RAT’S TREASURE

THE ADVENTURES OF
HOCUS AND LOTUS

LEVEL 1

RAT’S
TREASURE

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RAT’S TREASURE

SUMMARY
Hocus and Lotus are at home. Lotus wants to dance. Hocus won’t join in because he
wants to sleep and because there isn’t any music. Lotus goes outside to play with her
ball. In the park her ball is taken away from her by Rat. He doesn’t want to return the
ball but is willing to swap it. He tries a stone but Lotus won’t swap the ball for stones,
so Rat asks Lotus to go to his home where he keeps many treasures.
Inside, Rat offers s cks and other things for the ball but Lotus sees a tape recorder and
insists on that. She returns home happily with music. At home, she starts dancing, and
this me, Hocus, who has woken up, joins her.

LEARNING OBJECTIVES
The children will learn about clothes and prac se dressing and undressing (a doll!).
They will also describe treasures and act out swapping treasures.

MATERIALS
Poster
Posters: The house. The park in winter with Rat’s cave.
Puppets: Hocus, Lotus, Lotus dressed, Rat, a stone, a ball, a music player.

Audio
● Cold, cold, cold
● What are you wearing today?
● Swapping chant
● Give me back my ball
● Dance with me

Flashcards
The flashcards for this unit are:
Ball, Music player, Coat, Hat, Scarf, Clock, Book, Teddy bear, Stone, Marbles, Car,
Treasure, To sleep, To dance, To swap

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RAT’S TREASURE – SCRIPT

Organisation

There are three spaces in this story: Hocus and Lotus’ house, the park in winter and
Rat’s house. The format can be done in the normal horseshoe forma on but it is more
fun to use the following organisa on:
Zigor showed me another way to organized the ac ng out and I use that one in my
mee ngs. Should I write down or not???

ACT 1 (H & L’s) ACT 2 (The park) ACT 3 (Rat’s)

x x
x x
x x x x x x
x x x x x x
x x x x x x
x x x x x x
x x x x x x
x x x x x x
x x x x
x x x x

ACT 1 (H & L’s)

= Narrator

= Hocus

= Lotus

= Rat

= moving in the story

= changing character

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ACT 1

The teacher as narrator: One day, Hocus and Lotus were at home.
Hocus was sleeping.

Hocus is sleeping: Snore, snore.

Narrator: But Lotus wasn’t sleeping. She was awake.

Lotus wanted to dance.

Lotus tries to pull Hocus up: I want to dance.

Lotus makes dancing movements: Hocus, wake up!
Let’s dance Hocus.
Come on Hocus!

Hocus, grumbling, pulls his hand back: No! Let me sleep!

I don’t want to dance.
I want to sleep!

Lotus disappointed: Oh, Hocus!

Hocus justifies his reason for sleeping: Look Lotus. We can’t dance because we
haven’t got any music.

Lotus is resigned: That’s true. There’s no music.

She turns to go out: Well, I’m going out.

Hocus calls after her: It’s snowy and cold outside, so put your
coat on.

Lotus in a resigned manner: OK

Lotus puts her coat on and takes another
step:

Hocus calls out: Put your scarf on.

Lotus: OK
Lotus puts her scarf on and takes another
step:

Hocus calls out: Put your hat on.

Lotus puts her hat on and adds OK Anything else?

sarcastically:

Hocus: No. Let me sleep.

Bye Lotus. Yawn!
Ah! Now I can sleep.
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Snore, snore!

Lotus opens the door: Bye Hocus.

Creeek!
ACT 2

The teacher indicates that the Hocuses

are now Rats. They line up on one side of
the park.
Narrator: Lotus took her ball and went out to play.

Lotus takes an imaginary ball: I’m going to play with my ball.

Lotus plays a game; she bounces the ball

twice on the ground: Bounce, bounce.
Then throws it up in the air: One, two, whoopee doo!
All the Lotuses line up on one side of the
room ( the park)

The narrator: Rat was watching Lotus play.

Mime Rat watching Lotus, two fingers up Hee, hee hee.

by his mouth as Rat teeth:

Lotus continues playing with the ball: One, two, whoopee doo
Bounce, bounce clap your hands
Bounce, bounce up in the air
Bounce, bounce under your leg
Bounce, bounce pull your hair.

Bounce, bounce clap your hands

Bounce, bounce touch your nose
The last time she doesn’t catch the ball Bounce, bounce under your leg
correctly. She tries to chase after it: Bounce, bounce touch your toes.

