is sitting on my nose.
It’s black and white,
And green and blue,
And pink and yellow, too.
It’s black and white, …
A beautiful, beautiful butterfly
Is flying up and down.
It’s black and white,
And green and blue,
And pink and yellow, too.
It’s black and white, …

Hooray! Let’s play! B © Helbling Languages

• Once the children are confident singing the song,

Main Objective you can also use the karaoke version (CD 2 / 5).
To complete a listening exercise.
Carpet Time
Key Words
duck, cat, cow, frog, pony, dog, butterfly, mouse 3. Sing the Circle song. CD 1 / 3
• If you want to move the children from another area
Receptive Language of the classroom to sit or stand in a circle, you can
Come with me to my little farm. sing or play the Circle song (See Introduction, p. 19).
Look at the animals on my little farm.
I’ve got / I have (AmE) a (cat). 4. Sing the My little farm song. CD 2 / 6
• Put the animal flashcards in the centre of the circle
Classroom Language so the children can see them. Show the children
Listen and colour the animals. the mouse flashcard to reintroduce the word. Say
Colour the (duck) (yellow). Look, a mouse. and show the children an action,
Pass the (pony). for example, hold your hands up near your face as
Here you are. / Here you go (AmE). if they are little paws and screw up your nose.
• Then play the My little farm song. Let the children
Activities
listen to the song and watch you doing the actions
Sing The butterfly song and the My little farm song. for the animals.
Play Last one standing.
My little farm
Listen and colour the animals.
Come with me, come with me
Play Give Peter the pony.
To my little farm.
Materials Checklist Look at the animals, look at the animals
T Peter hand puppet On my little farm.
T CD 1 / 2–5, 8 (routine songs), CD 2 / 4–6, 8 A duck, a cow, a cat, meow!
T flashcards 53–58, 62–63 (duck, cat, cow, frog, A pony and a mouse, squeak, squeak!
pony, dog, butterfly, mouse) A dog, woof, woof, and a frog, croak, croak /
T Student’s Book, p. 53 ribbit, ribbit (AmE)!
T coloured pencils or crayons A frog, croak/ribbit (AmE), and a dog, woof, woof!
T animal mini flashcards (Worksheet 20)
Come with me…
• Repeat the song and this time encourage the
children to join in with the sounds and actions for
Warm-up and Revision the animals.
1. Sing the Hello song. CD 1 / 2
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 19).

