•
It is way beyond the scope of this introduction to deal
Introductory notes
Through natural and appealing contexts, Tiny and you creates
a suitable environment for learning English. The contexts are
designed to promote learning by means of carefully planned
activities within a highly controlled framework. However, these
activities also foster pupils’ creativity and initiative. By the end
of each book, they will have succeeded in using English in a
natural way through music, play and the development of their
cognitive skills.
Songs, chants and rhymes
• Music is a very important element in the classroom. The
repetitive nature of most children’s songs and rhymes
helps pupils learn vocabulary and the rhythm of the
language. Through songs, chants and rhymes, they
develop listening skills and improve their pronunciation.
Developing critical thinking skills
• As children progress through their years at school, they
need to develop a range of problem-solving and decision-
making skills that help them assess new information,
understand problems and find solutions. Even at an early
age and at initial stages of learning, children can be
challenged to think critically and creatively.
• Tiny and you includes activities that will challenge pupils
to discover meaning and patterns, conduct experiments,
make conclusions and inferences while learning the
language.
Pupils with special needs
• In every classroom, teachers are likely to find pupils
that show learning difficulties. The most common are
dyslexia, attention deficit (ADD) and hyperactivity, which
have an effect not only on the acquisition of literacy skills
in pupils’ first language, but also on foreign language
learning. In order to ensure that these pupils successfully
acquire necessary levels of foreign language competence,
they need additional support.
• Pupils with ADD/dyslexia, typically have problems with
inattention, impulsiveness and hyperactivity. They often
have difficulty paying attention and seem to shift from one
unfinished activity to another. They are restless, fidgeting
constantly in their seats, playing with pencils or other
objects or disturbing nearby classmates. Many of them also
have difficulty following instructions or forming friendships.
Like other children with special needs, these pupils
learn best when teachers understand their needs and
individualize their educational programme to accompany
them in the learning process.
• In the Teacher’s Notes, simple classroom tips are given in
order to help pupils with special needs. But it is important
for teachers to seek professional help in the school and
be very patient.
Tiny and you 1 Teacher’s Notes – Introduction
1
with these learning difficulties in depth, but here are
some initial considerations to bear in mind:
• Evaluate pupils’ individual needs.
• Assess the unique educational needs of a pupil
with ADD/dyslexia in your class.
• Working with a multi-disciplinary team, consider
both academic and behavioural needs using
formal diagnostic assessments and informal
classroom observations.
• Select appropriate instructional practices.
Determine which instructional practices will
meet the academic behaviour needs you have
identified for the pupil.
• Select practices that fit the content, which are
age appropriate and gain the cooperation of the
pupil.
• Plan how to integrate the educational activities
provided to other pupils in your class with those
selected for the pupil with ADD/dyslexia.
Teaching children to start writing in English
• The developing of reading and writing skills with young
learners depends largely on different factors such as
pupils’ previous knowledge of English, their mother
tongue and their degree of literacy in L1.
• In Tiny and you, these skills are not introduced
systematically until Unit 5 of the first level. The exposure
to the foreign language lies mainly in the speaking and
listening skills, while pupils become familiar with the
basics of reading and the mechanics of writing in their
own language. However, if their particular circumstances
allow, work in reading and writing may begin earlier in
the year.
• The first real writing that pupils do in Tiny and you 1 is
copying, so it is important to give them plenty of practice
in writing clearly and accurately. Use big block capital
letters and ask pupils to come to the board and copy
the words. Then they can also copy the words into their
notebooks or on sheets of paper.
• It is also very important that pupils feel comfortable
when they are writing. Some pupils come to the first form
already knowing the alphabet and can write easily, while
others can barely manage to write their own names. So it
is important to establish a neutral starting point.
• Pupils know how to write their name, so encourage
them to write their friends’ names and the names of the
characters in the books.
• Help pupils remember how words are spelt by making
image-sound-written word associations. Show a picture,
say the corresponding word and write it on the board. Ask
pupils to copy words into their notebooks or on sheets of
paper and illustrate them.
• Play word games to integrate reading and writing. Make
alphabet sets with letters cut out from magazines and ask
pupils to form words they have learnt or give them sets
of letters that they have to order to make words.
• Above all, make the writing experience enjoyable!
Basic skills to be worked on before pupils
start to write
• To recognize the capital letters of the alphabet – work
with letter flashcards made by pupils, associate capital
letters with each pupil’s name.
• To recognize the letters in names – personalize by asking
pupils to find specific letters in their names and in
relatives’ names.
• To find the letters of the alphabet in a picture – draw a
picture with several letters hidden in it, make enough
copies and give them out. Ask the class to find them and
put them in the correct order.
• To distinguish letters that use straight lines and
curved lines.
• To distinguish tall letters and short letters.
• To work on the phonics of the language and learn how
to recognize basic sounds and spelling.
Other issues about writing
• It is good to have time for other forms of writing such as:
• Artistic writing – using the capital letters of the
alphabet to invent and draw characters and
objects, eg K – the Kind King and T – the Tall Tree.
• Writing in our daily lives – showing pupils how
many things we write in our daily lives, eg the
day and date on the board, the names of the
pupils in the class, a shopping list, letters to a
friend, a birthday card etc.
• Spontaneous writing – retelling a story on your
own words using simple vocabulary and pictures.
• Always get pupils to read out what they have written.
• Children are naturally curious and are fantastic imitators,
so when thinking about teaching young learners to write,
it is important to reflect on your own handwriting. Your
handwriting and the way you organize your information
on the board is going to be the conscious and unconscious
input that your pupils receive. Clear letters, simple
sentences and correct punctuation is going to help pupils
get off to the right start.
• Every time you write a word on the board, spell it out as
you write and then repeat the whole word.
Tiny and you 1 Teacher’s Notes – Introduction
2
Open class suggestions
• Well-organized open classes are a lot of work but very
rewarding, as pupils will have the opportunity to show
their parents how much they are learning and parents
will be able to share some time with them in the learning
environment as well as take part in some activities.
• You may simply conduct a normal class with parents
attending and possibly taking part in the activities
together with their children. Alternatively, you may wish
to prepare a ‘special’ class.
• Whatever decision you make and before parents arrive,
display as much of the pupils’ work as possible on the
classroom walls. Then welcome parents to the classroom
and make sure there are enough seats for all of them.
• The following are suggestions for special classes:
• Pupils prepare name tags for their parents. When
parents come to the class, pupils introduce them
in English and give them their name tag.
• Display some of the projects children have made.
Lessons 7 and 9 in each unit are especially
suitable for this. Ask groups of pupils to describe
what they have done.
• Prepare a class where pupils take turns to teach
parents.
• Make up mixed teams of parents and pupils, and
have them play games together.
• Choose a song from the book. Pupils sing the
song and teach it to parents. Then they sing it all
together.
• If conditions permit, you may also have a permanent
open class by creating a class blog to which pupils and
parents can contribute, and which can be seen by family,
friends and the whole school community.
Pupil’s Book walkthrough

T
UNI

E ZOO
ANIMALS IN TH
1 LISTEN, LOOK AND NUMBER. THEN READ
AND MATCH.
ZEBRA
56

HIPPO ELEPHANT
TIGER LION
2
55
T.
LISTEN AND POIN

1 LISTEN AND LOOK.

54

In Lesson 1, the new vocabulary is

presented in context, by means of
(pág. 47)
a catchy song. The Teacher’s Pack
brings a poster with this vocabulary
2 READ AND TRACE. THEN LOOK AND MAT
in the form of a banner.
CH.

Z EB R A The new vocabulary is practised in

EL EP HA NT Lesson 2 through different activity
GI R AF FE types, usually involving listening or
3 RH IN O thinking skills. Writing is introduced as
54
AND SING.
LISTEN AGAIN

, LION, RHINO,
TIGER,
KA NG AR OO
ELEPHANT, GIRA
FFE, HIPPO, KANGAROO
from Unit 5 in Level 1, in block capitals.
46 LESSON 1 ZEBRA / TRUN
K

LESSON 2 PRACTICE

47

1 LISTEN, LOOK AND POINT. THEN LISTEN

AGAIN AND SAY. 57

Lesson 3 shows a story

involving the main characters
of the series in funny and
engaging situations. Thus, the
new language is also presented
in context. There is a poster
of the story in the Teacher’s
Pack to aid presentation in the
classroom. The new structures 48
LESSON 3 IT HAS GOT A BIG
MOUTH BUT IT
and/or vocabulary are clearly THEY ARE TIGER
S. / THEY HAVE
HASN’T GOT BIG
GOT STRIPES.
EARS! /

LESSON 3
detailed at the bottom of each HAS THAT ZEBR
A GOT A POUC
H? NO, IT HASN
’T.
49

page.

1 READ, LOOK AND MATCH. THEN

SAY.

TIGER

ELEPHANT

ZEBRA
1 LISTEN AND LOOK. 58

KANGAROO
The new vocabulary is practised
GIRAFFE
again in Lesson 4 together with the RHINO

new structures introduced in the

previous lesson. 2 LOOK AND CIRCLE. THEN SAY.

A second vocabulary set is presented

and practised in Lesson 5.
The Teacher’s Pack also brings a 2 LISTEN, POINT AND SAY. 59

poster with this new vocabulary. 3 LOOK AND MATCH. THEN SAY.

50 LESSON 4 PRACTICE
1
5
3
2 6
4

LESSON 5 CROCODILE, MONKEY /

NECK, TAIL, WINGS
51

Tiny and you 1 Teacher’s Notes – Introduction

3
 1 LOOK AND DRAW OR . THEN LISTEN
1 AND TICK
. 60

1 READ AND STICK. THEN

SAY.

Lesson 6 includes integrated 3

2
1
practice of the language and
vocabulary presented in the unit. PARROT ELEPHANT KANGAROO 3
4
Every unit has a sticker activity to
6
5
foster the development of children’s 4

thinking skills. ZEBRA MONKEY GIRAFFE

2 DRAW A KIND ACTION.

Lesson 7 deals with a different 2 LOOK AND SAY. DRAW YOUR ANIMA
L. THEN SAY.
Values
value or attitude in each unit, with
clear guidance in the Teacher’s
Notes on how to work with them in
the classroom. LESSON 7 BEING KIND

53

52 LESSON 6 PRACTICE

61
POINT.
EN AGAIN AND
K. THEN LIST
1 LISTEN AND LOO

1 LOOK AND MATCH. THEN LISTEN AND CHECK. 63

In Lesson 8, a new sound is introduced by
means of a short chant. This gives children
the chance to fix the pronunciation of the
sound, which they then have to identify in
different words. Children will also have the
THEN COLOUR
. 61
2 LOOK AND WRITE IN THE CORRECT PLACE. chance to play clapping games with these
AND SING.
2 LISTEN AGAIN 62 chants – this will be clearly explained and
.
. THEN SAY
AND CIRCLE
3 LISTEN, LOOK TORTOISE HORSE CAT
guided in the Teacher’s Notes.
SHEEP

Lesson 9 deals with core subjects such as

PARROT science, art, social studies, maths and PE,
LION
in which specific vocabulary is taught. The
LESSON 8
PHONICS: \Å\
54
FROG
activities in this lesson activate children’s
Phonics
CROCODILE
previous knowledge of the world.
LESSON 9 ENGLISH IN SCIENCE 55

evision 3 READ AND COMPLETE. LOOK AND MATCH. THEN SAY.

W NG
1 LISTEN AND DRAW. LISTEN AGAIN
AND COLOUR. THEN SAY. 73

T L

TR NK

N CK

P CH
There is a Revision
spread every 3 units that STR P S
2 LISTEN, READ AND TICK . THEN SAY. 74

reviews and recycles the 1

2
4 LISTEN AND PUT A TICK OR A CROSS . 75

1
2
language and vocabulary
HIPPO TIGER
previously taught. LION ZEBRA
3
4
3
4

ELEPHANT RHINO
66 CROCODILE TORTOISE

67

Tiny and you 1 Teacher’s Notes – Introduction

4
 1 LISTEN, LOOK AND COUNT. COLOUR. THEN LISTEN AGAIN AND SING. 78

YOUR OWN SEQUENCE. THEN SAY.

1 LOOK, DRAW AND COLOUR. CREATE

2 LISTEN, LOOK AND WRITE THE AGE. THEN

80
SAY.

1
3 4 2 MAKE A DRUM AND PLAY.
2 5

Festivities
72 70
FESTIVITIES MUSIC DAY

There is a 4-page section

of Extra Activities. The festivity pages are a fun break from
the regular format of the class and provide
opportunities for pupils to explore different
celebrations around the world, through
English. All the festivity pages start with a
song that contextualizes the theme, while
introducing related vocabulary. The second
part is a craft activity which takes the
Game theme off the page, challenging manual
skills and pupils’ creativity.

The Final Game integrates in

a more fun and engaging way
all the language children have
learnt in the book. There is a cut-outs
section at the back
of the book.

The Pupil’s Book brings a Songs CD that

includes all the songs in the book as
well as the routine songs, all with their
karaoke versions to be further exploited
by the teacher in the classroom.

Tiny and you 1 Teacher’s Notes – Introduction

5
Teacher’s Pack walkthrough
The Teacher’s Pack includes:
• the Teacher’s Notes on CD;
• the Audio CD with the recording of all the songs,
including the routine songs, the chants and the listening
activities; and
• a set of 20 Posters (which are also provided as interactive
projectable material on the Teacher’s Notes CD).
The Teacher’s Notes contain:
• the Yearly plan;
• the Songs’ notes section with explanations on how to use
the routine songs and extra ideas and suggestions for the
vocabulary songs and the phonic chants from each unit of
the book;
• the Poster activities section with further ideas to exploit
the posters in class (both the printed version as the
interactive projectable ones);
• the lesson notes for all the units, revisions and festivity
pages; and
• an End-of-year play with ideas to put up the play and
the photocopiable script.

Throughout the Teacher’s

At the beginning of each lesson, Notes, there are tips on
there is a summary of the aims, how to deal with some
the new, additional and/or activities, ideas on how to
recycled language and vocabulary, adapt some of the activities
and all the materials needed. for pupils with special needs
and explanations related
to activities that develop
pupils’ critical thinking skills.

At the end of each lesson,

there are suggestions for
extra activities to carry
out, sometimes including
projects or writing Every lesson starts with a ‘Warm up’ and
activities. finishes with a ‘Wrap up’. The activities in these
stages aim to revise and recycle topics from
previous lessons or to reinforce new contents.
Consequently, they will eventually help you
organize the class. Some of these activities
There are also ideas to encourage pupils to move around while others
build pupils’ portfolios help them calm down. If these stages are used
and for pupils to teach consistently along the year, pupils will have
or show what they have a clearer idea of class organization and will
learnt to their families. approach each lesson better.

Tiny and you 1 Teacher’s Notes – Introduction

6
The Teacher’s Notes CD also brings:
• the photocopiable material for all the units;
• the interactive projectable posters;
• flashcards of the vocabulary taught in each unit (to be
printed out or to be projected in class); and
• an End-of-year Test, together with the audio for the
listening activity (this audio can be listened to from
a computer, by clicking the ‘Audio’ button on the
corresponding screen, or from a CD player).

Uni t 4 Lesson 3 · 4.3

Lesson 9 · 3.4
Unit 3
Uni t 4 Lesson 2 · 4.1

Uni t 5 Lesson 6 · 5.3

AnimAL chArt

End -of- yea r

Test
1 LOOk, COuNT ANd MATCH.

4 LOOK, READ AND

COMPLE
TE. THE
N DRAW.

b
d

Long neck
M
Tiny and you 1
Teacher’s Notes wings
2 LOOk AT ACTIVITY 1 AGAIN ANd wrITE THE K Y
PHOTOCOPIABLE MISSING NuMBE
© Macmillan Publishers
S.A., 2013 rS.
Tiny and you 1 Teacher’s Notes trUnk

g
2013
PHOTOCOPIABLE © Macmillan Publishers S.A.,
Tiny and you 1
PHOTOCOPIABLE
Teacher’s Notes
poUch 3 LISTEN ANd LOOk. THEN LISTEN AGAIN ANd R
L
© Macmillan Publishers
S.A., 2013

unit
Long tAiL
COLOur. 01
n
unit

stripes

L p
Tiny and you 1
a t
Teacher’s Notes
PHOTOCOPIABLE
© Macmillan Publishers
S.A., 2013

CR
5 LOOK AND WRITE d L
Tiny and you 1 1 ‘ON’, ‘IN’
Teacher’s Notes
• End-of-year Test OR ‘UN
PHOTOCOPIABLE
© Macmillan Publishers DER’.
S. A., 2013 2
3
4

Tiny and
you
PHOTOCOPIA 1 Teacher’s
BLE © Macm Notes • End-of
illan Publis -year Test
hers S.
A., 2013

S.A., 2013
© Macmillan Publishers

S.A., 2013
© Macmillan Publishers

The interactive projectable posters can be used on an interactive whiteboard

or be projected on a wall using a PC or laptop and a projector. All the printed
posters have their projectable version. You can use the interactive projectable
posters as follows:
unit

SANDWICH
ORAN E JUICE
G In Lesson 1 posters, by clicking on the central
HA DELICIOUS
PPY BIRTHDA
Y

scene, you can listen to the unit song. You can also
use this poster to present the first vocabulary set in
B A LL O O N
each unit by clicking on each item to listen to the
corresponding word.
CAKE

unit

PRESENT
In Lesson 3 posters,
CU P C A K E
by clicking on each
© Macmillan Publishers
S.A., 2013
uni
t picture, you can listen
to the dialogues in the
story, scene by scene.

PIG

c ow
The numbers and H o R SE
SHEEP
weather posters can © Macmillan Publishers S.A., 2013

be used in the same

way – by clicking on
In Lesson 5 posters, you can present
each number or weather HEN DUcK
the second vocabulary set in each
word, you can listen B IG
SMALL
unit by clicking on each item to listen
to the corresponding
to the corresponding word.
pronunciation.
S.A., 2013
© Macmillan Publishers

Tiny and you 1 Teacher’s Notes – Introduction

7
Macmillan
Macmillan Publishers S.A.

ISBN Nº 978-987-672-196-7
ISBN Pack Nº 978-987-672-198-1

Queda hecho el depósito que marca la Ley 11.723.

© Macmillan Publishers S.A., 2014

Texto escrito por Annie Altamirano (excepto por la sección “Songs’ notes” y “Festivities”, que fueron
elaboradas con la colaboración de Lucy Crichton).

No se permite la reproducción parcial o total, el almacenamiento, el alquiler, la transmisión o la

transformación de este libro, en cualquier forma o por cualquier medio, sea electrónico o mecánico,
mediante fotocopias, digitalización y otros métodos, sin el permiso previo y escrito del editor. Su infracción
está penada por las leyes 11.723 y 25.446.

Diseño (cubierta e interior): Departamento de Arte y Diseño de Grupo Macmillan (Patricia I. Cabezas)
Editado por Juan Carlos Ottolina y Laura Lagos

Ilustrado por Martín Melogno Tiny (personaje) y material fotocopiable 1.1, 1.2, 1.4, 2.2, 4.1–4.3, 4.5,
5.1, 6.1, 6.3; Herchu Castares material fotocopiable 1.5, 2.3–2.5, 3.1–3.4, 4.4, 4.6, 5.2, 5.3, 6.2, 6.5

Nota para los docentes

Se permite hacer reproducciones, para uso en clase, del material fotocopiable 1.1–6.5; ‘Letter to parents’;
‘Evaluation sheet’; ‘End-of-year play Script’ y ‘End-of-year Test’; sin permiso previo por escrito de Macmillan
Publishers S.A. Sin embargo, la reproducción del resto del material sin el consentimiento previo de la
editorial queda prohibida.

Agradecimientos de la autora:
Annie agradece a Luis, Martín, Florencia y Rodrigo por ser la luz que ilumina sus días.
La autora agradece a Juan Carlos Ottolina y Marianela Alloatti por su apoyo constante y por su paciencia.
También agradece a Laura Lagos por su dedicación.

Altamirano, Annie
Tiny and you 1 Teacher´s Notes. - 1a ed. - Boulogne : Macmillan, 2014.
CD-ROM
ISBN 978-987-672-196-7
1. Material Auxiliar para la Enseñanza. I. Título.
CDD 371.33

Producido en Argentina

2018 2017 2016 2015 2014

10 9 8 7 6 5 4 3 2 1

Primera edición.
Este CD se terminó de reproducir en febrero de 2014.
 New Receptive Recycled Values/ Cross curricular Extension
Unit Learning objectives New vocabulary Pronunciation Activity types
language language language attitudes links/content activities
Understand and say Who’s this? Hello, what’s your \ø\ Listen. / Look. / Respecting Science: The world Listen and look. Photocopiable
1 simple greetings in This is my name? I’m… Point to… / Show classmates and around us: bird, material 1.1–1.6:
comes Listen and sing.
English. (mum/dad). I’m your friend. me... / Stand teachers butterfly, flower, make name cards;
First day at fun
up. / Sit down. / garden, ladybird, Listen and say. make masks; draw
school Say who they are. my, your Hello! / Good mum Attitudinal
Open your books snail, tree and describe school
afternoon. / Hi! / sun objectives: getting Write one’s name,
Understand simple at page… / Close objects; play cards
dad, friend, garden, up to know their peers; write the characters’ games and Bingo.
orders in English. your books.
mum, school, fostering respect names.
Introduce themselves. teacher Welcome! / and cooperation Play Memotest.
Nice! / Good, between peers and Listen, look and
Greet the teacher and book, chair, point. Then say. Play guessing
Tyler! / Great! teacher; developing
classmates. classroom, games.
self-confidence to Look and tick.
notebook, pencil,
Understand and learn the foreign Draw and describe a
school bag, table Listen and stick.
dramatize a story. language and picture.
This is my (book). / use it in simple
Look and find. Tick Act out a dialogue.
Learn a song for the Can I borrow your communicative
and say. Then draw.
opening and closing pencil? events; fostering Make a chant and
routines. Yes, here you are. / respect and interest Complete and draw a picture.
Give me your for items belonging colour.
Sing a song.
notebook, please! to peers and for Extra Activity 1
Listen, look and
Identify and name Yes, Miss Brown. / school items and
circle. Then say. Projects: make
classroom objects. It’s fantastic! furniture; fostering
a ‘Respecting
respect for other Look and cross out.
Understand and answer polite/impolite classmates and
ways of living.
Yes/No questions. Ask and answer teachers’ poster;
questions. make a garden mini-
poster.
Learn a chant.

Tiny and you 1 Teacher’s Notes – Yearly plan

1
 New Receptive Recycled Values/ Cross curricular Extension
Unit Learning objectives New vocabulary Pronunciation Activity types
language language language attitudes links/content activities
Listen to a birthday How old are balloon, cake, \e\ Give me… / Get Who’s this? Being polite Art: Colours and Listen and look. Photocopiable
2 song. you? I’m… cupcake, delicious, your pencils. This is my shapes: brown, material 2.1–2.6:
present Attitudinal Listen, point and say.
How old is he/ happy birthday, (mum/dad). orange, pink, make a birthday
A birthday Sing a song. red But be good! / objectives:
she? He/She is… orange juice, purple / circle, Listen and sing. card; play cards
party ten Thank you for my, your fostering respect
Ask and answer Is he/she...? Yes, present, sandwich rectangle, square, games; board game;
coming to my and cooperation Listen and say.
questions. he/she is./No, Hello, what’s triangle colour and number
Bye! / Goodbye! / party! / Oh, I’m between peers and
he/she isn’t. your name? Listen and stick. dictation; solve a
Identify new vocabulary. A party! sorry! teacher; developing
I’m… maze; name pattern
What colour is Numbers 1–10 self-confidence to Look and match.
Count to 10. art
it? It’s… I’m your friend. learn the foreign
black, blue, green, Listen, look and
Identify colours. language and Act out.
red, white, yellow Hello! / Good point. Then say.
use it in simple
afternoon. / Hi! / communicative Play memory
dad, friend, Count and write games.
events; fostering
garden, mum, respect for other numbers.
Play number games.
school, teacher ways of living. Identify missing
numbers. Play Bingo.
book, chair,
classroom, Listen and write. Make a chant and
notebook, draw.
pencil, school Look, count and
colour. Make a mosaic with
bag, table
shapes.
polite/impolite Say a rhyme. Look
and colour. Extra Activity 2

Complete a Projects: make

sequence. a birthday food
exhibition; make
Listen and number. a ‘Class Flower
Garden’ poster;
Listen, look and
make a ‘Being
circle. Then say.
polite’ poster.
Look and cross out.

Ask and answer

questions.

Complete pictures.
Then colour.

Make a birthday
present with shapes.

Tiny and you 1 Teacher’s Notes – Yearly plan

2
 New Receptive Recycled Values/ Cross curricular Extension
Unit Learning objectives New vocabulary Pronunciation Activity types
language language language attitudes links/content activities
Listen to a song about What’s this/ bird, cat, dog, \I\ Cut. / Glue. / Numbers 1–10 Looking after pets Science: Farm Listen and look. Photocopiable
3 pets. that? hamster, lizard, Work with a animals vs pets; material 3.1–3.6:
pink Colours Attitudinal Listen, point and say.
This is…/That’s… parrot, rabbit, partner/friend. / baby animals: complete drawings;
The pet Identify and name pets. pig objectives:
tortoise / pet shop Write your name What colour is chicken, duckling, Listen and sing. find crazy objects/
shop What is it? six fostering respect
Ask questions about on the picture. it? It’s… kitten, lamb, puppy things in a pet shop;
It’s a… Good morning. and cooperation Listen, match and say.
pets. match animals to
Can you help you? book, chair, between peers and
Is this a…? Yes, cow, duck, hen, Look and say. their footprints;
Identify and name farm Just looking, thank classroom, teacher; developing
it is./No, it isn’t. horse, pig, sheep / make a farm
animals. you! / Here it is. / notebook, self-confidence to Draw and say.
big, small
Is it + colour? Cute! / Oh, yum, pencil, school learn the foreign Play vocabulary
Classify pets and farm yum! language and Listen, look and revision games.
Yes, it is./No, it responsible/ bag, table
animals. use it in simple point. Then say.
isn’t. irresponsible
balloon, cake, Act out a dialogue.
Understand and communicative
cupcake, Look, find and count.
dramatize the story. events; fostering Play memory
orange juice, Then tick and say.
respect for other games.
present, ways of living. Write numbers and
sandwich colour. Play Bingo.

Complete and colour. Matching games

Ask and answer Make a tongue

questions. twister and draw a
picture.
Listen, look and
circle. Then say. Extra Activity 3

Draw a farm. Projects: make a

‘Class Pet Album’;
Listen and tick. make a farm animals
collage; make a
Listen and stick.
‘Looking after your
Look and match. pet’ poster.

Revise and consolidate Listen, look and

Revision 1 the vocabulary and circle. Then say.
language learnt in
Look, find and count.
Units 1–3.
Write the numbers.
Then say.

Listen, look and tick.

Listen, look and

colour. Find the
missing animal.

Draw and colour.

Then say.

Tiny and you 1 Teacher’s Notes – Yearly plan

3
 New Receptive Recycled Values/ Cross curricular Extension
Unit Learning objectives New vocabulary Pronunciation Activity types
language language language attitudes links/content activities
Listen to a song about I’ve got/I arms, ears, eyes, \œ\ Choose and Numbers 1–10 Being clean PE: Exercising: clap Listen and look. Photocopiable
4 the body. haven’t got... fingers, hands, head, stick. / Draw your hands, stamp material 4.1–4.6:
black Colours Attitudinal Listen, point and
legs, mouth, nose in the table. / your feet, stand up, play cards games;
My body Speak about one’s body. You’ve got/You cat objectives: say.
Listen again, say Pets and farm stretch your arms, make masks; play
haven’t got... face, feet, hair, dad fostering respect
Describe people. and do. / Find animals touch your legs Listen and sing. a guessing game;
toes / long, short hand and cooperation
Have I/you the differences find and circle the
Draw monsters and map What colour between peers and Listen and draw.
got...? clean/dirty between the differences.
describe them. is…? teacher; developing
Yes, you/I pictures. / Identify Choose and stick.
self-confidence to Make and describe
Identify key vocabulary. have./No, you/I the correct How many…? learn the foreign Listen, look and funny drawings.
haven’t. picture.
Act out dialogues. big, small language and point. Then say. Picture dictation
Plurals The story is use it in simple
Describe animals. great! / Let me communicative Listen and tick. Play memory
see. / They are events; fostering games.
Draw, colour and
funny! / Calm respect for other
say. Act out a dialogue.
down, Tiny! You ways of living.
are different. Listen and say. Play Bingo.
Here, wear this!
Listen and number. Make a tongue
Go and wash your
Look, find and count. twister and draw a
face now! picture.
Draw in a table.
Play games. / Extra Activity 4
Do gym/exercise. Listen, look and
circle. Then say. Projects: make a
sportsman, plasticine monster;
sportswoman, Listen, say and do. make a ‘Clean is
martial arts fun’ poster; make a
Do a chant.
Names for sports ‘Sports’ poster.
Play TPR games.

Tiny and you 1 Teacher’s Notes – Yearly plan

4
 New Receptive Recycled Values/ Cross curricular Extension
Unit Learning objectives New vocabulary Pronunciation Activity types
language language language attitudes links/content activities
Listen to a song about It has got... but elephant, giraffe, \Å\ Write. / Read. / Numbers 1–10 Being kind Science: What Listen and look. Photocopiable
5 zoo animals. it hasn’t got... hippo, kangaroo, Classify. / Draw animals eat: fruit, material 5.1–5.5:
clock Colours Attitudinal Listen, point and
lion, rhino, tiger, a kind action. / grass, insects, make a zoo animal
Animals in Ask and answer Has it got...? crocodile objectives: say.
zebra / trunk Look and write in What’s this/ leaves, meat, mask; play with
the zoo questions about zoo Yes, it has./No, dog fostering respect
the correct place. that? plants, vegetables, Listen and sing letters; classify
animals. it hasn’t. stripes, pouch long and cooperation
worms animals according to
orange What’s over What colour is between peers and Listen, look and
Classify. They’ve got... crocodile, monkey, their body parts.
shop there? / Help! the…? teacher; developing number.
neck, tail, wings socks
Describe animals. They are... Beware! self-confidence to Classify animals into
song Is it a…? Is it learn the foreign Read and match. categories.
kind/unkind
Speak about being kind Thomas Oh, fantastic! / big/small? language and Read and trace.
to others. It’s lovely! / Come Read word cards.
Is it a farm/a use it in simple
back! / Oh no! Look and match.
Speak about what house? communicative Write with a magic
Not again!
animals eat. events; fostering finger.
Listen, look and
Oh, thank you, Pets and farm respect for other
point. Then say. Play guessing
darling! animals ways of living.
Look and circle. Then games.
Is that clear? big/small,
say. Play memory
long, short
Read, stick and say. games.
I/You/We/
They have got/ Look and say. Act out dialogues.
haven’t got…
Draw your animal. Create an animal
Parts of the Then say. and describe it.
body
Draw a kind action. Make a mini-poster.

Listen and look. Make an \Å\ poster.

Then sing. Make a chant and
Listen, look and draw a picture.
circle. Then say. Extra Activity 5
Look and write in Projects: make a
the correct place. ‘Being kind’ poster;
make an ‘Animal
Food’ poster; make a
‘Class Zoo’ poster.

Tiny and you 1 Teacher’s Notes – Yearly plan

5
 New Receptive Recycled Values/ Cross curricular Extension
Unit Learning objectives New vocabulary Pronunciation Activity types
language language language attitudes links/content activities
Identify and name Where’s the/ fish, jungle, \u…\ Look and Numbers 1–10 Saving water Science: Different Listen and look. Photocopiable
6 different natural places. my…? mountain, river, complete. / Read habitats: desert, material 6.1–6.6:
blue Colours Attitudinal Listen, point and
snake, tree and trace. / Look, jungle, mountain, play cards games;
A field trip Speak about where It’s on/in/ goose objectives: say.
read and number. Pets and farm underground find hidden animals;
animals and things are. under… bear, cave, frog, kangaroo fostering respect
/ Make a ‘Save animals Listen and sing. play Dominoes.
lake, rock, worm pool and cooperation
Understand and use on, Water’ poster
shampoo Zoo animals between peers and Read and trace. Then Play memory and
in, under.
What can you teacher; developing look and write. guessing games.
see? big, small, self-confidence to
Ask and answer
long, short Look and complete. Play vocabulary
questions about animals learn the foreign
Come on, children! Then write. games.
and places. It has got/ language and
Follow me! / Be
hasn’t got… use it in simple Listen, look and Read and write.
Speak about the quiet. Stay (in the
communicative point. Then say.
importance of water in school bag). / Be Has it got …? Draw a favourite
Yes, it has./No, events; fostering
our lives. careful! / Help! / Look and point. landscape.
respect for other
Let me out! / See it hasn’t.
Speak about where ways of living. Act out dialogues.
you soon! Act out
I/You/We/
animals live. conversations.
Have a bath. / They have got/ Make a mini-poster.
Drink. / Wash the haven’t got… Listen and stick.
Write with a magic
dishes/the car. finger.
Look, read and
Save/Waste circle. Then say.
Collaborative writing
water.
Look, read and
Play Bingo.
number. Then write.
Make an \u…\ poster.
Look, read and
complete. Then say. Make a tongue
twister.
Listen and tick.
Extra Activity 6
Make a ‘Save water’
poster. Projects: make a
‘No Water!’ poster;
Listen, look and
turn salt water into
circle. Then say.
drinking water;
Look and match. create a shoebox
habitat.
Read and trace.

Tiny and you 1 Teacher’s Notes – Yearly plan

6
 New Receptive Recycled Values/ Cross curricular Extension
Unit Learning objectives New vocabulary Pronunciation Activity types
language language language attitudes links/content activities
Revise and consolidate Listen and draw.
Revision 2 the vocabulary and
Listen again and
language learnt in
colour. Then say.
Units 4–6.
Listen, read and tick.
Then say.

Read and complete.

Look and match.
Then say.

Listen and put a tick

or a cross.

Tiny and you 1 Teacher’s Notes – Yearly plan

7
 Songs’ notes Hello song – extended version 03 05

• If you feel pupils are ready to produce a longer and a bit

more complex song, you can play the extended version,
which incorporates more actions.
Routine songs • When you feel that pupils are confident enough, tell them
that it’s karaoke time.

Teaching tip
Good classroom management can make all the difference
when teaching young pupils, as routine and clarity are
key aspects of successful lessons.
These routine songs are here to help you make the
beginning and end of your class clear, and help pupils
start and finish their work happily while using English.
You do not have to use them every lesson, but if you do,
you will see how quickly pupils are able to memorize the
words and use the songs to make their routines more
interesting.
Hello song – short version 02 03
• Play the track and help pupils sing along and mime the
song.
Audioscript
Everybody say hello! (wave)
Everybody, everybody. (point to all the class)
Everybody, here we go! (walk on the spot)
Everybody now! (cross your arms over your chest, one
by one)
Everybody clap your hands, (clap your hands)
Everybody, everybody. (point to all the class)
Everybody, here we go! (walk on the spot)
Everybody now! (cross your arms over your chest, one
by one)

• Tell pupils that they are going to sing this song every Everybody say hello! (wave)
time they start their class. Everybody, everybody. (point to all the class)
• Play the track once through for pupils to become familiar Everybody, here we go! (walk on the spot)
with the words and rhythm. Everybody now! (cross your arms over your chest, one
• Ask pupils if they recognize any of the words they hear. by one)
• Explain any new vocabulary.
Everybody stamp your feet, (stamp your feet)
• Play it again, one line at a time, following the actions Everybody, everybody.
suggested below and asking pupils to copy you. Everybody, here we go!
• Play the track all the way through and ask pupils to sing Everybody now!
and do the actions.
• If you have space in your classroom, pupils can also sing Everybody shake your hands, (shake your hands)
the song while walking around the room. Everybody, everybody.
Everybody, here we go!
• When you feel that pupils are confident enough, tell them
Everybody now!
that it’s karaoke time.
• Play the track and help pupils sing along.
• Gradually, allow them to sing independently. Ask them to Goodbye Friends song 04 07
mime the song as they sing.