Rat grabs the ball and holds on tightly to

it: It’s mine.

Lotus walks up to Rat and stands facing

him with her hands on her hips: Hey! That’s my ball!

Rat grips the ball even tighter: Now, it’s my ball.

Lotus looks angry and shouts: No, it isn’t.

Rat: Yes, it is.

Lotus: No, it isn’t.

Give me my ball! I want my ball!
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Rat: OK Let’s swap.

Rat produces a stone and shows it to A stone for your ball!
Lotus:

Lotus dismisses the stone: A stone! No. I want my ball.

Rat tries again: Two stones for your ball.

Lotus contemptuously: Two stones! No way! I want my ball.

Rat tries again: Three stones for your ball.

Lotus is getting cross.: Three stones! Are you crazy?

No, no, no! I want my ball.

Rat quickly takes a step backwards: Wait! In my house I have lots of other
He beckons Lotus: treasures. Come with me.

Lotus more interested: OK Let’s go and see.

ACT 3

Narrator: Rat took Lotus to see his treasures.

Rat walks to the entrance: Come in! Come in!

He crawls through the tunnel:

Lotus crawls too: I can’t see anything.

She bumps her head: Ow!

Rat: Mind your head!

Opens the door: Here is the door. Creeeek..
Stands up straight again and shows the
chamber proudly: This is my treasure chamber.
Rat points to his treasures: These are my treasures

Lotus is impressed: Wow! Great!

You’ve got a lot of treasures!

Narrator: Rat showed Lotus his treasures.

Rat picks up some of the treasure naming

each item before putting them down Look, a book and a teddy bear and a car
again: and a clock..

Lotus: A real clock?

Rat puts it to his ear: Yes. Ssssh. It can talk. Listen.

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Tick tock, ck tock.

Now. Let’s swap.

Rat looks around: Let me see.
How about a marble for the ball?

Lotus: A marble? No!

Rat raises two fingers: Two marbles for the ball?

Lotus indignantly: Two marbles? No way!

Rat raises three fingers: Three marbles for the ball?

Lotus getting cross: Three marbles?

Are you crazy?
No. No. no!

(Rat can offer different things) ......

Finally Rat says: Then what do you want?

Lotus takes a good look around and then

she points at the tape recorder: I want that!

Rat: What?

Lotus pointing: The music player

Rat shocked: The music player?

No way! No, no, no!

Lotus shrugs her shoulders: Oh well! No music player for me, no ball
for you!

Rat is quiet for a moment. He thinks hard: OK OK

I’ll swap the ball for the music player.
Here you are!

Lotus happily: Whoopee!

Now I’ve got music.
Good bye Rat.
Rat waves:
Good bye Lotus.

Narrator: Lotus had swapped her ball for the music

Give the tape recorder to one of the pupils. player. She said goodbye to Rat and she
went home with the tape recorder.

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Lotus skips home happily: Great! I’ve got a music player. Now, I can
dance with Hocus. I’m going home.
She sings:
The Lotuses file back to the house position. One, two, three
I’m as happy as can be!

Narrator: Hocus was still asleep.

Hocus is still sleeping: Snore, snore.

Lotus pulls Hocus up: Hey Hocus, get up!

We’ve got music. Let’s dance!

Hocus looks around puzzled: Huh, what’s that?

Music?
Where did you get music?

Lotus: I swapped my ball for this music player.

Come on. Let’s dance!

Hocus becoming more enthusiastic: Yes! Let’s dance together.

Puts music on and starts dancing:

Narrator: Hocus and Lotus had got their music. They

danced the whole day long.