118 New Hooray! Let’s play! B © Helbling Languages

 PDF
5. Play Last one standing. WS 20 Rounding Off
Preparation Tip! 9. Sing the Circle song. CD 1 / 3
Each child needs their own set of animal • When moving the children from the table to sit in a
mini flashcards (Worksheet 20). circle, you can sing or play the Circle song again
(See Introduction, p. 19).
• Children each choose one mini flashcard. The
children start the activity standing up. Make 10. Play Give Peter the pony.
sentences with animals, e.g. I’ve got / I have • Show the children the animal flashcards and elicit
(AmE) a cat. the words.
• The children who have chosen the cat mini • Hide Peter behind your back and choose one of the
flashcard show it to you and sit down. The other animal flashcards, for example the pony.
children remain standing. • Choose one child to start the activity and say to the
• Continue the activity until one or only a few child Pass the pony. and then give this child the
children are left standing up. They are the winners. pony flashcard.
• Repeat the game with children choosing different • Encourage the children to pass the sentence and
cards and saying the sentences in a different order. the pony flashcard around the circle until all the
children have said the sentence.
Pencil and Paper • The last child should give the pony flashcard to
Peter. Stand next to the last child in the circle. Show
6. Sing the Table song. CD 1 / 4
Peter to the children and whisper to the child next
• Ask the children to move to the tables and sit down to you Here you are / Here you go (AmE), Peter.
by singing or playing the Table song (See Intro- • Repeat the activity choosing a different child to give
duction, p. 19). the sentence to and using a different animal each
time.
7. Listen and colour the animals.
SB 53 CD 2 / 8 11. Sing the Bye-bye song. CD 1 / 8
• Hold up your Student’s Book so the children can • Look at Peter and say It’s time to go, Peter.
see the page. Point to each of the animals and elicit • Make Peter wave and say Bye-bye! and encourage
the words from the children. the children to wave and say Bye-bye! back.
• Give the children their Student’s Books open to the • Signal to the children that it is the end of the
correct page. Make sure each child has a pencil or English lesson by singing or playing the Bye-bye
crayon of each colour. song (See Introduction, p. 19).
• Say Listen and colour the animals. and play the
listening from the CD. If possible, pause the CD
after each line to give the children time to point to
If there is time…
the correct animal, select the correct colour, and
colour the animal. Play Statues.
Animals listening activity • Choose up to eight confident children to stand at the
Colour the duck yellow. front of the class.
Colour the cat black. • Secretly show each child an animal flashcard and
Colour the cow brown. encourage each child to keep their animal a secret.
Colour the frog green. • Say Go! and encourage the children who were
• Alternatively, if you are not able to pause the CD shown animal flashcards to repeatedly do the action
between each sentence, you may need to play the for their animal.
whole listening twice. Encourage the children to • Say Freeze! and encourage the children who were
point to the animals first and the second time to shown animal flashcards to freeze in position for
colour the animals. their animal.
• The children may take longer than the listening to • Stand near each ‘frozen’ child in turn and invite the
colour but don’t let this worry them. Allow them to rest of the class to guess which animal they think the
colour at an appropriate speed and repeat the child has. Encourage the ‘frozen’ child to answer
information to the children as they need it. with Yes. or No, sorry.
• Monitor the class and praise the children’s work. • Continue with the other ‘frozen’ children until the
class have guessed all of the animals.
8. Sing the Tidy up song / • If there is time, repeat the activity with different
Clean up song (AmE). CD 1 / 5 children standing at the front of the class.
• Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song /
Clean up song (AmE) (See Introduction, p. 19).

New Hooray! Let’s play! B © Helbling Languages 119

 Unit 4 Animals

2. Listen to and mime the Animals action

EXTRA LESSON 4 (OPTIONAL) story. CD 2 / 3
• Play the action story and act it out with the children
Main Objective (See Lesson 2 for suggested actions).
To complete a listening exercise. Animals action story
Go outside.
Key Words You see a cat.
duck, cat, cow, frog, pony, dog, butterfly, mouse The cat is sad.
Stroke/Pet (AmE) it.
Word Revision There’s a dog. Woof, woof!
happy, sad, angry, scared, sleepy The cat runs away.
big, small • If you have time, you could invite confident children
to perform the action story for the rest of the class
Receptive Language
to watch.
Come with me to my little farm. • If the children seem confident with this action story,
Look at the animals on my little farm. then you could use an action story from an earlier
It’s a (big) (cat). unit instead.
Classroom Language
I’m a (happy) (pony). Carpet Time
Is it big or small? 3. Sing the Circle song. CD 1 / 3
Listen and circle. • If you want to move the children from another area
What is it? of the classroom to sit or stand in a circle, you can
Activities sing or play the Circle song (See Introduction, p. 19).
Listen to and mime the Animals action story.
Play I’m a happy pony.
4. Play I’m a happy pony.
Sing the My little farm song. • Use the animal flashcards to revise animal words.
Listen and circle the animals. • Then use the feeling flashcards to revise feelings.
Play Quick draw. Also show the children actions for big and small.
• Put the flashcards into two piles, one for animals
Materials Checklist and one for feelings. Take a card from each pile
T Peter hand puppet and show them to the class, e.g. happy and pony.
T CD 1 / 2–5, 8 (routine songs), CD 2 / 3, 6–7, 9 • Make a sentence that combines these words, e.g.
T flashcards 44–48, 53–58, 62–63 (happy, sad, I’m a happy pony. Then mime being a pony in a
angry, scared, sleepy, duck, cat, cow, frog, pony, very happy way. Encourage children to copy you.
dog, butterfly, mouse) • Repeat the activity asking children to choose
T extra listening activity (Worksheet 23) different pairs of cards.
T board pens, or a piece of paper and marker
pens 5. Sing the My little farm song. CD 2 / 6 –7
T If there is time: animal mini flashcards • Play the song. Let the children listen to the song
(Worksheet 20) and join in with the sounds and actions.
My little farm
Notes
Come with me, come with me
To my little farm.
Look at the animals, look at the animals
On my little farm.
A duck, a cow, a cat, meow!
A pony and a mouse, squeak, squeak!
Warm-up and Revision
A dog, woof, woof, and a frog, croak, croak /
1. Sing the Hello song. CD 1 / 2 ribbit, ribbit (AmE)!
• Make Peter greet the children. Make the puppet A frog, croak/ribbit (AmE), and a dog, woof, woof!
say Hello! and encourage the children to wave and Come with me, come with me …
say Hello! back to Peter.
• Once the children are confident singing the song,
• Sing or play the Hello song and make Peter look
you can use the karaoke track (CD 2 / 7).
like he is singing too (See Introduction, p. 19).