Audioscript Teaching tip

Everybody say hello! (wave)
Everybody, everybody. (point to all the class)
Everybody, here we go! (walk on the spot)
Everybody now! (cross your arms over your chest, one
by one)
Everybody clap your hands, (clap your hands)
Everybody, everybody. (point to all the class)
Everybody, here we go! (walk on the spot)
Everybody now! (cross your arms over your chest, one
by one)
This song is not only for pupils to say goodbye to each
other but it is also to foster friendly relationships in the
classroom.
• Tell pupils that they are going to sing this song at the end
of every class.
• Play the track once for pupils to become familiar with the
words and rhythm.
• Ask pupils if they recognize any of the words they hear.
• Explain any new vocabulary.

Tiny and you 1 Teacher’s Notes – Songs’ notes

1
• Play the song again getting pupils to sing along, looking
Silence song 06 11
and waving at their classmates. You could also encourage
pupils to walk around the classroom hugging friends as
they sing. Teaching tip
• When you feel that pupils are confident enough, tell them
Use the following song to calm pupils down after
that it’s karaoke time.
any activity that has created a lot of movement and
• Play the track and help pupils sing along. excitement, helping you to get pupils’ attention and
giving them a quiet moment before they go on with
Audioscript their work.

Goodbye friends, goodbye friends,

Until another lovely day. • Get a picture of a small bird in its nest and show it to the
When we finish, we can say, class. Ask pupils to look at the image and ask, What is it
‘Goodbye friends today!’ doing? (Resting.)
• Talk about how important it is to know how to stop and
Goodbye friends, goodbye friends, rest after playing, doing exercise, etc.
Goodbye friends today! • Play the track once for pupils to become familiar with the
Goodbye friends, goodbye friends, words and rhythm of the song.
Goodbye friends today!
• Ask them if they recognize any of the words they hear.
• Explain any new vocabulary.
09 • Play the track again, getting pupils to rest their heads on
Put Away song 05
their desks as they sing.
• Ask pupils to get their notebooks and draw themselves
Teaching tip resting inside an empty nest.
Five minutes before the class finishes, use the following • Play the track as they work and encourage them to sing
song to help pupils organize the classroom and make it as they draw.
tidy for the next day (or for another class to use). • Tell pupils that they are going to sing this song every
time the class needs to stop and rest.

• Tell pupils that they are going to sing this song every
• When you feel that pupils are confident enough, tell them
that it’s karaoke time.
time they finish the class and have to tidy up.
• Play the track once for pupils to become familiar with the
• Play the track and help pupils sing along.
words and rhythm.
• Ask pupils if they recognize any of the words they hear. Audioscript
• Explain any new vocabulary, if necessary. Slow down, slow down.
• Have some books and pencils on your desk to Time to have a rest.
demonstrate the actions in the song. Slow down, slow down.
Little bird in nest.
• Play the song again getting pupils to sing along while
putting away their classroom objects.
Stop your work for today.
• Encourage pupils to shout out the last line when Rest your little, little head.
everything is put away and the classroom is tidy.
• When you feel that pupils are confident enough, tell them Slow down, slow down.
that it’s karaoke time. Do nothing instead!
• Play the track and help pupils sing along.
• You may wish to ask pupils to replace the school objects
mentioned in the song by some others.

Audioscript
Put away your pencil, your pencil, your pencil.
Put away your pencil for another day.

Hooray! Hooray! Hooray!

Put away your books, your books, your books.

Put away your books for another day.

Hooray! Hooray! Hooray!

Tiny and you 1 Teacher’s Notes – Songs’ notes

2
Vocabulary Songs
Teaching tip
Using songs in the classroom is possibly one of the most
stimulating and enjoyable parts of any language course
for children. It brings a different dimension to learning,
motivating pupils to try out new language chunks as they
move their bodies to a variety of rhythms. In this way, it
is much easier for them to imitate and remember English,
making the whole process creative and fun.
Ideas
• Start by drawing pupils’ attention to the illustration on
the song page and ask them to guess what the song
might be about.
• Play the song all the way through so that pupils have
time to familiarize themselves with the beat of the music.
They will also have time to identify any pre-taught
vocabulary or words they already know.
• Play the song again getting pupils to sing along with the
audio.
• Some songs may have some actions to accompany the
words. Take this opportunity and allow pupils to express
themselves physically, exploring any new movements
that may arise.
• When pupils can sing the song all the way through, you
may wish to turn the volume down at a specific word and
see if they can complete it.
• You can split the class into small groups and get them to
sing parts of the song while you act as the conductor. If
you wish, you could have a special conductor’s stick.
• Songs can also be used as background music while pupils
work on other tasks. They will often sing along as they
work, as the music enters their unconscious.
• Use the karaoke versions to play singing competitions.
You can also encourage pupils to create their own stanzas
or replace some of the words in order to revise different
vocabulary items.
Unit 1 – Lesson 1 07 13
• If possible, ask pupils to sit down in a circle for this song.
As each pupil sings a verse, they can hold an object (a ball
or small toy), which they can pass on to the next pupil in
the circle. This type of dynamic helps pupils to focus on
who is singing and also when it’s their turn to sing.
Unit 2 – Lesson 1 16 17
• This birthday song is an uplifting song as all children
usually love celebrating their birthdays. Demonstrate to
the class what a hug means by putting your arms around
you and pretending you are hugging someone. Talk about
the people who hug us in our lives and how hugs make
us feel. Show pupils that gentle hugs are much nicer than
squeezing too hard.
Tiny and you 1 Teacher’s Notes – Songs’ notes
3
• If you have space in your classroom, get pupils to walk
around as they sing the song. Identify the pupil whose
birthday is the closest to this lesson’s date and, when you
sing the line ‘Hugs from everyone!’, get the other pupils
to hug their classmate. If the class is large, divide pupils
into smaller groups.
Unit 2 – Lesson 6 23 19
• You may wish to teach this song by playing a clapping
game with pupils.
• Ask them to clap their hands twice, then clap both hands
twice with a classmate in front of them, clap their hands
twice again and finally slap their laps or their desks once.
• Show this pattern first and then have pupils follow you
until they feel confident to do it on their own.
Unit 3 – Lesson 1 28 23
• In this song about a pet shop, you can choose eight pupils
to represent the animals mentioned in the song. Pupils
can hold the corresponding animals cut-outs to reinforce
the vocabulary visually.
• If they are sitting down as they sing, ask each pupil to
stand up as they hear the name of the animal they have.
Remember that some pupils find it difficult to do actions
and sing at the same time, so be patient.
Unit 4 – Lesson 1 42 27
• As this song has specific physical movements, it is a good
idea to make sure pupils have mastered the song before
adding the movements.
• Help and encourage pupils to loosen up their bodies and
to smile as they sing.
Unit 5 – Lesson 1 54 31
• This is a perfect song for playing a matching game. Get
two sets of the animals cut-outs and give them out. You
may include pets, farm and zoo animals.
• Before playing the track explain to pupils that once their
animal is mentioned they are to stand up and find their
pair.
• Once all pupils have found their pair, play the track again
and have each pair raise their hands as they hear their
animal’s name.
Unit 6 – Lesson 1 64 35
• This is a song about exploring. As pupils sing this song,
they can make the shape of binoculars with their hands,
looking through them as they sing.
• Alternatively, pupils can make some craft binoculars out
of empty toilet rolls stuck together and with some string
attached so that they can hang them around their necks.
PHONIC CHANTS 33
Unit 5 – Lesson 8 61

Teaching tip • Have pupils clap their hands twice and then clap both
hands with a classmate.
Phonic chants have been recorded following clapping
game patterns, so apart from learning and fixing the
sounds while doing the chants, pupils can also have
Unit 6 – Lesson 8 71 37
fun. These chants also give more kinesthetic pupils the
chance to learn the new sounds in a more memorable
way for them.
• Have pupils clap their hands once, then clap their right
hand with a classmate and clap their hands twice again.
Then they clap their hands once more, clap their left hand
with a classmate and finally clap their hands twice.
Ideas
• Start by drawing pupils’ attention to the illustration on
the chant page and ask them to guess what the chant
might be about.
• Play the chant all the way through so that pupils have
time to familiarize themselves with the beat of the music
and the clapping pattern. They will also have time to
identify any pre-taught vocabulary or words they already
know.
• Play the chant again getting pupils to sing along with the
audio.
• When pupils can chant all the way through, you can teach
them the corresponding clapping pattern.
• You can split the class into small groups and get them to
do one of the sounds/movements of the clapping pattern
each, while you act as the conductor. If you wish, you
could have a special conductor’s stick.
• Use the karaoke versions to play different clapping game
competitions.

Unit 1 – Lesson 8 14 15

• Have pupils clap their hands twice and then slap their
laps or desks once.

Unit 2 – Lesson 8 25 21

• Have pupils clap their hands twice, then slap their laps or
desks twice, clap their hands again and finally slap their
laps or desks once more.

Unit 3 – Lesson 8 36 25

• Have pupils clap their hands twice and then clap both
hands with a classmate once. Have them repeat the
pattern once more.

Unit 4 – Lesson 8 51 29

• Have pupils clap their hands twice, then slap their laps or
desks once and finally clap their hands twice.

Tiny and you 1 Teacher’s Notes – Songs’ notes

4

Poster activities
How to use the posters
Posters are a very valuable resource in a lesson. They are a
powerful visual tool as they help engage pupils’ interest.
Tiny and you 1 comes with a set of three posters per unit,
two vocabulary posters for Lessons 1 and 5, and one poster
for the story in Lesson 3. All these posters have an interactive
projectable version. There are also two extra posters, one
which displays numbers 1–10 and another one which
introduces weather vocabulary.
General poster activities
• Before displaying a poster for the first time, pupils can
predict what they will see and how that relates to the
title or topic of the unit.
• Have one pupil describe a story character and the class
has to guess who they are describing. They can do the
same with animals.
• You can hide different elements in a poster using pieces
of paper and ask pupils to guess which item is hidden.
You can progressively cover all the items in a vocabulary
poster and play a memory game.
• By pointing to an item, you can make a statement and
have pupils answer, Yes or No. If they say, No, they have
to say the correct statement.
• You can ask a variety of questions related to vocabulary
or the stories for revision.
• You can play games such as ‘I Spy’ with several
vocabulary posters displayed around the classroom.
• Note that some of these activities can be carried out
using the flashcards included in the Teacher’s Notes CD.
Interactive projectable posters
• In the interactive projectable versions, pupils can listen to
the vocabulary items in isolation and/or the songs and
chants that accompany Lessons 1 and 5, and the story in
Lesson 3.
Tiny and you 1 Teacher’s Notes
Suggested activities to use the interactive
projectable posters on an interactive
whiteboard
• Touch each item of vocabulary and ask pupils to repeat
it. This is more comfortable than playing the audio
again every time you want the class to practise the
pronunciation of the new words.
• Ask pupils to point at an item of vocabulary and say the
correct word. Then they touch the screen and check if
they were right and if the pronunciation was correct.
• Ask the class to shut their eyes. Touch an item. Pupils
listen to the word. Then they open their eyes and point
at the correct picture. You can do this activity as a
competition in groups.
• Play a chain game. Point at a vocabulary item. Pupils say
the word. Touch the item and pupils listen. Then point
at the same picture and at another one. Pupils say the
words. Touch both pictures and listen. Repeat adding a
new word each time and keep a very quick pace.
• The class can listen to the songs in Lesson 1 by touching
the main picture. You can use this instead of the Audio CD
to present the lesson.
• When pupils are singing a song, you can touch the screen
and listen to it again if they need help.
• You may introduce the stories in Lesson 3 by asking the
class to look and predict what is going to happen. Pupils
may make scene by scene predictions and you can play
the audio for each scene by touching it to check if they
were right.
• If you want the class to repeat the lines of the story, you
simply touch each scene and remind the class of the lines
for it.
• Ask the class to close their eyes, play the audio for one of
the scenes. Pupils open their eyes and guess which scene
is the correct one.

Unit 1
First day at school
Lesson 1 – page 4
Aims:
• Listening: listen to a song about greetings.
• Speaking: greet people; say one’s name; ask
people’s names; sing a song.
• Writing: write one’s name; write a friend’s name.
Vocabulary: Hello, what’s your name? I’m… / Hello! /
Good afternoon. / Hi! / I’m your friend/teacher.
Additional language: Good morning.
Materials and preparation: Pupil’s Book; Audio CD,
track 07 and Songs CD, track 13; poster from Unit 1,
Lesson1; blu-tack or Sellotape; photocopiable material
1.1 & 1.2; safety pins; lollipop sticks or string; sheets
of card; a toy (a rubber ball or a toy microphone). For
‘Extend your lesson!’: photocopiable material 1.3; the
characters cut-outs
Warm up
• Greet pupils, eg Good morning/afternoon, children.
Encourage them to greet you in the same way.
• Greet individual pupils and elicit their response.
• Encourage pupils to greet the person next to them.
Check for correct pronunciation.
Teaching tip
If you have a large class or a small classroom and it is
difficult for pupils to move around, you may ask them to
pass a toy or rubber ball as a trigger for them to speak
to the pupil next to him/her.
Zoom along!
• Explain in L1 that you are going to introduce yourself.
Point at yourself and say, Hello, I’m (Lucía). I’m your
teacher.
• Encourage pupils to point at themselves in turn and say,
Hello, I’m (Belén).
• Say, Hello, I’m (Lucía). What’s your name? Repeat the
question a few times and ask the class to repeat after
you. Check for correct pronunciation.
• Circulate around the classroom holding a toy. Give the toy
to a pupil and say, Hello, I’m (Lucía). What’s your name?
Help the pupil to answer, My name’s (Laura/Pedro).
• The pupil stands up and gives the toy to another and
says, Hello, I’m (Juan). What’s your name? Continue until
everybody has introduced himself/herself.
• Give each pupil a copy of photocopiable material 1.1.
Tell pupils to write their name on one of the cards and
decorate it as they wish.
Tiny and you 1 Teacher’s Notes – Unit 1
1
• Tell them to work with the pupil next to them. Each pupil
asks, What’s your name? and writes a name card for their
partner. They decorate it. Circulate helping, if necessary.
• When they have finished, they cut out the cards. Fasten
the name cards onto their clothes with a safety pin.
• Show your book. Using L1, point at Tiny. Explain to pupils that
he is a new friend and he’s going to help them learn English.
Tell them that Tiny comes from a different planet (Tinyland)
and that he wants to know everything about the human’s
world. This is a good opportunity to make children think
about diversity and the existence of other ways of living.
• Look at the picture on the cover, wave and say, Hello,
Tiny! I’m your friend. Ask the class to do the same.
• Encourage pupils to turn to the pupil next to them, point
at their name tag and say, Hello, I’m... I’m your friend.
1 07
Teaching tip
Before doing a listening activity, tell the class what they
are going to hear, eg a song, a conversation, a rap, etc.
and what it will be about. This will help them set their
mental disposition for the content.
• Display the poster from Lesson 1 on the board. In L1, tell
the class that they are going to meet new friends.
• Point at the characters on the poster and say each name
in turn. Ask the class to repeat the names after you.
• Tell the class that they are going to listen to a song. Play
the track once. Mime as much as possible to convey the
meaning, eg wave to say ‘Hello’, pretend to embrace
somebody to show ‘friend’, make a circular movement
forward with your hands to show ‘again’.
• Ask the class if they can hear words they know. Play the
track again and ask pupils to put up their hands each time
they hear a word they know. Elicit some answers.
• Explain the word ‘game’ using examples of popular games
in their L1 together with illustrations. Try to avoid translating
the word, if possible. Show a picture of a well-known board
game in their country and say, This is a game.
Audioscript
Hello, hello, what’s your name?
I’m Tyler.
I’m your friend.
Let’s start the game again!
Chorus:
What game? What game?
This game! This game!
What game? What game?
Let’s start the game again!
Hello, hello, what’s your name?
I’m…
I’m…
Let’s start the game again!
(Chorus)

2 07
• Ask the class, Open your books. Page 4. Mime, show the
page and point to the number. Write it on the board, if
necessary.
• Tell the class that they are going to listen to the song
again. This time they are going to sing it and play the
game.
• Play the track again. All the class sings the song. When
they get to the second part, point at one of the characters
on the poster, eg Cathy. They sing the stanza completing
it with the missing name, eg Hello, hello, what’s your
name? I’m (Cathy). I’m your friend. Let’s start the game
again!
• Repeat the procedure with another character. Pupils point
to the character in their book and sing along. For further
ideas see ‘Songs’ notes’, page 3.
Teaching tip
Do not expect pupils to sing the whole song through.
The more confident will join in fairly quickly. Others will
sing a few words and they will progress more slowly.
Give them time and allow them to work at their own
pace. You may start by playing one verse at a time and
asking the class to repeat. Then play two verses and
keep increasing the number of verses until they can sing
the whole song.
13
Karaoke time!
• When you feel that pupils are confident enough, tell them
that it’s karaoke time.
• Play the music and help them sing along, pointing at the
characters on the poster or on the page.
• Gradually, allow them to sing independently. Ask them to
mime the song as they sing.
Ideas for special needs
There may be pupils who find it difficult to concentrate
and stay still. This may be a symptom of an attention
deficit. Whenever possible, incorporate physical movement
into your lessons. Songs are a good opportunity. Encourage
pupils to mime and dance if they wish so.
Practice
• Give each pupil a copy of photocopiable material 1.2
mounted on card, if possible.
• Ask them to draw and colour the mask of the character
they like most.
• When they have finished, help them cut the masks out.
Then give out the lollipop sticks. Pupils glue the sticks to
the masks to hold them. Alternatively, give each pupil a
piece of string and help them thread the string through
the holes on both sides of the mask.
Tiny and you 1 Teacher’s Notes – Unit 1
2
• Ask pupils to work in pairs and act out a mini-dialogue
wearing their masks, eg Hello, I’m (Tyler). What’s your
name? Hello, I’m (Cathy). I’m your friend.
• Model the dialogue with a pupil and then ask pairs to
work on their own.
• Circulate checking for correct pronunciation.
Wrap up 07
• Sing the unit song once again before finishing the class.
Home-school link
• Pupils teach the names of the characters in the book and
the song to their family.
Extend your lesson!
Cards game
• Divide the class into pairs. Give each pair a copy
of photocopiable material 1.3. Tell pupils to colour
and decorate the name tags. Then ask pupils to
cut them out.
• When they have finished, tell each pupil in the
pairs to cut out the characters pictures included at
the end of their books (see cut-outs section).
• Help pupils stick both the characters pictures and
the name tags on card.
• Explain that they are going to play a card game in
pairs. Pupil A has a set of picture cards. They don’t
show the cards to their partner. Pupil B has the
name tags.
• Pupil A puts one card face down on the table and
asks, What’s your name? Pupil B chooses a name
tag, puts it next to the picture and answers, eg
I’m Meg. I’m your friend. If the name tag matches
the picture, Pupil B keeps both the picture and the
name tag, and gets a point.
• When they have finished, they swap roles and Pupil
A has the name tags and Pupil B the picture cards.
LESSON 2 – PAGE 5
Aims:
• Listening: listen to a song; listen to a dialogue
between the pupils and their teacher.
• Speaking: sing a song; introduce oneself; ask
and answer questions; act out a dialogue.
• Critical thinking: identify.
Vocabulary review: Hello, what’s your name? I’m… /
Hello! / I’m your friend/teacher.
Materials and preparation: Pupil’s Book; Audio
CD, track 8; poster from Unit 1, Lesson 1; blu-tack or
Sellotape; drawing supplies; masks from Lesson 1.
For ‘Extend your lesson!’: the characters cut-outs

Warm up 07
• Display the poster from Lesson 1 and ask the class to sing
the song.
• Ask individual pupils to point at a character they like to
complete the second part of the song.
Zoom along!
• Ask pupils to get their masks.
• Say, eg Cathy. Pupils who have Cathy’s mask, put it on
and say, I’m Cathy. I’m your friend. Follow the same
procedure with other characters.
Teaching tip
Gradually, begin to give all the instructions in English,
miming to make the meaning clear to the class. In this
way, pupils will get used to an all-English class.
1 08
• Tell the class to open their books at page 5 and direct their
attention to the pictures. Say, Open your books. Page 5.
Look!
• Point at the rubric and say, Listen to Anna, Billy and the
teacher. Look and point. Then repeat and mime to make
the meaning clear to pupils.
• Play the track a few times. Pupils point at the characters
as they hear them speak.
• Ask pupils to show their books and point at the characters
as you play the audio once again.
• Once pupils become familiar with the content, play each
line of the dialogue, stop and ask the class to repeat.
• Play the audio again and ask individual pupils to repeat.
Check for correct pronunciation.
Audioscript
Mrs Brown Hello, what’s your name?
Anna I’m Anna.
Mrs Brown And what’s your name?
Billy I’m Billy.
Mrs Brown I’m Miss Brown, your teacher.
Anna and Billy Hello, Miss Brown!
2 • Focus on the pictures pupils have ticked in
Critical thinking skills
In this activity, pupils need to identify the characters
in the pictures, interpret the gestures and reflect on
their meaning. This will enable them to do the activity
successfully.
Tiny and you 1 Teacher’s Notes – Unit 1
3
• Focus on the pictures and ask the class to identify the
characters.
• Tell pupils to look at the pictures carefully and decide who
are greeting. Then they put a tick in the correct pictures.
• Encourage them to explain their choices.
Answers
Pupils should tick the first two pictures.
Wrap up
• Play a guessing game. Begin drawing one of the
characters on the board very slowly. Ask the class to
guess who it is.
• You may wish to divide the class into two or more groups
and play a class competition.
Extend your lesson!
Act out 08
• Play the dialogue in Activity 1 again. Pause after
each exchange for the class to repeat the lines.
• Practise the dialogue without the help of the track.
See how much pupils can remember. Cue them so
that they do not get stuck.
• Ask confident pupils to act it out.
Game
• This game will help stimulate pupils’ memory.
Pupils work in pairs. They shuffle their characters
cut-outs and place them face down on their side
of the table.
• Pupils play in turn. Pupil A turns over one of his/
her cut-outs, shows it to his/her classmate and
says the name out loud, eg Cathy. Pupil B does
likewise. If his/her cut-out coincides with Pupil
A’s, he/she keeps both cards. If the cut-out is
different, both pupils put the cut-outs back in
their place. Then Pupil B plays first.
• The game is over when there are no cut-outs on
display.
Challenge!
Activity 2.
• Ask them to work in pairs and act out the likely
dialogue between the characters in each one.
Informal assessment opportunity
• Circulate listening to pairs interactions and
checking for correct pronunciation.
LESSON 3 – PAGEs 6 & 7 • Play the track again and ask, Who’s speaking? Ask them
to identify the people they hear. Elicit the names from
Aims: them.
• Listening: listen to a conversation. • In L1, ask them if their predictions were correct.
• Speaking: ask and answer questions; act out
• Play the track again, stopping after each exchange.
a dialogue; sing a song.
Encourage pupils to repeat the lines as a class.
• Critical thinking: predict.
• Divide the class into groups and assign a character to
Language focus: Who’s this? This is my (mum).
each pupil in the group.
Vocabulary: dad, garden, mum, school
• Play the track again and ask the ‘characters’ to repeat
Vocabulary review: Hello! / Good afternoon. / their part in turn.
What’s your name? I’m… / Hi! / I’m your friend/
• Tell the class that they are going to act out the dialogue.
teacher.
Materials and preparation: Pupil’s Book; Audio CD,
track 9 and Songs CD, track 13; poster from Unit 1, Audioscript
Lesson 3; blu-tack or Sellotape; photographs of the Scene 1
pupils and their families. For ‘Extend your lesson!’: Mrs Brown Hello!
photocopiable material 1.4; sheets of card; lollipop Tyler’s mum Good afternoon.
sticks or string; masks from Lesson 1 Tyler Hello!
Scene 2
Mrs Brown What’s your name?
Tyler I’m Tyler.
Warm up 08 Scene 3
Mrs Brown Who’s this?
• Divide the class into three groups and assign a character Tyler This is my mum and this is my dad.
to each: Anna, Billy and Miss Brown. Scene 4
• Play the track a few times to remind the class of the Mrs Brown I’m Miss Brown. I’m your teacher.
dialogue. Welcome to school, Tyler!
• Ask the groups to role-play the dialogue as a class. Scene 5
Tyler Nice garden!
Oh, hello!
Zoom along! Tiny Hi!
Scene 6
• Display the lesson poster. Direct pupils’ attention to the Tyler School is fun! I have got a friend!
poster and, in L1, ask them to predict what happens. Tyler’s mum Good, Tyler!
• Ask pupils to identify the characters and introduce the Tyler’s dad Great!
question ‘Who’s this?’, eg Look! Who’s this? This is Tyler.
Do the same with some other characters. Mime to make Language focus
the question clear, eg point to your eyes and at the
pictures as you ask. • Revise greetings: Hello! Hi! Good afternoon! Explain in L1
• Point at the adults in the picture and introduce ‘mum’ and the difference. Ask pupils to greet each other.
‘dad’. Say, This is mum and this is dad. • Display the story poster and play the track up to scene 3,
• Point at the school hall and the garden and say, This is ie Who’s this?
the school. This is the garden. • Point at Tyler’s parents and elicit the answer from the
class, eg This is mum. This is dad.

Critical thinking skills
Asking the class to predict what happens in the lesson
using the pictures as a resource will help them make
deductions and also prepare themselves for the content
they are about to hear.
• Point at Tyler and ask, Who’s this? Repeat with the
characters pupils know.
• Point at Tiny and ask, Who’s this? Elicit the answer from
the class. They should be able to identify him from the
book cover. Write ‘TINY’ on the board.

1 09
• Tell the class that they are going to listen to a dialogue.
• Play the track once. Point at each scene and the
characters on the poster to help pupils understand.
• Ask them to open their books at page 6. Ask pupils to
follow the picture sequences in their books as you play
the audio again. They point at the characters that they
hear in the dialogue.
Practice
• Ask the class to work in pairs. They open their books and
take turns to point at the characters in Lessons 1 to 3 and
ask, Who’s this? This is (Meg).
• Ask pupils to get their family photographs. They take
turns to show their photos and ask each other, Who’s
this? This is (my mum/my dad/a sibling’s name).
• Model yourself first with a photograph of your family.

Tiny and you 1 Teacher’s Notes – Unit 1

4
Informal assessment opportunity
• Circulate listening to pupils’ interactions and checking for
correct pronunciation and use of the target structure.
Wrap up 13
• Pupils sing using the karaoke version of the song in
Lesson 1 as a class.
Extend your lesson!
Act out 09
• Encourage pupils to act out the dialogue as a class.
• You may wish to ask pupils to act out the dialogue
in pairs. Play the track again, stop after each
scene. Pupils act out the dialogue.
Challenge!
• Ask the more confident pupils to act the dialogue
out without the help of the track. .
Make Tiny’s mask
• Give each pupil a copy of photocopiable material
1.4, mounted on card.
• Tell the class to colour and cut out Tiny’s mask.
• Note that this photocopiable material includes a
second page with Tiny’s ears. Ask pupils to cut
them out and stick them on card.
• Help pupils glue the ears to their masks.
• Give out the lollipop sticks. Pupils glue the sticks
to the masks.
• Alternatively, give out pieces of string and help
pupils thread the string through the holes on both
sides of the mask.
• Ask pupils to work in pairs with Tiny’s mask
and the ones they have made in Lesson 1 (the
characters masks). They take turns to ask and
answer, What’s your name? I’m (Tiny). Hi! What’s
your name? I’m (Cathy). Hi! I’m your friend.
LESSON 4 – PAGE 8
Aims:
• Listening: listen and stick.
• Speaking: describe a picture.
• Critical thinking: identify.
Language review: Who’s this? This is my (mum).
Vocabulary review: dad, friend, garden, mum,
school, teacher
Materials and preparation: Pupil’s Book; Songs
CD, track 10; poster from Unit 1, Lesson 3; blu-tack or
Sellotape; masks from Lesson 1 or the characters cut-
outs. For ‘Extend your lesson!’: A4 sheets of paper
Tiny and you 1 Teacher’s Notes – Unit 1
5
Warm up
• Ask the class to play an identification game. Begin
drawing one of the characters very slowly on the board
and ask, Who’s this? The class guesses what character it is.
• If you wish, invite different pupils to draw the characters
on the board.
Zoom along!
• Display the poster from Lesson 3. Point at the characters
and ask a few revision questions, eg What’s your name?
Who’s this?
• After a few rounds, invite some pupils to come to the
board and ask the questions.
1
• Tell the class to open their books at page 8. Open your
book and show the page. Point to the page number and
say, Eight.
• Focus on Activity 1. Tell pupils to work in pairs.
• Explain that they have to look at the picture, take turns
to point at the picture and say, eg This is Tiny. This is the
school. Make sure they point to all the objects/people
already introduced.
• Allow time for pupils to work independently. Walk around
and monitor.
• When they have finished, ask a few pupils to say their
sentences.
Informal assessment opportunity
• Circulate listening to pupils’ interactions and providing
support as necessary.
• Check for correct pronunciation and use of target
structures.
• Take notes of mistakes for future remedial work.
2 10
• Explain the activity and ask the class to get their stickers
ready. Pupils have to listen to the track and put the
stickers in the correct place.
• Point at the stickers and ask, Who’s this? (This is Tiny.)
And this? (The school.)
• Play the track at least twice before pupils attempt the
activity.
• Allow time for pupils to work independently. When they
have finished, ask them to compare their answers with a
partner.
• Play the track again. Stop after each exchange and ask
the class to point at the correct picture and repeat.
Audioscript/Answers
Tyler This is my mum.
Tyler I’m Tyler.
Mrs Brown I’m Miss Brown.
Tyler This is my school.
Tyler This is my dad.
Tiny I’m Tiny.
Wrap up
• Invite pupils to wear their masks or take their characters
cut-outs. In pairs, they point and ask each other, Who’s
this? This is (Tyler).
Extend your lesson!
Draw your school
• Give each pupil an A4 sheet of paper and ask
them to draw their school and some of their
school friends.
• They can write the names of their friends.
• When they have finished, they show their picture
to the class and speak about their school and who
their friends are, eg This is my school. This is the
garden. This is (Carlos). This is (Lucía).
Portfolio opportunity
• Collect the mini-posters and write the date and
the name of the pupil on the back.
• Display pupils’ work around the class for a few
days. Then file the pictures in their portfolios.
Why use portfolios?
Keeping a portfolio is a very useful idea, even at the
initial stages of learning. A portfolio tells the story of a
learner. The items included in the portfolio demonstrate
what that child knows and can do. These items are
collected over time and provide an ongoing record of the
children’s accomplishments.
The only limits to the use of portfolios are those
imposed by imagination. However, it is essential that
there is shared understanding about its purpose. With
older learners, we can ask them to manage their own
portfolios and actively reflect and organize its contents.
With very young children we will use the portfolio for
demonstrating individual growth and tracking progress.
In each lesson, you will find opportunities for including
the children’s work in the portfolio but do not restrict
yourself to these suggestions. Take every opportunity to
add work that will reflect each child’s learning progress.
Tiny and you 1 Teacher’s Notes – Unit 1
6
LESSON 5 – PAGE 9
Aims:
• Listening: listen and identify.
• Speaking: act out a dialogue.
Language review: This is my (book). / my, your
Additional language: Can I borrow your pencil? Yes,
here you are. / Give me your notebook, please! Yes,
Miss Brown. / It’s fantastic!
Vocabulary: book, chair, classroom, notebook,
pencil, school bag, table
Materials and preparation: Pupil’s Book; Audio CD,
tracks 11 & 12; poster from Unit 1, Lesson 5; blu-tack
or Sellotape. For ‘Extend your lesson!’: the classroom
objects cut-outs; sheets of card
Warm up 09
• Tell pupils that they are going to act out the dialogue in
Lesson 3. Divide the class into pairs.
• Play the track once or twice, each scene in turn to remind
pupils of the dialogue. Ask different pairs to act out each
scene.
Zoom along!
• Display the lesson poster. Ask the class if they know the
English word for any of the objects shown in the poster.
Elicit answers.
• Point at each picture in turn and say, eg This is a notebook.
• Point at your notebook and say, eg This is my notebook.
Mime and ask the class, Show me your notebooks.
Encourage them to say, This is my notebook.
• Repeat with all the items in the poster.
• Spread your arms and say, This is the classroom. This is
your classroom.
• Ask pupils to spread their arms showing the class, then
point at themselves and say, This is my class.
1 11
Teaching tip
Do not worry if you are using a word or two the
class doesn’t know, eg ‘his’. Pupils will understand
the general meaning of what you are saying. If you
progressively introduce more English in the daily
classroom routines, very soon they will get used to
having an all-English class.
• Tell the class to open their books at page 9. Open your
book, show the number at the foot of the page and say it.
• Focus on the pictures and ask pupils to identify the
characters. Ask, Who’s this? Elicit the answers.
• Mime and say, Listen to Miss Brown, Tyler and Billy.
• Play the track at least twice. Ask the class to listen and
point at the correct pictures.
• Ask pupils if they could identify any word they have
learnt. Elicit the words from the class.
• Tell the class you are going to play the track again. This
time they say, Stop! every time they hear a word they
know.
• Focus on the exchange between Tyler and Billy. Ask a
pupil, eg (Paula), can I borrow your (pencil)? Mime to
make the meaning clear. Help the pupil answer, Yes,
here you are.
• Repeat with the exchange between Miss Brown and Billy.
• Ask pupils to turn to the pupil next to them and ask
politely for a pencil, a notebook or a book. Circulate
checking for correct pronunciation.
• Play the track again. Stop after each line and ask pupils to
repeat.
• Divide the class into groups and assign a line to each.
Play the track and have groups say their parts.
Audioscript
Tyler Hello! This is my classroom and this is my
teacher, Miss Brown.
Mrs Brown Hello!
Tyler This is my table and this is my chair.
Billy This is my school bag.
Tyler Billy, can I borrow your pencil?
Billy Yes, here you are.
Mrs Brown Billy, give me your notebook, please!
Billy Yes, Miss Brown.
Tyler Look! This is my book. It’s fantastic!
2 12
• Play the track once and point at the items on the poster.
• Play the track again at least twice.
• Tell pupils to listen to the track and point to the pictures
in their books.
• Play the track again, pause after each word and
encourage pupils to repeat it.
• If you consider it suitable, point to the written words on
the poster and ask the class to say them again.
Audioscript
book
chair
classroom
notebook
pencil
school bag
table
Guessing game
• Begin drawing one of the classroom objects very slowly.
Ask the class to guess what it is.
• You may turn this activity into a competition by dividing
the class into two groups. Each correct guess gets a point.
Tiny and you 1 Teacher’s Notes – Unit 1
7
Wrap up 11
• Encourage pupils to act out some of the dialogues as a
class without the help of the track. Mime and cue to help
them remember.
Extend your lesson!
Memotest
• Ask pupils to cut out the classroom objects
pictures included at the end of their books (see
cut-outs section). Have pupils stick them on card.
• Ask them to work in pairs and play Memotest.
Every time they turn over a card they should say,
This is a/my/your (book/classroom).
Informal assessment opportunity
• Circulate listening to pupils’ interactions and
checking for correct pronunciation and use of the
target structure.
LESSON 6 – PAGE 10
Aims:
• Speaking: describe a picture; sing a song.
• Critical thinking: identify and match.
Language review: This is my (book).
Additional language: Can I borrow your pencil? Yes,
here you are. / Give me your notebook, please! /
Yes, here you are. / my, your
Vocabulary review: book, chair, classroom,
notebook, pencil, school bag, table
Materials and preparation: Pupil’s Book; Songs
CD, track 13; poster from Unit 1, Lesson 5; blu-tack or
Sellotape; A4 sheets of paper; drawing supplies. For
‘Extend your lesson!’: photocopiable material 1.5 &
1.6; a small plastic or paper bag; slips of paper; the
classroom objects flashcards; file cards
Warm up
• Play a guessing game. Begin to draw a picture of the
vocabulary learnt in Lesson 5 very slowly.
• The class guesses what it is, eg A notebook!
• Allow only a limited number of guesses to make the
game more exciting.
Zoom along!
• Display the poster from Lesson 5 and play a true/false
game. Say a few sentences about the pictures, eg point
at the notebook and say, This is a book.
• Pupils say, Yes or No and correct the mistake if any, eg
No, it is a notebook!
• Turn this into a class competition. Divide the class into
two groups. One pupil from each group takes it in turns to
say similar sentences, some right, some wrong, the latter
to be corrected.
1 have to draw their classroom objects in it.
• Tell the class to open their books at page 10. Open your
book and show the page. Point to the page number and
say, Ten.
• Focus on Activity 1. Explain that they have to look at the
shapes and find the classroom objects that match. Every
time they find one, they have to put a tick next to the
corresponding picture. Then they point at the shape and
say what they have found.
• Allow time for pupils to work independently. When they
have finished, ask them to compare their answers with a
partner.
• Ask individual pupils in turn to say the answers.
• Tell the class to draw the missing school object in the
blank space.