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FORMAT ACTIVITIES FOR ‘RAT’S TREASURE’ – CHART

FORMAT DRAMA
Ac ng out and repea ng the story all together.
ACTIVITIES TO GO OVER THE FORMAT
GENERALISING ACTIVITIES
With Story Pictures Songs & Rhymes
Par cipa ng in telling the format using the storybook Memorising and producing songs and rhymes related
pictures. to the format.
● Listen to the teacher: teacher storytelling. ● Swapping chant.
● Dipping. Out goes the Rat.
● Participate in storytelling: negotiating dialogues ● What are you wearing today?
with the teacher.
● Correct the mistakes: teacher telling story with
mistakes.
● Tell the story: small group storytelling using
pictures.
With Poster Dialogue
Par cipa ng in telling the format with the teacher Recovering and generalising dialogues from the
using a stage and puppet characters. format.
● Listen to the teacher: teacher storytelling. ● Role play.
● Variation of the story.
● Participate in storytelling: negotiating dialogues ● Swapping: Swapping real treasures.
with the teacher. ● What’s the story: Order and tell. (PB)
● Tell the story: pupils taking roles ● What’s missing: Tell and Draw. (PB)
With Song Vocabulary- Grammar
Listening to and singing the song of the format in class Memorising, using and generalising key vocabulary
and at home. and structures from the format.
● Cold, cold, cold. ● Games with flashcards: Pelmanism. Kim’s Game.
● Give me back my ball. Missing treasures.
● Dance with me.
● Dressing Lotus: Listen and Play. (PB)
● Swapping treasures: Match and Draw. (PB)
● The Treasure Chest: Cut out and play. (PB) Making
a treasure chest and filling it with treasures.
With Storybook Reading and Writing.
Reading the text in the storybook. Introduc on to wri en: English: func ons and code.
● Follow the teacher reading aloud. ● What are they saying? Write. (PB)
● Participate in storytelling: negotiating dialogues
with the teacher.
● Read the story aloud or silently.
With Story Audio Ritual / Conversation
Listening to the audio recording of the story. Ini a ng conversa on on topics related to the format
● Listen to the Audio. or of personal interest.
● Listen to the Audio and play with the puppets ● Clothes.
● Listen to the Audio and follow the pictures. ● Toys.
● Weather.
With Individual Puppets Other activities
Telling the format using a small stage and puppet Playing children’s games.
characters. ● Washing Line game: Racing to dress up in clothes.
● Participate in storytelling: negotiating dialogues ● Please, Mr Rat..: A game of run and catch with
with the teacher. conditions.

● Tell the story at home.

Self-assessment
Reflec ng on the unit, reading the statements and

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responding with a drawing.

● What do you think? Draw. (PB)

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GENERALISING ACTIVITIES
(For a description of the Activities to go over the Format, see the Teacher’s Guide
‘Practical Application 2’)

SONGS AND RHYMES

COLD, COLD, COLD

Aim: To reproduce a song.

Material: Audio

Text: Cold cold cold put your coat on

Cold cold cold put your hat on
Cold cold cold put your scarf on
When you go outside

Cold cold cold put your …..

Cold cold cold put your …..
Cold cold cold put your …..
When you go outside

Procedure:
- The language is the same as in the format so you should have no
problem adding the simple tune.
- The idea here is to add other clothes items. Brainstorm other
possible items for cold weather
- You can then add the items with the Audio (where a pause is le ) or
..
- Pass the song from one pupil to another and they have to think of
something to put on and add it

WHAT ARE YOU WEARING TODAY?

Aim: To reproduce a song about clothes.

Material: Audio

Text: What are you wearing today?

What are you wearing today?
I’m wearing a hat. I’m wearing a hat (boots, scarf)
That’s what I’m wearing today

Procedure:
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- Dress up in a hat, boots and scarf and play the song. Point to the
items as you hear them.
- Model the song line by line, first in a spoken form and then with the
melody.
- Play the audio and have the pupils sing along.
- Take a volunteer and put a hat on him/her.
- Sing the first two lines. What are you wearing today?
- Change places and model the reply for the pupil. I’m wearing a hat..
- Extend the song to include other pupils and prac se scarf, gloves,
coat etc.
- When the pupils are ready they can sing the song in a circle; one
pupil singing to their neighbour, the neighbour choosing an item of
clothing to reply and then con nuing with the ques on again.

SWAPPING CHANT

Aim: To reproduce language from the format in a chant.

Material: Audio.

Text: My stick, your ball

My stick, your ball
I’ll swap my stick for your ball
I’ll swap my stick for your ball

My stone, your clock

My stone, your clock
I’ll swap my stone for your clock
I’ll swap my stone for your clock

My pen, your watch etc.