120 New Hooray! Let’s play! B © Helbling Languages

 Pencil and Paper • Once the children guess the animal correctly, show
them the picture on the flashcard to confirm that
6. Sing the Table song. CD 1 / 4 they are correct. Peter can also praise the children
• Ask the children to move to the tables and sit down who guessed correctly by kissing, hugging or
by singing or playing the Table song (See Intro- high-fiving with them.
duction, p. 19). • If you have time, repeat the activity with a different
animal flashcard.
7. Listen and circle the animals.
PDF
WS 23 CD 2 / 9 11. Sing the Bye-bye song. CD 1 / 8
• Hold up a copy of the worksheet so all the children • Look at Peter and say It’s time to go, Peter.
can see. Point to each of the animals on the page • Make Peter wave and say Bye-bye! and encourage
and ask What is it? to elicit the animal names from the children to wave and say Bye-bye! back.
the children. • Signal to the children that it is the end of the
• Then ask Is it big or small? When children reply English lesson by singing or playing the Bye-bye
with a size word, confirm their choice, saying, e.g. song (See Introduction, p. 19).
Yes. It’s a big (cat).
• Give each of the children their copy of the
If there is time…
worksheet and make sure each child has a pencil.
PDF
• Say Listen and circle. Play the listening from the Play Memory. WS 20
CD. After the first line stop the CD and
demonstrate finding and circling the picture of the Preparation Tip!
big dog out of the three pictures illustrated. The children need a set of the
• Repeat for the other animals. animal mini flashcards (Worksheet 20) each.
Animals extra listening activity
Look! It’s a big dog. • Put the children in pairs and help them move so that
Look! It’s a small frog. they have a space in front of them to put both their
Look! It’s a big pony. sets of mini flashcards on the floor.
Look! It’s a small butterfly. • Encourage each pair of children to mix their sets of
• Alternatively, if you are not able to pause the CD mini flashcards and spread the cards on the floor in
between each sentence, play the whole listening front of them with the picture facing down.
twice. • The children should take it in turns to turn over two
• While the children are circling the animals, praise cards, and they should name the pictures on the
them and name the animals and sizes with them. cards they turn over.
• If the cards match, the child can keep them,
otherwise they should put the cards back face down
8. Sing the Tidy up song /
and the other child takes a turn.
Clean up song (AmE). CD 1 / 5
• The children should continue the game until all their
• Ask the children to tidy away the crayons and their cards are in pairs.
worksheets by singing or playing the Tidy up song /
Clean up song (AmE) (See Introduction, p. 19).

Rounding Off
9. Sing the Circle song. CD 1 / 3
• When moving the children from the table to sit in a
circle, you can sing or play the Circle song again
(See Introduction, p. 19).

10. Play Quick draw.

• Make sure the children can see the board in the
classroom, or if there is no board, use a piece of
paper that all the children can see.
• Hold the animal flashcards in a fan with the
pictures facing down and make Peter choose one
card, but don’t show it to the children.
• Draw the animal from the card, one line at a time.
Ask What is it? to encourage the children to try
and guess what you are drawing after each line you
draw.