• Invite pupils to say what the object is and show their
drawing.
Answer
The missing object is the pencil.
2 • Write the name of the characters and the new
• Focus on Activity 2 and ask pupils to complete the picture
of the classroom.
• When they have finished, ask pupils to show their picture
and describe it.
• Supply additional vocabulary, eg new classroom objects,
if necessary.
Teaching tip
Remind pupils of the already learnt polite forms of
asking for things. Insist that they use them every time
they need something. You may circulate asking them to
lend you something and inviting them to ask each other.
Portfolio opportunity
• You may wish to ask pupils to draw a picture of a
classroom on an A4 sheet of paper and then display the
drawings in the classroom.
• Write the date and the pupils’ names on the back of the
sheets and file them in their portfolios.
13
Wrap up
• Sing the song pupils learnt in Lesson 1. Play the karoke
version.
Tiny and you 1 Teacher’s Notes – Unit 1
8
Extend your lesson!
My school bag
• Give each pupil a copy of photocopiable material
1.5 and tell them that it is their school bag. They
• When they have finished, they show their picture
to the class and say, eg This is my school bag.
This is my…
• In pairs, they can practise ‘your’. They point at
their partner’s picture and say what they can see
in it, eg This is your…
Portfolio opportunity
• Ask pupils to write their name on the back of the
picture. Write the date and file them in the pupils’
portfolios. You may re-use these pictures later
on to practise colours and asking and answering
questions.
Play Bingo!
• Give each pupil a copy of the Bingo grid available
as photocopiable material 1.6.
• Tell the class that you are going to play Bingo.
Explain the rules in L1. Pupils can draw the
characters that appear in the unit and the new
vocabulary they have learnt.
vocabulary on separate slips of paper, fold them
and put them in a small bag.
• Play Bingo in the usual way.
Picture this!
• Ask a pupil to come up to the front and show
him/her one of the classroom objects flashcards.
That pupil should draw the item on the board. The
first pupil to guess what it is gets a point. This can
also be played in teams.
Noticeboard idea
• Ask pupils to draw picture cards of the new
vocabulary. They choose one item of vocabulary
and draw a picture.
• When they have finished, you stick them on the
noticeboard as a reminder. They can be used to
revise vocabulary the following class.
Extra Activity 1
• Tell the class to open their books at page 72.
Show your book and point at the number. If you
wish, write the number on the board.
 • Point at the first sequence and ask the class to say
it aloud.
• Point at the next sequence and ask them again.
• Point at the blank squares and ask the class what
they think they have to do, ie continue each
sequence correctly.
• When they have finished, focus on the third row
of blank squares. Ask pupils to create their own
sequence.
• Allow plenty of time for them to complete the
task.
• When they have finished, ask individual pupils to
show and describe their sequence to the class.
Critical thinking skills
Encourage pupils to discover the task. Don’t assume
that they will automatically pick up sequencing skills.
To develop and improve this cognitive technique, it
is best if pupils are regularly challenged to look for
logical order.
Ideas for special needs
Many dyslexic children have difficulties with
sequencing, either perceiving something in a
sequence or remembering a sequence. This will
affect their ability to read and spell correctly. If you
notice that a pupil is dyslexic, you may wish to ask
the pupil to work with cut-out cards that they can
move around on the table. This will make it easier
for them to do the task. Then they may glue the
cards on a sheet of paper.
LESSON 7 – PAGE 11
Aims:
• Listening: listen to mini-dialogues; listen and
identify.
• Speaking: act out a dialogue; speak about
respecting classmates and teachers.
• Critical thinking: analyze behaviour.
• Values: respecting classmates and teachers.
Language review: Who’s this? This is my (mum). /
Can I borrow your pencil? Yes, here you are. / Give
me your notebook, please. Here you are.
Vocabulary review: Hello! / Hi! / Good afternoon. /
What’s your name? I’m… / dad, friend, garden, mum,
school
Additional vocabulary: polite/impolite
Materials and preparation: Pupil’s Book; Audio
CD, track 13; sheets of card; drawing supplies;
glossy coloured art paper; glitter; ribbons; blu-tack
or Sellotape. For ‘Extend your lesson!’: A4 sheets of
paper; large sheet of poster paper
Tiny and you 1 Teacher’s Notes – Unit 1
9
Warm up 09
• Listen to the story in Lesson 3 again.
• Ask pupils to point at the pictures on pages 6 and 7 and
repeat what they hear.
Zoom along!
Values
All the activities in Lesson 7 require pupils to reflect on
their behaviour, on what being respectful and polite
to their classmates and their teacher means and, in
general, to analyze how people behave in different
situations.
• Ask the class to work in pairs and ask their partner to lend
them something. How do they ask politely? How do they
answer?
• Ask the class what they say when they arrive at the class,
eg Good morning, (Silvia).
• Focus on ‘Please’ and ‘Thank you’. Tell the class that they
are magic words. Ask them why they are magic. Elicit
some answers from the class, eg if you say them people
will probably do what you ask them and they will be
happy because you are polite.
1
• Pre-teach the words ‘polite’ and ‘impolite’. Give examples.
• Discuss the importance of being respectful to people in
general, at home, in the street, at school. Elicit examples
of polite behaviour.
Teaching tip
In this lesson you will need to do most of the work in
L1. Pupils will give examples in their L1 because they
don’t have the necessary language yet. Repeat their
contributions in very simple English. Ask the class to
repeat key vocabulary such as ‘polite’ and ‘impolite’. Help
them to gradually incorporate the words in sentences.
• Tell the class to open the books at page 11 and focus on
the pictures in Activity 1.
• Encourage pupils to describe each situation in L1.
• Ask them if these situations reflect polite behaviour or
not. Encourage them to say, It’s polite./It’s impolite.
• Tell them to draw the faces in the circles to show their
opinion.
• Discuss the answers as a class.
Answers
1 left; 2 right; 3 left; 4 right

2 13
• Tell the class that they are going to listen to a few
dialogues. They have to listen and tick the corresponding
picture in each pair.
• Play the track as many times as necessary. Pupils put the
ticks.
• Elicit the answers from the class. Ask them what words
helped them decide.
Audioscript
1 Aims:
Boy 1 Give me a pencil, please.
Girl 1 Here you are.
2 • Speaking: do a chant.
Girl 2 Thank you!
3 Language review: instructions; This is...
Boy 2 Can I go to the toilet, Miss Blake?
Teacher Yes, Kevin.
Boy 2 Thank you, Miss Blake.
4 Materials and preparation: Pupil’s Book; Audio
Girl 3 Can I borrow your book?
Boy 2 Yes, here you are.
Girl 3 Thank you.
Answers
✔ 1 left; 2 right; 3 left; 4 right
Wrap up: Magic words poster
• Make posters with the sheets of card you brought. You
may wish to cut them into halves. Write ‘PLEASE’ and
‘THANK YOU’ in large block letters. They need to be large
enough to be seen from the back of the room.
• Give out one piece of card to every four pupils. Ask them
to colour and decorate the poster.
• Put all the arts materials on your table and ask pupils to
choose what they need to decorate their poster.
• When they have finished, put the posters around the
classroom.
Extend your lesson!
Project: Make a ‘Respecting
classmates and teachers’ poster
• Divide the class into pairs and ask pupils to draw
and colour a picture depicting respectful behaviour
towards teachers and classmates at school and
another depicting disrespectful behaviour.
• Circulate giving help, if necessary. Ask pupils
questions about their work.
• When they have finished, the pairs stand up and
say, eg This boy/girl/person is respectful/not
respectful.
Tiny and you 1 Teacher’s Notes – Unit 1
10
• Collect all the pictures and make a class poster.
Draw a happy face and a sad face on top of the
poster.
• Ask pupils to glue their pictures in the correct
category.
• Display the poster in the classroom and remind the
class that they have to be respectful to people.
LESSON 8 – PAGE 12
• Phonics: \ʌ\
• Listening: listen to a chant.
• Critical thinking: predict.
Vocabulary review: dad, mum, teacher
Additional vocabulary: comes, fun, sun, up
CD, tracks 14 & 15; Songs CD, track 15. For ‘Extend
your lesson!’: drawing supplies; A4 sheets of paper;
markers; blu-tack or Sellotape
Warm up
• Play ‘Tiny says, Please’, a variation of ‘Simon says’, to review
the actions they have learnt. Pupils will only carry out your
order if Tiny asks nicely, eg Tiny says, please clap your
hands. If Tiny doesn’t say ‘Please’, they have to stand still.
• The pupil that makes a mistake will remain seated for
two rounds.
Zoom along!
• Tell the class that they are going to learn a chant.
• Use flashcards or make drawings to represent ‘mum’,
‘sun’, ‘up’, ‘fun’. Point to the pictures/drawings and say
the words. Ask the class to repeat after you.
• Challenge pupils to say it quickly while playing a clapping
game in pairs, to indicate rhythm.
1 14 15
• Tell the class to open their books at page 12. Focus on the
picture in Activity 1.
• Point at the woman and ask, Who’s this? Elicit the answer
from the class, This is mum.
• Tell pupils that they are going to listen to a chant about
this boy and his mum. Ask the class to predict what the
chant is going to be about. Elicit suggestions. Accept L1.
• Play the chant at least twice for pupils to familiarize
themselves with the words.
• Ask them to put up their hands every time they hear a
word they know.
• Play the chant again. Ask pupils to identify the sound that
is repeated in the chant.
• Tell the class to put up their hands when they hear words
with the \ø\ sound.
• Play the chant once more. Can they identify the words
with the \ø\ sound in the picture? Ask them to say the
words they remember.
• Tell the class that they are going to sing along. Play the
chant again. Pause after each line so that pupils can
repeat. Mime as much as possible. Encourage pupils to
mime along.
• Sing again. This time, ask pupils to clap the beat of the
chant. For further ideas see ‘Songs’ notes’, page 4.
• Once they are more confident, ask them to sing without
the help of the track. You may want to use the karaoke
version of the song (Songs CD, track 15).
Audioscript
The sun comes up,
And up comes Mum,
Kisses me and says,
‘What fun!’
Ideas for special needs
Miming and clapping the chant will help pupils remember
the lines more easily as they can associate the words with
something they are doing. It will be especially useful for
those pupils who are more kinesthetic and also for those
who have problems focusing their attention.
2 15
• Direct pupils’ attention to Activity 2. Focus on the pictures.
Ask pupils to name them. Then ask, Do they all have the
same sound?
• Play the track a few times. Tell them to listen and check.
• Ask them to circle the words that bear the \ø\ sound.
Check as a class. Then ask, Which words sound
differently? Elicit answers from pupils. Were their ideas
correct?
• Play the track again and ask pupils to repeat the words.
Audioscript
teacher
sun
table
mum
dad
up
Answers
Pupils should circle the pictures which correspond to
‘sun’, ‘mum’ and ‘up’.
Home-school link
• Pupils teach the chant to their family.
Tiny and you 1 Teacher’s Notes – Unit 1
11
Wrap up 14
• Sing the chant once more clapping the beat and miming.
Extend your lesson!
Make a new chant and draw your
picture
• Pupils sing the chant by replacing ‘mum’ with the
name of one of the children in Lesson 1.
• Ask them to draw a picture for the chant with the
child they have chosen. Give each pupil an A4
sheet of paper to make a mini-poster.
• Walk around and help pupils when necessary.
• When they have finished, they write their name
on the picture. Display the pictures around the
classroom.
Portfolio opportunity
• Collect the pictures and file them in pupils’
portfolios.
Informal assessment opportunity
• Circulate while pupils are working and ask them to
chant their new lines for you.
• Check for correct pronunciation.
LESSON 9 – PAGE 13
Aims:
• Listening: listen to a chant.
• Speaking: do a chant; speak about what pupils
can see in a garden.
• Critical thinking: identify and discriminate; use
prior knowledge in a new context.
Language review: This is...
Vocabulary review: garden
Additional vocabulary: bird, butterfly, flower,
ladybird, snail, tree
Materials and preparation: Pupil’s Book; Audio CD,
track 14; magazine pictures of gardens; pictures of
insects, worms, leaves and grass; drawing supplies; A4
sheets of paper. For ‘Extend your lesson!’: A4 sheets
of paper; background music (optional); blu-tack or
Sellotape
Warm up 14
• Ask pupils if they remember the chant from Lesson 8.
• Play the track for pupils to sing it.
• You may divide the class into teams and hold a singing
competition.
Zoom along!
• Show pictures of gardens. Ask the class what they can see Extend your lesson!
in a garden. Elicit a few answers from the class. Pupils’
answers will most likely be in their L1. Give the English
equivalent and ask them to repeat the word.
Project: Make a garden mini-poster
• Ask the class to open their books at page 13. Focus on the
picture in Activity 1. • Give each pupil an A4 sheet of paper.
• Point to each item and say, eg This is a tree. Ask the class • Take the class to the garden, if there’s one at
to repeat after you. Correct pronunciation as well as stress. school, or have pupils imagine a beautiful garden
• Do the same with the other items taught in the activity. by playing background music.
• Ask them to draw what they see and any extra
element they wish. Ask them to walk around and
inspect the garden closely. Encourage them to
1 look carefully at plants, flowers and insects.
• Ask pupils to look at the picture of the garden in Activity • They can also pick small pieces of grass or leaves
1 and describe what they see. to make a collage.
• Tell them to cross out the things that don’t fit in. Show
how to cross things out on the board. Portfolio opportunity
• Elicit the answers from the class.
• Display the mini-posters around the classroom and
ask the authors to say what they have drawn.
Answers • Collect the posters and file them in pupils’
Pupils should cross out the chair, the pencil and the portfolios.
book.
• Ask the class to work in pairs. Give a sheet of paper to
each pair and ask them to draw a garden. They have to
include three items that shouldn’t be there.
• When they have finished, pairs exchange their pictures
and find the odd elements in the picture.
• When they have finished, they stand up, show the picture
and say what they have found.

2
• Ask the class to colour the pictures as they wish.
Alternatively, you may ask them to look at Activity 1
again and colour the pictures accordingly.
• When they have finished, ask pupils to show their work
and you may wish to have them say what each picture is.

Wrap up
• Play a round of ‘Tiny says, Please’.
• If you wish, you may divide the class into two teams and
hold a competition.

Tiny and you 1 Teacher’s Notes – Unit 1

12
 Unit 2
A birthday party
Lesson 1 – page 14
Aims:
• Listening: listen to a birthday song; listen and
identify.
• Speaking: sing a song; ask and answer
questions; identify new vocabulary.
Language review: Who’s this? This is… / my, your
Vocabulary: balloon, cake, cupcake, delicious, happy
birthday, orange juice, present, sandwich
Vocabulary review: Hello, what’s your name? I’m… /
I’m your friend/teacher. / Hello! / Good afternoon. /
Hi! / book, chair, classroom, notebook, pencil, school
bag, table
Materials and preparation: Pupil’s Book; Audio CD,
tracks 16 & 17 and Songs CD, track 17; poster from
Unit 1, Lesson 3; poster from Unit 2, Lesson 1; blu-tack
or Sellotape; the characters flashcards. For ‘Extend
your lesson!’: photocopiable material 2.1; glitter;
ribbon; coloured paper
Warm up
• Greet the class and review ‘What’s your name? I’m…’.
You may wish to use the characters flashcards.
• Display the poster from Unit 1, Lesson 3 and review the
vocabulary.
Teaching tip
English classes need a great deal of interaction between
you and the pupils, and among pupils. Many activities
require group or pair work, which implies that pupils get
up, move around, relocate desks and so on. Classes are
usually very diverse, with pupils with different levels of
ability and learning styles. As a teacher, you must be
sensitive to these differences. Once you know that you
have a pupil in your class with a disability, devote some
time to learning about it in order to make the learning
experience as pleasant and easy as possible for the pupil
and for yourself.
Zoom along!
• Ask the class how they celebrate birthdays in their family:
Do they prepare any special food? How do they greet the
person whose birthday they celebrate? Elicit some ideas
from the class in L1. Introduce ‘Happy birthday’.
Tiny and you 1 Teacher’s Notes – Unit 2
1
Teaching tip
Ask the class to repeat a few times and then ask
individual pupils to say ‘Happy birthday’ in turn. Model
the pronunciation first as they are likely to find saying
‘birthday’ somewhat difficult.
• Display the lesson poster and ask the class to identify the
characters. Point at them in turn and ask, Who’s this?
• Mime and ask, Can you see Tiny? Ask a pupil to point to
Tiny.
• Ask if they know the name of any of the things they
see in the poster. Elicit answers from the class. They will
probably know ‘sandwich’ and ‘cupcake’.
• Point at each item in turn and introduce the new
vocabulary. Say, eg This is a (balloon). Ask the class to
repeat after you. At this stage it is important to correct
pronunciation.
1 16
• Tell the class that they are going to learn a new song.
Invite them to listen to the song. Play the track once.
• Tell them you are going to play it again. This time they
put up their hands every time they hear a word they
know. Play the track again and check how many words
they managed to identify.
• Ask the class to open their books at page 14. Show the
page and point to the number.
• Tell them to listen to the song once more and look at the
picture.
Audioscript
A cupcake, a cupcake. Mmm delicious.
A sandwich and orange juice too.
A balloon and a present, a birthday cake,
And all for you, you, you!
Happy birthday, happy birthday,
Have some fun!
Happy birthday, happy birthday,
Hugs from everyone!
(repeated)
2 17
• Play the track at least twice and tell pupils that they have to
point to the correct items in the picture as they hear them.
• Play the track again, pause after each word and
encourage pupils to repeat it. Have pupils repeat at least
twice using the track as help.
• Point to the pictures on the poster and ask the class to
say the corresponding word.
Audioscript
balloon
cake
cupcake
delicious
happy birthday
orange juice
present
sandwich
Ideas for special needs
When you are giving instructions in English or presenting
new vocabulary or structures, make it easy for pupils
with special needs to ask for repetition. Provide a simple
request in English, eg Repeat, please. Bear in mind that it
is important to use the same language when you repeat
an instruction and to mime in order to make the meaning
clear to the pupil. If necessary, provide the equivalent in
Spanish the first time you give the instruction.
3 16
• Tell the class that they are going to listen to the song
again. This time they are going to sing it.
• Play the song a few times. Sing along and mime, eg for
‘hugs’ put your arms around you and pretend to hug
yourself.
• Encourage pupils to sing and mime along with you.
• Divide the class into two groups. Each group sings one
line of the first stanza. They sing the second one all
together. For further ideas see ‘Songs’ notes’, page 3.
Teaching tip
Start by playing one verse at a time and asking the class
to repeat. Then play two verses and keep increasing the
number of verses until they can sing the whole song.
17
Karaoke time!
• When you feel that pupils are confident enough, tell them
that it’s karaoke time.
• Play the music and help them sing along.
• Gradually, allow them to sing independently. Ask them to
mime the song as they sing.
Practice
• Play a game. Begin drawing one item, eg a cupcake,
really slowly. Ask the class to identify what it is.
• Divide the class into two groups, A and B. Ask one pupil
from group A to come to the board. Whisper a word. The
pupil draws the item and group A has to guess.
Tiny and you 1 Teacher’s Notes – Unit 2
2
• You may allow a limited number of attempts, eg three,
to keep a quick pace. Groups get a point for each correct
guess. Repeat the procedure with a pupil from group B.
Wrap up 16
• Sing the unit song once again before finishing the class.
Home-school link
• Pupils teach the new words and the song to their family.
Extend your lesson!
• Give each pupil a copy of photocopiable material
2.1. Tell them they are going to make a birthday
card for a friend.
• They colour and decorate the card with different
materials, eg glitter, ribbon, coloured paper. Then
they draw a picture of the friend the card is for
and write his/her name under the picture.
• When they have finished, they show their card
and say who the friend is, eg This is (Luciano).
• If the friend is in the class, they give the card to
him/her.
Lesson 2 – page 15
Aims:
• Listening: listen and stick.
• Speaking: match and say.
• Critical thinking: identify and match.
Vocabulary practice: balloon, cake, cupcake,
delicious, happy birthday, orange juice, present,
sandwich
Materials and preparation: Pupil’s Book; Audio
CD, track 18; poster from Unit 2, Lesson 1; blu-tack
or Sellotape; Tiny’s mask. For ‘Extend your lesson!’:
photocopiable material 2.2; drawing supplies;
plasticine of different colours; pieces of cardboard in
different shapes for the dishes; watercolours; plastic
glasses; brushes; A4 sheets of paper
Warm up
• Play a guessing game to review vocabulary.
• Ask pupils to stand up, in a circle, if possible. Alternatively,
they can stand next to their table.
• Clap out a beat and say, One, two, three, BALLOON.
• After the next three beats, the pupil next to you gives
another word, and so it continues. You can also review
the vocabulary from Unit 1, if you wish.
• Anyone who can’t think of a word or repeats a word
already said has to sit down and it’s the next pupil’s turn.
The winner is the last pupil standing.
Zoom along!
• Display the poster from Unit 2, Lesson 1. Point at the
characters and the new vocabulary. Say the words and
names and make some deliberate mistakes.
• The class says, Yes or No. If they say, No, they have to
say the correct word or name.
1 18
Critical thinking skills
This activity requires pupils to do several things. First
they have to identify each of the elements on the left as
part of a whole, ie the correct food item or element on
the right. Then they also have to find their way through
the maze, which requires them to concentrate and will
help them develop fine motor skills, spatial memory and
observation.

• Tell the class that they are going to listen to Tiny. Tell
them to open their books at page 15 and direct their
Ideas for special needs
attention to the blank spaces. Visual/spatial perception is the ability to make sense
• Say that they are going to listen to what Tiny says and of what is seen. The ability to perceive how one object
put the stickers in the order in which they hear the words. relates to another one is a critical skill in reading,
maths and handwriting. Pupils who have impaired
• Play the track a few times so that the class becomes
visual/spatial perception skills may have problems
familiar with the content.
distinguishing symbols and shapes, and the direction
• Play the track again and ask the class to put the stickers those objects are facing. They may also have difficulty
in the correct places. in judging heights and distances, so they may seem
• Check as a class. Say, eg What’s number one? Mime and clumsy. Shape puzzles, matching activities and mazes
show the number with your fingers to make the meaning help them to improve visual/spatial perception.
clear to the class.
• Ask individual pupils about each answer in random order,
eg What’s number 4? What’s number 2? Point at the
Teaching tip
blank spaces in your book and show the numbers with
your fingers. This activity might be too difficult for some pupils,
especially those who have difficulty concentrating.
Allow plenty of time to do the activity.
Audioscript/Answers
Dyslexics see the whole picture at once but all the little
Tiny A sandwich! Yum! details that help to form that picture get lost. Puzzles are
Yummy! A cupcake! difficult for dyslexic pupils while mazes are easy for them.
Ahh, orange juice! Thank you!
Mmm, the cake is delicious!
What a beautiful present!
Look at this balloon! Wrap up 18

• Play the track in Activity 1 again. Pause after each

Ideas for special needs exchange for the class to repeat the lines. They can wear
their Tiny’s masks.
If there are pupils who find it difficult to concentrate,
don’t issue too many instructions at the same time.
Break tasks down into their component parts and issue
the instructions for each part one at a time. This will also Extend your lesson!
help those pupils who have a slower pace of work.

2 • Practice the lines without the help of the track.
• Focus on the vocabulary items on the right. Ask pupils to
say the words.
• Explain the activity. They have to match the elements on
the left with the correct items on the right.
• When they have finished, ask them to compare their
work with a partner’s work.
• Check as a class. Ask individual pupils in turn to show
their book and say one of the answers. Note that there is
more than one possible path per item.
Act out
See how much pupils can remember. Cue them so
that they do not get stuck.
• Ask confident pupils to act out as if they were
Tiny. They can also wear their Tiny’s mask.
Game
• This game will help stimulate pupils’ memory.
Give each pupil a copy of photocopiable material
2.2. Ask them to colour and cut out the pictures.

Tiny and you 1 Teacher’s Notes – Unit 2

3
 • When they have finished, ask them to work in
pairs.
• They shuffle the cut-outs they have coloured and
place them face down on their table.
• They take it in turns to turn them over and find
matching pairs. If they find a match, they keep
both cards. If they don’t, they put the cards back
in their place.
• Ask pupils to say the word out loud.
• You may wish to add the cut-outs they made for
Unit 1.
Project: Birthday food
• Give pupils plasticine of different colours. They
may work in pairs, small groups or individually.
• Give them pieces of cardboard to make the
dishes. You may have them in different shapes,
eg round, oval or rectangular. Pupils paint them
with watercolours.
• They make the food items they have learnt in this
unit using the plasticine. They place them on their
dish and say out loud the food items they have
created. Help them with any new word they may
need.
• Display the projects and make a birthday food
exhibition.
Noticeboard idea
• Give pupils an A4 sheet of paper. Ask them to
make a picture of a new vocabulary item of their
choice. When they have finished, display the
pictures on the noticeboard and use them for
revision in future classes.
Lesson 3 – PAGES 16 & 17
Aims:
• Listening: listen to a song; listen to a
conversation.
• Speaking: sing a song; ask and answer questions;
act out a dialogue; count to 10.
• Critical thinking: identify; solve.
Language focus: Is Meg six? No, she isn’t. / How old
is she? She is seven. / How old are you? I’m seven
too. / Bye! / Goodbye!
Vocabulary: numbers 1–10
Vocabulary review: balloon, cake, cupcake, delicious,
happy birthday, orange juice, party, present, sandwich
Materials and preparation: Pupil’s Book; Audio
CD, tracks 16 & 19; poster from Unit 2, Lesson 3; the
numbers poster; blu-tack or Sellotape; the characters
masks. For ‘Extend your lesson!’: photocopiable
material 1.6 & 2.3; a small bag; one dice every two
pupils; drawing supplies; one plastic cap for each
child; green paper
Tiny and you 1 Teacher’s Notes – Unit 2
4
Warm up 16
• Sing the song in Lesson 1 as a class.
Zoom along!
• Display the lesson poster. Ask pupils to identify the
characters, eg Look! Who’s this? And this? (Tiny and
Tyler).
• Elicit the names of the food items. Say, eg Look. Can you
say the words? Mime to make the meaning clear.
• Ask the class where the children are. Introduce the word
‘party’. Say, This is Meg’s birthday party. Ask pupils to
repeat after you.
• Point at the number on the cake and say, How old is
Meg? Elicit, She’s seven. Ask the question several times.
• Display the numbers poster. Ask the class if they know
how to say the numbers in English. Many of them are
likely to know a few.
• Introduce the numbers. Ask the class to repeat after you
and then ask individual pupils to say them.
• Point at the numbers and have the class say them. Then
point at them in random order. Do this a few times to
help pupils remember.
• Introduce ‘Bye!’ and ‘Goodbye!’. Point to the last scene
of the story and explain that Tyler is leaving the party
and that is why he says ‘Bye!’. Tell pupils when to use
both exponents in different contexts. Remind them that
you always say ‘Goodbye!’ or ‘Bye!’ when you finish your
class or when you leave school.
Teaching tip
Check for correct pronunciation especially with the
following: the sound \t\ in ‘two’, some pupils will say
\tS\; the sound \T\ in ‘three’, some will pronounce it
‘free’; and ‘seven’, as they may say ‘seben’.
1 19
• Ask pupils to open their books at page 16. Open your
book, show the number and say it.
• Tell the class that they are going to listen to Tiny and
Tyler. They are going to Meg’s party.
• Play the track once. Pupils follow the picture sequences in
their books.
• Tell them you are going to play it again. They point at
each scene as they listen.
• Play the track again and ask pupils to point at the pictures
of the words they know.
• Play the track once again. This time pause after each
sentence for pupils to repeat. Encourage them to repeat
imitating sounds and intonation.
• Divide the class into groups and assign a character to each.
Play the track so that each group repeats their lines.
• Encourage pupils to act out the dialogue as a class
without the help of the track. Mime and cue to help them
remember.
Audioscript
Scene 1 Extend your lesson!
Tiny A party, a party! Please!
Tyler OK! But be good!
Scene 2
Meg Hello, Tyler! Come in! Play Number Bingo!
Tyler Hi, Meg! Happy birthday!
Scene 3
• Give each pupil a copy of the blank bingo grid
(photocopiable material 1.6). Ask them to write
Tyler Look, Tiny! A balloon! And this is a cupcake!
six numbers of their choice.
Scene 4
Tiny Is Meg six? • Play Bingo in the usual way.
Tyler No, she isn’t.
Tiny How old is she? Froggie counts to 10!
Tyler She is seven. Look at her cake! One, two,
three… • Divide the class into pairs. Give each pair a copy of
Scene 5 photocopiable material 2.3. Ask pupils to colour it
Tiny And you, Tyler? How old are you? as they wish.
Tyler I’m seven too! • Give each pupil a plastic cap and a circle of green
Scene 6 paper. Tell them to glue the paper on the cap to
Tyler Oh no! Tiny! make a froggie.
Scene 7
Meg Thank you for coming to my party! • Give each pair a dice. Pupils take turns rolling the
dice. Froggie can advance by whatever number
Tyler Bye, Meg! Thanks!
shows up but if he hits a flower, he must back up
Cathy Bye!
to the nearest leaf.
Meg Goodbye!
• The goal is to be the first one to get to the froggie
house at the end.
Language focus
• Direct pupils’ attention to the lesson poster again and
play the track up to scene 4. Lesson 4 – PAGE 18
• Point at the number on the cake again and ask, Is Meg
six? Encourage the class to answer, Yes or No. Then Aims:
complete the answer, No, she isn’t. • Listening: listen to a rhyme; listen to numbers.
• Repeat with other numbers and elicit negative answers. • Speaking: count to 10; say a rhyme.
• Ask, How old is she? Pupils will say, Seven. Echo and • Writing: write numbers.
complete the answer, She’s seven. • Critical thinking: identify; complete; solve a
problem.
• Turn to one pupil and ask, How old are you? Cue him/her
to say I’m (seven). Ask some more pupils. Then combine Language review: Is Meg six? No, she isn’t. / How
both questions. Point to one pupil and ask, Is (Laura) old is she? She is seven. / How old are you? I’m
five? Pupils answer. How old is (she)? Pupils answer. seven too. / Bye! / Goodbye!
Vocabulary review: numbers 1–10; balloon, book,
cake, cupcake, orange juice, pencil, party, present,
sandwich
Practice Materials and preparation: Pupil’s Book; Songs CD,
• Ask pupils to work in pairs or in small groups with the track 20; poster from Unit 2, Lesson 3; the numbers
pupils immediately near them. poster; blu-tack or Sellotape; file cards; some music.
For ‘Extend your lesson!’: drawing supplies; file cards;
• They take turns to ask and answer, How old are you? Then 10 paper or plastic cups for each pair of pupils; 55 small
they point at one member of the group or class and practise, objects for each pair, such as cotton balls, beans, pasta
eg Is he eight? No, he isn’t. How old is he? He’s (six). or jelly beans.

Informal assessment opportunity

• Circulate listening to pupils’ interactions and checking for
correct pronunciation and use of the target structure.
Wrap up 19
• Pupils act out the conversation again as a class. You may
wish to ask them to wear their characters masks.
Warm up
• Display the poster from Lesson 3. Play a true or false
game. Point at the characters, food items and objects
the class knows the words for in English. Say, eg This is
(Tyler)/a (balloon).
• Make some deliberate mistakes. Pupils correct you.

Tiny and you 1 Teacher’s Notes – Unit 2

5
Zoom along! 2 20

• Review questions. Point at the characters on the poster • Turn to Activity 2. In this activity pupils listen to a rhyme
and ask, Is Meg (five)? How old is she? Elicit the answers and supply the missing numbers.
from the class.
• Tell the class to listen to the rhyme and look at the pictures.
• Ask different pupils the same questions. Elicit the answers
• Play the rhyme at least twice. As pupils listen, point at
from individual pupils.
the pictures in your book to make the meaning clear.
• Invite pupils to ask and answer similar questions about
• Once pupils become familiar with the content, tell them
other pupils in the class.
to listen and write the missing numbers. Play the rhyme
• Display the numbers poster. Point at the numbers in turn again.
and say, Let’s count! Point at the numbers in random
order and elicit the answer from individual pupils.
• When they have finished, ask them to compare their
answers with a partner. Then check the answers as a
class.
• Play the rhyme again. Stop after each verse and ask the
1 class to repeat.
• Repeat playing two lines at a time. Encourage pupils to
• Tell the class to open their books at page 18. Open your
progressively repeat without help.
book and show the page. Point to the page number and
say, Eighteen. • Invite more confident pupils to come to the board and say
the rhyme without help.
• Focus on Activity 1. Ask the class to say what each picture
is, eg pencils, cupcakes, presents, etc.
• Explain that they have to count how many there are of Audioscript/Answers
each thing and write the correct number. One, two,
• Allow time for pupils to work independently. When they My notebook is blue.
have finished, ask them to compare their answers with a
partner. Three, four,
• Ask individual pupils in turn to say the answers. Cue them Please open the door.
saying, eg seven pencils. Ask the class to repeat the
answer after each pupil. Ask individual pupils to come to Five, six
the board and write the numbers. Come in, Trix!
• Ask pupils to say the numbers that are missing in the
Seven, eight,
correct order. Again, allow some time for them to solve
Sit down, Kate!
the ‘problem’ before you elicit the answers.
• Ask some pupils to come to the board and write the Nine, ten,
missing numbers. Let’s count again!
• Say, Let’s count! and count the numbers in order as a class.