Procedure:
- Choose two pupils to represent Lotus and Rat and give Lotus the ball
and Rat the s ck. Go through the chant (first part). Get a good beat
going (a four beat line).
- Divide the class in two halves of Lotuses and Rats and have them do
it in chorus.
- Get all the pupils to choose a treasure and get the chant going round
a circle with the different items.
e.g. My pen, your shoe
My pen, your shoe
I’ll swap my pen for your shoe
I’ll swap my pen for your shoe

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My shoe, your rubber

My shoe, your rubber
I’ll swap my shoe for your rubber
I’ll swap my shoe for your rubber
- With their treasures they could also go around swapping with the
chant.
______________________________________________________________________

GIVE ME BACK MY BALL

Aim: To reproduce a song

Material: Audio

Text: You’ve got a teddy bear

With lots of hair
A lovely clock
That goes tick tock
But there’s no way
There’s no way
There’s no way I’m going to swap my ball

One stone, two stones, three stones, four

There’s no way I’m going to swap my ball
One toy, two toys, three toys, four
Give me, give me, give me, give me back my ball

You’ve got a teddy bear…

Procedure:
- The song is quite lively so you will need to take it slowly, repea ng
the lines first, before adding the tune or playing the Audio.
- Add gestures for the different items and ac ons.

DANCE WITH ME

Aim: To reproduce a song

To dance.

Material: Audio

Text: I’m as happy as can be

Please get up and dance with me
I’ve got music
Dance with me
Dance

Dance, dance all day long

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Dance

Procedure:
- The idea here is to have some music for Hocus and Lotus to dance to
when Lotus takes the music player home. You can use this song to
sing and dance to or any other music the children might like.
- Some pupils may like to invent a choreography to the song to teach
the others.

DIPPING RHYME

Aim: To memorise a rhyme to use for choosing people.

Text: Out goes the rat

Out goes the cat
Out goes the lady
With the big, green hat

Procedure:
- If you feel you want to use and alterna ve dipping rhyme for
choosing pupils, you could try this one.
- Use it yourself various mes, and when you think that the pupils
have heard it enough to try it themselves you can get them to repeat
it and then use it.
______________________________________________________________________

DIALOGUES

ROLE PLAYS
(See introduc on for procedure)

Text 1: H: (It’s snowy and cold outside so..) Put your coat on.
L: OK
H: Put your scarf on.
L: OK
H: Put your hat on
L: OK OK

Procedure:
- Remind the pupils of the part that you want to prac se by running
through the text ac ng out the two roles.
- Ask for two volunteers to go through the dialogue in front of the
class.
- Put the pupils in pairs to prac se.
- Generalise so that the pupils say other items of clothing. You may

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have a pile of clothing in the class and get them to really put the
clothes on.

Text 2: L: Give me my ball! I want my ball!

R: OK Let’s swap.
A stone for your ball!

L: A stone! No. I want my ball.

R: Two stones for your ball.

L: Two stones! No way! I want my ball.

R: Three stones for your ball.

L: Three stones! Are you crazy?

No, no, no! I want my ball.

Procedure:
-As above; act out for the pupils the dialogue that they are going to
prac se.
- You might like to get them into two lines and prac se the dialogue in
chorus, giving the cue for all the Lotuses and all the Rats to speak
(shout) at the same me.
- It is great fun to generalise this ac vity:
Choose different objects for the swapping. E.g. a thing which is
valued; a doll, a tennis racket etc. and three less valued things; three
rubbers, three leaves etc. Go through the dialogues with the new
objects.
The pupils can use their own objects and prac se swapping in pairs.
- You can also do some real swapping (see below)
______________________________________________________________________

SWAPPING

Aim: To generalise the language from the format to a real situa on.

Material: Items that the pupils bring to school and are willing to swap.

Procedure:
- Ask the pupils if they would like to swap real objects. Tell them to
bring small toys (which they can keep in their pocket) from home
that they are willing to swap.
- Prac se the dialogue they will need to swap (the same as in the
script - see above)
- The pupils should stand up and mill around the class trying to swap
their objects.
- Set a me limit and then ask them what they have managed to swap
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in that me.
______________________________________________________________________

VARIATIONS OF THE FORMAT STORY

Aim: To reproduce short dialogues from the format.

To transfer language from the format to other contexts.

Procedure:
- The idea is to encourage and help the pupils to use the language
they have internalised from the format to create new stories. It is
important to give them a model first.
- E.g. Lotus could meet someone else in the park, Duck, Birdie etc. She
has a different adventure which allows her to get music in another
way. Maybe she sells her hat, coat and scarf to Duck.
- Then in pairs or threes ask them to invent other varia ons of the
story.
- Let them nego ate the content and dialogues. They can ask you for
help but it is best that they do only what they can manage
spontaneously without you feeding in too much more.
- Tell them to prac se their dialogues.
- Dip to choose groups to act out their version to the others.
- It is very mo va ng for the pupils if you write down their story (clean
it up a li le) and let them take it home.