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 Unit 4 Animals

Warm-up and Revision

LESSON 5 • DVD STORY
1. Sing the Hello song. CD 1 / 2
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 19).

2. Sing The butterfly song. CD 2 / 4–5

• Play the song and encourage the children to sing
along and join in with the actions (See Lesson 3 for
the lyrics and suggested actions).
• If the children are confident singing the song, you
can use the karaoke version (CD 2 / 5).
55

Hooray! Let’s play! B © Helbling Languages

Carpet Time
Main Objective 3. Sing the Circle song. CD 1 / 3
To follow a DVD story. • If you want to move the children from another area
of the classroom to sit or stand in a circle, you can
Key Words sing or play the Circle song (See Introduction, p. 19).
cat, cow, pony, dog, butterfly, mouse, carrot
Word Revision 4. Play Go and get the…
happy, sad, angry, scared, sleepy • Use the animal flashcards to revise the words.
• Attach the flashcards to the board, or prop them
Receptive Language up on chairs or cushions so that children can see
Go and get the (pony), please. / Come quickly. them but aren’t too close to them.
Pull! We can’t pull the carrot out. • Make Peter say to you Go and get the (cow),
Can I help? You’re too small. please. Stand up and fetch the cow flashcard, and
Hooray! Thank you, Mouse. give it to Peter. Make him say Thank you.
Classroom Language • Then make Peter ask a confident child Go and get
the (dog), please. Make Peter praise or high five
Go and get the (cow), please.
the child if they collect the correct flashcard.
Who’s this? Is it the (pony)?
• Repeat the activity asking different children to
Stick in the animals. Trace the lines.
collect the cards until you have them all with you.
Simon says you’re a (happy) (mouse).
Values 5. Watch The very big carrot DVD story.
To develop appreciation for the value of CD 1 / 6 (CD 2 / 10)
cooperating and working together. • If you want to use a transition marker to tell the
Activities children that the next activity is a story, then sing or
play the Story song (See Introduction, p. 19).
Sing The butterfly song.
• Use the carrot flashcard to introduce the new word.
Play Go and get the…
• Play the DVD story and allow the children to watch.
Watch The very big carrot DVD story.
If you don’t have access to a DVD player, then you
Stick in the animals then trace.
can use the Story cards with the Audio CD or read
Play Simon says.
the story to the children. The script is on the back
Materials Checklist of the cards.
T Peter hand puppet • If there is time, let the children watch or listen to
T CD 1 / 2–6, 8 (routine songs), CD 2 / 4–5, (10) the story more than once.
T flashcards 44–48, 53–58, 62–64 (happy, sad,
angry, scared, sleepy, duck, cat, cow, frog, pony,
dog, butterfly, mouse, carrot)
T Student’s Book, p. 55
T DVD (The very big carrot)
T stickers from the appendix (pony, cat)
T Story cards 34–41 (The very big carrot)
(optional)

122 New Hooray! Let’s play! B © Helbling Languages

 The very big carrot
8. Sing the Tidy up song /
Cow: Mouse, go and get the pony, please. Clean up song (AmE). CD 1 / 5
Mouse: Yes, Cow. • Ask the children to tidy away the crayons and other
materials by singing or playing the Tidy up song /
Mouse: Pony, come quickly.
Clean up song (AmE) (See Introduction, p. 19).
Pony: OK.
Cow: Pull.
Pony: OK. Rounding Off
Cow: We can’t pull the carrot out. 9. Sing the Circle song. CD 1 / 3
Pony: Mouse, go and get the dog, please. • When moving the children from the table to sit in a
Mouse: OK. circle, you can sing or play the Circle song again
Mouse: Dog, come quickly. (See Introduction, p. 19).
Dog: OK.
Cow: Pull. 10. Play Simon says.
Pony & Dog: OK. • Use the animal and feeling flashcards to revise the
Cow: We can’t pull the carrot out. words.
Dog: Mouse, go and get the cat, please. • Give instructions for animal mimes, e.g. You’re a
Mouse: OK. sad mouse. or You’re a happy butterfly.
• Start some instructions with Simon says... which
Cat: Meow, meow!
audio CD