Reinforcement
Listen and order
• Divide the class into pairs and give each pair ten file cards.
• Ask pairs to make ten number cards, writing one number
from 1–10 on each card.
• Explain that you will call out numbers out of order and
they have to put their cards in that order.
• When they have finished, they chant the numbers in the
order you gave them.
Wrap up
• If possible, pupils stand in a circle, otherwise they can just
stand next to their desks or tables.
• They chorus count 1–10. Instruct pupils to each call out
one, two or three of the numbers in order. The pupil who
calls out ‘ten’ must sit down, eg. ‘one, two’, ‘three, four,
five’, ‘six’, ‘seven, eight, nine’, ‘ten’ (sits down), ‘one’...
• Continue until only one pupil is standing. That pupil wins
the game.
• Try playing it saying the numbers backwards as an extra
challenge.

Clusters
• Play some music and have pupils walk, skip, jump, hop,
etc around the room or the school yard.
• Stop the music and call out a number between 1 and 10.
Pupils must get together quickly in a group or groups of
that number.
• The odd pupils must sit out until the next round.

Tiny and you 1 Teacher’s Notes – Unit 2

6

Extend your lesson!
Number match up
• Ask pupils to work in pairs. Give each pair drawing
supplies and file cards, and ask pupils to make
ten quantity cards. They draw pictures of different
objects to show the quantities, eg five cupcakes,
two chairs.
• When they have finished, ask pupils to get their
number cards (the ones they have made in this
lesson). They shuffle all the cards and lay them on
their table in rows.
• Pupils take it in turns to turn over two cards. If
the cards are a match, they can keep the pair. If
they are not, both cards must be turned over and
returned to their original positions. Then the next
player takes a turn.
• They continue playing until all of the matches
have been found.
Critical thinking skills
Pupils will not only practice matching number symbols
to quantities, but they will also fine tune their memory
skills as well.
Counting cups
• In this game, pupils will develop one-to-one
correspondence, ie counting a group of objects
while touching each object, one at a time. This
way pupils will associate spoken numbers with
real objects. Whereas this may seem a very easy
activity in the pupils’ own language, it will help
them reinforce the relation between the numbers
in the new language and the real objects.
• Ask pupils to work in pairs. Give each pair 10
medium-sized paper cups and ask them to write
one number 1–10 on each cup, using markers.
• Ask them to place the cups in order from the
smallest to the biggest number.
• Give pupils a collection of 55 objects. Tell them
to look at the number on each cup and put in the
matching amount of objects. They count out loud
as they place the objects in the cups.
Tiny and you 1 Teacher’s Notes – Unit 2
7
Lesson 5 – PAGE 19
Aims:
• Listening: listen to a dialogue; listen and
identify.
• Speaking: speak about numbers and colours;
act out a dialogue.
• Critical thinking: predict; identify; match.
Language focus: What colour is it? It’s…
Language review: Can I borrow your pencil? Yes,
here you are.
Vocabulary: black, blue, green, red, white, yellow
Vocabulary review: numbers 1–10; balloon
Materials and preparation: Pupil’s Book; Audio CD,
tracks 20, 21 & 22; posters from Unit 2, Lesson 5; the
numbers poster; blu-tack or Sellotape. For ‘Extend
your lesson!’: drawing supplies; a large sheet of poster
paper; white construction paper; finger paint of the
six colours the class has learnt; sponges; paintbrushes;
paper bowls; wet paper towels
Warm up 20
• Tell pupils that they are going to say the rhyme they
learnt in Lesson 4.
• Play the track once or twice to remind pupils of the
rhyme. Say the rhyme as a class. 

• Invite the more confident pupils to say the rhyme. You
may ask them to say a couple of lines each to give more
pupils a chance to practise it.
Zoom along!
• Display the numbers poster, point at the numbers in
random order and elicit the words from the class.
• Ask the class if they know the colours in English. Some
pupils might know a few.
• Show the poster from Lesson 5, point at each colour in
turn and ask, What colour is it? Allow pupils who know
the words to say them. Echo the complete answer, It’s
(blue).
• Ask the class to repeat after you. Check for correct
pronunciation of the individual colours.
Language focus
• Ask the class to show you objects of different colours.
Say, eg Show me a green pencil. Mime to make the
meaning clear.
• Ask, What colour is it? Elicit the answer from the class.
• Invite pupils to repeat the question several times. Make
sure they pronounce the word ‘colour’ correctly.
• Ask the class to work in pairs. Pupils take turns to ask and
answer about things they have on their table.

1 21
• Ask pupils to open their books at page 19. Show the
page, point to the number and say it.
• Direct pupils’ attention to the pictures. What colours can
they see in the pictures? Elicit answers from the class.
• Tell the class that they are going to listen to Tiny and
Tyler again. Tell them they are in the park. Ask the class
to predict what they think happens. Elicit a few ideas.
• Play the track at least twice. Ask pupils to listen to the
dialogue and look at the pictures.
• Ask them if their predictions were correct.
• Ask pupils if they could identify any colour words. Elicit
the names from the class.
• Tell the class you are going to play the track again. This
time they put up their hands every time they hear a
colour.
• Play the track again up to scene 2. Remind the class of the
polite way to borrow things they learnt in Unit 1. Explain
that this is also a polite form of asking for something.
• Play the track again. Stop after each exchange and
encourage pupils to repeat.
• Divide the class into three groups, one repeats Tyler’s
part, the other repeats Tiny’s and the third repeats the
balloon seller’s. Then switch roles.
• Encourage pupils to act out the dialogue as a class
without the help of the track. Mime and cue to help them
remember.
Audioscript
Scene 1
Tiny Look! Balloons! Oh, one, please!
Tyler OK.
Scene 2
Tyler Can I have a blue balloon, please?
Balloon seller Yes, here you are.
Tyler Thank you.
Scene 3
Tiny Wow! What colour is it?
Tyler It’s blue.
 • Tell them to continue using different colours to
Scene 4
Tyler Look, Tiny! A red balloon, a yellow
balloon, a green balloon, a white
balloon and a black balloon.
2 22
• Play the track at least twice. Tell pupils to listen to the
track. They listen to the colour words and point to the
balloons correspondingly. Alternatively, you may wish to
use the lesson poster.
• Play the track again, pause after each colour and ask
pupils to repeat it.
Tiny and you 1 Teacher’s Notes – Unit 2
8
Audioscript
black
blue
green
red
white
yellow
3
• Focus on the numbers in Activity 3. Tell pupils to look at
Cathy in each scene and count the balloons she has.
• They have to find the number that matches the balloons
and colour each number accordingly.
• You may want to check as a class. Ask, What colour is
number three? Pupils answer.
Wrap up 21
• Play the dialogue between Tyler, Tiny and the balloon
seller again.
• Encourage the class to act it out. Correct only when
necessary.
Extend your lesson!
Project: Make a ‘Class Flower
Garden’ poster
• Give each pupil a small sheet of white
construction paper.
• Pour each colour of finger paint into separate
bowls. Put a brush in each bowl.
• Have the class paint their hands with one of the
finger paint colours and then press them down
slowly on the sheets of paper.
paint flowers all over the paper. Then they paint
the stems and leaves in green. They may add
insects, if they wish.
• When they have finished, display a large sheet of
poster paper on the board within reach of pupils.
• Write ‘OUR CLASS FLOWER GARDEN’ on top of
the poster and ask pupils to organize their mini-
posters into a large garden. They may add trees
and people, if they wish.
• When they have finished, ask questions about
their work and encourage pupils to describe the
colours of the flowers, insects and trees.
• Display the poster for a few days either in the
classroom or in the school noticeboard.
Lesson 6 – PAGE 20 • Allow time for pupils to work independently. When they
have finished, ask them to compare their answers with a
Aims: partner.
• Listening: listen to a chant • When they have all finished, ask individual pupils in turn
• Speaking: say what colour things are; say a to show their work and say the answers, eg It’s a (red
rhyme; sing a chant balloon). Ask the class to repeat the answer after each
• Critical thinking: identify and complete a series. pupil.
Language focus: It’s a (green) (pencil). • Play the chant a few more times. Ask the class to chant
Language review: What colour is it? It’s…; This is a along. Divide the class into four groups, assign a stanza to
(red) (balloon). each and chant. Then change so that all the groups have
Vocabulary review: numbers 1–10; colours; balloon, a chance to say the whole chant. For further ideas see
cupcake, present, sandwich; book, chair, notebook, ‘Songs’ notes’, page 3
pencil, school bag, table
Materials and preparation: Pupil’s Book; Audio CD, Audioscript/Answers
tracks 20 & 23; drawing supplies; A4 sheets of paper;
I can see
poster from Unit 2, Lesson 5; blu-tack or Sellotape. For
Something red,
‘Extend your lesson!’: photocopiable material 2.4 & 2.5
Red, red, red.
It’s a red balloon.
Warm up
I can see
• Play ‘I Spy!’. Say, I spy with my little eye something (blue).
Something green,
• Pupils try to guess the object. You may choose to use Green, green, green.
classroom objects the class knows and the pictures of the It’s a green book.
new vocabulary in this unit.
I can see
Something blue,
Zoom along! 20 Blue, blue, blue.
It’s a blue pencil.
• Display the poster from Lesson 5 and review the colours.
Ask the class, What colour is this? Is it (red)? Show me a I can see
(green) book. Something yellow,
• Remind the class of the rhyme they learnt in Lesson 4. Yellow, yellow, yellow.
Say the rhyme once as a class. It’s a yellow school bag.
• Point to different pupils at random and have them say
one verse of the rhyme in turn. Reinforcement

Colour and play

1 23
• Tell the class to open their books at page 20. Open your
book and show the page. Point to the page number and
say, Twenty.
• Focus on Activity 1. Explain that they are going to listen to
a chant. Tell them to listen and look at the pictures.
• Play the chant once. Ask the class if they have identified
any familiar words. Elicit a few answers.
• Tell the class to listen again and say the words they know
out loud.
• Play the track again and this time ask pupils to listen and
colour the pictures.
• Give each pupil an A4 sheet of paper. Ask them to draw a
picture and colour it. Ask them to draw things they know
the names of in English. They also need to use colours
they have learnt in English. Tell them not to show their
picture.
• When they have finished, ask them to work in pairs.
• They take turns to describe the pictures to each other,
and draw and colour them.
• When they have finished, they show their picture to the
class and describe it.
Noticeboard idea

Teaching tip
Play the track as they work. This will help them remember
the chant. You may also encourage pupils to try singing
the chant as they work.
• Display the pictures on the noticeboard and use them for
revision the following class.
Portfolio opportunity
• Write the pupils’ names and the date on the back of the
sheets, collect them and file them in their portfolios.

Tiny and you 1 Teacher’s Notes – Unit 2

9
2 Crazy Maze
• Focus on Activity 2. Point at the first line in the series and
ask the class to say what each picture is and what colour
it is, eg It’s a green balloon. It’s a black pencil.
• Tell the class to look at the rest of the series carefully and
complete each missing element.
• Allow plenty of time for them to work. Then they compare
their work with a partner.
• When they have all finished, ask individual pupils to show
their work and say the answers.
Answers
2 They should draw a red cupcake and a yellow present.
3 They should draw a yellow present and a green balloon.
4 They should draw a green balloon and a blue school bag.
Wrap up
• Do the chant as a class one last time. This time, without
the help of the track.
Home-school link
• Pupils teach the colours chant to their family.
Extend your lesson!
Birthday present
• Give pupils a copy of photocopiable material 2.4
• Tell the class to get their coloured pencils and
listen to you.
• Say, eg Colour number 1 blue. Pupils colour the
section with that number in blue. Then proceed
with another number and allocate another colour.
• Repeat until the picture is complete.
• Ask pupils to write the name of a friend they
would like to give a present to.
Teaching tip
Give the instructions in English and mime to make
it easier for the class to understand. By this time,
pupils should be able to understand most classroom
instructions in English provided you use them
systematically during lessons. Don’t be afraid of
introducing new language in your instructions and
always mime as you give them.
Portfolio opportunity
• Write the pupils’ names and the date on the back
of the sheets, collect them and file them in their
portfolios.
Tiny and you 1 Teacher’s Notes – Unit 2
10
• Give each pupil a copy of photocopiable material
2.5. Tell the class that they have to find how
many books, sandwiches, balloons, cupcakes and
school bags there are in the maze.
• They have to trace five paths (one per group of
objects) by joining the objects of the same type
and then write the total number of objects in the
corresponding shape.
• When they have finished, they colour the pictures.
• When they have all finished, ask, How many
books? One, two…? Count with your fingers to
convey the meaning of ‘How many’.
• Elicit the answers as a class. Say, eg Five books,
good! What colour are the books? Ask individual
pupils to answer saying only the colours, eg Blue!
Answers
There are 5 books, 7 sandwiches, 8 balloons,
4 school bags and 9 cupcakes.
Portfolio opportunity
• Write the pupils’ names and the date on the back
of the sheets, collect them and file them in their
portfolios.
Extra Activity 2 80
• Tell the class to open their books at page 72.
Show your book and point at the number.
• Focus on Activity 2. Tell the class that they are
going to listen to the children speaking about their
age. After listening to the track, they will write
the correct age in each box.
• Play the track at least twice so that pupils become
familiar with the content.
• Play the track again, stopping after each mini-
dialogue so that pupils can write the numbers.
• When they have finished, point at each character
in turn and ask, What’s his/her name? How old is
he/she? Elicit the answers.
• Play the track again. Stop after each exchange and
ask the class to repeat.
• You may extend this activity even further. Divide
the class into groups, one for the woman and four
more for the children.
• Play the track again and each group says their part.
• You may ask the more confident pupils to role-play
the dialogues.
Audioscript/Answers
1
Woman How old are you, Meg?
Meg I’m seven.
 2 • Focus on the pictures. Tell the class that they are going
Woman How old are you, Jay? to listen to different children speaking in some given
Jay I’m five. Today is my birthday. contexts. They have to listen, decide which picture they
3 match and write the numbers correspondingly.
Woman Is Mary seven years old? • Play the track at least twice. Elicit the answer from the
Anna No, she isn’t. She is 10. class. Ask pupils what helped them decide.
4
Woman Is Zak nine years old?
Anna Yes, he is. Audioscript
5
1
Woman How old is Lola?
Boy Oh, I’m sorry!
Cathy She is one. She is cute!
2
Boy Can I have a sandwich, please?
3
Girl A cupcake for me!
Lesson 7 – PAGE 21 4
Girl 2 Oh, thank you!
Aims:
• Listening: listen to expressions said in different
contexts; listen and identify. Answers
• Speaking: speak about being polite to others. 1 bottom right; 2 top left; 3 top right; 4 bottom left
• Critical thinking: analyze behaviour.
Language review: Can I borrow your pencil? Yes,
here you are. / Give me your notebook, please. Here Teaching tip
you are.
Additional vocabulary: polite/impolite Do the activities in this section gradually, in very simple
English. Use L1 as necessary. Pupils are likely to give
Materials and preparation: Pupil’s Book; Audio CD, examples in their L1. Repeat their contributions in
tracks 24 & 21. For ‘Extend your lesson!’: A4 sheets English. Ask the class to repeat key words, eg ‘polite’,
of paper; drawing supplies; a large sheet of poster ‘impolite’. Help them to gradually incorporate the words
paper; blu-tack or Sellotape in sentences.

Warm up
• Ask pupils if they remember any magic words. Elicit the
answers from the class, eg Please; Thank you.
Zoom along! 21
• Remind pupils of the values and attitudes they discussed
in Unit 1. Ask pupils to open their books at page 11 and
review what they talked about then.
• Ask the class to work in pairs and ask their partner to lend
them something. How do they ask politely? How do they
answer?
• Ask the class what they say when they arrive at the class
and how they ask you for permission.
• Tell pupils that you are going to play the dialogue in
Lesson 5 again. Ask them to listen carefully and decide if
Tyler is polite.
• Play the track and elicit answers from the class. How do
they know Tyler is polite? What does he say?
Tyler Can I have a blue balloon, please?
Balloon seller Yes, here you are.
Tyler Thank you.
• You may wish to have some pupils act out the dialogue.
2
• Focus on the pictures and ask pupils to describe what
they see. Ask leading questions to help pupils describe
them.
• Ask pupils which of them show kind and polite behaviour
and which don’t.
• Tell them to draw the faces showing their opinion.
• Discuss the answers as a class.
Answers
1 (Note that number 1 is positive because the boy is
saying ‘I’m sorry!’); 2; 4
• Discuss the importance of being polite to people in
general, at home, in the street, at school. Elicit examples
of how to be polite.
• Ask pupils to work in pairs. They decide on a situation
that shows either polite or impolite behaviour.
• They come to the board and dramatize the situation
without saying anything.
• The class decides what happens and whether it shows
polite or impolite behaviour.

1 24 Wrap up 24

• Ask the class to open their books at page 21. Show the
• Play the track again and ask the class to mime the
situations.
page, point at the number and say it.

Tiny and you 1 Teacher’s Notes – Unit 2

11

Extend your lesson!
Project: Make a ‘Being polite’ poster
• Divide the class into pairs and give each pair two
A4 sheets of paper. Ask pupils to draw and colour
one picture depicting a polite action and another
one dipicting an impolite action either at home, at
school or in the street.
• Circulate giving help, if necessary. Ask pupils
questions about their work.
• When they have finished, the pairs stand up, show
their pictures and say, eg This boy/girl/person is
polite/impolite.
• Help them describe their work using very simple
vocabulary. Supply additional vocabulary as
necessary.
• Make a class poster. Write ‘POLITE/IMPOLITE’ on
top of a large sheet of poster paper.
• Ask pupils to glue their pictures in the correct
category.
• Display the poster in the classroom and remind
pupils that they have to be polite to people.
Lesson 8 – PAGE 22
Aims:
• Phonics: \e\
• Phonics review: \ø\
• Listening: listen to a chant.
• Speaking: do a chant; say tongue twisters.
Vocabulary review: comes, fun, mum, sun, up;
present, red, ten; balloon, notebook
Additional vocabulary: sparkle, surprise
Materials and preparation: Pupil’s Book; Audio CD,
tracks 14, 25 & 26 and Songs CD, track 21. For ‘Extend
your lesson!’: drawing supplies; A4 sheets of paper;
blu-tack or Sellotape
Warm up 14
• Remind pupils of the song they learnt in Lesson 8, Unit 1.
• Ask pupils to open their books at page 12. Play the track
and encourage them to sing it.
Zoom along!
• Ask the class to say words that contain the \ø\ sound, eg
‘mum’, ‘sun’, ‘up’, ‘fun’.
• Invent a tongue twister with the words, eg Oh, Mum! The
sun is up. It’s fun!
• Challenge pupils to say it quickly while playing a clapping
game in pairs, to indicate rhythm.
Tiny and you 1 Teacher’s Notes – Unit 2
12
1
• Tell the class to open their books at page 22. Open your
book and show the page. Point at the number and say it.
• Focus on the picture in Activity 1. Ask the class what they
think the children are doing. Elicit some ideas.
• Explain that they are looking for the hidden presents. Tell
pupils to work in pairs and try to find the presents.
• When they have found them, ask pairs to show their
books and count the presents.
Answers
There are ten presents.
2 25 21
• Tell the class that they are going to listen to a chant. Play
the chant at least twice.
• Play the chant again. Pause after each line so that pupils
can repeat.
• Mime as much as possible, eg show ten fingers; show
surprise by opening your mouth as if saying ‘OHHHH’;
mime a box with your hands for the presents.
• Chant again. This time, ask pupils to clap the beat of the
chant. For further ideas see ‘Songs’ notes’, page 4.
• Once they are more confident, ask them to chant without
the help of the track. You may want to use the karaoke
version of the chant (Songs CD, track 21).
Audioscript
Ten red presents, ten red presents.
What a nice surprise!
Ten red presents, ten red presents,
Sparkle in your eyes!
Ideas for special needs
Miming and clapping the chant will help pupils remember
the lines more easily as they can associate the words with
something they are doing. It will be especially useful for
those pupils who are more kinesthetic and also for those
who have problems focusing their attention.
3 26
• Focus on the pictures in Activity 3. Ask pupils to name
them. Do they all have the same sound?
• Play the track a few times. Tell them to listen and check.
• Ask them to circle the words that have the \e\ sound.
Elicit answers from pupils. Then ask, Which words sound
differently? Were their ideas correct?
• Play the track again and ask pupils to repeat the words.
Audioscript Lesson 9 – PAGE 23
red
Aims:
notebook
• Listening: listen and identify.
ten
• Speaking: speak about shapes and colours.
balloon
• Critical thinking: identify shapes and colours;
present
identify the odd element in a series; use prior
knowledge in a new context.
Answers Vocabulary review: colours; numbers 1–10
Pupils should circle the pictures which correspond to Additional vocabulary: triangle, circle, square,
‘red’, ‘ten’ and ‘present’. rectangle, pink, orange, purple, brown.
Materials and preparation: Pupil’s Book; Audio CD
tracks 23 & 27; poster from Unit 2, Lesson 5; blu-tack or
Home-school link Sellotape; drawing supplies; A4 sheets of paper; pieces
of coloured paper; glossy art paper in different colours;
• Pupils teach the chant to their family.
markers. For ‘Extend your lesson!’: A4 sheets of paper;
glossy art paper in different colours; photocopiable
Wrap up 25 material 2.6

• Sing the chant once more clapping the beat and miming.

Warm up 23

Extend your lesson! • Do the chant from Lesson 6.

Make a new chant and draw your
picture
• Pupils sing the chant by replacing ‘presents’ and
‘ten’ with other words with the sound \e\, eg
‘pencils’, ‘seven’.
• Give pupils A4 sheets of paper and ask them to
draw a picture for the new chant.
• Walk around and help pupils, if necessary.
• When they have finished, they write their name
on the picture. Display the pictures around the
classroom.
Portfolio opportunity
• Collect the pictures and file them in pupils’
portfolios.
Informal assessment opportunity
• Circulate while pupils are working and ask them
to chant their new lines for you.
• Check for correct pronunciation.
Zoom along!
• Introduce the shapes. Draw a house
on the board using shapes.
See the following model:
• Point at each shape in turn and say, Look, this is a
triangle. This is a square. Proceed in the same way with
all the shapes.
• Ask pupils to repeat after you.
• Ask them to count how many of each shape you have
drawn. Elicit the answers, eg Two triangles.
• Display the poster from Lesson 5 and review the colours
the class has learnt. Say, Show me a (yellow) pencil.
• Introduce the new colours (brown, orange, pink and
purple). Pick one pencil of each colour and say, eg Look, this
pencil is brown. Brown. Ask the class to repeat after you.
Proceed in the same way with each of the four colours.
• Play a quick recognition game. Ask the class to point at
objects of different colours in the classroom. Say, Point at
something pink. Point at something orange.
1 27

• Ask pupils to open their books at page 23. Show the

page, point to the number and say it.
• Focus on Activity 1. Point at the shapes and ask the class
to name them.
• Explain the activity. Ask the class to look at each series
and identify the odd one out. They cross out the shape
that does not fit in. Allow a few minutes for this.
• When pupils have all finished, ask them to compare their
work with a partner.
• Check as a class. Ask individual pupils to show their work
and say which shape is the odd one out, eg The circle.

Tiny and you 1 Teacher’s Notes – Unit 2

13
• Point at the different shapes in random order and ask,
What colour is the triangle/rectangle? Elicit the answers
from the class. Extend your lesson!
• Tell the class to listen to the audio and check if their
answers are correct.
• Play the track once so that pupils become familiar with Make mosaics with shapes
the content.
• Give each pupil an A4 sheet of paper and ask
• Discuss as a class. Were they right? them to draw a picture using the shapes they
• Play the track again. Stop after each sentence and ask the have learnt.
class to point at the correct series and repeat. • When they have finished drawing the picture, give
them glossy art paper in different colours. Ask
Audioscript/Answers them to cut very small pieces and fill each shape
with a different colour.
Three pink triangles
Two orange circles
• When they have all finished, ask them to show
their work. They can describe the picture saying
Six purple squares
how many shapes they have used and what
Two brown rectangles
colour they are.

2 Portfolio opportunity

• Focus on the splashes of paint, point at them in turn and
ask, What colour is it? Pupils answer as a class.
• Point at the numbers next to each colour and ask the
class to say them.
• Point at the unfinished shapes and ask the class to
explain what they think they have to do, ie complete the
unfinished shapes and then colour them to match the
number the colours have.
Teaching tip
Pupils will obviously explain this in their L1. You may
repeat the explanation in English after them. The aim is
that they understand the purpose of the activity without
your help.
• Allow enough time for the class to finish the activity.
• Ask individual pupils to show their work and say what
they have drawn and coloured, eg This is a brown triangle.
3 siblings’ names too.
• Display the mini-posters around the classroom.
You can use them for revision later on.
• After a few classes, collect the posters and file
them in pupils’ portfolios.
Name pattern art
• Give out copies of photocopiable material 2.6. Tell
pupils to write their name on the graph paper,
putting one letter in each square across the page.
• Repeat writing the name over and over, one letter
per square, for as many lines as they want to.
• Tell pupils to choose one colour for each letter,
using it to gently colour over each letter. They fill
in the entire page pattern.
• Display the mini-posters around the room.
Home-school link
• This activity looks different with each name pupils
use, so encourage them to use Mum’s, Dad’s and

• Give each pupil an A4 sheet of paper and pieces of • Laminate or cover the finished creation with
coloured paper. Cut shapes out of glossy art paper and contact paper and turn it into a place mat, a
display them on your desk. painting or even great refrigerator décor.

• Ask pupils to make a birthday present with shapes.

Encourage them to use the shapes displayed on your desk
and to make some more. Tell them to use the shapes
they have just learnt the names of.
• Allow plenty of time for them to work. When they have
finished, ask them to show their present and say what
shapes they have used and what colour they are. They
can also count how many of each shape they have
included.

Wrap up
• Ask a pupil to make a shape in the air very slowly. The
class guesses what shape it is.

Tiny and you 1 Teacher’s Notes – Unit 2

14
 Unit 3 1 28

• Tell the class that they are going to learn a new song.
The pet shop Invite them to listen to the song. Play the track once.
• Tell them you are going to play it again. This time they
put up their hands every time they hear a word they
know.
Lesson 1 – page 24
• Play the track again and check how many words they
Aims: managed to identify.
• Listening: listen to a song about pets; listen and • Play the track one more time, mime as much as possible
identify. to make the meaning of the song clear to pupils.
• Speaking: sing a song; ask and answer • Ask the class to open their books at page 24. Open your
questions; identify new vocabulary. book, show the page and say the number.
Language: What’s that? It’s... • Play the track once more and tell them to listen while
Language review: This is… / What colour is the…? / they look at the picture.
my, your
Vocabulary: bird, cat, dog, hamster, lizard, parrot, Audioscript
rabbit, tortoise, pet shop
Pet shop, pet shop. I can see
Vocabulary review: colours
Lots of animals looking at me.
Materials and preparation: Pupil’s Book; Audio A rabbit and a hamster, a bird and a cat,
CD, tracks 28 & 29 and Songs CD, track 23; poster A tortoise and a lizard. Oh, what’s that?
from Unit 3, Lesson 1; blu-tack or Sellotape; a few
magazine pictures of pets and wild animals. For Chorus:
‘Extend your lesson!’: photocopiable material 3.1 I don’t know, I don’t know,
No, I don’t know!
Warm up I don’t know, I don’t know,
No, I don’t know!
• Ask the class to choose a song, a chant or a rhyme from
Units 1 or 2. Pet shop, pet shop. I can see
• Sing, chant or say as a class. Lots of animals looking at me.
A parrot and a dog; lots of animals to see.
But what is that animal looking at me?
Zoom along!
• Ask the class if they like animals. Show several pictures (Chorus)
of pets and ask the class if they have a pet. To convey
the meaning of the word ‘pet’, you may wish to show
pictures of pets and wild animals in order to contrast 2 29
them. Ask, eg Can you have a lion at home?
• Display the lesson poster. Point at the name of the shop. • Tell pupils that they have to point to the correct items in
Say, This is a pet shop. Ask if they know what they can the picture as they hear them mentioned in the track.
find in pet shops. Ask pupils if they know the name of • Play the track. Ask the class to show their books and point
any of the animals they see in the poster. Elicit answers to the correct item.
from the class. They will probably know ‘hamster’. • Play the track again, pause after each word and
• Point at each item in turn and introduce the new encourage pupils to repeat it. Have them repeat at least
vocabulary. Say, eg This is a (dog). twice using the track as help. Correct pronunciation.
• Ask the class to repeat after you. Pay special attention to • Direct pupils’ attention to the lesson poster again. Point
pronunciation. at each vocabulary picture and ask the class to say the
• Ask about the colours, What colour is the tortoise? Elicit corresponding word.
the answers from the class.
• Stick on the board a few pictures of the animals taught. Audioscript
Stand by the pupils’ desks and point at the pictures one
bird
by one. Ask, What’s that? Invite pupils to answer saying,
cat
It’s a dog.
dog
• You may wish to contrast the use of ‘this/that’ at this hamster
stage by giving different examples, eg stand close to the lizard
poster and say, THIS is a rabbit. Then stand some distance parrot
away from it and say, THAT is a rabbit. Encourage pupils rabbit
to discover the rule. Note that this language point will be tortoise
reinforced in Lesson 3. pet shop

Tiny and you 1 Teacher’s Notes – Unit 3

1
3 28
• Tell the class that they are going to listen to the song
again. This time they are going to sing it.
• Play the song a few times. Sing along and mime.
Encourage pupils to sing and mime along with you.
• Divide the class into two groups. Each group sings one
stanza and the chorus all together. For further ideas see
‘Songs’ notes’, page 3.
Ideas for special needs
Dysphasia
In general, dysphasia is characterized with slow and
atypical development of oral understanding and
expression. Pupils with dysphasia could have problems
with language comprehension, expression, metalinguistic
skills, abstract thinking and generalizing. Therefore, provide
plenty of opportunities for repetition and learning in action,
ie role-plays, miming and action songs. Use a lot of visual
support. Flashcards, photos, pictures, charts, mind maps are
of great help for these pupils.
Karaoke time! 23
• When you feel that pupils are confident enough, tell them
that it’s karaoke time.
• Play the music and help them sing along.
• Gradually, allow them to sing independently. Ask them to
mime the song as they sing.
Practice
• Play a game. Begin drawing one animal really slowly. Ask
the class to identify what pet it is. Ask, What is it?
• Divide the class into two groups, A and B. Groups play in
turns. Ask one pupil from group A to come to the board.
Whisper a word. The pupil draws the animal and group A
has to guess.
• You may allow a limited number of attempts, eg three,
to keep a quick pace. Groups get a point for each correct
guess.
Wrap up 28
• Sing the song once again before finishing the class.
Home-school link
• Pupils teach the new words and the song to their family.
• Preparation for next class: pupils bring a picture of their
pet. If they haven’t got one, they can bring a picture of an
animal they would like to have as a pet.
Tiny and you 1 Teacher’s Notes – Unit 3
2
Extend your lesson!
The pet shop
• Give each pupil a copy of photocopiable material
3.1. Tell them they have to look at the unfinished
pictures carefully.
• They complete each animal and colour the picture.
• When they have finished, they show their work and
describe the animals saying what colour they are.
Lesson 2 – page 25
Aims:
• Listening: listen to three children talking about
their pets and match.
• Speaking: match and say; speak about one’s pet.
• Critical thinking: identify and match.
Language review: What’s that? / This is … / my, you /
What colour is it/the…? It’s...
Vocabulary review: colours; bird, cat, dog, hamster,
lizard, parrot, rabbit, tortoise, pet shop
Materials and preparation: Pupil’s Book; Audio CD,
tracks 28 & 30; poster from Unit 3, Lesson 1; blu-tack or
Sellotape; photographs of pupils’ own pets. For ‘Extend
your lesson!’: the pets cut-outs; A4 sheets of paper;
pictures of pets from old magazines; sheets of card/
cardboard; stapler or punch; string or ribbon; drawing
supplies
Warm up
• Play a guessing game to review vocabulary.
• Ask individual pupils to stand up and mime one of the
pets. The class guesses what animal it is.
Zoom along!
• Display the poster from Lesson 1. Point at the new
vocabulary, say the words and make some deliberate
mistakes.
• The class says, Yes or No. If they say, No, they have to
supply the correct word or name.
• Point at the animals in turn and ask individual pupils,
What’s this? or What’s that? Elicit the answers.
• Tell the class that they are going to change roles and they
are going to be teachers.
• Ask individual pupils to point at different animals on the
poster and ask their classmates to answer. Invite them to
make some deliberate mistakes too.
1 30
• Tell the class that they are going to listen to some
children talking about their pets.
• Tell them to open their books at page 25. Open your
book, show the page and say the number.
• Tell the class to look at the pictures and listen to the
track.
• Play the track a few times so that the class becomes
familiar with the content.
• Play the track again and ask the class to match the
children to their pet.
• When they have finished, check as a class.
Audioscript/Answers
Sam Hi, I’m Sam. This is Snowy, my rabbit. It’s
white.
Anna I’m Anna. This is Bingo, my parrot. It’s blue,
yellow and red.
Billy I’m Billy. This is Lola, my tortoise. It’s brown.
Reinforcement
Extend your lesson!
Game
• This game will help stimulate pupils’ memory.
• Ask pupils to use the pets cut-outs included at the
end of their books. They have to cut them out and
stick them on card. Help them, if necessary.
• When they have finished, ask them to work in
pairs.
• They shuffle two sets of cut-outs and place them
face down on their table.
• They take it in turns to turn them over and find
matching pairs. If they find a match, they keep
both cards. If they don’t, they put the cards back
in their place.
• Ask pupils who find a match to say the word out
loud.
Project: Make a ‘Class Pet Album’
• Tell the class that they are going to make a ‘Class
Pet Album’.

• You may give extra oral practice by playing the track
again and asking the class to repeat after each child.
• Point at each animal and ask, What’s his/her name?
What colour is it? Elicit the answers as a class.
• Ask individual pupils to choose one of the pets and repeat
the lines in the track for that animal.
• Take a picture of your pet. If you haven’t got one, choose
an animal you like and pretend it’s your pet. Tell pupils
about your pet, eg This is Simon, my dog. It’s white and
black.
• Ask pupils to get their pictures. Encourage them to
describe their pets in the same way.
2 • When they have finished, display the pictures
• Focus on Activity 2 and direct pupils’a attention to Anna’s
pet. Ask, What’s this? What colour is it?
• Tell the class to draw their pet. If they haven’t got one,
they can draw the animal they would like to have as a
pet.
• Allow some time for the class to draw and colour. Ask
them to write the pet’s name.
• When they have finished, they show it to the class and
describe it as in the track.
• Provide any additional pet words, if necessary.
• Give pupils A4 sheets of paper and ask them to
draw pets of their choice. Alternatively, they can
cut out pictures of pets from old magazines.
• When they have finished, ask them to write their
name on the sheet of paper.
• Make the album covers with sheets of card or
cardboard. Write ‘CLASS PET ALBUM’ on the front
cover. Staple the sheets together or punch them
and tie them together with string or ribbon.
Noticeboard idea
• Give each pupil an A4 sheet of paper. Ask them to
draw a new vocabulary item of their choice.
on the noticeboard and use them for revision in
future classes.
Home-school link
• Every day, a different pupil can take the ‘Class Pet
Album’ home and show it to their family. They can
ask parents what pet they had when they were
small and make a picture of the pet. The pictures
can be filed in each pupils’ portfolio.