______________________________________________________________________

VOCABULARY – GRAMMAR

FLASH CARD GAMES.

(See introduc on for list and descrip on of flashcard games.)
1. Guess a card
2. 1,2,3,… 10. What’s this?
3. Finger snap
4. Pelmanism

______________________________________________________________________

KIM’S GAME

Aim: To get to know and use vocabulary in and related to the format.

Material: Treasures.

Procedure:
- Bring some realia – treasures into class.
- Set them out on the desk and revise their names.

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-
Tell the pupils you are going to take one treasure away.
-
Tell them to look at the treasures for a few seconds.
-
Tell them to close their eyes; no chea ng!
-
Remove one treasure.
-
Tell them to open their eyes. Hands up when they no ce which
treasure has gone. What’s missing?
- The pupil who guesses can be the one to remove the next treasure
and so on.
- Once they have got the hang of the game, they could play in groups.
____________________________________________________________

T.P.R.

● To sleep ● To dance
● To wake up ● To swap
● To bounce a ball ● To snore
● To listen to music. ● Etc.

Procedure: - In this unit, you can combine colours and clothes in your TPR
instruc ons.
e.g. If you’re wearing red shoes
blue jeans
a green shirt etc.
sit down
stand up
touch your nose
clap your hands
stamp your feet etc.

DRESSING LOTUS: LISTEN AND PLAY.

Aim: To show comprehension by dressing Lotus.

To get to know and use vocabulary for clothes.

Material: Playbook p. 31, 32 & 33.

Envelopes

Procedure:
- Ask the pupils to turn to page 32 & 33
- Work briefly on the vocabulary e.g. Point to the hat etc.
- Ask them to cut out (P. 32 & 33) and hand out envelopes to keep all
the clothes in.
- Give them a few minutes to play at dressing Lotus by themselves.
- Give instruc ons to dress Lotus. E.g. Put Lotus’ coat on.
Now put her scarf on etc.
- Ask for a volunteer to give the instruc ons to the class.
- Get them into pairs or groups. One gives the instruc ons to dress
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Lotus, the others follow.

N.B. Devote some me to crea ng a real picture to play with. E.g. each
day one student can dress Lotus and the rest of the class could give the
instruc ons according to how she is dressed (from top to bo om): Lotus
put your (hat/coat/trousers/shoes) on.
*Nice ac vity to upload to our web (Lotus fondoa litzateke eta arropak
mugituko genituzke). Should we write it down???
______________________________________________________________________

TREASURE CHEST: CUT OUT AND PLAY

Aim: To use known vocabulary and get to know related lexical items.

Material: Playbook p. 36 & 37.

Scissors, stapler, bu erfly clips, pencils, colours.

Procedure:
- Show the pupils your already made treasure chest and explain that
they are going to make one and fill it with treasure.
- First make the chest. Get the pupils to turn to page 35. They should
write their names on the lock before tearing it out.
- Show them how to fold it and help them a ach it.
- Then, get the pupils to cut up page 36. Work on the vocabulary for a
while e.g. Hold up the teddy bear, the doll.
Turn over skipping rope and the marbles and the book.
Etc.
- Then, get the pupils to put the treasures into the chest.
- There are numerous ways of playing with the treasure chest.
- E.g. 1) Dictate the treasures to be put in.
2) Play Bingo. The pupils place the 6 of the treasures on
the table. The others are le in the chest. You put all
yours in the chest. Pull them out one by one and call out
the name. If the pupils have the treasure, they hold it up
and then put it in the chest (Turn it over if you really think
they are going to cheat). The first pupil to have no
treasures le is the winner.
3) Snap: is a game for two players; each player has a pile
of treasures that they turn over and you win a point by
being the first person to shout snap when both of you
turn over the same treasure.

GAMES

WASHING LINE GAME.

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Aim: To show comprehension of the lexical items,

To improve co-ordina on playing a game.

Material: Clothes in boxes.

Procedure:
- There are two (or more) ways to play this game.

1) Fill up a box or basket with clothes that you want to work on. They
could be the same clothes but different colours e.g. blue hat, red hat.
Etc.
- Divide the class into teams. In a class of 20, maybe 4 teams of 5. Line
them up.
- Give an order e.g. Put the red hat on.
- The first child in each team must run to the box and find and put on
the red hat to win a point for their team.
- Those pupils go to the back of the line. You give an order for the
second pupils e.g. Put the green scarf on etc.