the children should do, and some instructions

only

Mouse: Cat, come quickly. without Simon says... which they shouldn’t do.
Cat: OK. • Praise the children who are listening carefully and
Cow: Pull. only do the action when Simon says to.
Cat, Dog & Pony: OK. • You can demonstrate actions for the children to
Cow: We can’t pull the carrot out. mime, or you can allow the class to make their own
Mouse: Can I help? actions up.
Pony: You’re too small.
Mouse: Please. 11. Sing the Bye-bye song. CD 1 / 8
Cow: OK. • Look at Peter and say It’s time to go, Peter.
• Make Peter wave and say Bye-bye! and encourage
Mouse: Hooray!
the children to wave and say Bye-bye! back.
Cow, Pony,
• Signal to the children that it is the end of the
Dog & Cat: Thank you, Mouse.
English lesson by singing or playing the Bye-bye
song (See Introduction, p. 19).
Pencil and Paper
6. Sing the Table song. CD 1 / 4
If there is time…
• Ask the children to move to the tables and sit down
by singing or playing the Table song (See Play Musical flashcards.
Introduction, p. 19). • Put the animal flashcards around the classroom in a
place where they can easily be seen by the children
7. Stick in the animals then trace. SB 55 and the children can safely move between the cards
• Hold up your Student’s Book so the children can (attached to a wall or something that won’t move is
see the page. Point to the cow and the carrot and best).
ask Who’s this? What’s this? Elicit the correct • Point to each of the cards around the room and elicit
answers from the children. the animal words from the children.
• Give the children their Student’s Books open to the • Play some music for the children to move around to.
correct page. Point to the animals behind the cow • Stop the music and encourage the children to stand
and ask Who’s this? The children name the near one of the animal flashcards.
animals. • Make Peter choose one of the animal words. All the
• Show the children the stickers of the pony and the children standing next to that flashcard are ‘out’. Ask
cat from the appendix of the Student’s Book and these children to stand near you for the next round
say Look, stickers. Stick in the animals. Monitor and then allow them to join back in the game the
and help the children stick the stickers in the round after.
correct place. • Play the music again and allow the remaining
• Draw the children’s attention to the dotted lines on children to repeat the activity.
the fence and the roof. Say Look! Trace the lines.
and encourage the children to draw over the
dotted lines to complete the picture. Monitor and
help them while they are tracing the lines.