Wrap up 28

• Play the song in Lesson 1 again. Ask the class to sing

along.

Tiny and you 1 Teacher’s Notes – Unit 3

3
Lesson 3 – pages 26 & 27 • Encourage pupils to progressively act out the dialogue as
a class without the help of the track. Mime and cue to
Aims: help them remember.
• Listening: listen to a conversation.
• Speaking: ask and answer questions; act out a
Audioscript
dialogue.
Language focus: Is this a school? No, it isn’t. / What Scene 1
is it? It’s a pet shop. / Good morning. / What’s that? Tiny Is this a school?
It’s a rabbit. / What’s this? It’s a hamster. / Is it blue? Tyler No, it isn’t.
Yes, it is. Tiny What is it?
Tyler It’s a pet shop.
Vocabulary review: colours; pets, pet shop; classroom
Scene 2
objects; balloon, cake, cupcake, orange juice, present,
Shop assistant Good morning. Can I help you?
sandwich
Tyler Just looking, thank you!
Materials and preparation: Pupil’s Book; Audio Scene 3
CD, track 31; poster from Unit 3, Lesson 3; posters Tiny Tyler! What’s that?
from Units 1 & 2, Lesson 1; blu-tack or Sellotape; a Tyler It’s a rabbit.
balloon/a rubber ball; the classroom objects & pets Tiny Cute!
cut-outs. For ‘Extend your lesson!’: Tiny’s and Tyler’s Scene 4
masks or the characters cut-outs Tiny And what’s this?
Tyler It’s a hamster.
Scene 5
Warm up: Balloon Toss Tyler Look, Tiny! A bird!
Tiny Is it blue?
• Pupils stand in a circle. Toss a balloon to one pupil and Tyler Yes, it is.
say, You’re a (parrot). That pupil has to imitate the sound Scene 6
of the animal or mime its movements and return the Tiny Oh, yum, yum!
balloon. Tyler No, Tiny! It’s cat food!
• Toss the balloon to another pupil and then say, You’re a
(cat).
• After two or three attempts, pupils take the lead of the Language focus
game.
• Point at the animals on the story poster and ask, What’s
Zoom along! this? Elicit the answers.
• Stand some distance away from the poster, point at an
• Display the lesson poster. Ask pupils to identify the animal and ask, What’s that? Elicit the answer.
characters, eg Look! Who’s this? And this? (Tiny and Tyler.) • Explain and contrast the use of ‘this/that’ in L1, if
• Elicit the names of the animals. Say, eg Look. Can you say necessary.
the words? What’s this? Is it a cat? Elicit the answers from • You may wish to display the posters from Units 1 and 2,
the class. and ask similar questions.
• Invite a few pupils to ask the questions themselves. The
class answers.
1 31 • Display the story posters from Units 1 and 2. Point at a
classroom object or food item on the posters and ask,
• Tell the class that they are going to listen to Tiny and What’s that/this? Is it blue/green?
Tyler. Tell them to open their books at page 26. Open
your book, show the page and say the number. • Take advantage of this opportunity and review vocabulary
and colours. Ask several questions in order to identify
• Play the track once. Pupils follow the scenes in their objects and colours.
books.
• Tell them you are going to play it again. They point at Practice
each scene as they listen.
• Play the track again and ask pupils to point at the pictures • Ask pupils to get their classroom objects and pets cut-out
of the words they know. cards and work in pairs. They put the cards face up on
• Play the track again. Pause after each sentence for pupils their tables at different distances.
to repeat. • They take turns to ask and answer, What’s this/that? Is it
• Explain the unknown words. Explain some of them as set red/blue?
expressions.
• Divide the class in groups and assign a character to each Informal assessment opportunity
group. Play the track again. Each group repeats their lines.
• Circulate listening to pupils’ interactions and checking for
correct pronunciation and use of the target structure.

Tiny and you 1 Teacher’s Notes – Unit 3

4
Wrap up 31
• Pupils act out the conversation again as a class.
Extend your lesson!
Act out
• Ask pupils to work in pairs. They wear their Tiny’s
and Tyler’s masks and rehearse the dialogue. They
may also use the characters cut-outs.
• Ask the more confident pairs to come to the board
and act the dialogue out.
• Alternatively, you may ask different pairs to act
one scene of the story each.
Lesson 4 – page 28
Aims:
• Listening: listen to mini-dialogues.
• Speaking: describe pets; ask and answer
questions.
• Critical thinking: finding and guessing the
missing numbers in a sequence.
Language review: Is this a school? No, it isn’t. /
What is it? It’s a pet shop. / Good morning. / What’s
that? It’s a rabbit. / What’s this? It’s a hamster. / Is it
blue? Yes, it is.
Vocabulary review: colours; pets, pet shop;
classroom objects; balloon, cake, cupcake, orange
juice, present, sandwich
Materials and preparation: Pupil’s Book; Audio CD,
track 32 and Songs CD, track 20; poster from Unit 3,
Lessons 1 & 3; posters from Units 1 & 2; blu-tack or
Sellotape. For ‘Extend your lesson!’: file cards; drawing
supplies; photocopiable material 3.2
Warm up
• Display the poster from Lesson 1. Play a true or false
game.
• Point at the animals and say, eg This is a (lizard). It’s
(blue). Make some deliberate mistakes. Pupils correct you.
Zoom along!
• Review questions. Display the poster from Unit 2, Lesson
3 and the one from Unit 3, Lesson 3.
• Point at the different elements and ask, Is this/that a
(hamster)? What is it? Is it (green)? What colour is it?
Elicit the answers from the class.
• Invite pupils to ask and answer similar questions about
the posters.
Tiny and you 1 Teacher’s Notes – Unit 3
5
1
• Tell the class to open their books at page 28. Open your
book and show the page. Point to the page number and
say, Twenty-eight.
• Focus on Activity 1. Explain that they have to look at the
picture carefully and find the animals. Some of them are
partly hidden.
• They count how many there are of each and write the
correct number next to the correct picture.
• Allow time for pupils to work independently. When they
have finished, ask them to compare their answers with a
partner.
• Ask individual pupils in turn to say the answers. Ask the
class to repeat the answer after each pupil. Ask individual
pupils to come to the board and write the numbers.
• Ask pupils what numbers are missing. Ask the class to say
the numbers in order. Again allow some time for pupils to
solve the task before you elicit the answers.
• Ask some pupils to come to the board and write the
missing numbers.
• Ask the class to look at the picture again and colour the
animals accordingly.
Answers
There are 3 parrots, 2 dogs, 4 lizards, 5 rabbits and
6 birds.
Reinforcement
• When pupils have finished colouring, ask them to work in
pairs. Have pupils ask and answer about the animals, eg
What colour is the parrot? Is the dog black?
• Monitor their work and help, if necessary.
2 31
• Turn to Activity 2. In this activity pupils listen to mini-
dialogues, identify and circle the animal that is mentioned.
• Tell the class to listen to the dialogues and look at the
pictures. Play the track at least twice.
• Play the track again. This time tell the class to listen and
circle the correct animal.
• When they have finished, ask them to compare their
answers with a partner. Then check the answers as a
class.
• Play the track again. Stop after each line and ask the class
to repeat.
• Repeat playing a complete dialogue at a time. Encourage
pupils to progressively repeat without help.
• Invite more confident pupils to come to the board and
role-play the dialogues without help.
Audioscript/Answers • When they have finished, ask them to draw a
small picture and of each animal or thing and
1
write the number they have found.
Tiny What’s this?
Tyler It’s a parrot. • Check as a class.
2 • Ask them what they can find in a pet shop and
Tiny What’s this? what they do not normally find in a pet shop.
Tyler It’s a dog.
3
Tiny What’s this? Answers
Tyler It’s a rabbit. There are 3 ballons, 2 notebooks, 6 cupcakes,
4 1 birthday cake, 2 school bags, 6 hamsters,
Tiny What’s this? 2 dogs, 4 lizards and 1 parrot.
Tyler It’s a lizard.
5
Tiny What’s this?
Tyler It’s a bird. Lesson 5 – page 29
6
Tiny What’s this? Aims:
Tyler It’s a hamster. • Listening: listen to a song; listen to a dialogue;
listen and identify.
Wrap up • Speaking: sing a song; speak about farm
animals; act out a dialogue.
• Choose one or more pupils to come to the front. • Critical thinking: predict.
• Whisper a word and have them act it out. It can be an Language: It’s very big! / It’s small. / That’s a…
animal or a classroom object, eg a book, a pencil. They
can mime the action they do with it. The class guesses. Language review: What colour is it? It’s… / What’s
this/that? It’s a… / Is it + colour?
• You may divide the class in two groups and have a class
competition. Vocabulary: cow, duck, hen, horse, pig, sheep
Vocabulary review: numbers 1–10; colours; pets
Materials and preparation: Pupil’s Book; Audio CD,
Extend your lesson! tracks 28, 33 & 34; posters from Unit 3; blu-tack or
Sellotape. For ‘Extend your lesson!’: drawing supplies;
A4 sheets of paper or card; a large sheet of poster
paper; markers; magazines or catalogues with farm
Number match up animals images; green and yellow crêpe paper
• Ask pupils to work in pairs and to get their
number cards (see TN, Unit 2, Lesson 4).
• Give them drawing supplies and file cards, and Warm up 28
ask them to make ten quantity cards. They have
to draw pictures of different objects to show the
• Tell pupils that they are going to sing the song they learnt
in Lesson 1.
quantities. Explain they have to use vocabulary
from this unit, eg five birds, two dogs, six lizards. • Play the track once or twice to remind pupils of the song.
Sing the song as a class.
• When the game cards are ready, they shuffle all
the cards and lay them face down on their table • Divide the class into two groups and ask each group to
in rows. sing a stanza. Then they sing the chorus all together.
• Pupils take it in turns to turn over two cards. If
the cards are a match, they can keep the pair. If Zoom along!
they are not, both cards must be turned over and
returned to their original positions. Then the next • Display the poster from Lesson 1 and review vocabulary
player takes a turn. and questions.
• They continue playing until all of the matches • In pupils’ L1 ask the class if they have ever been to a
have been found. farm. Repeat the question in English. Ask what animals
they saw.
• Some pupils may know some of the words in English.
Crazy pet shop Allow pupils who know the words to say them.
• Give each pupil a copy of photocopiable material • Show the poster for this lesson, point at each animal in
3.2. Ask them to find as many animals and things turn and say the word, eg Look. This is a cow. Ask the
as they can. class to repeat.

Tiny and you 1 Teacher’s Notes – Unit 3

6
• Ask, What colour is it? Elicit the answer from the class.
Proceed in the same way with the rest of the animals.
• Point at the horse and at Tiny. Introduce ‘big/small’.
Say, Look at the horse. It’s very big! Mime to make the
meaning clear.
• Point at Tiny and ask, Is Tiny big? Elicit the answer from
the class. Then say, Tiny is small.
• Point at the cow and at the duck and ask, Is the cow big?
Is the duck big? Elicit answers from the class.
Practice 33
• Play the track again. Stop after each exchange and
encourage pupils to repeat.
• Divide the class into two groups, one repeats Tyler’s part,
the other repeats Tiny’s. Then switch the roles.
• Encourage pupils to act out the dialogue as a class
without the help of the track. Mime and cue to help them
remember.

1 33
2 34
• Tell the class that they are going to listen to Tiny and • Tell pupils to listen to the track and point to the animals
Tyler again. Tell them they are on a farm.
in the picture. Play the track at least twice.
• Ask pupils to open their books at page 29. Open your • Play the track again, pause after each word and ask
book, show the page and say the number.
pupils to repeat.
• Ask the class to predict what they think happens. Elicit a
few ideas.
• Play the track at least twice. Ask the class to listen to the Audioscript
dialogue. Were their predictions correct? cow
• Ask pupils if they could identify any words they know. duck
Elicit the words from the class. hen
• Tell the class you are going to play the track again. This horse
time they put up their hands every time they hear a word pig
they know. sheep
big
small
Audioscript
Scene 1
Tiny Oh!! Animals!! What’s that? Wrap up 33
Tyler It’s a sheep.
Tiny Ohh!!
• Play the dialogue again at a very low volume. Stop at the
sound of an animal and ask, What is it? Elicit the answer
Scene 2
from the class.
Tiny And what’s this?
Tyler It’s a cow.
Tiny Oh, it’s big!
Scene 3 Extend your lesson!
Tiny Ooh!! What’s this??
Tyler It’s a horse.
Tiny It’s very big!!
Scene 4
Extra Activity 3
Tiny Ah, dogs! • Ask the class to open their books at page 73. Open
Tyler Ha, ha! No, they’re pigs. your book, show the page and say the number.
Tiny Is this a pig?
Tyler Yes. Don’t touch it.
• Tell them to look at the picture of the farm
carefully and find the animals that appear in
Scene 5
the miniatures at the bottom of the page. They
Tiny That’s a parrot!
count how many of each there are and write the
Tyler No, Tiny, it isn’t a parrot. It’s a duck.
numbers in the boxes.
Tiny It’s small.
Tyler Don’t touch it! • Check as a class. Ask, eg How many cats? Elicit the
Scene 6 answer from the class.
Tiny A duck! • When they have finished, ask them to find and
Tyler No, it’s a hen. No, don’t touch it! count the rest of the animals.
Tiny Help, Tyler!! • Have them say how many they have found of each.

Answers
There are 2 horses, 9 cats, 7 lizards, 10 ducks,
6 tortoises and 1 parrot. Other animals: 3 rabbits;
4 sheep; 2 cows; 8 hens; 4 pigs

Tiny and you 1 Teacher’s Notes – Unit 3

7
 Project: Farm animals collage
• Give each pupil an A4 sheet of paper and
magazines. They look for pictures of farm animals
and cut them out. If you cannot find magazines
with pictures of animals, ask them to draw a farm
animal they like.
• Ask them to decorate the picture as they wish.
They can add trees, make grass and leaves with
crêpe paper or collect little branches and dry
leaves to glue onto the picture.
• Write ‘OUR FARM ANIMALS’ on top of a large sheet
of poster paper and ask pupils to glue their
mini-posters on it.
• When they have finished, ask questions about
their work and encourage pupils to describe the
colours of the animals, trees and insects.
• Display the poster for a few days either in the
classroom or in the school noticeboard. You can
use the poster for vocabulary revision.
Lesson 6 – page 30
Aims:
• Speaking: describe animals; ask and answer
questions.
• Critical thinking: identify.
Language review: It’s very big. / It’s small. / That’s
a… / What colour is it? It’s… / What’s this/that? It’s a…
/ Is it + colour?
Vocabulary review: colours; pets; cow, duck, hen,
horse, pig, sheep
Materials and preparation: Pupil’s Book; drawing
supplies; posters from Unit 3, Lessons 1 & 3; blu-tack
or Sellotape; Audio CD, track 33. For ‘Extend your
lesson!’: photocopiable material 1.6 & 3.3; pets and
farm animals flashcards; a small bag; pieces of card
Warm up
• Display posters from Lessons 1 and 3. Play ‘I Spy!’. Say, I
spy with my little eye something (brown).
• Pupils try to guess the animal. This is a good opportunity
to revise all the vocabulary in this unit.
Zoom along! 33
• Remind the class of the dialogue in Lesson 5. Play the
track again.
• Stop at certain points and elicit the following line from
the class.
Tiny and you 1 Teacher’s Notes – Unit 3
8
1
• Tell the class to open their books at page 30. Open your
book and show the page. Point to the page number and
say, Thirty.
• Focus on Activity 1. Explain that they are going to
complete the animals in the activity.
• When they have finished, they colour their animals.
• They show the animals to the class and describe them.
• If you wish, you may ask questions about the pictures.
2
• Focus on Activity 2. Ask pupils to identify the context.
Pupils may answer in L1. Brainstorm the animals that can
naturally fit in that context.
• Tell the class to draw their farm animals and colour the
picture.
• Allow enough time for pupils to complete their work.
Circulate asking questions about their pictures.
• When they have all finished, ask individual pupils to show
their work and describe it.
Wrap up
• Play a guessing game. Divide the class into two groups.
One pupil from each group comes to the board and
mimes an animal or makes its sound. The other group
guesses what animal it is.
Home-school link
• Pupils can show their families the picture they have
drawn in Activity 2. Pupils teach the new vocabulary to
the family.
Extend your lesson!
Play animal Bingo!
• Give pupils a copy of the bingo grid (see
photocopiable material 1.6).
• Tell the class to get their coloured pencils and
draw six animals, either pets or farm animals.
• When they have finished, play Bingo in the usual
way.
• You may use the animals flashcards as they can
be a really motivating and helpful visual aid when
playing any game.
Matching footprints
• Give each pupil a copy of photocopiable material 3.3.
• Ask the class what they can see. Ask questions
about the animals.
 • Tell the class that they have to match the
footprints to the correct animal.
• They compare their matches with a partner.
• Circulate asking about the footprints, eg point at a
footprint and ask, Is it a hen? What is it?
Answers
duck (4); horse (3); cat (5); hen (6); pig (7);
cow (1); lizard (8); dog (2)
Matching game
• Ask pupils to cut out the farm animals cards
included at the back of their books. Have pupils
stick them on card.
• Tell the class to get their pets cut-outs, as well.
• Ask pupils to play in pairs. They shuffle the cards
together and put them face down on the table.
• Pupil A picks a card, puts it face up and says the
corresponding sentence, eg This is a lizard. Pupil B
turns up another card and says the corresponding
sentence. If it is a match, he/she keep both cards.
If it is not, the pupil puts both cards face down
again in their place. Pupil B picks a card and
repeats the game.
Lesson 7 – page 31
Aims:
• Listening: listen to instructions; listen and identify.
• Speaking: speak about looking after pets.
• Critical thinking: analyze behaviour.
Language review: Can I borrow your pencil? Yes,
here you are. / Give me your notebook, please! Yes,
here you are.
Additional language: responsible/irresponsible
Vocabulary review: colours; pets
Materials and preparation: Pupil’s Book; Audio CD,
track 35. For ‘Extend your lesson!’: drawing supplies;
A4 sheets of paper; a large sheet of poster paper;
markers; blu-tack or Sellotape
Warm up
• Ask pupils if they remember any magic words. Elicit the
answers from the class, Please; Thank you.
• Remind them of the polite forms to ask for things they
have learnt.
Values
All the activities in this lesson require pupils to reflect on
their behaviour and on being responsible with their pets
and animals in general.
Tiny and you 1 Teacher’s Notes – Unit 3
9
Zoom along!
• Remind pupils of the values and attitudes they discussed
in Units 1 and 2.
• Review some of the attitudes discussed in those units.
Discuss what they consider to be polite and impolite
behaviour.
• If you have made the posters for Lesson 7 in Units 1 and
2, direct their attention to them and review situations and
attitudes.
• Ask the class if they look after their pets. What do they
do? Elicit some answers.
Teaching tip
Pupils will most likely give the answers in their L1. After
they give an answer, repeat it in English so that they
gradually get used to the English equivalents. You can
also make them repeat the sentence. This doesn’t mean
that you have to teach all the new vocabulary – it’s
introduced just for recognition.
1
• Ask the class to open their books at page 31. Open your
book, show the page and say the number.
• Focus on the pictures and ask pupils to identify the pets.
Point and ask, What is it? What colour is it?
• Focus on the pictures and ask pupils which of them
show kind and responsible behaviour and which don’t.
Introduce the words ‘responsible/irresponsible’.
• Tell them to draw the faces showing their opinion.
• Allow time for them to look and decide.
• Ask them to compare their answers with a partner.
Answers
2 both pictures; 3 both pictures; 4 both pictures;
5 both pictures
2 35
• Tell the class that they are going to listen to some
instructions. They have to listen and decide which picture
they match. Then they tick the correct picture.
• Play the track at least twice. Elicit the answer from the
class.
• Ask pupils what helped them decide.
• Play the track again. Stop after each instruction and ask
the class to repeat.
• If you think it advisable, help them with some vocabulary
queries, mainly through gestures or pictures.
Audioscript Lesson 8 – page 32
1
Aims:
Girl Feed your bird, please!
• Phonics: \I\
2
• Phonics review: \ø\ and \e\
Boy Walk your dog.
• Listening: listen to a chant.
3
• Speaking: do a chant; say tongue twisters.
Girl Clean your hamster’s cage.
4 Vocabulary review: comes, fun, sun, up; present,
Boy Brush your dog. red, ten; pig, pink, six
5 Materials and preparation: Pupil’s Book; Audio CD,
Girl Give your cat water. tracks 14, 25, 36 & 37 and Songs CD, track 25. For
6 ‘Extend your lesson!’: drawing supplies; A4 sheets of
Boy Don’t hit the dog! paper; blu-tack or Sellotape

Answers
✔ 1 left; 2 right; 3 right; 4 left; 5 right; 6 right Warm up 14 25

• Remind pupils of the song and the chants they learnt in

Lesson 8, Units 1 and 2.
Wrap up 35
• Ask pupils to open their books at pages 12 and 22 in turn.
• Play the track again and ask the class to mime and say Play the corresponding tracks to remind the class.
the instructions. • Encourage pupils to sing and chant along.
• Invite them to mime as they sing.

Extend your lesson! Zoom along!

Project: Make a ‘Looking after
your pet’ poster
• Divide the class into pairs and ask pupils to draw
and colour a picture depicting ways in which they
can look after their pets and the opposite.
• Circulate giving help, if necessary. Ask pupils
questions about their work.
• When they have finished, the pairs stand up
and say, eg This boy/girl/person is responsible/
irresponsible.
• Help them describe the picture using very simple
vocabulary. Supply additional vocabulary as
necessary.
• Collect all the pictures and make a class poster.
Write ‘LOOK AFTER YOUR PET’ on top of a sheet of
poster paper. Then write the following headings:
‘RESPONSIBLE/IRRESPONSIBLE’.
• Ask pupils to glue their pictures in the correct
category.
• Display the poster in the classroom.
• Ask the class to say words that contain the \ʌ\ and \e\
sounds. Provide clues when necessary.
• Invent a tongue twister with the words.
• Challenge pupils to say them quickly while playing a
clapping game in pairs, to indicate rhythm.
• If you wish, divide the class into two and hold a
competition.
1 36
• Tell the class to open their books at page 32. Open your
book and show the page. Point at the number and say it.
• Focus on the picture in Activity 1. Ask the class to describe
what they see.
• Tell pupils that they are going to listen to a chant. Play
the track at least twice.
• Play the track again. Tell the class to pay attention to
the animals and colours they hear, and to circle the
corresponding ones in the picture. Check as a class.
Audioscript
Six pink pigs
And six brown pigs
On the farm today.
Six pink pigs
And six brown pigs.
They are out to play!

Answers
Pupils should circle the six pink pigs and the six
brown pigs.

Tiny and you 1 Teacher’s Notes – Unit 3

10
2 36 25
• Play the track again. Pause after each line so that pupils
can repeat. Highlight the pronunciation of the words with
the sound \I\.
• Invite pupils to say the words several times.
• Play the track again and ask the class to sing along.
• Play the track once again. This time, ask pupils to clap the
beat of the chant. For further ideas see ‘Songs’ notes’,
page 4.
• Once they are more confident, ask them to chant without
the help of the track. You may want to use the karaoke
version (Songs CD, track 25).
3 37
• Focus on the pictures. Ask pupils to name them. Do they
all have the same sound?
• Play the track a few times. Tell them to listen and check.
• Ask them to circle the words that have the \I\ sound.
Check as a class. Then ask, Which words sound
differently? Elicit answers from pupils. Were their ideas
correct?
• Play the track again and ask pupils to repeat the words.
Extend your lesson!
Look and say
• Ask pupils to look at the words they have learnt
in this unit and in Units 1 and 2.
• Tell them to find those that have the sound \i\,
eg ‘delicious’; ‘sandwich’; ‘lizard’.
• Ask them to say the words to check if they are
right.
Make a tongue twister and draw
your picture
• Remind the class of the tongue twister you
invented (see TN, Unit 2, Lesson 8).
• Ask them to work in pairs and make a new
tongue twister with words with the sound \I\.
Brainstorm words with this sound. Circulate
helping as necessary.
• Ask them to draw a picture for the tongue twister.
• When they have finished, they write their name
on the picture. Display the pictures around the
classroom.

Portfolio opportunity
Audioscript
pig
• Collect the pictures and file them in pupils’
portfolios.
cat
hamster
six
Informal assessment opportunity
red • Circulate while pupils are working and ask them
lizard to say the tongue twister for you.
• Check for correct pronunciation.
Answers
Pupils should circle the pictures which correspond to
‘pig’, ‘six’ and ‘lizard’.
Lesson 9 – page 33
Home-school link
Aims:
• Pupils teach the chant to their family. • Listening: listen to animal sounds and identify.
• Speaking: sing a song; speak about pets and
farm animals, and their habitats.
• Critical thinking: classify; use prior knowledge in
Wrap up 36 a new context.
Vocabulary review: pets and farm animals
• Sing the chant once more clapping the beat and miming.
Additional vocabulary: barn, house, duckling,
kitten, lamb, puppy, chicken
Materials and preparation: Pupil’s Book; Audio
CD, track 38 and Songs CD, track 23; pets and
farm animals flashcards. For ‘Extend your lesson!’:
photocopiable material 3.4; pieces of card; drawing
supplies; markers; a large piece of hard cardboard;
two or three boxes of different sizes to make the farm
house and the barns; watercolours; assorted materials
to decorate the farm, eg leaves, small pieces of wood
for the fences, etc; a small mirror or blue Cellophane;
blu-tack or Sellotape

Tiny and you 1 Teacher’s Notes – Unit 3

11
 23
Warm up
• Point at different pupils in turn and say, Barn! or Farm! and
• Sing the song from Lesson 1 as a class.
• You can use the karaoke version to make it a bit more
challenging.
Zoom along!
• Focus on the pets and farm animals flashcards.
• Discuss with pupils which animals can be kept at home
and which live on a farm.
• Introduce the concept of ‘domestic animal’. Have pupils
provide examples.
1 38
• Ask pupils to open their books at page 33. Open your
book, show the page and say the number.
• Focus on Activity 1. Point at the barn and at the house.
Introduce the words ‘barn’ and ‘house’.
• Ask the class to say which animals can live in the barn
and which in the house.
• Explain the activity. Tell the class to listen to the track and
identify the animals they hear. Then they put the animal
stickers in the correct place.
• Play the track once so that pupils identify the animals.
• Check as a class. Play each animal sound and ask the
class, What is it? Pupils say what animal it is. Then ask,
At home or in the barn? Elicit the answers.
Wrap up
pupils call out names of animals that live in each place.
Extend your lesson!
Project: Make a farm
• Give pupils copies of photocopiable material 3.4.
Ask them to colour the animals, cut them out and
mount them on card.
• Use a large piece of hard cardboard to make the
‘floor’ of the farm.
• Give it to some pupils and ask them to colour it
with watercolours to make the ground.
• Use the mirror or blue Cellophane to make the
pond.
• Have some pupils make the farmhouse and the
barns with the boxes.
• With the help of other pupils make fences, trees
etc. and put the animals in different places.
• When the project is finished, you may invite
parents to visit the class and see pupils’ work.

Audioscript/Answers
1
Sound of a dog
Sound of a cat
Sound of a bird
Sound of a parrot
2
Sound of a cow
Sound of a sheep
Sound of a pig
Sound of a hen

2
• Focus on the animals. Point at each adult animal and ask,
What is it? Elicit the answers from the class.
• Point at the baby animals. Ask pupils to match them to
the correct adult.
• When they have finished, point at each baby animal in
turn and say, eg This is a puppy.
• Ask the class to repeat after you.
• Do the same with the other baby animals (lamb,
duckling, chick, kitten).

Tiny and you 1 Teacher’s Notes – Unit 3

12
 • Play the track at least twice. Pupils just listen and look.
Revision 1 • Play the track again. This time pupils circle the correct
items.
• Ask individual pupils to say the correct answers.
• When you have finished checking the answers, point at
pages 34 & 35 the other options and ask the class to say what they are,
eg Three big green chairs.
Aims:
• Listening: listen to a song; listen and identify;
listen and colour. Audioscript/Answers
• Speaking: greet people; say one’s name; sing a 1
song; answer questions; say a rhyme; describe Five black pencils
pictures. 2
• Critical thinking: identify. Two blue balloons
Language review: What’s this? / This is… / Is this 3
a…? / What colour is it/the…? / Who’s this? A big blue table
Vocabulary review: colours; numbers 1–10; classroom 4
objects; balloon, birthday cake, cupcake, present, Three small green chairs
sandwich; dad, mum; pets; big, small
Materials and preparation: Pupil’s Book; Audio
17
CD, tracks 7, 16, 20, 28, 39, 40 & 41 and Songs CD, 2 16
track 17; posters from Unit 1 to Unit 3; blu-tack or
Sellotape; masks from Unit 1 or the characters cut- • Display the poster from Unit 2, Lesson 1. Review the
outs; the numbers poster vocabulary with the class.
• Encourage pupils to sing the song from that lesson. You
can use the karaoke version and check how much the
Teaching tip class remembers.

You can use the Revision to assess pupils’ progress over

time and make decisions regarding remedial work.
Warm up 07
• Greet the class. Pretend you don’t know the names and
ask individual pupils, What’s your name? How old are you?
• Sing the song in Unit 1, Lesson 1.
Zoom along! 20
• Display the poster from Unit 1, Lesson 1. Point at the
characters and ask questions about them.
• Ask the class to wear their characters masks and
introduce themselves. Alternatively, they can use the
characters cut-outs.
• Show the posters from Unit 1, Lessons 3 and 5. Point at
the characters and objects, and review the vocabulary.
• Point at the classroom objects and ask, eg Is this a…?
What’s this?
• Show the numbers poster and play the numbers rhyme
from Unit 2, Lesson 4. Ask the class to say it.
1 39
• Ask the class to open their books at page 34. Open your
book, point at the number and say it.
• Tell the class that they are going to listen to the track and
that they have to circle the correct items.
• Focus on Activity 2. Ask the class to describe what they
see, eg A birthday party.
• Identify the characters, point and ask, Who’s this? Then
point at the different objects/animals and ask, What is
this? What colour is it?
• Tell the class to look at the picture carefully and find the
items shown in the miniatures below. When they have
found them, they count and write the numbers in the
boxes.
• Allow some time for the class to complete the task.
• When they have finished, check as a class. Ask, eg How
many balloons?
Answers
There are 8 cupcakes, 7 chairs, 10 balloons, 9 sandwiches,
6 presents and 1 birthday cake.
3 40
• Tell the class to look at the pictures in Activity 3. Ask
them about the people and pets they see in the pictures.
Are they similar or different? Elicit some answers. Accept
answers in L1 at this stage.
• Tell the class they are going to listen to Anna describe her
family. They look at the pictures and listen carefully.
• Play the track at least twice. Pupils just listen and look.
• Play the track again. This time pupils tick the correct
picture.
• Check the answer as a class.

Tiny and you 1 Teacher’s Notes – Revision 1

1
Audioscript Suggested activities for revision
This is my family. This is Jen. She’s my mum. This is my • Ask the class to sing, chant and recite the songs, chants
dad, Peter. These are my brothers Jay and Zak. These and rhymes in Units 1–3.
are our pets Oscar, the cat, and Rufus, my hamster. And
this is me! My name is Anna.
• Play the dialogues in Units 1–3 and ask pupils to act them
out.
• Play ‘I spy’ to review colours and objects.
Answer
• Play ‘Tiny says, Please’ to review classroom language.
✔ picture 2 • Play memory games using pupils’ cut-outs.
• Play ‘Balloon Toss’. Have pupils stand in a circle or just
next to their tables. Toss a balloon to one pupil and elicit
4 28 41 vocabulary or a structure. They must be able to tap the
balloon in the air without missing the vocabulary or
• Display the poster from Unit 3, Lesson 1. Review the pets structure, eg Pupil A says, My name’s Miki. What’s your
vocabulary. Ask a variety of questions. name? They toss the balloon to the next pupil. Pupil B
• Play the song from that lesson and ask the class to sing says, My name’s Julieta. What’s your name?
along. • Play Bingo to review vocabulary (see photocopiable
• Focus on Activity 4. Tell the class that they are going to material 1.6).
listen to some children speaking about pets.
• Play the track at least twice. Pupils just listen and look.
• Play the track again. Tell the class to listen carefully and
colour the animals. Stop after each dialogue to give the
class time to colour.
• Play the track again for pupils to check. This time pupils
say what pet is missing (the parrot).
• Ask pupils to draw and colour the missing animal.
• When they have finished, ask, What colour’s the (dog)?
Pupils answer.

Audioscript/Answers
1
Boy 1 Is that a cat?
Girl 1 Yes, it’s a black cat.
2
Girl 2 What’s this?
Boy 2 It’s a green lizard.
3
Boy 1 What’s that?
Girl 1 It’s a yellow bird.
4
Girl 2 Is this your hamster?
Boy 2 Yes, it’s my white and black hamster.
5
Boy 1 What’s that?
Girl 1 It’s a black dog.
6
Girl 2 And what is that?
Boy 2 It’s a parrot. It’s blue and green.