2) You can divide the class into teams, but each team has a box of
clothes with the same clothes in. So when you give the instruc ons it
is more fun since there are more pupils trying to dress quickly.
______________________________________________________________________

PLEASE MR RAT

Aim: To produce and follow instruc ons to play a game.

Material: A large space; preferably a playground with two lines.

Procedure:
- Take the children to the playground and show them the marked
lines.
- Have them all stand behind one line.
- You stand between the lines. You are Rat.
- Teach the pupils to say together: Please Mr Rat, can we see your
treasure?
- Rat replies: Yes, if you are wearing (choose an item) e.g. black
trainers.
- All the children who are wearing black trainers can cross the space
without fear of being taught. The others have to run across and avoid
being touched by Rat.
- Inevitably, Rat will catch one or two people who also become Rats
and the process is repeated un l there is one or two winners.

N.B. This game, be er known as Please Mr Crocodile, is also included in

Story Projects if you don’t have the me or energy to play it now.

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READING AND WRITING

SONG: READ, DRAW AND SING.

Aim: To interpret the wri en form of a known song.

To reproduce the song.

Material: Playbook p. 34.

Pencil.

Procedure:
- Ask the pupils to find page 34 of their playbooks.
- Start singing the song and get them to follow the text with their
fingers.
- Ask them what is missing in the first line. COAT. So they need to draw
a coat.
- Con nue with HAT and SCARF.
- Ask them to think of other items of clothing to draw for cold weather
e.g. GLOVES, BOOTS, JUMPER etc.
- Get them to draw and then tell / sing you their lines.

______________________________________________________________________

WHAT ARE THEY SAYING? WRITE AND TELL.

Aim: To nego ate and produce dialogue from the format in a wri en form.

Material: Playbook p. 37.

Pencil / pen.

Procedure:
- Ask the pupils to turn to page 37 of their playbooks.
- Get the pupils to look and think about the situa on and the dialogue
for a few moments.
- Ask for possibili es to put in the bubbles. There is not only one
answer, so encourage the pupils if they have different things to say.
- How you proceed will depend on your group (size, approach to
reading and wri ng etc)
- You can get them into groups to construct the text that they (or the
whole group) have decided on.
- You can check their progress or take in their work for closer
assessment.
- If there is only one version, you can get them to dictate the text to
you on the blackboard and then to compare their versions with the
‘standard’ English version.
- If there are different versions, you will have to work with each group.

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- Let them read their versions out loud to you.

______________________________________________________________________

ASSESSMENT

WHAT DO YOU THINK? DRAW.

Aim: To have the opportunity to reflect on the unit and the work done.

Materials: Ac vity sheet 38.

A pencil.

Procedure:
- Ask ques ons and model answers to find out a tudes to the unit.
Did you like the story? YES: QUITE: NO:
Did you like activity…? YES: QUITE: NO:
Which activity did you like?
Can you remember the story? Can you tell it in English? YES:
QUITE: NO.
- Tell them to take a pencil and turn to ac vity sheet on page 38.
- Draw their a en on to the face and the fact that it has no mouth.
- Draw their a en on to the first ques on Did you like the story? Ask
them to draw a YES mouth a QUITE mouth or NO mouth depending
on their feelings about the story.
- Draw their a en on to the second ques on. Can you tell the story?
Ask them to draw a YES mouth a QUITE mouth or NO mouth
depending on how well they think they can tell the story in English.
______________________________________________________________________

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THE ADVENTURES OF HOCUS & LOTUS 1