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 Unit 4 Animals

2. Listen to and mime the Animals action

EXTRA LESSON 5 (OPTIONAL) story. CD 2 / 3
• Play the action story and act it out with the children
Main Objective (See Lesson 2 for suggested actions).
To listen to and join in telling a story. • If the children seem confident with the Animals
action story, then you could use an action story
Key Words from an earlier unit instead.
duck, cat, cow, frog, pony, dog, butterfly, mouse
Carpet Time
Receptive Language
Go and get the (pony), please. 3. Sing the Circle song. CD 1 / 3
Come quickly. • If you want to move the children from another area
Pull! of the classroom to sit or stand in a circle, you can
We can’t pull the carrot out. sing or play the Circle song (See Introduction, p. 19).
Can I help?
You’re too small. 4. Play What’s missing?
Hooray! • Show the children the animal flashcards and put
Thank you, Mouse. them on the floor.
• Turn to Peter and say Peter, close your eyes.
Classroom Language Make Peter close his eyes by putting his hands over
Close/Open your eyes. his eyes or holding your hand over Peter’s eyes.
What’s missing? • Ask a child to choose a flashcard and sit on it so
Yes. / No, sorry. the card can’t be seen. Then say Open your eyes,
Let’s put the story together. Peter. and uncover Peter’s eyes.
Here you are. / Here you go (AmE). • Say What’s missing, Peter? and point to the place
This is your Story card. where the missing flashcard was.
Listen to the story. • Make Peter say different animals. Encourage the
Go! Freeze! children to say Yes. if Peter says the missing animal
and No, sorry. if Peter is wrong.
Activities
• Once the children seem confident with the game,
Listen to and mime the Animals action story. try turning over the animal flashcards so the
Play What’s missing? children have to remember where they are.
Tell The very big carrot story.
Fold and cut. Colour the mini storybook. 5. Tell The very big carrot story.
Play Statues.
CD 1 / 6 CD 2 / 10
Materials Checklist • If you want to use a transition marker to tell the
T Peter hand puppet children that the next activity is a story, then sing or
T CD 1 / 2–6, 8 (routine songs), CD 2 / 3, 8 play the Story song (See Introduction, p. 19).
T flashcards 53–58, 62–63 (duck, cat, cow, frog, • Tell the story using the Story cards with CD 2 / 10 or
pony, dog, butterfly, mouse) read the script from the back of the cards.
T Story cards 34–41 (The very big carrot) Encourage the children to join in and name the
T The very big carrot mini storybook (Worksheet animals and mime the action pull as they do so.
24a+b) • Hand out the Story cards in a random order to
T coloured pencils or crayons different children. Play or tell the story and
T scissors encourage the children with Story cards to make a
T glue, stapler or sticky tape line so they are in the correct order. Say, for
T If there is time: a soft ball or bean bag, animal example, Now let’s put the story together. Here
mini flashcards (Worksheet 20) you are / Here you go (AmE), (Grace). This is
your Story card, (Ricky). Listen to the story.
• If there is time, you could play or tell the story
again and the children can try to mime some of the
Warm-up and Revision
actions from the story as they listen.
1. Sing the Hello song. CD 1 / 2 • However, don’t expect the children to do more
• Make Peter greet the children. Make the puppet than mime some of the actions from the story and
say Hello! and encourage the children to wave and join in with a few words.
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 19).

124 New Hooray! Let’s play! B © Helbling Languages

 Pencil and Paper 10. Play Statues.
• Choose up to eight confident children to stand at
6. Sing the Table song. CD 1 / 4 the front of the class.
• Ask the children to move to the tables and sit down • Show each child a different animal flashcard and
by singing or playing the Table song (See Intro- encourage them to keep their animal a secret.
duction, p. 19). • Say Go! and encourage the children who were
shown the animal flashcards to mime an action for
7. Fold and cut. Colour the mini storybook. their animal.
PDF
WS 24a+b • Say Freeze! and encourage the children to freeze
in a position for their animal.
Preparation Tip! • Stand near each ‘frozen’ child in turn and invite the
You might want to cut and fold the rest of the class to guess which animal they think
children’s mini storybooks before the lesson so that the the child has. Encourage the ‘frozen’ child to
children do not need to do this themselves. answer with Yes. or No, sorry.
You might also want to make a mini storybook before the
• Continue with the other ‘frozen’ children until the
lesson so that you can show the children what they are
class have guessed all the animals.
going to make (See Introduction, p. 13).
• If there is time, repeat the activity with different
children standing at the front of the class.
• Show the children a copy of The very big carrot
mini storybook.
11. Sing the Bye-bye song. CD 1 / 8
• Look at each of the pictures and tell the children • Look at Peter and say It’s time to go, Peter.
what is happening using the lines from the story • Make Peter wave and say Bye-bye! and encourage
(See video script, p. 123). the children to wave and say Bye-bye! back.
• Give each of the children a photocopy of • Signal to the children that it is the end of the
Worksheet 24a+b copied onto one A4 sheet (front English lesson by singing or playing the Bye-bye
and back). Follow the instructions on page 13 of song (See Introduction, p. 19).
the Introduction to make the mini storybooks. You
may need to help the children with the cutting and
folding. If there is time…
• Encourage the children to colour the pictures in the PDF
Play Bean bag toss. WS 20
mini storybook.
• Monitor the children’s work. Praise them for neat Preparation Tip!
colouring and ask them about the colours they are You will need enough animal mini
using and the animals in the story. flashcards to be able to give one mini flashcard to
• If you are short of time, the children can finish each child.
colouring their mini storybooks at home with their If you have a large class, you might want only half
parents. the children to play. The other children can stand
behind a friend and swap places after a short time.
8. Sing the Tidy up song / You will also need a soft ball or a bean bag.
Clean up song (AmE). CD 1 / 5
• Ask the children to tidy away the crayons and their • Ask the children to sit in a circle and put an animal
mini storybooks by singing or playing the Tidy up mini flashcard on the floor in front of each child, or,
song / Clean up song (AmE) (See Introduction, p. if the children are sat on chairs, you can put the mini
19). flashcards under each chair.
• You should stand in the middle of the circle and say
Rounding Off one of the animals, then pass the bean bag to a child
with a mini flashcard with a picture of that animal.
9. Sing the Circle song. CD 1 / 3 • Say another animal and encourage the child to pass
• When moving the children from the table to sit in a the bean bag to a child who has an appropriate
circle, you can sing or play the Circle song again animal mini flashcard.
(See Introduction, p. 19). • If the children seem confident with the game, a
confident child can stand in the middle of the circle
and name the animals to pass the bean bag to.