Tiny and you 1 Teacher’s Notes – Revision 1

2

Unit 4
My body
Lesson 1 – page 36
Aims:
• Listening: listen to a song about the body; listen
and identify.
• Speaking: sing a song; ask and answer questions;
identify new vocabulary.
Language focus: I have got…
Language review: This is… / What colour is your…?
Vocabulary: arms, ears, eyes, fingers, hands, head,
legs, mouth, nose
Vocabulary review: colours; big, small
Materials and preparation: Pupil’s Book; Audio CD,
tracks 42 & 43; Songs CD, track 27; poster from Unit 4,
Lesson 1; drawing supplies; sheets of card; blu-tack or
Sellotape. For ‘Extend your lesson!’: A4 sheets of paper
Warm up
• Play a few rounds of ‘Tiny says, Please’.
• Review the colours the class has learnt so far by playing
‘I spy’.
Zoom along!
• Show your hands and say, Look! I have got two hands.
Show me your hands!
• Pupils show their hands and say, I have got two hands.
• Point at your arms and say, Look, I have got two arms.
• Pupils point at their arms and say, I have got two arms.
• Proceed in the same way with the other parts of the
body. You may integrate colours, ‘big’ and ‘small’, eg I’ve
got blue eyes, I’ve got a small mouth.
• Display the lesson poster, point at the different parts of
the body and elicit the words from the class.
• Have pupils repeat several times. Correct pronunciation.
1 42
• Tell the class that they are going to learn a new song.
• Invite them to listen to the song. Play the track once.
• Tell pupils that you are going to play it again. This time
they put up their hands every time they hear a word they
know. Play the track and check how many words they
managed to identify.
• Ask the class to open their books at page 36. Show the
page, point to the number and say it.
Tiny and you 1 Teacher’s Notes – Unit 4
1
• Tell them to listen to the song once more and look at the
picture.
• Play the track one more time and ask the class to
mime along with you. You will find suggestions in the
audioscript below.
Audioscript
I have got two arms. (stretch out arms by your sides)
I have got two legs. (jump from one leg to the other)
My head is on the top, top, top. (hands touch your head)
I have got two ears. (point to your ears)
I have got two eyes, (point to your eyes)
And two hands that say stop, stop, stop! (hands out at
the front with palms in a stop position)
One nose, (point to your nose)
One mouth, (point to your mouth)
And fingers, I have got ten. (show both fists)
I open them up one by one (open up fingers one at a time)
And close them down again! (fold fingers down again into
palms)
I have got, I have got,
My head on the top, top, top! (hands touch your head)
I have got, I have got,
Two hands that say stop, stop, stop! (hands out at the
front with palms in a stop position)
2 43
• Play the track again at least twice and tell pupils that
they have to point to the correct items in the picture as
they hear them mentioned.
• Play the track again, pause after each word and
encourage pupils to repeat. Have pupils repeat at least
twice using the track as help.
• Point at each picture on the poster and ask the class to
say the corresponding word.
Audioscript
arms
ears
eyes
fingers
hands
head
legs
mouth
nose
3 42
• Tell the class that they are going to listen to the song
again. This time they are going to sing it. Play the track,
sing along and mime. Encourage pupils to sing and mime
along with you.
• Divide the class into two groups. Each group sings one
stanza and the final one all together. For further ideas see
‘Songs’ notes’, page 3.

Karaoke time! 27
• When you feel that pupils are confident enough, tell them
that it’s karaoke time.
• Play the track and help them sing along.
• Gradually, allow them to sing independently. Ask them to
mime the song as they sing.
Practice
• Play a game. Begin drawing a body part really slowly. Ask
the class to identify what it is.
• Play ‘Tiny says, Please’ with the new vocabulary, eg Tiny
says, ‘Please show me your hands!’
Wrap up
• Tell pupils they are going to play ‘Monsters’.
• Cut a strip of card for each pupil (20 cm approx.)
• Ask pupils to draw a part of the body they have just
learnt together with a big number, eg 3.
• Invite pupils to exchange cards and pretend they are a
monster with the characteristic(s) shown on the card, eg
picture of an arm and the number 5. The pupil who gets
this card says, I’ve got five arms.
Home-school link
• Pupils teach the new words and the song to their family.
Extend your lesson!
Funny drawing
• Give each pupil an A4 sheet of paper.
• Ask them to draw a picture of a person and
describe it as if it was them. They can exaggerate
certain features to make it funny.
Teaching tip
It’s better to have pupils pretend they are the
character in the picture. In this way, they avoid
describing themselves which may be embarrassing
for some of them.
Tiny and you 1 Teacher’s Notes – Unit 4
2
Lesson 2 – PAGE 37
Aims:
• Listening: listen to a song; listen to a dialogue
and draw.
• Speaking: sing a song; describe physical
appearance; act out a dialogue.
Language review: I have got… / This is… / What
colour is your…?
Vocabulary review: colours; parts of the body; big,
small
Materials and preparation: Pupil’s Book; Audio CD,
tracks 42 & 44; poster from Unit 4, Lesson 1; blu-tack or
Sellotape. For ‘Extend your lesson!’: drawing supplies;
A4 sheets of paper; photocopiable material 4.1; card;
plasticine of different colours (modelling clay)
Warm up 42
• Sing the song from Lesson 1 and mime.
Zoom along!
• Display the poster from Lesson 1. Point at the new
vocabulary. Say the words and make some deliberate
mistakes.
• The class says, Yes or No. If they say, No, they have to
supply the correct word or name.
1 44
• Tell the class that they are going to listen to a dialogue
between a boy and Ziggy, a friend of Tiny.
• Tell them to open their books at page 37. Show the page,
point to the number in your book and say it.
• Play the track a few times so that the class becomes
familiar with the content.
• Play the track again and ask the class to draw Ziggy.
• When they have finished, ask them to show their work.
Ask individual pupils to pretend they are Ziggy and
describe themselves.
Audioscript/Answers
Boy Hello! What’s your name?
Ziggy Hello! I’m Ziggy. I’m Tiny’s friend.
Boy You have got three eyes!
Ziggy Yes, I have got three eyes and one nose.
Boy And one, two, three four ears!
Ziggy Yes, and a big mouth, of course! Hahaha!
Reinforcement
• You may give extra oral practice by playing the track
again and asking the class to repeat after each character.
• Divide the class into two groups and assign a role to each.
Play the track again and ask groups to repeat their part.

2 invite parents to come to the class and see them.
• Focus on Activity 2. Tell the class to get the stickers for
this activity.
• Tell them to create their monster by adding the body
parts they wish. They do not need to use them all.
• When they have finished, ask pupils to show their work
and describe it as if they were the monster, eg I have got
three eyes and two ears…
Wrap up 44
• Play the track in Activity 1 again. Ask the class to act it out.
Extend your lesson!
Picture dictation
• Divide the class into pairs and give each pupil two
A4 sheets of paper.
• Each pupil draws a creature of their own choice.
They do not show it to their partner.
• When they have finished, they take turns to
describe their creature to their partner, who has to
draw and colour it from dictation. Remember that
pupils will use the first person singular for their
description.
• When they have both finished, they show the
picture to the class and describe it as if they were
the creatures.
Game
• This game will help stimulate pupils’ memory.
• Give each pupil a copy of photocopiable material
4.1. Ask them to colour and cut out the pictures.
Help pupils stick them on card. You may wish to
add the cut-outs they made for previous units.
• When they have finished, ask them to work in
pairs.
• They shuffle the cut-outs they have coloured and
place them face down on their table.
• They take it in turns to turn them over and find
matching pairs. If they find a match, they keep
both cards. If they don’t, they put the cards back
in their place.
• Ask pupils to say the words out loud.
Project: Make a plasticine
monster
• Bring plasticine of different colours. Each pupil
makes a monster using the plasticine.
• When they have finished, they describe the monster
to the class (taking the role of the monster).
Tiny and you 1 Teacher’s Notes – Unit 4
3
• You may display the monsters on a table and
Noticeboard idea
• Give pupils an A4 sheet of paper. Ask them to
draw a new vocabulary item of their choice.
• When they have finished, display the pictures
on the noticeboard and use them for revision in
future classes.
Home-school link
• Pupils draw a monster with their family. They
bring it to the class and describe what they have
done.
Portfolio opportunity
• Ask pupils to write their names and the date on
the back of the picture. Collect them and file them
in pupils’ portfolios.
Lesson 3 – PAGES 38 & 39
Aims:
• Listening: listen to a dialogue.
• Speaking: ask and answer questions; act out a
dialogue; describe physical appearance.
Language focus: Have I got two arms? Yes, you
have. / You have got two legs. / I haven’t got a nose.
Language review: I have got two eyes.
Vocabulary review: colours; parts of the body; big,
small
Materials and preparation: Pupil’s Book; Audio
CD, track 45; poster from Unit 4, Lesson 3; blu-tack or
Sellotape; photocopiable material 4.2; pieces of card;
string; wool or cotton; A4 sheets of paper; drawing
supplies. For ‘Extend your lesson!’: photocopiable
material 4.3; string; pieces of card; Tyler’s mask or
cut-out
Warm up
• Play a ‘Yes/No’ game. Say, eg I’ve got two eyes. I’ve got
three hands.
• The class says, Yes or No. When they say, No they have to
provide the correct number, eg No, two hands, and show
their hands.
Zoom along!
• Display the poster from this lesson. Ask pupils to identify
the characters, eg Look! Who’s this? And this? Elicit, Tiny
and Tyler.
• Ask the class to look at the pictures and introduce
‘superhero’. Say, eg My favourite superhero is Spiderman.
• Ask the class who their favourite superhero is. Elicit some
names from the class.
• Point at your face and say, eg Have I got two eyes? Pupils
will simply answer, Yes, so echo and supply the complete
answer, Yes, you have. Ask pupils to repeat. Continue
with several pupils.
• Ask pupils to work in pairs and ask each other similar
questions using some other parts of the body.
• Circulate listening to pupils and helping, if necessary.
Check for correct pronunciation and intonation.
1 45
• Tell the class that they are going to listen to Tiny and
Tyler. Tell them to open their books at page 38. Open
your book, show the number and say it.
• Play the track once. Pupils follow the scenes in their
books.
• Tell them you are going to play the track again. They
point at each scene as they listen.
• Play the track one more time and ask pupils to point at
the pictures of the words they know.
• Play the track once again. This time pause after each
sentence for pupils to repeat.
• Explain the unknown words. Use them in different
contexts and have pupils repeat.
• Divide the class into groups and assign a character to each
group. Play the track again. Each group repeats their lines.
Audioscript
Scene 1 • Alternatively, ask the class to get the monsters they drew
Tyler … Hooray for the Superhero! The end!
Tiny Wow! The story is great!
Scene 2 sheet of paper and ask them to draw a monster.
Tiny Let me see. Have I got two arms?
Tyler Yes, Tiny, you have. Look, one and two!
Scene 3 they have learnt in this lesson.
Tiny Have I got two legs?
Tyler Yes, Tiny. You have got two legs!
Scene 4 Informal assessment opportunity
Tiny I know! Look at the eyes! They are funny!
Tyler You have got funny eyes too!
Tiny Yes, I’ve got two funny eyes!
Scene 5
Tiny But what’s this?
Tyler It’s a nose, of course!
Scene 6
Tiny Where’s my nose? I haven’t got a nose! Help!!
Tyler Calm down, Tiny! You are different. Here,
wear this!
Scene 7
Tiny Oh, I am a Superhero now!
Tyler Yes, you are. You have got a perfect
Superhero face!
Language focus
• Point to different pupils in turn and say, You have got a
small nose. You have got black eyes. You have got two
hands.
• Ask pupils to repeat after you, pointing to the
corresponding pupil.
• In pairs, they take turns to describe each other.
• Point at yourself and say, I haven’t got three legs. I haven’t
got two noses. And you? Have pupils say similar sentences
about themselves. Cue them so that they do not get stuck.
• Invite pupils to make some deliberate mistakes for their
classmates to correct, eg I haven’t got a nose. So, the
class will say, No, you’ve got a nose.
Practice
• Give each pupil a copy of photocopiable material 4.2 and
ask them to cut out the monster mask and stick it on
card. Help them, if necessary.
• Pupils colour and decorate their masks. Encourage them
to draw as many noses, mouths and eyes on it as they
want. They may use wool or cotton to create a beard and
the hair.
• Note that this photocopiable material includes a second
page with ears of different sizes. Pupils cut out as many
ears as they wish. Then they stick them on card and glue
them to their masks.
• When they have finished, give out pieces of string so that
pupils fasten their masks.
• In pairs, they take turns to describe each other and say
what features they have and haven’t got.
in the previous lesson (see ‘Extend your lesson!’, page 3).
If they haven’t done this activity, give each pupil an A4
• When they have finished, ask pupils to work in pairs and
ask each other about their appearance using the language
• Circulate listening to pupils’ interactions. Check for correct
pronunciation and use of the target structure.
Wrap up 45
• Play the track again. Pupils act out the conversation again
as a class.

Tiny and you 1 Teacher’s Notes – Unit 4

4

Extend your lesson!
Act out
• Give each pupil a copy of photocopiable material
4.3. Ask them to colour and decorate the
superhero mask as they wish.
• Have pupils stick their masks on card. Then give
them string to tie the masks.
• In pairs, they take turns to rehearse the dialogue
between Tiny and Tyler. One pupil wears the
superhero mask and the other gets his/her Tyler’s
mask or cut-out.
• Ask the more confident pairs to come to the board
and act the dialogue out.
• Alternatively, you may ask different pairs to act
one scene of the story each.
• Encourage pupils to progressively act out the
dialogue as a class without the help of the track.
Mime and cue to help them remember.
Lesson 4 – PAGE 40
Aims:
• Listening: listen to mini-dialogues.
• Speaking: ask and answer questions; act out a
dialogue; describe a picture.
• Critical thinking: identify.
Language review: Have I got two arms? Yes, you
have. / You have got two legs. / I’ve got two eyes. /
I haven’t got a nose. / Have you got blue eyes? Yes,
I have./No, I haven’t.
Vocabulary review: colours; parts of the body; big,
small
Materials and preparation: Pupil’s Book; Songs
CD, tracks 45 & 46; poster from Lesson 3; blu-tack or
Sellotape. For ‘Extend your lesson!’: drawing supplies;
A4 sheets of paper
Warm up
• Display the poster from Lesson 3. Play a true or false game.
Point at Tiny and Tyler and pretend to be each character
in turn. Say, eg I’ve got four eyes. I haven’t got two arms.
Make some deliberate mistakes. Pupils correct you.
• If you feel pupils are confident enough, invite them to
make mistakes for their classmates to correct them.
Zoom along!
• Review questions. Ask the class to get their monster
pictures (made in Lesson 2).
• In pairs, pupils ask and answer questions about them and
make sentences about the pictures.
Tiny and you 1 Teacher’s Notes – Unit 4
5
1 46
• Tell the class to open their books at page 40. Open your
book, show the page and say the number.
• Focus on Activity 1. Ask pupils to look at the pictures
carefully. Then ask them to work with a partner and find
the differences between the pictures. Elicit the answers
from the class.
• Tell the class that they are now going to listen to four
dialogues and they have to identify the correct picture for
each. Play the track at least twice.
• Play the track again and stop after each mini-dialogue to
give pupils time to choose and tick the correct pictures.
• Check the answers as a class.
Audioscript
1
Boy Have you got blue eyes?
Girl Yes, I have.
2
Tiny Have you got three ears?
Monster No, I haven’t.
3
Monster Have you got a nose?
Tiny No, I haven’t.
4
Tiny Have you got two legs?
Alien Yes, I have.
Answers
✔ 1 right; 2 right; 3 right; 4 left
2
• Turn to Activity 2. In this activity pupils draw a superhero.
Encourage them to include as many details as possible
and to give it a name.
• When they have finished, they show it to a partner. They
pretend to be the superhero and describe themselves.
• You may wish to ask pupils to compare their superheroes,
eg You have got three noses. I have got one nose.
Wrap up
• Ask individual pupils to come to the front. Invite the class
to ask questions about their superheroes.
• Pupils answer and show their picture.
Extend your lesson!
Act out 46
• Play the dialogues again and ask the class to act
them out.
 • Divide the class into eight groups, four groups ask
the questions and the other four answer them.
Then switch roles so that all pupils have the
opportunity to ask and answer.
Comparing
• Ask pupils to work in pairs. Give them drawing
supplies and A4 sheets of paper.
• They draw a picture of one of Tiny’s friends in
Tinyland. Encourage them to be as imaginative as
possible. Tell them to give their creation a name.
• When they have finished, in pairs, they take turns
to look at the pictures and compare them.
• Pupils have to pretend they are Tiny’s friends and
describe themselves.
Lesson 5 – PAGE 41
Aims:
• Listening: listen to a song; listen to a dialogue;
listen and identify.
• Speaking: sing a song; describe physical
appearance; speak about farm animals; act out
a dialogue.
• Critical thinking: identify; match.
Language review: Have I got two arms? Yes, you
have. / You have got two legs. / I’ve got two eyes. /
I haven’t got a nose. / Have you got blue eyes? Yes,
I have./No, I haven’t.
Vocabulary: face, feet, hair, toes; long, short
Vocabulary review: colours; parts of the body; big,
small
Materials and preparation: Pupil’s Book; Audio
CD, tracks 42, 47 & 48; poster from Unit 4, Lessons 1
& 3; blu-tack or Sellotape. For ‘Extend your lesson!’:
photocopiable material 4.4
42
Warm up
• Tell pupils that they are going to sing the song they learnt
in Lesson 1.
• Play the track once or twice to remind pupils of the song.
Sing the song as a class.
• Divide the class into two groups and ask each group to
sing a stanza. Then they sing the chorus all together.
Zoom along!
• Display the poster from Lesson 1 and review vocabulary
and questions.
• Point at your hair and say, eg Look! I’ve got brown hair.
What colour’s your hair? Elicit answers from the class.
Then show the length and say, I’ve got short/long hair.
And you? Encourage pupils to answer.
• Give more examples with your fingers. Ask pupils to look at
their hands and say which fingers are long and which are short.
Tiny and you 1 Teacher’s Notes – Unit 4
6
• Display the poster from Lesson 3. Point at the fingers and
ask, Are they long or short?
• Use some other objects to show the difference between
short and long. Ask questions so that pupils answer using
those two adjectives.
• Introduce ‘feet’ and ‘toes’. Explain that we have fingers in
our hands and toes in our feet.
• Point at Cathy’s face. Say, Look at her face. How many
eyes has she got? Elicit answers from the class.
• Focus the attention of the class on the pictures they drew
in previous lessons. Encourage them to describe the
creatures they have drawn including the new words.
47
1
• Tell the class that they are going to listen to Tyler and his
friends. They are at a fancy dress party.
• Ask pupils to open their books at page 41. Open your
book, show the page and say the number.
• Ask the class to look at the picture and listen to the
dialogues. Play the track at least twice.
• Ask pupils if they could identify any words they know.
Elicit the words from the class.
• Tell the class you are going to play the track again. This
time they put up their hands every time they hear a word
they know.
Audioscript
1
Tyler Hello! My name is Super T.
Meg Have you got long hair?
Tyler Yes, I have. Look, it’s red!
Meg Have you got a big face?
Tyler Yes, I have.
2
Billy Hi! I am Super X.
Anna Have you got small feet?
Billy No, I haven’t. I’ve got big feet.
3
Meg My name is Super M. Look at my hands! I’ve
got eight fingers!
Tyler Have you got eight toes?
Meg No, I haven’t. I have got four toes!
4
Sam Hello! I’m Super S. My fingers aren’t short.
They are long.
Cathy Are your toes long too?
Sam No, they aren’t. They are short. Look!!
48
2
• Tell pupils to listen to the track. They listen and point to
the correct part of the body in the picture.
• Play the track again, pause after each word and ask
pupils to repeat it. Highlight the pronunciation of ‘feet’.
Audioscript
face
feet
hair
toes
long
short
47
3
• Tell the class to listen to the track again. This time they
listen and number the children in the order they are
described.
• Play the track a few times while pupils listen, look and
decide. When they have finished, ask them to compare
their answers with a partner.
• Check the answers as a class. Ask pupils what helped
them decide.
Answers
1 Tyler (boy in red); 2 Billy (boy in blue and yellow);
3 Meg (girl in blue and brown); 4 Sam (boy in brown)
47
Practice
• Play the track again. Stop after each exchange and
encourage pupils to repeat.
• Divide the class into two groups, one for each character in
the dialogues.
• Encourage pupils to act out the dialogue as a class without
the help of the track. Mime and cue to help them remember.
47
Wrap up
• Play the dialogues again. Stop after each question and
elicit the answer from the class.
• Play the answer so that pupils can check if they were right.
Extend your lesson!
Extra Activity 4
• Ask the class to open their books at page 74. Open
your book, show the number and say it.
• Focus on Activitiy 4. Tell pupils to look at the list
of body parts in the boxes on the left. Read each
word and ask the class to repeat after you. Have
them point at each part of their body as they
repeat the words.
• Ask pupils to draw and colour a monster.
• When they have finished, they count how many
of each body parts the monster has and write the
numbers in the corresponding boxes.
• They give their monster a name and write it
below the drawing.
• Ask pupils to show their picture to the class and
ask questions, eg How many hands?
Who are you?
• Ask pupils to work in pairs and give each pupil a
copy of photocopiable material 4.4.
• Each pupil has to choose one monster without
telling his/her classmate which one it is. Pupils
take turns to ask and answer questions in order to
guess their classmate’s monster. Pupil A asks, eg
Have you got one nose?
• The winner is the pupil who guesses first.
• You may wish to ask pupils to colour the monsters.
Lesson 6 – page 42
Aims:
• Listening: listen to mini-monologues and identify.
• Speaking: ask and answer questions; describe
monsters.
• Critical thinking: identify; use tables to record
information.
Language review: Have I got two arms? Yes, you
have. / You have got two legs. / I’ve got two eyes. /
I haven’t got a nose. / Have you got blue eyes? Yes,
I have./No, I haven’t.
Vocabulary review: colours; parts of the body; long,
short, big, small; pets and farm animals
Materials and preparation: Pupil’s Book; Audio CD,
tracks 47 & 49; posters from Unit 4, Lessons 1 & 3;
blu-tack or Sellotape; photocopiable material 4.5 &
1.6; sheets of card; drawing supplies; lollipop sticks.
For ‘Extend your lesson!’: photocopiable material 4.6;
body parts cut-outs
Warm up
• Play a guessing game. Ask a pupil to think of a pet or a
farm animal.
• The class tries to guess the animal asking questions, eg
Have you got four/two legs? Have you got long/short
hair? Have you got hair?
• You may set a reasonable limit for the number of
questions, eg five, to make the activity more engaging
and challenging.
Ideas for special needs
If you have dyslexic pupils or pupils with ADD, you
may help them by doing a few simple things: review
information about previous lessons on this topic; state
what they are expected to learn during the lesson, for
example, explain that the lesson will involve listening
to descriptions of animals/monsters and identifying the
correct animal/monster; identify all materials that the
pupil will need during the lesson.

Tiny and you 1 Teacher’s Notes – Unit 4

7
 Answers
47
Zoom along! There are 6 feet, 3 heads, 9 fingers, 7 hands and
5 noses.
• Play the track to remind the class of the dialogues in
Lesson 5.
• Ask pupils to work in pairs and explain that they will act Critical thinking skills
out those dialogues. Give each pupil one character cut-
Pupils learn to use a table to record information. Ask
out from photocopiable material 4.5. Bear in mind which
them to think about other kinds of information they can
character talks to whom when giving out the cut-outs to
classify in the same way.
the different pairs.
• Have pupils colour the cut-outs and stick them on card.
Then give out the lollipop sticks and have pupils glue the
cut-outs to them. Wrap up: Play Bingo!
• Play the track again. Encourage pupils to memorize the • Give pupils a copy of the bingo grid (see photocopiable
dialogue.
material 1.6).
• Ask pupils to act out each mini-dialogue (according to the • Tell the class to get their coloured pencils and draw six
characters they have). Cue as necessary to help them.
body parts (from Lessons 1 & 5).
• When they have finished, play Bingo in the usual way.
49
1
• Tell the class to open their books at page 42. Open your
book and show the page. Point to the page number and Extend your lesson!
say, Forty-two.
• Focus on Activity 1. Explain that they are going to look at
the monsters, listen to the descriptions and tick the ones Find the 7 differences!
that are described.
• Check the answers as a class. • Ask pupils to work in pairs. Give each pupil a copy
of photocopiable material 4.6.
• As an extension, you can ask them to describe the monster
which is not included in the track and give it a name. • Ask pupils to look at the pictures and find the
seven differences.
• When they have finished, check as a class.
Audioscript
1
Answers
Monster 1 I’m Danny. I’ve got two small feet and two
small hands. I’ve got six toes but I’ve got Lenny has got 2 arms, 3 eyes, 2 ears, short toes,
eight fingers. My arms are short. 1 mouth, 2 noses, long fingers. Ozzy has got
2 4 arms, 5 eyes, 3 ears, long toes, 2 mouths,
Monster 2 Hello! I’m Nettie. I’ve got a big head, long 3 noses, short fingers.
arms and long hair. My hair is yellow. I’ve
got two big feet. Cards game
Answers • Ask the class to get their body parts cut-outs (the
ones they made in Lesson 2).
✔ the second and third monsters • Tell the class to play in pairs. They shuffle the cards
together and put them face down on the table.
• Pupil A picks a card, puts it face up and says
2 the corresponding sentence, eg I’ve got a nose.
Pupil B turns up another card and says the
• Focus on Activity 2. Encourage the class to look at the corresponding sentence. If it is a match, he/she
activity and discover what they have to do, ie look at the keeps both cards. If it is not, the pupil puts both
picture, find the body parts and count them. cards face down again in their place.
• Explain to pupils that after counting, they have to draw • Pupil B picks a card and repeats the game.
the body parts in the table under the correct number.
• The objective of this game is to make pupils
• Allow enough time for pupils to complete their work. practise the structure ‘I’ve got...’ and the parts of
• Circulate asking questions about their work. the body they have learnt so far.
• When they have all finished, check as a class.

Tiny and you 1 Teacher’s Notes – Unit 4

8
Lesson 7 – page 43
Aims:
• Listening: listen to expressions and mini-dialogues,
and identify.
• Speaking: speak about being clean; act out a
dialogue.
• Critical thinking: analyze behaviour.
Language review: Can I borrow your pencil? Yes,
here you are. / Give me your notebook, please! Yes,
here you are.
Additional vocabulary: clean/dirty
Materials and preparation: Pupil’s Book; Audio CD,
track 50. For ‘Extend your lesson!’: drawing supplies;
A4 sheets of paper; a large sheet of poster paper;
markers; blu-tack or Sellotape
Warm up
• Ask pupils if they remember any magic words. Elicit the
answers from the class, Please; Thank you.
• Remind them of the polite forms to ask for things they
have learnt.
• Invite them to ask for different school objects politely.
Values
All the activities in this lesson require pupils to reflect on
their behaviour and on developing clean habits.
Zoom along!
• Remind pupils of the values and attitudes they discussed
in Units 1, 2 and 3. Review some of the attitudes
discussed in those units.
• Turn to Unit 1 and review what they talked about then.
Discuss what they consider to be polite and impolite
behaviour.
• If they have made the posters for Lesson 7 in Units 1 and
2, direct their attention to them and review situations and
attitudes.
• Remind them of other correct and responsible behaviour
they have discussed regarding pets.
Teaching tip
Elicit at least some of the expressions pupils learnt in
Units 1 to 3 and help them to incorporate them in their
conversation.
1 Challenge!
• Ask the class to open their books at page 43. Show the
page, point at the number and say it.
Tiny and you 1 Teacher’s Notes – Unit 4
9
• Focus on the pictures and ask pupils which of them show
clean habits and which don’t. Introduce ‘clean’/’dirty’ in
different contexts.
• Tell them to draw the faces showing their opinion.
• Allow time for them to look and decide.
• Ask them to compare their answers with a partner.
Answers
2&3
50
2
• Tell the class that they are going to listen to some mini-
dialogues and expressions. They have to listen, decide
which picture they match and tick the correct pictures.
• Play the track at least twice. Mime as pupils listen to
make it easier for them to understand.
• Encourage pupils to mime along.
• Play the track again and tell pupils to tick the pictures.
• Which pictures have they ticked? Elicit the answers from
the class. Ask pupils what helped them decide.
• Play the track again. Stop after each exchange and ask
the class to repeat. Encourage them to use the correct
intonation.
Audioscript
Mother 1 Oh no! Go and wash your face now!
Father Wash your hands well, please!
Boy Yes, of course, Dad!
Father Good!
Girl A cupcake!
Mother 2 Wash your hands, please!
Girl Oh, Mum!
Answers
✔ 4, 3, 1
Wrap up
• Divide the class into two groups and assign a character
to each.
• Play the track and pause after each mini-dialogue. Ask
each group to mime and say their line.
• Correct pronunciation as well as intonation.
Extend your lesson!
• Pupils are quite likely to ask for more vocabulary,
so you may add: ‘a shower’, ‘a toothbrush’, ‘soap’,
‘a tissue’, ‘shampoo’, ‘brush’ (verb).
 • If you feel your class is up to the challenge, you Zoom along!
may teach them a poem:
Be clean, Mum said.
• Ask the class to say words that contain the \ø\, \I\ and \e\
sounds.
Have a shower,
Wash your hair too. • Invent some tongue twisters with the words that bear the
Wash your hands before eating, same sound. Challenge pupils to say them quickly while
And after the loo. playing a clapping game in pairs, to indicate rhythm.
Be clean!
Brush your teeth.
Blow your nose into a tissue, 51
And throw it in the bin.
1
Be clean! Mum said. • Tell the class to open their books at page 44. Open your
• Divide the class into pairs and ask them to make a book and show the page. Point to the number and say it.
picture to illustrate the poem. The picture will also • Focus on the picture in Activity 1. Ask the class to describe
help to remind them of the verses of the poem. what they see. Supply any additional vocabulary as
necessary. You may need to tell the class that what they
Project: Make a ‘Clean is fun’ poster see on the floor is a ‘map’.

• Ask pupils to work in pairs. Give each pair an A4 • Tell the class that they are going to listen to a chant. Play
the track at least twice.
sheet of paper and drawing supplies.
• Tell them to draw a picture that shows cleanliness: • Pupils look at the picture and try to identify words they
know.
‘clean’ rules for school and home.
• When they have finished, get a large sheet of • Play the track again. Tell the class to circle the objects or
people they hear mentioned.
poster paper and write ‘CLEAN IS FUN’ on top.
• Ask pupils to glue their pictures on the poster. • Check the answers as a class.
Help them describe the clean rule they have
illustrated in their picture. Audioscript
• Display the poster in the classroom. Look! A cat on Dad’s map!
Oh no! Oh no!
A black cat on Dad’s map, oh no!
Black cat, black cat get off the map!
Lesson 8 – PAGE 44 Get off the map I say!
Black cat, black cat get off the map!
Aims: Get off the map I say!
• Phonics: \œ\
• Phonics review: \ø\, \I\ and \e\ Answers
• Listening: listen to a chant.
Pupils should circle the cat, the map and Dad’s picture.
• Speaking: do a chant; say tongue twisters.
Vocabulary review: comes, fun, sun, up; hen,
present, red, ten; pig, pink, six; black, cat, dad, hand 51 29
Additional vocabulary: map
2
Materials and preparation: Pupil’s Book; Audio CD, • Play the track again. Pause after each line so that pupils
tracks 14, 25, 36, 51 & 52 and Songs CD, track 29. For can repeat.
‘Extend your lesson!’: drawing supplies; A4 sheets of • Play it again and ask the class to chant along.
paper; blu-tack or Sellotape.
• Play the track once again. This time, ask pupils to clap the
beat of the chant. For further ideas see ‘Songs’ notes’,
page 4.
14 25 36 • Once they are more confident, ask them to chant without
Warm up the help of the track. You may want to use the karaoke
version (Songs CD, track 29).
• Remind pupils of the song and the chants they learnt in
Lesson 8, Units 1, 2 and 3.
• Ask pupils to open their books at pages 12, 22 and 32 52
in turn. 3
• Play the corresponding tracks to remind the class. • Focus on the pictures in Activity 3. Ask pupils to name
• Encourage pupils to choose one of them and to sing or them. Do they all have the same sound?
chant along. • Play the track a few times. Tell them to listen and check.

Tiny and you 1 Teacher’s Notes – Unit 4

10
• Ask them to circle the words that have the \œ\ sound.
Check as a class. Then ask, Which words sound differently?
Elicit answers from pupils. Were their ideas correct?
• Play the track again and ask pupils to repeat the words.
Audioscript
cat
hen
black
eyes
map
hand
Answers
Pupils should circle the pictures which correspond to
‘cat’, ‘black’, ‘map’ and ‘hand’.
Home-school link
• Pupils teach the chant to their family.
51
Wrap up
• Sing the chant once more clapping the beat and miming.
Extend your lesson!
Look and say
• Ask pupils to look at the words they have learnt
in this unit and in Units 1, 2 and 3. Tell them to
find those that have the \œ\ sound, eg ‘happy’,
‘sandwich’, ‘bag’.
• Ask them to say the words to check if they are right.
Make a tongue twister and draw
your picture
• Remind the class of the tongue twisters you
invented in this lesson.
• Ask them to work in pairs and make a new
tongue twister with words with the \œ\ sound.
Brainstorm some words before. Tell pupils the
following tongue twister as an example, Dad,
Dad! Your black cat is having a nap.
• Circulate helping as necessary.
• Ask them to draw a picture for their tongue
twister.
• When they have finished, they write their name
on the picture. Display the pictures around the
classroom.
Portfolio opportunity
• Collect the pictures and file them in pupils’
portfolios.
Informal assessment opportunity
• Circulate while pupils are working and ask them to
say the tongue twister for you.
• Check for correct pronunciation.
Lesson 9 – PAGE 45
Aims:
• Listening: listen to instructions and identify.
• Speaking: speak about PE.
• Critical thinking: use prior knowledge in a new
context.
Vocabulary review: instructions used in the
classroom: open your books, look at the picture, show
me your picture, etc.
Additional vocabulary: instructions: stand up, look
at, get ready, stretch your arms, touch your legs,
stamp your feet, claps your hands; PE
Materials and preparation: Pupil’s Book; Audio CD
track 53. For ‘Extend your lesson!’: magazines where
pupils can find pictures of people doing sports or gym;
a large sheet of poster paper; blu-tack or Sellotape
Warm up
• Play ‘Tiny says, Please’ and review instructions, eg point
at, stand up, sit down, open your books, show me your
hands, etc.
Zoom along!
• Ask the class what their favourite subject at school is.
Elicit some answers and provide the English equivalents.
• Introduce ‘PE’. Ask pupils what they like to do at PE, play
games or do gym.
• If conditions permit, ask them to mime some of the
things they do.
53
1
• Ask pupils to open their books at page 45. Open your
book, show the page and say the number.
• Focus on Activity 1. Explain that the children are in the
school playground doing exercise in the PE class.
• Tell the class to listen to the rhyme and look at the
picture carefully.
• Play the track twice so that pupils become familiar with
the content.
• Tell the class to listen again and tick the children who are
doing the actions as instructed in the rhyme.
• Check as a class.

Tiny and you 1 Teacher’s Notes – Unit 4

11
Audioscript
Stand up.
Look at me. Extend your lesson!
Get ready,
This is PE!
Stretch your arms. Project: Make a ‘Sports’ poster
Touch your legs.
Stamp your feet. • Ask pupils if they do exercise every day. What
do they do? Echo the names of the activities in
Clap your hands.
English and ask them to repeat after you. This is
Get ready,
only for recognition and for the class to get used
This is PE!
to the sound of the language and become familiar
with some words. It helps that many sports have
Answers the same name in both languages, eg football,
Pupils should tick every child except for the boy who is basketball, rugby, tennis, etc.
lifting his left leg in the middle of the playground. • You may also elicit names of popular sportspeople.
• Give pupils magazines where they can find people
doing sports, gym or martial arts. Ask them to cut
53
2 out the pictures.
• When they have finished, make a class poster.
• Tell the class that you are going to play the rhyme again. Write ‘SPORTS’ on top of a sheet of poster paper
This time they have to do what the rhyme says. and ask pupils to help you stick the pictures on it.
• Play the track twice again so that pupils become more • Ask pupils to decorate it.
confident.
• Display the poster in the classroom.
• Tell them that this time, they are going to say the rhyme
and mime.
• Play the rhyme a few more times so that pupils begin to
memorize it.

53
Wrap up
• Divide the class into six groups. Each group will say one of
the lines of the rhyme while the rest mimes.
• All the groups say the first part together.
• Play the track again to remind pupils of the words. Then
play.