RAT’S TREASURE

UNIT CONTINUOUS ASSESSMENT

ACTIVITIES ASSESSMENT ITEMS

SKILLS ATTITUDES
FORMAT DRAMA
● Acting out. L Shows general comprehension of the format. Par cipates ac vely in oral
S Reproduces the language in the format. ac vi es.
ACTIVITIES TO GO OVER FORMAT
With Storybook L Shows general comprehension of the format.
● Listen to the teacher. Pays a en on.
● Participate in storytelling. S Reproduces the language in the format. Par cipates ac vely in oral
ac vi es.
● Tell the story. S Reproduces the language in the format. Par cipates ac vely in oral
A Uses basic structures accurately. ac vi es.
With Poster
● Listen to the teacher. L Shows general comprehension of the format. Pays a en on.
● Tell the story. S Reproduces the language in the format. Makes an effort to produce more
A Uses basic structures accurately. complete u erances.
With Story Audio
● Listen to the story L Shows general comprehension of the format. Pays a en on.
With Song S Reproduces songs, rhymes, chants.
● Sing the song. A Produces language with acceptable pronuncia on. Par cipates ac vely in oral
ac vi es.
With Storybook
● Follow the teacher L Shows precise comprehension of the text. Pays a en on.
R
● Read the story S Reads the text aloud from the storybook with Tries to do the work to the best
R appropriate prosodic features. of their ability.
With Individual Puppets
● Tell the story. S Reproduces the language in the format. Makes an effort to produce more
A Uses basic structures accurately. complete u erances.
GENERALISING ACTIVITIES
Songs & Rhymes S Reproduces songs, rhymes, chants.
● Sing or recite. A Produces language with acceptable pronuncia on. Par cipates ac vely in oral
ac vi es.
Vocabulary & Grammar
● Games with flashcards. A Uses basic vocabulary appropriate to context. Pays a en on.
● Kim’s Game. A Uses basic vocabulary appropriate to context. Pays a en on.
● T.P.R. A Uses basic vocabulary appropriate to context Pays a en on.
● Dressing Lotus. L Shows comprehension of instruc ons. Pays a en on.
● The Treasure Chest: Cut out L Shows comprehension of instruc ons. Par cipates ac vely in oral
and play. A Uses vocabulary appropriate to context. ac vi es
Dialogue Reproduces the language in the format.
● Role plays. S Transfers language from the format to other Makes an effort to produce more
contexts. complete u erances.
● Swapping. S Transfers language from the format to other Makes an effort to produce more
contexts. complete u erances.
● What’s the story? Order and A Uses basic vocabulary. Tries to do the work to the best
tell. S Reproduces the language in the format. of their ability.
● What’s missing: Tell and A Uses basic vocabulary. Tries to do the work to the best
draw. S Reproduces the language in the format. of their ability.

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Reading & Writing. W Reproduces dialogues from the format. Tries to do the work to the best
- What are they saying: Write of their ability.
Rituals and conversation
Conversation on topics related to
the format or of personal
interest.
● Clothes S Gives personal informa on in classroom Par cipates ac vely in oral
● Toys conversa ons. ac vi es.
● Weather
Other Games
● Washing Line Game L Shows comprehension of instruc ons. Par cipates ac vely in oral
ac vi es.
● Please, Mr Rat S Produces language appropriate to the game. Par cipates ac vely in oral
L Shows comprehension of instruc ons. ac vi es.

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USEFUL RESOURCES & LINKS

SONGS.
Graham, C. Jazz Chants for Children. (Shoes and socks) O.U.P

BOOKS.
Campbell, R. Buster Keeps Warm.Campbell Books
Campbell, R. Buster gets dressed. Campbell Books.
Donaldson J. & Scheffler A. Fox´s Socks. Macmillan.
Paul, K & Thomas, V. Winnie in Winter. OUP
Smee, N. Freddie Gets Dressed. Toddler Books.
It’s raining (+ Audio) Eli Books
Holmelund Minarik, E. What will Li le Bear wear? (In ‘Li le Bear’)

VIDEOS.
The Adventures of Hocus and Lotus DITI - www.hocus-lotus.edu
Peppa Pig. New Shoes: https://www.youtube.com/watch?v=sleQsovg7ZU

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EXTRA PHOTOCOPIABLE SHEETS (Atal hau kendu ze web-ean dago.

Hala ere, “What do you wear on your head?” abestia hemen agertzen
da eta songs and rhymes atalean ez!!!)

Loraine has added the doc of songs and rhymes in the web so… maybe we don´t need
these sheets anymore.
However, WHAT DO YOU WEAR ON YOUR HEAD? song is
not on the web.

WHAT DO YOU WEAR ON YOUR HEAD?

What do you wear on your head?
A hat
What do you wear on your hands?
Gloves
What do you wear on your feet?
Socks
Shoes and socks, shoes and socks

Where do you wear your hat?

On my head
Where do you wear your gloves?
On my hands
What do you wear on your feet?
Socks
Shoes and socks, shoes and socks

WHAT ARE YOU WEARING TODAY?

What are you wearing today?
What are you wearing today?
I’m wearing a hat.
I’m wearing a hat.
That’s what I’m wearing today

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