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 Unit 4 Animals

Warm-up and Revision

LESSON 6 • THINKING SKILLS
1. Sing the Hello song. CD 1 / 2
• Make Peter greet the children. Make the puppet
say Hello! and encourage the children to wave and
say Hello! back to Peter.
• Sing or play the Hello song and make Peter look
like he is singing too (See Introduction, p. 19).

2. Using productive language: ‘Do you like

(dogs)?’
• Make Peter ask you Do you like dogs? Show the
action for dog or point to the dog flashcard. Then
smile and say Yes, I like dogs. Then ask Peter Do
you like dogs? Make Peter say No, I don’t like
Hooray! Let’s play! B © Helbling Languages

dogs.
• Say Do you like dogs? to a confident child in the
class and encourage them to say Yes. or No. If they
Main Objective say Yes., then help them to say Yes, I like dogs. If
To match details from pictures with the complete they say No., then help them to say No, I don’t
pictures. like dogs.
• Continue around the class asking each child Do
Key Words you like dogs? and encourage each child to give
duck, cat, cow, frog, pony, dog, butterfly, mouse their answer, then help the children to give a full
answer with I like... or I don’t like...
Classroom Language • Repeat the question using different voices, for
What is it? / Which animal? example sing, whisper or shout it until the children
Is it the (pony)? seem confident asking the question.
Look and match. Draw a line. • Encourage each child to ask another child in the
What colour is the (pony)? class Do you like dogs? and encourage them to
Colour the (pony) (black). answer with Yes. or No.
• You can then encourage the children to ask about
Productive Language
some of the other animals.
Do you like (dogs)?
Yes, I like (dogs). / No, I don’t like (dogs).
Carpet Time
Thinking Skills
3. Sing the Circle song. CD 1 / 3
Paying attention to details and recognising animals • If you want to move the children from another area
from their body parts. of the classroom to sit or stand in a circle, you can
Activities sing or play the Circle song (See Introduction, p. 19).
Using productive language: ‘Do you like (dogs)?’
Tell The very big carrot story.
4. Tell The very big carrot story.
Play Whispered words. CD 1 / 6 CD 2 / 10
Match the pictures. Draw a line and colour the • If you want to use a transition marker to tell the
body parts of the animals. children that the next activity is a story, then sing or
Play Where’s the cow? play the Story song (See Introduction, p. 19).
• Using the Story cards, tell The very big carrot story
Materials Checklist The script is on the back of the cards. Encourage
T Peter hand puppet the children to join in and name the animals.
T CD 1 / 2–6, 8 (routine songs), CD 2 / 10 • If there is time, hand out the cards randomly to
T flashcards 53–58, 62–63 (duck, cat, cow, frog, different children and encourage them to make a
pony, dog, butterfly, mouse) line in the correct order as they listen to the story.
T Student’s Book, p. 57
T Story cards 34–41 (The very big carrot) 5. Play Whispered words.
T coloured pencils or crayons • Put the animal flashcards on the floor in the centre
T If there is time: a simple outline of a pony with of the circle. Point to each of the cards and elicit
no tail on a large piece of paper, a separate tail the words from the children.
made of wool, Blu-Tack, blindfold • Say Shh! and then whisper one of the animals
from the flashcards, e.g. Butterfly.