Tiny and you 1 Teacher’s Notes – Unit 4

12
 • Point at each animal in turn and introduce the new
Unit 5 •
vocabulary. Ask the class to repeat after you.
Ask questions about the animals, eg What colour is the…?
Is it a…? Is it big/small?
Animals in the zoo
1 54
Lesson 1 – page 46
• Tell the class that they are going to learn a new song.
Invite pupils to listen to the song. Play the track once.
Aims:
• Listening: listen to a song about zoo animals; • Tell them you are going to play it again. This time they
listen and identify. put up their hands every time they hear an animal word
• Speaking: sing a song; ask and answer questions they know.
about zoo animals. • Play the track again and check how many words they
• Reading: read word cards. identified.
• Critical thinking: classify into categories. • Ask the class to open their books at page 46. Show the
Language review: What’s this/that? / What colour is page, point to the number and say it.
the…? / Is it a…? • Play the track once more and tell them to listen while
Vocabulary: elephant, giraffe, hippo, kangaroo, lion, they look at the animals and word labels.
rhino, tiger, zebra; trunk; big, small, long, short

Audioscript
Vocabulary review: colours; pets and farm animals
Materials and preparation: Pupil’s Book; Audio CD,
tracks 54 & 55 and Songs CD, track 31; posters from Hippos, rhinos, kangaroos;
Unit 3, Lessons 1 & 3; blu-tack or Sellotape. For ‘Extend All the animals in the zoo!
your lesson!’: pets, farm animals and zoo animals cut-
outs; sheets of card Tigers, zebras, giraffes.
Oh no! What’s over there?
A scary lion!
Help! Beware!
Warm up
• Brainstorm animal names introduced in the previous The elephant’s trunk is very long.
units. Divide the class into small groups and ask them to Girls and boys sing this song!
say as many animal names as they can remember while Hippos, rhinos, kangaroos;
you count up to ten. All the animals in the zoo!
• Display the posters from Unit 3, Lessons 1 & 3 and ask
questions, eg What’s this/that? What colour is the…? 55
Is it a…? Is it big/small? 2
• Tell pupils that they have to point to the correct items in
Teaching tip the picture as they hear them mentioned in the track.
Before doing a listening activity, it is important to take • Play the track. Ask the class to show their books and point
time to activate pupils’ experiences related to the topic to the correct item.
and their knowledge of it. Doing this engages their • If you think pupils are ready, direct their attention to the
attention, gets them using English and sets them up for written words as well.
more successful comprehension. Include visuals, realia,
personalization, open-ended questions and brainstorming
• Play the track again, pause after each word and encourage
pupils to repeat it. Have them repeat at least twice using
activities.
the track as help.
• Point at each vocabulary picture and ask the class to say
the corresponding word.
Zoom along!
• Display the lesson poster. Ask if they know the name of Audioscript
any of the animals. Elicit answers from the class.
elephant
• Ask where the animals are, Is it a farm? Is it a house?
giraffe
Write the word ‘ZOO’ on the board and read it out. Ask
hippo
pupils to repeat after you.
kangaroo
• Ask pupils if they know the name of any of the animals lion
they see in the poster. Elicit answers from the class. rhino
tiger
zebra
trunk

Tiny and you 1 Teacher’s Notes – Unit 5

1

3 54
• Tell the class that they are going to listen to the song
again. This time they are going to sing it.
• Play the song a few times. Sing along and mime as many
words as possible, eg for ‘scary’ pretend to be very afraid.
• Encourage pupils to sing and mime along with you.
• Divide the class into two groups. Each group sings one
line. For further ideas see ‘Songs’ notes’, page 3.
31
Karaoke time!
• When you feel that pupils are confident enough, tell them
that it’s karaoke time.
• Play the music and help them sing along.
• Gradually, allow them to sing independently. Ask them to
mime the song as they sing.
Practice
• Point at the animals on the lesson poster in turn and ask
the class, What’s this? Is it a…?
• Play a game. Begin drawing an animal really slowly. Ask
the class to identify what animal it is by guessing the
parts of the body you are drawing.
• Divide the class into two groups, A and B. Groups play in
turns.
• Ask one pupil from group A to come to the board. Whisper
an animal word. The pupil draws the animal. Group A has
to guess. Include pets, zoo and farm animals.
• You may allow a limited number of attempts, eg three, to
keep a quick pace. Groups get a point for each correct guess.
Wrap up 54
• Sing the unit song once again before finishing the class.
Home-school link
• Pupils teach the zoo animal words and the unit song to
their family.
Extend your lesson!
Classify animals
• Tell the class to look for the zoo animals cut-outs
at the back of the book and cut them out. They
stick them on card.
• Ask pupils to get their pets and farm animals
cut-outs.
• Write ‘FARM’, ‘ZOO’, ‘PETS’ on the board.
• In pairs, ask the class to classify their cards into
each category.
Tiny and you 1 Teacher’s Notes – Unit 5
2
• When they have finished, check as a class.
• Ask pupils to come to the board and put the
cut-outs in the correct group.
Challenge!
• Ask the class to copy the three words into their
notebooks and draw some of the animals in the
correct category.
Write
• Tell the class you are going to write some words
in the air. Display the lesson poster and point at
one of the pictures, eg ‘trunk’. Ask, What is it?
Elicit, A trunk.
• Say, Let’s write! With your finger trace the word in
the air. Make sure you stand with your back to the
pupils so that they can ‘see’ what you are writing.
• Ask them to write the word in the air.
• You may turn this activity into a game. One pupil
writes a word in the air and the class guesses
what word it is.
Lesson 2 – page 47
Aims:
• Listening: listen to a dialogue about zoo animals;
listen and number; listen and match.
• Speaking: ask and answer questions about zoo
animals; act out a dialogue.
• Reading: read word cards.
• Writing: write word cards.
• Critical thinking: identify, describe, problem-
solving.
Language review: What’s this/that? / What colour is
the…? / Is it a…? / Is it (big/small)?
Vocabulary review: colours; pets and farm animals;
elephant, giraffe, hippo, kangaroo, lion, rhino, tiger,
zebra; trunk; big, small
Materials and preparation: Pupil’s Book; Audio
CD, track 56; posters from Units 3 & 5; blu-tack or
Sellotape; zoo animals cut-outs; file cards; A4 sheets
of paper; drawing supplies. For ‘Extend your lesson!’:
word cards; zoo animals cut-outs
Warm up
• Play a guessing game to review vocabulary.
• Ask pupils to stand up, in a circle, if possible.
Alternatively, they can stand next to their table.
• Clap out a beat and say, One, two, three, TIGER.
• After the next three beats, the pupil next to you says an
animal word, and so it continues. You can also use pets
and farm animals vocabulary.
• Anyone who can’t think of a word or repeats a word
already said has to sit down and it’s the next pupil’s turn.
The winner is the last pupil standing.
Zoom along!
• Ask pupils to get their zoo animals cut-outs.
• Say, eg Show me a lion. Pupils show their card.
• Say, Let’s write ‘lion’! The class writes the word in the air.
• Ask pupils to work in pairs. They take it in turns to choose
a card and ask, Is it a…? Is it + colour? Is it (big/small)?
What colour is the…?
56
1
• Tell them to open their books at page 47. Show the page,
point to the number and say it.
• Tell the class that they are going to listen to a child and
her mother talking about the animals they see in the zoo.
• Direct their attention to the pictures. Say that they are
going to listen to the dialogue and number the animals in
the order they hear them mentioned.
• Play the track a few times so that the class becomes
familiar with the content.
• Play the track again and ask pupils to number the
animals.
• Check the answers as a class.
Answers
1 tiger; 2 elephant; 3 hippo; 4 zebra; 5 lion
• Focus on the word cards. Point at each word card in turn
and read out the word. Ask the class to repeat after you.
• Tell pupils that they are going to listen again and match
the animal to the word card.
• Play the track. Pause and allow time for pupils to match.
Play the track again so that they can check their work.
•
Ask individual pupils to show their answers to the class.
Audioscript
1 • Tell them to copy the new words, one on each piece of
Girl Look at that tiger! It’s yellow and black!
2 • Tell them to look at the words in the lesson or on the
Girl What’s that, Mum?
Mother It’s an elephant, darling.
3
Girl Is that an elephant?
Mum No, dear. It’s a hippo.
4 • Give pupils A4 sheets of paper and ask them to draw
Girl Look, Mum! A horse! It’s black and white.
Mum Ha, ha! No, it isn’t. It’s a zebra.
5 word. Tell them to copy it from the book, if they need help.
Girl Mum, that tiger is brown!
Mum That’s not a tiger, dear. It’s a lion.
Tiny and you 1 Teacher’s Notes – Unit 5
3
Ideas for special needs
If there are pupils who find it difficult to concentrate,
divide tasks into manageable chunks. For example, you
can give the class instructions to do the activity above
all in one go. However, a pupil with an attention
problem will find it hard to remember everything they
have to do, so divide the task into smaller sections.
This will benefit not only this pupil but also other pupils
who find learning English somewhat hard or who do not
respond to instructions as quickly as others.
2
Teaching tip
Pupils are going to read and write words in English for the
first time in the year. Give plenty of practice in the form of
matching word and image for recognition. Then provide
plenty of opportunities for writing the new vocabulary.
• Direct pupils’ attention to the pieces on the left in Activity
2. Ask the class to look at the words and complete them.
Explain that they can look at the word cards in Activity 1
or on page 46 for help.
• When they have finished, ask individual pupils to come to
the board and copy a completed word.
• Ask the class to look at the pieces on the right. Have
them match the words to the correct pieces.
• When they have finished, ask them to compare their
answers with a partner.
• Check as a class. Ask individual pupils in turn to show
their book and one of the answers.
Practice
• Give pupils file cards or pieces of similar hard paper.
card.
poster for help.
Draw your favourite wild animal
their favourite zoo animal.
• When they have finished, have them write the animal
• Ask pupils to show their picture and describe it.
Portfolio opportunity
• Collect the pictures, write the pupils’ names and the date
on top of the page and file them in their portfolios.

Extend your lesson!
Act out 56
• Play the dialogue in Activity 1 again. Pause after
each exchange for the class to repeat the lines.
• Practise the dialogue without the help of the track.
See how much pupils can remember. Cue them so
that they do not get stuck.
• Ask confident pupils to act it out.
Challenge!
• You may introduce the written form of some of
the words they have learnt in previous units. In
order not to overload them with information,
choose words that are spelt and pronounced in
the same way, eg ‘dog’, ‘cat’, ‘hen’.
Game
• This game will help stimulate pupils’ memory.
• Pupils work in pairs. They shuffle the word cards
they prepared in the ‘Practice’ section and the zoo
animals cut-outs, and place them face down on
their table.
• They take it in turns to turn them over and find
matching pairs of word and picture. If they find a
match, they keep both cards. If they don’t, they
put the cards back in their place.
• Ask pupils to read each word from a matching pair
out loud.
Challenge!
• You can also ask pupils to make a sentence or a
question using the word.
Informal assessment opportunity
• Circulate listening to pairs’ interactions and
checking for correct pronunciation.
Tiny and you 1 Teacher’s Notes – Unit 5
4
Lesson 3 – pages 48 & 49
Aims:
• Listening: listen to a dialogue about zoo animals;
listen to a song.
• Speaking: ask and answer questions about zoo
animals; act out a dialogue; sing a song.
• Reading: read word cards.
• Critical thinking: discover rules.
Language focus: It has got a big mouth but it hasn’t
got big ears! / They are tigers. / They have got
stripes. / Has that zebra got a pouch? No, it hasn’t.
Language review: What’s this/that? / What colour is
the…? / Is it a…? / Is it big/small?
Vocabulary: stripes, pouch
Vocabulary review: colours; pets and farm animals;
elephant, giraffe, hippo, kangaroo, lion, rhino, tiger,
zebra; trunk; parts of the body; big, small, long, short
Materials and preparation: Pupil’s Book; Audio CD,
tracks 54 & 57; poster from Unit 5, Lesson 3; blu-tack
or Sellotape; the zoo animals cut-outs. For ‘Extend
your lesson!’: Tiny and Tyler’s cut-outs; photocopiable
material 5.1; glossy coloured art paper; wool and
cotton; string; pieces of card
Warm up: TPR – ‘Tiny says, Please’
• Review the parts of the body the class learnt in Unit 4 by
playing ‘Tiny says, Please’.
• Play a few rounds and revise as much body vocabulary as
possible.
Zoom along!
• Display the lesson poster. Ask pupils to identify the
characters, eg Look! Who’s in the zoo? (Tiny and Tyler.)
• Elicit the names of the animals. Say, eg Look at the
animals. Can you say the words?
1 57
• Ask the class to open their books at page 48. Show the
page, point to the number and say it.
• Tell the class that they are going to listen to Tiny and
Tyler. Play the track once. Pupils follow the scenes in their
books.
• Tell them you are going to play it again. They point at the
animals that they hear mentioned in the dialogue.
• Play the track again. How many animals did they identify?
Elicit the names from them.
• Tell the class that they are going to act out the dialogue.
• Play the track again. Pause after each sentence for pupils
to repeat.
• Divide the class into two groups, one repeats Tyler’s part,
the other repeats Tiny’s. Then they switch roles.
• Encourage pupils to act out the dialogue as a class
without the help of the track. Mime and cue to help them
remember.
Audioscript
Scene 1
Tyler Look, Tiny! This is a zoo!
Tiny Oh, fantastic!
Scene 2
Tyler This is a hippo.
Tiny It has got a big mouth but it hasn’t got big
ears! It has got a baby! It’s lovely!
Scene 3
Tyler They are tigers. They have got stripes.
Tiny Yes! Zebras have got stripes too!
Scene 4
Tiny What is that funny animal, Tyler? It has got
a pocket!
Tyler Hahaha! It’s a kangaroo. It’s not a pocket.
It’s a pouch!
Tiny Has that zebra got a pouch?
Tyler No, it hasn’t.
Scene 5
Tyler Oh no! Not again! Tiny!
Scene 6
Tiny Wow, Tyler! This kangaroo has got big feet.
Whee!
Tyler Tiny! Come back!
Scene 7
Tiny I love this zoo, Tyler! Wow! I’m a kangaroo!
Tyler Be good, Tiny!
Language focus
• Display the story poster and play the track up to scene 2.
• Point at the baby hippo and say, eg Look at the hippo.
It’s got a baby! It’s a baby hippo. Look at the ears. How
many has it got? It’s got two. It’s got two small ears.
• Write ‘IT’S GOT’ on the board.
• Point at the mouth and say, eg Look at the mouth. Is
it big or small? It’s big. Right! Point at the board and
encourage the class to say, It’s got a big mouth.
• Proceed in the same way with one of the tigers and
introduce ‘stripes’.
• Point at the tigers and say, Look at the tigers. They’ve
got stripes.
• Write ‘THEY’VE GOT’ on the board.
• Help pupils discover the difference between ‘It’s got’/
‘They’ve got’.
• Point at one tiger and say, It’s got stripes, four legs and
small ears.
• Point at all the tigers and say, They’ve got stripes, four
legs and small ears.
• Proceed in the same way with mother hippo and then
with both hippos.
• Ask the class why we say this differently. Elicit answers
from the class.
• Ask pupils to give more examples from the story.
• Review the use of ‘have got’ (from Unit 4).
Tiny and you 1 Teacher’s Notes – Unit 5
5
Teaching tip
Although pupils will give the answers in their L1, this is
not a problem because the aim is to raise awareness of
how the language works and to help them discover this
by themselves. You can then show one finger and say,
eg One! It’s got…, then show more fingers and say, eg
Two, three, four… They’ve got…
Practice
• Ask pupils to work in pairs and get one set of the animals
cut-outs. They can use all the animals or only the zoo
animals.
• Pupils shuffle the animals cut-outs and each player
receives six. They take turns to describe their cards. They
can lay one or two cards at a time, eg Pupil A puts two
cards on the table, eg a tiger and a zebra, and says, Look!
A tiger and a zebra. They’ve got stripes.
• Pupil B puts one card on the table and describes it saying,
eg Look! It’s a hippo. It’s got a big mouth.
• Encourage them to use ‘has got’ and ‘have got’.
Informal assessment opportunity
• Circulate listening to pupils’ interactions and checking for
correct pronunciation and use of the target structure.
Wrap up 54
• Pupils sing the song in Lesson 1 as a class.
Extend your lesson!
Act out
• After practising the dialogue as a class, you may
wish to ask pupils to act out the dialogue in pairs.
• Ask them to put the cut-outs of the animals that
appear in the story in the correct order as an aid
to memory.
• Tell them to decide who is going to play each role
and ask them to use their Tiny and Tyler’s cut-outs.
• Play the track again, stop after each scene. Pupils
act out the dialogue.
Play a guessing game
• Divide the class into two groups, A and B. Groups
choose five animals.
• Circulate and make sure they haven’t chosen the
same animals.
• They take it in turns to appoint a spokesperson.
It has to be a different pupil in each round. This
pupil describes one of the animals chosen by the
group, eg It’s big and grey, it’s got a trunk. The
other group has to guess what animal it is.

Make masks
• Give pupils a copy of photocopiable material 5.1.
• Explain that they have to make a zoo animal mask.
Each pupil can choose the zoo animal he/she likes
the most.
• Help pupils cut out the template that will be the
basis of their maks and stick them on card.
• Give out glossy coloured art paper, wool and
cotton. Pupils colour and decorate their masks.
• Give each pupil a piece of string and help them
thread the string through the holes on both sides
of the mask.
• Encourage pupils to stand up and move imitating
the movements of the animal they have chosen.
They have to say what animal they are, eg I’ve got
a long trunk. I’m big and grey. I’m an elephant.
• They point to other pupils and say what they are, eg
That’s a lion. It’s brown and it’s got a big mouth.
Lesson 4 – page 50
Aims:
• Speaking: describe zoo animals; ask and answer
questions about zoo animals; sing a song.
• Reading: read word cards.
• Writing: write theme vocabulary.
• Critical thinking: identify, match.
Language review: It has got a big mouth but it
hasn’t got big ears! / Has that zebra got a pouch?
No, it hasn’t. / They have/haven’t got stripes.
Vocabulary review: zoo animals; pouch, stripes,
trunk; pets and farm animals; parts of the body;
colours; big, small, long, short
Materials and preparation: Pupil’s Book; Songs
CD, track 31; poster from Unit 5, Lesson 3; blu-tack
or Sellotape; pets and zoo animals cut-outs; animal
masks. For ‘Extend your lesson!’: drawing supplies;
A4 sheets of paper; file cards
Warm up
• Ask the class to play an identification game.
• Ask pupils in turn to mime and make the sounds of an
animal. The class guesses what animal it is.
Review and practice
• Display the poster from Lesson 3. Ask a few revision
questions, eg Has the kangaroo got a pouch? Have
elephants got stripes?
• Ask pupils to work in pairs. Tell them to take their pets
and zoo animals cut-outs.
Tiny and you 1 Teacher’s Notes – Unit 5
6
• They take it in turns to speak about the animals. Pupil
A chooses a picture and asks an initial question, eg Has
the lion got long legs? Pupil B answers and continues
describing the animal. Then they reverse roles.
• Model first with one of the pupils. Encourage the class to
use as many questions and structures as they can.
Teaching tip
If you notice that a pair is at a loss, intervene and ask
questions yourself and then encourage pupils to ask you.
Informal assessment opportunity
• Circulate listening to pupils’ interactions and providing
support as necessary.
• Check for correct pronunciation and use of target
structures.
• Take notes of mistakes for future remedial work.
1
• Tell the class to open their books at page 50. Open your
book and show the page. Point to the page number and
say, Fifty.
• Focus on Activity 1. Explain that they have to read the
word cards and match them to the correct animal part.
• Allow time for pupils to work independently. When they
have finished, ask them to compare their answers with a
partner.
• Ask individual pupils in turn to say the answers. Cue
them saying, eg Number one is… so pupils complete the
answer, ...a tiger. It’s got stripes.
• Ask the class to repeat the complete answer after each
pupil.
Critical thinking skills
This activity requires pupils to read and understand the
animal words, identify the body part and establish the
relationship between the part and the whole animal.
Reinforcement
• All the answers in Activity 1 are affirmative. Now ask
pupils to say negative sentences, eg The first one is a
tiger. It hasn’t got a trunk.
2
• Turn to Activity 2. In this activity pupils have to look
at two body characteristics and identify which one
corresponds to each animal. For this they will have to
think about the characteristics of each animal and then
circle the correct option.
• Allow time for pupils to work independently. When they
have finished, ask them to compare their answers with a
partner.
• Encourage them to ask and answer about each animal, eg
Number one is a hippo. Stripes. No, it hasn’t got stripes.
It’s got small ears. Hippos haven’t got stripes.
• Check the answers as a class.
Informal assessment opportunity
• Circulate listening to pupils’ interactions and providing
support as necessary.
• Check for correct pronunciation and use of target
structures.
• Take notes of mistakes for future remedial work.
31
Wrap up
• Invite pupils to wear their animal masks and sing the
song in Lesson 1 using the karaoke version.
Extend your lesson!
Create your animal
• Ask pupils to work in pairs and give each pupil an
A4 sheet of paper.
• Each pupil draws and colours an imaginary animal
without showing it to their partner.
• Once they have finished, they describe it to their
partner in as much detail as possible. The partner
draws and colours the animal as instructed.
• They then compare the result.
Write
• You may wish to add more writing practice to
your class.
• Display the poster from Lesson 1. Point at the
different animals and ask pupils to name their body
parts, eg trunk, pouch, legs, head, etc.
• Write the words on the board.
• Ask pupils to copy the words into their notebooks and
draw the corresponding body part next to the words.
• Ask pupils to make word cards. Give each of them
a file card and ask them to choose a body part.
• When they have finished, ask them to label the
body parts of the animals on the poster.
Practice
• In pairs, pupils choose three or four words they
have learnt and write them on different file cards.
Tell them to miss out some of the letters and
replace them with a dash.
Tiny and you 1 Teacher’s Notes – Unit 5
7
• They exchange their cards with another pair. They
complete the words and add the corresponding
picture.
• Tell pupils to work on the animal they have
created (see ‘Create your animal’ above). Ask
them to give it a name and label the body parts.
Portfolio opportunity
• Collect the drawings and write the pupils’ names
and the date on the back.
• Display pupils’ work around the class for a few
days. Then file the pictures in their portfolios.
Lesson 5 – page 51
Aims:
• Listening: listen to a dialogue; listen and identify.
• Speaking: describe animals; act out a dialogue.
• Reading: read word cards.
• Critical thinking: identify and match.
Language review: What’s this/that? / What colour
is the…? / Is it a…? / Is it big/small? / It has got a big
mouth but it hasn’t got big ears! / They have/haven’t
got stripes. / I haven’t got wings! / Has that zebra
got a pouch? No, it hasn’t.
Vocabulary: crocodile, monkey, neck, tail, wings
Vocabulary review: zoo animals; pouch, stripes,
trunk; parts of the body; pets and farm animals;
colours; big, small, long, short
Materials and preparation: Pupil’s Book; Audio CD,
tracks 57–59; posters from Unit 5; blu-tack or Sellotape.
For ‘Extend your lesson!’: photocopiable material 5.2;
pieces of card; A4 sheets of paper; drawing supplies; a
large sheet of poster paper; markers
Warm up 57
• Tell pupils that they are going to act out the dialogue
between Tiny and Tyler in the zoo.
• Display the poster from Lesson 3.
• Play the track once or twice, each scene in turn, to
remind pupils of the dialogue. Ask different pairs to act
out each scene.
Zoom along!
• Display the poster from Lesson 1 and ask the class to
describe the animals. Elicit one sentence per pupil so
that everyone has an opportunity to contribute to the
descriptions.
• If pupils have already labelled the poster, ask them to
read the labels they have made.
 • Play the track again, pause after each word and encourage
1 58 pupils to repeat it.

• Tell the class that they are going to listen to Tiny and
Tyler again. Tell them they are reading a book about
animals.
• Display the poster from Lesson 5. Ask pupils to look at the
pictures. Do they know the name of any of the animals?
Elicit answers from the class.
• Play the track at least twice. Ask the class to listen to the
dialogue.
• Ask pupils if they could identify any animal name. Elicit
the names from the class.
• Tell the class you are going to play the track again. This
time they say, Stop! every time they hear an animal word.
• Play scene 1 again. Point at the monkey and ask, eg Is
it a parrot? What is it? Elicit the answers and encourage
pupils to describe it.
• Point at the tail and ask, What’s this? Elicit the answer
and write the word on the board.
• Proceed in the same way with scene 2. Ask, Has the
crocodile got a tail? Is it long or short?
• Proceed in the same way with the following scenes and
introduce ‘neck’ and ‘wings’. Write the words on the
board.
• Play the track again. Stop after each exchange and
encourage pupils to repeat.
• Divide the class into two groups, one repeats Tyler’s part,
the other repeats Tiny’s. Then switch the roles.
• Encourage pupils to act out the dialogue as a class
without the help of the track. Mime and cue to help them
remember.
Audioscript
• Point to the words that you have written on the board
and ask the class to say them again.
Audioscript

crocodile
monkey
neck
tail
wings
3
• Focus on the pictures in Activity 3. Tell pupils to look at
the body parts and match them to form two animals.
• When they have finished, ask them to describe each
animal and its body parts.
Answers
Pupils should match pictures 2, 4 and 6 to form a
monkey and pictures 1, 3 and 5 to form a crocodile.
Guessing game
• Ask pupils to work in pairs. They take it in turns to choose
an animal and describe it as if they were that animal.
Pupil A says, eg I’ve got two legs, a long tail and brown
hair. Pupil B guesses, eg You’re a monkey!
• You may turn this activity into a competition by dividing
the class into two groups. Each correct guess gets a point.

Scene 1
Tyler Look, Tiny! I’ve got a book of animals. Wrap up 58
Tiny Hooray!! What’s this?
Tyler It’s a monkey.
• Play the dialogue between Tyler and Tiny again.
Encourage the class to act it out. Correct only when
Tiny It’s got two long arms and two long legs.
necessary.
And this?
Tyler This is the tail. This monkey has got a tail.
Scene 2
Tiny What’s that? Extend your lesson!
Tyler It’s a crocodile. It’s got a very big mouth.
Scene 3
Tiny And that’s a giraffe!
Tyler Yes. It’s got a long neck!
Playing with letters!
Scene 4 • Pupils work in pairs. Give each pair a copy of
Tiny Look at the elephant! It’s got a long nose! photocopiable material 5.2.
Tyler It hasn’t got a nose. It’s got a trunk.
Scene 5
• Have pupils cut out the letters and tell them that
by using the letters and looking at the pictures
Tiny This is a parrot. Has it got arms?
they have to discover the names of seven
Tyler No, it hasn’t. It’s got wings. Look! Two wings.
animals. One picture is a distractor (giraffe), ie
Tiny Oh, Tyler! I haven’t got wings!
they don’t have the letters to form that word.
• Circulate and monitor. Provide help when necessary.
2 59 • When they have finished, give each pair a piece
of card and have pupils stick the words they have
• Ask pupils to listen and point to the correct items in the discovered next to the pictures that identify the
picture. Play the track at least twice. animals in question. They say, This is a kangaroo.
It has got a pouch.

Tiny and you 1 Teacher’s Notes – Unit 5

8
 Project: Make a ‘Class Zoo’ poster
• Give each pupil an A4 sheet of paper or piece of
card. Ask them to draw and colour a zoo animal
they like. Then they cut it out.
• When they have finished, display a large sheet of
poster paper on the board within pupils’ reach.
• Write ‘OUR CLASS ZOO’ on top of the poster and
ask pupils to organize the animals in groups in the
different areas of the zoo.
• Ask them to decorate the zoo areas as they wish.
Tell them to label the animals’ cages.
• When they have finished, encourage pupils to
describe what they have done.
• Display the poster for a few days either in the
classroom or in the school noticeboard.
Teaching tip
This project can be done by pupils working
individually, in pairs or in groups. This will depend on
the size of your class. If pupils work independently or
in pairs and they make their own personal zoo, give
them A3 sheets of paper so that they have a large
enough area to work on.
Lesson 6 – page 52
Aims:
• Speaking: describe animals; act out a dialogue.
• Reading: read animal words.
• Critical thinking: identify and match; classify
into categories.
Language review: What’s this/that? / What colour
is the…? / Is it a…? / Is it big/small? / It has got a big
mouth but it hasn’t got big ears! / They have/haven’t
got stripes. / I haven’t got wings! / Has that zebra
got a pouch? No, it hasn’t.
Vocabulary review: zoo animals; neck, pouch,
stripes, tail, trunk, wings; parts of the body; pets and
farm animals; colours; big, small, long, short
Materials and preparation: Pupil’s Book; pets, farm
animals and zoo animals cut-outs; drawing supplies;
a paper ball or a soft rubber ball. For ‘Extend your
lesson!’: photocopiable material 5.3 & 1.6; a small bag
Warm up
• Play a guessing game. Begin to draw a picture of an
animal very slowly. Begin by one of the body parts pupils
have learnt recently, eg wings.
• The class ask questions to guess what animal it is, eg Is it
a parrot? Is it a bird?
• Allow only a limited number of questions, eg five, to
make the game more exciting.
Tiny and you 1 Teacher’s Notes – Unit 5
9
Zoom along!
• Play a true or false game. Say a few sentences about
animals, eg I’ve got a dog. It’s brown and white. It’s got
three legs and a pouch.
• Pupils have to say, Yes or No and correct the mistake,
eg A dog hasn’t got a pouch. Dogs have got four legs.
• Turn this into a class competition. Divide the class into
two groups. One pupil from each group takes it in turns to
say similar sentences, some right, some wrong.
1
• Tell pupils to open their books at page 52. Open your
book and show the page. Point to the page number and
say, Fifty-two.
• Focus on Activity 1. Tell the class to get the stickers for
Unit 5. Explain that they have to read the animal words
and put in the sticker with the correct body part for each
animal.
Critical thinking skills
Again, this activity requires pupils to read and
understand the animal words, identify the body part
and establish the relationship between the part and the
whole animal.
• Allow time for pupils to work independently. When they
have finished, ask them to compare their answers with
a partner.
• Ask individual pupils in turn to say the answers, eg The
parrot has got wings.
• Ask the class to repeat the answer after each pupil.
Reinforcement
• All the answers in Activity 1 are affirmative. Now ask
pupils to say negative sentences, eg The elephant hasn’t
got a pouch.
• Help them with clear clues.
Cards game
• Divide the class into pairs and ask pupils to get one set
of their animals cut-outs (including pets, farm and zoo
animals).
• Pupils shuffle the animals cut-outs and each player
receives five. They shouldn’t show their cards to their
partner.
• Pupils ask each other questions in order to guess their
partner’s animals. Pupils take turns to begin asking. Below
there is a basic model dialogue for playing the game.
A: Have you got an animal with a tail?
B: Yes, I have.
A: Is it green?
B: Yes, it is.
A: Has it got a big mouth?
B: Yes, it has.
 A: Is it a crocodile?
B: Yes, it is!
• Encourage pupils to use the structures and vocabulary
they have learnt so far.
• Pupils get a point for each animal they guess. The pupil
with more points is the winner.
2
• Focus on Activity 2 and direct pupils’ attention to the
drawing Sam is holding. Ask, What’s this? What colour is
it? Elicit answers from pupils.
• Ask the class to draw an animal they like. You may want
to extend the activity by telling pupils that it can be any
animal, not just the ones they have learnt in Units 3 and 5.
• When they have finished, ask pupils to show their picture
and describe it. Supply additional vocabulary, eg new
animal names, if necessary.
• You may wish to ask pupils to draw their pictures on a
separate sheet of paper and then display them in the
classroom.
Portfolio opportunity
• Collect the pictures and file them in pupils’ portfolios.
Wrap up
• Play a ball game. Ask pupils to work in small groups and
make a paper ball.
• If conditions permit, take the class to the school yard. Ask
them to sit or stand in a circle and play as a class with a
real soft rubber ball.
• Pupil A says the name of an animal, eg A monkey. He/
She passes or throws the ball gently to Pupil B. Pupil
B says a sentence about the animal, eg It’s got a long
tail. Then he/she says the name of another animal and
throws the ball to Pupil C.
• Continue until all pupils have said an animal and a
sentence.
Extend your lesson!
Animal chart
• Give pupils a copy of photocopiable material 5.3.
• Tell the class to look at the table and the picture.
• Explain that they have to classify the animals
according to the body parts indicated in the table.
Tell them that some animals may go into more
than one category.
• Pupils work individually. When they have finished,
they compare their answers with a partner. They
discuss any differences, eg Birds haven’t got
trunks and elephants have got trunks.
• When they have all finished, draw the table on
the board and ask the class to help you fill it in.
Tiny and you 1 Teacher’s Notes – Unit 5
10
Answers
long neck: giraffe; wings: bird; trunk: elephant;
pouch: kangaroo; long tail (suggested answers):
monkey, tiger, crocodile, kangaroo; stripes: zebra,
tiger
Play Bingo!
• Give each pupil a copy of the bingo grid (see
photocopiable material 1.6).
• Tell the class that you are going to play Bingo. Ask
pupils to draw zoo animals and animal body parts
in the squares.
• Play Bingo in the usual way.
Extra Activity 5
• Ask the class to open their books at page 74. Open
your book, point at the number and say it.
• Ask pupils to look at the pictures. Elicit the correct
word for each vocabulary item.
• Explain that they have to fill in the missing letters
to complete the word cards.
• Check the answers as a class.
Answers
Words: lion, parrot, kangaroo, zebra, elephant
• Ask pupils to match the word cards to the correct
animals. When they have finished, explain
that they have to match each animal to their
corresponding body part. Note that the picture of
the tiger’s stripes is a distractor.
• Check the answers as a class.
Lesson 7 – page 53
Aims:
• Listening: listen to a mini-dialogue; listen and
identify.
• Speaking: speak about being kind to others.
• Critical thinking: analyze behaviour.
Language review: Can I borrow your pencil? Yes,
here you are. / Give me your notebook, please! Yes,
here you are.
Additional vocabulary: help; kind/unkind
Materials and preparation: Pupil’s Book; Audio CD,
track 60; drawing supplies; pieces of card; blu-tack
or Sellotape. For ‘Extend your lesson!’: A4 sheets of
paper; a large sheet of poster paper; markers
Warm up
• Ask pupils if they know any magic words. Elicit the
answers from the class, eg Please; Thank you.
Zoom along!
• Remind pupils of the values and attitudes they have
discussed in previous units, especially those that relate to
our behaviour to others, eg showing respect to teachers
and classmates, being polite, etc.
• Review some of the attitudes discussed in those units.
• Ask the class to work in pairs and ask their partner to lend
them something. How do they ask politely? How do they
answer?
• Ask the class what they say when they arrive at the class
and how they ask you for permission.
• Focus on the pictures in Unit 2, Lesson 7. Ask pupils which
of them show kind and polite behaviour and which don’t.
Values
All the activities in this lesson require pupils to reflect on
their behaviour, on what being kind to their classmates,
family and people in general means.
1 60
• Pre-teach the words ‘help’, ‘kind’ and ‘unkind’.
• Discuss the importance of being kind to people in general,
at home, in the street, at school. Elicit examples of how
to be kind.
• Tell the class to open their books at page 53. Open your
book, show the page and say the number.
• Focus on the pictures in Activity 1. Encourage pupils to
describe each situation. Accept L1. You may wish to
supply additional vocabulary, eg ‘fall’, ‘wash the dishes’,
‘give a present’, ‘push’.
• Ask them if these situations reflect kind behaviour or not.
Tell them to draw the faces to show their opinion.
• Check the answers as a class.
Answers
1, 2 & 3
Teaching tip
Do this gradually, in simple English. Pupils are likely to
give examples in their L1. Repeat their contributions
in English. Write key vocabulary on the board and ask
the class to repeat the words. Help them to gradually
incorporate the words in sentences.
• Tell the class that they are going to listen to a very short
dialogue. They have to listen and decide which picture it
matches.
• Play the track at least twice.
• Elicit the answer from the class. Ask them what words
helped them decide.
Tiny and you 1 Teacher’s Notes – Unit 5
11
• Discuss with them: Is it a kind action? Do they ever give
presents to their family? What presents do they give
them?
Audioscript
Boy This is for you, grandma!
Grandma Oh, thank you, darling!
Answer
✔ 3
2
• Focus on the incomplete picture in Activity 2 and ask
pupils to describe what they see. Ask leading questions to
help them describe it fully.
• Invite pupils to draw a kind action in the blank space.
• Suggest different possibilities for the scenario given, eg
a woman carrying heavy supermarket bags and a child
trying to help her or a child has just fallen off his bicycle
and another child is going to help him. Highlight the fact
the drawing should reflect good or kind actions which
eventually will affect others.
• Encourage pupils to show their work.
A present
• Tell pupils that they are going to make a card. It is a
present for somebody they choose. The person chosen
can be a parent, a grandparent, a classmate or a friend,
or simply somebody they want to be kind to.
• Tell them to decide who the card is going to be for and
think about the message they want to write.
• Elicit ideas from the class and write the equivalents in
simple English on the board.
• Give pupils pieces of card. They write the message and
decorate the card in any way they wish.
Wrap up
• Display the cards pupils have made in the classroom
before they give them away.
• You may ask them to vote for the nicest message or the
prettiest card.
Extend your lesson!
Project: Make a ‘Being Kind’
poster
• Divide the class into pairs and give each pair two
A4 sheets of paper.
• Ask pupils to draw and colour a picture depicting a
kind action at home, at school or in the street and
another depicting an unkind action.
• Circulate giving help, if necessary.
 • Ask pupils questions about their work.
• When they have finished, the pairs stand up and
say, eg This boy/girl/person is kind/unkind.
• Help them describe the picture using very simple
vocabulary. Supply additional vocabulary as
necessary.
• Collect all the pictures and make a class poster.
• Write ‘KIND/UNKIND’ on top of the poster or ask
two pupils to copy the words from the board.
• Ask pupils to glue their pictures in the correct
category.
• Display the poster in the classroom and remind
the class that they have to be kind to people.
Lesson 8 – page 54
Aims:
• Phonics: \Å\
• Phonics review: \ø\, \I\, \e\ and \œ\
• Listening: listen to a chant.
• Speaking: do a chant; say tongue twisters.
• Reading: read words.
• Writing: copy a tongue twister.
• Critical thinking: predict.
Vocabulary review: colours; words from Lesson 8,
Units 1–5; crocodile, dog, long, orange, shop, song;
hamster; lion; school
Additional vocabulary: clock, road, socks
Materials and preparation: Pupil’s Book; Audio CD,
tracks 51, 61 & 62 and Songs CD, track 33. For ‘Extend
your lesson!’: drawing supplies; old magazines;
A4 sheets of paper; a large sheet of poster paper;
markers; blu-tack or Sellotape
Warm up 51
• Remind pupils of the chant they learnt in Unit 4, Lesson 8.
• Ask pupils to open their books at page 44. Show the
page, point to the number and say it.
• Play the track and encourage pupils to sing it.
Zoom along!
• Ask the class to say words that contain the \ø\, \I\, \e\ and
\œ\ sounds.
• Ask pupils to choose one of the sounds, eg the \œ\ sound,
and to say words that contain that sound, eg ‘map’, ‘cat’,
‘black’, ‘rabbit’, ‘hand’.
• Write the words on the board.
• Encourage pupils to invent a tongue twister with those
words, eg A black cat has got a map in the hand!
• Challenge pupils to say it quickly while playing a clapping
game in pairs, to indicate rhythm.
• You may ask them to copy the tongue twister into their
notebooks and draw the pictures.
Tiny and you 1 Teacher’s Notes – Unit 5
12
1 61
• Tell the class to open their books at page 54. Open your
book, show the page and say the number.
• Focus on the picture in Activity 1. Introduce Thomas and
ask the class what they think he is going to do. Point at
the school.
• Tell pupils that they are going to listen to a chant about
Thomas. Play the chant once for pupils to familiarize
themselves with the words.
• Play the chant again. Ask pupils to identify the sound that
is repeated in the chant.
• Tell the class to point at the words they hear with the \Å\
sound.
• Play the chant once more. Can they identify the words
with \Å\ in the picture?
• Ask them to say the words they remember.
• You may wish to write the words that have the \Å\ sound
on the board and ask the class to say them.
Audioscript
Thomas, Thomas put on your socks.
Thomas, Thomas look at the clock!
It’s time for school and the road is long.
Go to school and sing this song!
2 61 33
• Tell the class that they are going to sing along.
• Play the chant again. Pause after each line so that pupils
can repeat.
• Mime as much as possible, eg putting on socks, looking at
the clock, signalling the road. Encourage pupils to mime
along.
• Play the track again. This time ask pupils to clap the beat
of the chant. For further ideas see ‘Songs’ notes’, page 4.
• Once they are more confident, ask them to sing without
the help of the track. You may want to use the karaoke
version of the song (Songs CD, track 33).
• Tell them to colour the picture as they wish while they
listen to the chant again.
• When they have finished, you may ask them to describe
the coloured picture. Help with questions, eg What colour
is the clock?
3 62
• Focus on the pictures in Activity 3. Ask pupils to name
them. Do they all have the same sound?
• Play the track a few times. Tell them to listen and check.
• Ask them to circle the words that have the \Å\ sound.
Check as a class. Then ask, Which words sound differently?
Elicit answers from pupils. Were their ideas correct?
• Play the track again and ask pupils to repeat the words.
• Write the words on the board.
Audioscript • Pupils cut-out letters from magazines and ‘write’
crocodile some of the words they know that contain the \Å\
orange sound.
dog • They glue the words on their sheets.
lion • Write a large \Å\ on top of a large sheet of poster
shop paper.
hamster • Ask pairs to come over and glue their picture on
the poster.
Answers • Display the poster in the classroom.
Pupils should circle the pictures which correspond to
‘crocodile’, ‘orange’, ‘dog’ and ‘shop’.