126 New Hooray! Let’s play! B © Helbling Languages

• In a normal voice ask What is it? and again • Mix the cards up by sliding them around the floor.
whisper Butterfly. Then look at Peter and say Which animal, Peter?
• Encourage the children to try and guess which Make Peter say A cow, please.
flashcard you were naming. Peter can praise the • Choose one of the children and say Where’s the
children who guess correctly by giving them a kiss, cow? Encourage the child to turn over a card.
hug or high-five. • If the child turns over the cow flashcard, say Yes,
• Repeat the activity by whispering different animals it’s a cow. and encourage the children to mime an
for the children to guess. action with you.
• Allow the child to give the card to Peter. Peter
Pencil and Paper should say Thank you. and can reward the child by
giving a kiss, hug or high-five.
6. Sing the Table song. CD 1 / 4 • If the card is not the cow, then say No, sorry. and
• Ask the children to move to the tables and sit down choose a new child to turn over a card.
by singing or playing the Table song (See • The flashcards that children have found can be put
Introduction, p. 19). on the floor near Peter, or to make the game
harder, they can be put back in the game with the
7. Match the pictures. Draw a line and colour other cards.
the body parts of the animals. SB 57
• Hold up your Student’s Book so the children can 11. Sing the Bye-bye song. CD 1 / 8
see the page. Point to each animal at the bottom • Look at Peter and say It’s time to go, Peter.
and elicit the names asking What is it? • Make Peter wave and say Bye-bye! and encourage
• Then point to the picture at the top left corner of the children to wave and say Bye-bye! back.
the page and ask Which animal? Point to the • Signal to the children that it is the end of the
animals on the bottom again, one by one, asking Is English lesson by singing or playing the Bye-bye
it the (pony)? Elicit the correct answer from the song (See Introduction, p. 19).
children.
• Make sure the children realise that there is one
picture of a detail too many, e.g. by counting the If there is time…
animals and the details. Play Pin the tail on the pony.
• Give the children their Student’s Books open to the
correct page. Say Look and match. Draw a line. Preparation Tip!
Demonstrate by connecting the matching pictures For this activity, you will need to draw
using a pencil. Once the children have connected the outline of a pony on a large piece of paper. Leave
all the pictures, point to the pictures on the bottom the tail off the drawing. Attach the drawing to a wall
again and ask What colour is the (pony)? Elicit where children can easily reach it. Alternatively, draw
the colour. Follow the line to the picture at the top the pony on the board.
with your finger and say Colour the (pony)
You will also need to make a tail out of wool. Put a
(black). Repeat with the other animals.
small piece of Blu-Tack on the back of the tail, so that
• Monitor the children and praise them for neat
it can be attached to the picture of the pony.
colouring.

• Invite a confident child to be blindfolded.

8. Sing the Tidy up song /
• Check the child can’t see and then gently turn him
Clean up song (AmE). CD 1 / 5
or her around three times, counting One, two,
• Ask the children to tidy away the crayons and other three.
materials by singing or playing the Tidy up song / • Give the child the pony’s tail and guide them to the
Clean up song (AmE) (See Introduction, p. 19). picture of the pony. Say Stick the tail on.
• Let the child feel the picture and then stick the tail
Rounding Off where they think it should be placed. Once the child
has placed the tail, you might need to help them
9. Sing the Circle song. CD 1 / 3
press the tail onto the paper so the Blu-Tack sticks.
• When moving the children from the table to sit in a
• Allow the child to see where they have put the tail.
circle, you can sing or play the Circle song again
• When you take the tail off the paper, mark where
(See Introduction, p. 19).
the tail stuck and write the child’s name or initials
next to it you can see where each child put the tail.
10. Play Where’s the cow? • Let other children take turns to be blindfolded and
• Show the children each of the animal flashcards. stick the tail on the pony. See who guesses the best
Say the animal word as you show each card and position.
then place the card face down on the floor.

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