Home-school link Lesson 9 – page 55

• Pupils teach the chant to their family.
Wrap up 61
• Sing the chant once more clapping the beat and miming.
Extend your lesson!
Look, say and write
• Ask pupils to look at the words you have written
on the board.
• Tell them to copy them into their notebooks and
write the \Å\ sound in colour.
• Encourage them to read out the words.
Make a new chant and draw your
picture
• Pupils sing the chant by replacing ‘Thomas’ with
an animal with the \Å\ sound, eg ‘crocodile’.
• Give out A4 sheets of paper and ask pupils to
draw a picture for the chant with their animal.
• Walk around and help pupils when necessary.
• When they have finished, they write their name
on the picture. Display the pictures around the
classroom.
Portfolio opportunity
• Collect the pictures and file them in pupils’ portfolios.
Informal assessment opportunity
• Circulate while pupils are working and ask them to
chant their new lines to you.
• Check for correct pronunciation.
Make an \Å\ poster
• Ask pupils to work in pairs or small groups. Give
them A4 sheets of paper and old magazines.
Aims:
• Listening: listen to a song; listen to a teacher
talking about what animals eat.
• Speaking: sing a song; speak about what
animals eat.
• Reading: read animal words.
• Writing: write animal words.
• Critical thinking: classify into categories; use
prior knowledge in a new context.
Additional vocabulary: bananas, carrots, grass,
insects, leaves, meat, worms

Vocabulary review: cat, crocodile, bird, cow, frog,
giraffe, horse, lion, monkey, parrot, sheep, tiger,
tortoise
Materials and preparation: Pupil’s Book; Audio CD
tracks 54 & 63; drawing supplies; magazine pictures
of food pupils may like; pictures of insects, worms,
leaves and grass. For ‘Extend your lesson!’: A4 sheets
of paper; poster paper; drawing supplies; markers;
blu-tack or Sellotape
Warm up 54
• Sing the song from Lesson 1.
• Write ‘FARM’, ‘PET’ and ‘ZOO’ on the board. Challenge the
class to say as many animals for each category as they
can.
Zoom along!
• Show pictures of food pupils may like. Ask, eg Do you eat
cakes/sandwiches/hamburgers, etc? Elicit answers from
the class.
• Show pictures of worms. Ask the class, Do you like these?
Show leaves and grass. Elicit pupils’ reactions.
• Show the cakes and sandwiches again. Ask, Do animals
eat cakes? And sandwiches? Do tigers eat cupcakes? Elicit
answers.
• Ask the class to open their books at page 55. Open your
book, show the page and say the number.
• Focus on the pictures in Activity 1. Point to the animals
and review their names. Take advantage of this activity to
review ‘have got’ and animal body parts.
• Point to the animal food. Ask the class if they know how
to say those items in English.

Tiny and you 1 Teacher’s Notes – Unit 5

13
• Point to each item of animal food in turn and say the Answers
correct word. Ask the class to repeat after you. Correct fruit and grass: frog, horse, parrot, sheep, tortoise;
pronunciation as well as stress. meat: lion, crocodile, cat; insects: frog, parrot

Wrap up
63
1
• Ask pupils to count how many animals there are in each
• Ask pupils to work in pairs. Tell them to look at the food group. Can they add some more? Provide additional
food and the animals in Activity 1 and match them. vocabulary as required.
• When they have finished, tell them they are going to
listen to Billy asking Miss Brown about this.
• Play the track once so that pupils become familiar with Extend your lesson!
the content.
• Play the track again. This time tell them to listen to
Miss Brown and check their answers. Make a mini-poster
• Discuss as a class. Were they right?
• Give each pupil an A4 sheet of paper.
• Ask pupils, eg What do birds eat? Elicit the answer
from the class. It will be enough if they just say the • Tell them to draw an animal they like. Ask them
food. to choose an animal that has not appeared in this
lesson, eg lizard, elephant, etc.
• You may then extend their answer, eg Yes. Birds eat
worms. Ask them to repeat after you. • Ask pupils to draw the food this animal likes
eating.

Audioscript/Answers
Challenge!
Billy Miss Brown, what do these animals eat?
Miss Brown Well, let’s see. Tigers eat meat; giraffes, • If you feel the class is up to the challenge, ask
leaves. Rabbits eat carrots; cows, grass; them to write some simple sentences about the
frogs, insects; monkeys, bananas and animal, eg This is a… It’s got… It eats…
birds, worms. Is that clear? • Provide models on the board for pupils to copy
and complete.
• Display the mini-posters around the classroom
2 and ask the authors to say what they have drawn
and/or written.
• Focus on the table in Activity 2 and ask pupils to
identify the food on top of the table.
Portfolio opportunity
• Ask them to explain what they have to do, ie classify
the animals according to what they eat. • Collect the posters and file them in pupils’
portfolios.
Teaching tip
Project: Make an ‘Animal food’ poster
Pupils will obviously explain this in their L1. You may
repeat the explanation in English after them. The aim is • Tell pupils they are going to make a table similar
that they understand the purpose of the activity without to the one in Activity 2.
your help. • Stick a large sheet of poster paper on the board
within pupils’ reach.
• Ask the class to identify the animals in the activity. As • Write ‘ANIMAL FOOD’ or a similar title on top and
they name the animals, ask pupils to help you write copy the table.
the words on the board. • Invite pupils to contribute writing an animal in
• Tell them to write the correct animal word in each each group.
category.
• They work independently and classify the animals.
• When they have finished, ask them to compare their
work with a partner.
• Check as a class. Ask, eg What do cats eat?
• You may want to check the answers by copying the
table on the board and asking individual pupils to write
the words in the correct column.

Tiny and you 1 Teacher’s Notes – Unit 5

14
 • Invite them to listen to the song. Play the track once.
Unit 6 • Tell them you are going to play it again. This time they
put up their hands every time they hear a word they
know.
A field trip • Play the track again and check how many words they
identified.
• Play the song once more and mime. Ask the class to
Lesson 1 – page 56 mime along.

Aims: Audioscript
• Listening: listen to a song about nature; listen
and identify. River and mountain,
• Speaking: sing a song; ask and answer questions What can you see?
about animals and places; identify new vocabulary. A big fish,
• Reading: read theme vocabulary. A big fish,
• Writing: write theme vocabulary. A big fish, looking at me!
• Critical thinking: predict.
Jungle and tree,
Language review: What’s this/that? / What colour
What can you see?
is the…? / Is it a…? / Is it big/small? / Have you got
A big snake,
a…?
A big snake,
Vocabulary: fish, jungle, mountain, river, snake, tree A big snake, looking at me!
Vocabulary review: pets and farm animals; zoo
animals; neck, pouch, stripes, tail, trunk, wings; River and mountain,
colours; big, small Jungle and tree.
Materials and preparation: Pupil’s Book; Audio CD, River and mountain.
tracks 64 & 65 and Songs CD, track 35; posters from A big snake looking at me.
Units 3 & 5; poster from Unit 6, Lesson 1; blu-tack or
Sellotape; zoo animals flashcards. For ‘Extend your
lesson!’: photocopiable material 6.1; pieces of card; 2 65
small rubber ball or object; timer or bell
• Ask the class to open their books at page 56. Show the
page, point to the number and say it.
Warm up • Play the track at least twice and tell pupils that they have
to point to the correct picture.
• Brainstorm animal names introduced in the previous • Play the track again, pause after each word and
units. Divide the class into small groups and ask them to encourage pupils to repeat it. Have them repeat at least
say as many animal names as they can remember while twice using the track as help.
you count up to ten.
• Point at each picture and ask the class to say the
• Display the animals posters from Units 3 and 5, and ask corresponding word.
questions, eg What’s this/that? What colour is the…? Is it
a…? Is it big/small? Have you got a cat/dog?
• Direct pupils’ attention to the lesson poster. Trace over
the words with your finger and say them. Ask the class to
• If you feel pupils are confident enough, invite them to ask repeat after you.
questions about the visuals displayed.
• Ask the class to copy the new words into their notebooks
and draw a picture to go with them.
Zoom along!
• Display the lesson poster. Ask if the class to look at the Audioscript
poster and predict what the lesson is about, where the
fish
children are and what they are doing.
jungle
• Point at the river and ask, Is it a farm? Is it a house? Is it mountain
a zoo? river
• Write ‘RIVER’ on the board and read it out. Ask pupils to snake
repeat after you. tree
• Point at the other words, say them and write them on the
board.
3 64

• Tell the class that they are going to listen to the song
1 64
again. This time they are going to sing it.
• Tell the class that they are going to learn a new song.

Tiny and you 1 Teacher’s Notes – Unit 6

1
• Play the track a few times. Sing along and mime as many
words as possible.
• Encourage pupils to sing and mime along with you.
• Divide the class into two groups. Each group sings one
line. They sing the last part all together.
• For further ideas, see ‘Songs’ notes’, page 3.
Teaching tip
You may use different patterns to ask the class to sing
the song several times in groups and make it a fun
activity: 1) Group 1 sings the first question (2 verses),
group 2 answers and asks the second question. Group 1
answers and all the class sings the last part; 2) You may
have four groups, two ask questions, two answer and all
sing the last part together.
Karaoke time! 35
• When you feel that pupils are confident enough, tell them
that it’s karaoke time.
• Play the music and help them sing along.
• Gradually, allow them to sing independently. Ask them to
mime the song as they sing.
Review animal vocabulary
• Direct pupils’ attention to the posters already displayed.
Point at the animals and places in turn, and ask the class,
What’s this? Is it a…? What colour is the …?
• Play a game. Begin drawing an animal really slowly.
Ask the class to identify what animal it is by the parts
of the body you are drawing. Include pets, zoo and farm
animals.
• Divide the class into two groups, A and B. Ask one pupil
from group A to come to the board. Whisper an animal
word. The pupil draws the animal. Group A has to guess.
• Proceed in the same way with group B.
• You may allow a limited number of attempts, eg three,
to keep a quick pace. Groups get a point for each correct
guess.
Wrap up 64
• Sing the song once again before finishing the class.
• You may also wish to revise vocabulary by leading the
following activity. Simply hold up one of the zoo animals
flashcards and elicit the answer from pupils. Encourage
them to make as complete a sentence as possible, eg
That’s a big lion. It’s brown.
• This can be done in teams with points awarded for correct
answers.
Home-school link
• Pupils teach the unit song to their family.
Tiny and you 1 Teacher’s Notes – Unit 6
2
Extend your lesson!
Cards game
• Give pupils a copy of photocopiable material 6.1
and tell them to colour and cut out the cards. Then
have pupils stick them on card.
• In pairs, pupils play a matching game. They put
their cards face down on the table. They take turns
to pick two cards and turn them face up. They say
what is on the card, eg a mountain and a tree.
• If the pupil has a match, he/she keeps both cards,
if not he/she turns them face down again and the
other pupil plays.
Play ‘The Ball’
• Pass a ball or a small object around a circle of
pupils. If they can’t stand in a circle, they pass it
to the pupils sitting next to them.
• When the timer rings, the pupil holding the ball
must answer a question or make a sentence with
the new words and the animal words they know.
Write
• Tell the class you are going to write some words
in the air.
• Point at one of the pictures, eg jungle. Ask, What
is it? (A jungle!)
• Say, Let’s write! With your finger trace the word
in the air. Make sure you stand with your back to
pupils so that they can ‘see’ what you are writing.
• Ask them to write the word in the air.
• You may turn this activity into a game. One pupil
writes a word in the air and the class guesses
what word it is.
Challenge!
• Write the following letters on the board: M – O –
E–R–S–N–A–T–I–J–G–L–U–V–H–F
• Invite pupils to write as many words as they can
remember from the lesson using the letters given.
Tell them they can use the same letter several
times.
• If you wish, pair up pupils and set a time limit.
When time is up, the pair with more words is the
winner.
LESSON 2 – PAGE 57
Aims:
• Speaking: ask and answer questions.
• Reading: read word cards.
• Writing: trace words; write theme vocabulary;
write word cards.
• Critical thinking: observe and label.
Language review: What colour is the…? / Is it a…? /
Is it + colour? / Is it big/small? / Have you got a…? /
Has it got a…?
Vocabulary review: fish, jungle, mountain, river,
snake, tree; pets and farm animals; zoo animals; neck,
pouch, stripes, tail, trunk, wings; colours; big, small,
long, short
Materials and preparation: Pupil’s Book; poster
from Unit 6, Lesson 1; blu-tack or Sellotape; cut-
outs made by pupils in Lesson 1; file cards. For ‘Ext
end your lesson!’: pets and zoo animals cut-outs;
photocopiable material 6.2; A4 sheets of paper;
drawing supplies
Warm up
• Play a guessing game to review vocabulary.
• Ask pupils to stand up, in a circle, if possible. Alternatively,
they can stand next to their table.
• Give each pupil a flashcard or item. Ask, What is it? and
elicit the vocabulary.
• Call out the vocabulary and have pupils stand up and say,
I’ve got it!
• Repeat until all the pupils are standing, then continue
until all them are sitting.
• Go at a fast pace so pupils sit and stand rapidly.
Zoom along!
• Ask pupils to get the cut-outs they made in Lesson 1.
• Say, eg Show me a mountain. Pupils show their card.
• Say, Let’s write ‘SNAKE’. The class writes the word in
the air.
• Ask pupils to work in pairs. They take it in turns to choose
a card and ask questions, Is it a…? Is it + colour? Is it big/
small? What colour is the…?
1 • Collect the cards and write the date on the back. Then file
• Ask the class to open their books at page 57. Show the
page and say the number.
• Point at the activity and tell the class to trace over the
words on the left.
• Allow a few minutes for pupils to do this.
• When they have finished, ask them to label the pictures
copying the correct words under each picture.
• Circulate helping pupils as necessary.
• Check as a class. Ask individual pupils to come to the
board. They point to one of the pictures, write the word
and read it out.
Tiny and you 1 Teacher’s Notes – Unit 6
3
Teaching tip
Remember to give plenty of practice in the form of
matching word and image for recognition. Then provide
plenty of opportunities for writing the new vocabulary.
This will help pupils with learning difficulties as well.
Ideas for special needs
Pupils with ADD/ADHD/dyslexia, who have difficulty
with manuscript or cursive writing, will benefit from
these instructional practices: 1) Work with manipulatives:
use cut-out letters or other manipulatives, such as plastic
letters, to spell out hard-to-learn words; 2) Ask each
pupil to practise copying and erasing the target words
on a small, individual chalkboard. Pupils can be paired
up to practise their target words together; 3) Provide the
child with a special ‘quiet place’ to complete his or her
handwriting assignments.
2
• Focus on the unfinished pictures. Ask the class to
complete and colour them.
• When they have finished, they write the correct word
under each picture.
• Explain that they can look at the words in Activity 1 or on
the poster from Lesson 1 for help.
• When they have finished, ask them to compare their
work with a partner.
• Check as a class. Ask individual pupils in turn to show
their book and one of the answers.
Practice
• Give pupils file cards or pieces of similar hard paper.
• Ask pupils to copy the new words on them.
• Tell pupils to look at the words on page 57 or on the
poster from Lesson 1 for help.
Portfolio opportunity
them in their portfolios.
Wrap up
• Play a guessing game. Divide the class into two groups.
Ask one pupil from group A to come to the board and
whisper a word in his/her ear.
• The pupil begins to draw the item very slowly. Group A
asks questions trying to guess what word it is, eg Is it a
lion? Is it green? Has it got four legs? Is it a river?
• The pupil can only answer, Yes or No. Allow a limited
number of questions, eg five.
• If his/her group guesses the correct word, another pupil
from group A writes the word on the board.
• If group A doesn’t guess, group B has the chance to guess
and write the word on the board.
• Groups get a point for each correct guess.
Extend your lesson!
Game: ‘Race to touch’
• This game is more suitable for an outdoor activity
in the school yard.
• Lay cut-out cards on the floor and ask pupils to line
up in groups some distance away. You may wish
to use the cut-outs made by pupils in Lesson 1,
and the pets and zoo animals cut-outs.
• Call out a card and have the first pupil in each
group race to grab the card.
• Those pupils then go to the back and the next
pupils race to grab the next card you call.
• The group with the higher number of cards, wins.
Hidden animals
• Give pupils a copy of photocopiable material 6.2.
Tell the class to look at it carefully and find the
hidden animals.
• They count the animals and write the animal
word and the correct number for each in their
notebooks.
• When they have finished, they compare their
results with a partner. Check as a class.
Answers
There are 5 fish, 6 snakes, 1 lion, 2 elephants,
3 tortoises, 4 crocodiles, 1 giraffe and 1 rhino.
Portfolio opportunity
• Collect the copies, write the pupils’ names and
the date on top of the page and file them in their
portfolios.
Game
• Pupils work in pairs. They shuffle the word cards
they prepared in the ‘Practice’ section and the cut-
outs made in Lesson 1, and place them face down
on their table.
• They take it in turns to turn them over and find
matching pairs of word and picture. If they find a
match, they keep both cards. If they don’t, they
put the cards back in their place.
• Ask pupils to read the word out loud.
Tiny and you 1 Teacher’s Notes – Unit 6
4
Challenge!
• You can also ask pupils to make a sentence or a
question using the word.
Informal assessment opportunity
• Circulate listening to pairs’ interactions and
checking for correct pronunciation.
Make a mini-poster
• Give pupils A4 sheets of paper and tell them to
make a mini-poster. They can draw a jungle, a
mountain or a river and then describe it to the
class.
• They should include animals they have learnt in
English. This will also help them decide which
animal belongs where.
• Display the posters around the room.
Lesson 3 – PAGES 58 & 59
Aims:
• Listening: listen to a conversation.
• Speaking: ask and answer questions; say where
things are; act out a dialogue.
• Critical thinking: describe; identify.
Language focus: Where’s…? / It’s in…
Language review: instructions; It has got/hasn’t
got… / Has it got…? Yes, it has./No, it hasn’t. /
I/You/They have got/haven’t got…
Additional language: Come on, children! / Follow
me! / Be quiet! / Stay (in the school bag)! / Be
careful! / Let me out!
Vocabulary review: fish, jungle, mountain, river,
snake, tree; pets and farm animals; zoo animals; neck,
pouch, stripes, tail, trunk, wings; colours; big, small,
long, short
Materials and preparation: Pupil’s Book; Audio CD,
track 66; poster from Unit 6, Lesson 1; posters from
previous units; blu-tack or Sellotape; characters cut-
outs. For ‘Extend your lesson!’: masks from Unit 1
Warm up: TPR – Commando
• Play an action game to review the instructions the class
has learnt along the year.
• Display the vocabulary posters you consider suitable
around the classroom.
• You are the commando and you give commands to the
class, eg Jump (10) times; Touch your (body part); Touch
(classroom object); Show me/Point to + classroom object,
character or animal on the posters; etc.
• This is a great energy burner as well as review of actions,
colours, numbers and vocabulary items.

Zoom along!
• Pick your bag and use books and other objects to
introduce ‘in’.
• Pretend to look for your book around the classroom and
ask, Where’s my book? Is it here? (No.)
• Look inside the bag and say, It’s here! It’s in my bag.
• Ask children where their books are. Elicit the answers.
Do the same with pencils and other objects.
• Display the lesson poster. Ask pupils to identify the
characters.
• Ask, Where are the children? In the zoo? In the jungle?
Elicit the answers.
• Point at Tiny and ask, Where’s Tiny? Cue the class to
answer, In the school bag.
• Ask other questions with classroom objects for which the
answers require the use of the preposition ‘in’.
1 66
• Tell the class that they are going to listen to Tiny, Tyler
and their friends and teacher. They are on a field trip.
Explain what a field trip is in L1.
• Play the track once. Pupils follow the scenes in their
books.
• Tell them you are going to play the track again. They
point at the words they know that they hear mentioned
in the dialogue.
• Play the track again. How many words did they identify?
Elicit the words from the class.
• Tell the class that they are going to act out the story.
• Play the track again. Pause after each sentence for pupils
to repeat. Correct pronunciation as well as intonation.
Audioscript
Scene 1
Miss Brown Come on, children! Follow me!
Cathy Where is the river?
Billy It is in the jungle.
Tiny Wow! A Jungle! Fantastic!
Tyler Be quiet, Tiny!
Scene 2
Miss Brown Look, children! A crocodile!
Cathy Where is the crocodile?
Billy It is in the river.
Tiny A river!!
Tyler Shhh, Tiny! Stay in the school bag.
 correct pronunciation and use of target structures.
Scene 3
Miss Brown Look at this tree!
Tiny A tree? Can I climb it?
Tyler No, Tiny. Sorry.
Scene 4
Miss Brown Be careful, Cathy!
Cathy Oh no! Ouch!!
Tiny and you 1 Teacher’s Notes – Unit 6
5
Scene 5
Miss Brown Hello. Hello.
Tyler Are you OK, Cathy?
Cathy Ouch! My leg!
Tiny Let me out!
Cathy Tyler, your school bag! What’s that?
Scene 6
Billy Wow!
Tyler Well, this is my friend, Tiny!
Cathy Oh, he is cute!
Scene 7
Tiny Cathy is my new friend!
Cathy I love you!
Tiny Bye, friends! See you soon!
• You may wish to work with the instructions included in
the audio. Play the track again. Stop at instructions: Come
on, children! Follow me! Be quiet, Tiny! Stay in the school
bag! Be careful, Cathy! Let me out!
• Mime them to make the meaning clear to the class. Ask
pupils to repeat and mime along.
• Give further explanations of the meaning of the
instructions, if necessary. ‘Be careful!’ and ‘Let me out!’
may require additional explanations.
• Play an action game. Give the instructions. The class
mimes the actions. Keep a quick pace to make the game
interesting.
Review
• Display the vocabulary and story posters from Units 3, 4
and 5, and review vocabulary and language.
• Point at the animals and say, eg What’s this? What colour
is it? Has it got stripes? How many legs has it got? etc.
Practice and revision
• Ask pupils to use their characters cut-outs.
• Pupils work in pairs. They can use all the cut-outs or you
may ask them to choose a limited number.
• They take turns to describe the cards. Pupil A puts two
cards on the table, eg Tyler and Cathy. Pupil B says, Look!
This is Tyler and this is Cathy. They’ve got… Then they
switch roles.
• You can also ask them to take turns to ask each other
questions.
Informal assessment opportunity
• Circulate listening to pupils’ interactions and checking for
Wrap up 66
• Divide the class into groups and assign a character to each.
• Play the track again, each group repeats their words.
Then switch the roles so that all the groups have a chance
to role-play all the characters.
• Encourage pupils to act out the dialogue as a class
without the help of the track. Mime and cue to help them
remember.

Extend your lesson!
Mini-dialogues
• Ask pupils to either get their characters masks
(the ones they made in Unit 1) or their characters
cut-outs.
• Have them introduce themselves to the class as
if they were the characters, eg I’m Cathy. I’m
(seven). I’ve got (short hair). It’s (brown).
Act out 66
• After practising the story as a class, you may
wish to ask pupils to act out the dialogue in small
groups.
• Tell them to decide who is going to play each role
and ask them to use their characters cut-outs.
• Play the track again, stop after each scene. Pupils
act out the dialogue.
Magic Finger
• Raise your ‘magic finger’ and trace a word in the
air. The class guesses what it is.
• If they do not guess correctly, they ask questions,
eg It is an elephant/big/long? Has it got…? Where
is it?
• Call different pupils in turn and ask them to write
with their magic fingers. The rest of the class has
to ‘read’ the word.
Lesson 4 – PAGE 60
Aims:
• Listening: listen and stick.
• Speaking: ask and answer questions; speak
about where animals are; act out a dialogue.
• Critical thinking: identify.
Language focus: Where’s the…? / It’s in…
Language review: Is it big/small? / It has got/hasn’t
got… / Has it got…? Yes, it has./No, it hasn’t. / They
have got/haven’t got…
Vocabulary review: fish, jungle, mountain, river,
snake, tree; pets and farm animals; zoo animals;
neck, pouch, stripes, tail, trunk, wings; colours; big,
small, long, short
Materials and preparation: Pupil’s Book; Audio CD,
track 67; posters from Unit 6, Lessons 1 & 3; posters
from previous units; blu-tack or Sellotape. For ‘Extend
your lesson!’: file cards
Tiny and you 1 Teacher’s Notes – Unit 6
6
Warm up
• Ask the class to play ‘Memory Buzz’. If conditions permit,
ask pupils to sit in a circle. Otherwise, they follow the
order from their seats.
• They start building a sentence. Pupil 1 says, eg In the
classroom, I see a book. Pupil 2 says, In the classroom,
I see a book and a table. Pupil 3 repeats and adds one
more element to the sentence. If you find this a bit too
difficult, model first as many times as you consider it
necessary.
• Display the vocabulary posters from all the units so that
pupils can review the vocabulary.
Zoom along!
• Display the posters from Unit 6, Lessons 1 and 3.
• Ask a few revision questions, eg Where’s the crocodile?
Where’s Tiny?
• Ask pupils to work in pairs. Tell them to look at the
posters and play questions and answers chains.
• Pupil A chooses a picture and asks an initial question, eg
What colour is the…? Pupil B answers and asks another
question, eg Where’s the snake? Pupil A answers.
• Encourage the class to use as many questions and
structures as they can.
• Walk around the classroom and monitor their work.
Teaching tip
If you notice that a pair is stuck, intervene and ask
questions yourself. Then encourage pupils to ask you.
Informal assessment opportunity
• Circulate listening to pupils’ interactions and providing
support as necessary.
• Check for correct pronunciation and use of target
structures. Take notes of mistakes for future remedial
work.
1
• Tell the class to open their books at page 60. Open your
book and show the page. Point to the page number and
say, Sixty.
• Focus on Activity 1. Explain that they have to look at each
picture and say where the crocodile is.
• Ask and answer as a class.
Teaching tip
You may wish to ask the class to work in pairs. Pupils
take turns to ask each other, Where’s the crocodile? and
then answer.
Reinforcement
• Point at each picture in turn and ask a variety of
questions, eg Is the crocodile in the garden/on the farm/
in the zoo? Is the crocodile green/big/small? Has it got a
big mouth/two eyes/small eyes/big ears?
2 67
• Ask the class to look at the stickers for Unit 6 and to
identify the animals. Ask, What is it? Is it a…? What colour
is it? Has it got a trunk/stripes/wings? etc.
• Turn to Activity 2. Tell the class that they are going to
listen to some dialogues. They listen and put the stickers
in the correct place.
• Play the track at least twice before doing the activity so
that pupils become familiar with the content.
• Play the track again. This time, stop after each dialogue to
give the class time to put each sticker in the correct place.
• When they have finished, check as a class. Ask, Where’s
the…? Encourage the class to complete the question and
answer it.
Audioscript/Answers
Boy Dad, where is the tiger?
Father It is in the zoo. Look, there it is!
Boy Is the elephant in the zoo too?
Father No, darling. It is in the river.
Father Look at the parrot!
Boy Where is it, Dad?
Father It is in the pet shop.
Boy Is the giraffe in the jungle?
Father Yes, it is. Look!
Wrap up 67
• Divide the class into two groups and assign a role to each.
• Play the track again and ask the groups to repeat their
lines.
• Help when necessary.
Tiny and you 1 Teacher’s Notes – Unit 6
7
Extend your lesson!
Collaborative writing
• You may wish to add more writing practice to
your class.
• Focus on Activity 1 again. Point at each picture
in turn. Ask, Where’s the crocodile? Elicit each
answer from the class or from individual pupils.
• After each answer is given, ask two or three
pupils to come to the board and ‘help’ you write
the answers.
• You may write incomplete words and ask pupils to
fill in the missing letters in some of the words, eg
The cr_co_ile is i_ the sch_o_ b_g. They complete
crocodile / in / school bag.
• Ask pupils to copy the sentences into their
notebooks.
• They can draw the pictures next to each sentence.
Challenge!
• Focus on the pictures in Activity 2.
• Point at each picture and elicit a sentence from
the class, eg The tiger is in the zoo.
• In pairs, pupils write the sentences in their
notebooks.
Teaching tip
Explain that their notebook is a resource for learning
and they can look for information in it. Tell them to
look at the sentences they have written together and
copied into their notebooks. They can look for the
words they may find difficult to write. They can also
look at the posters to check the spelling of the words
they have learnt.
Practice
• In pairs, pupils choose three or four words they
have learnt and write them on file cards. Tell
them to miss out some of the letters and replace
them with a dash.
• They exchange their cards with another pair. They
complete the words and add the corresponding
picture.
Portfolio opportunity
• Collect the cards and write the date on the back.
• File them in pupils’ portfolios.
Lesson 5 – PAGE 61
Aims:
• Listening: listen to a song; listen to a dialogue;
listen and identify.
• Speaking: sing a song; describe animals;
describe where things are; act out a dialogue.
• Reading: read word cards.
• Writing: write theme vocabulary.
• Critical thinking: identify and match.
Language focus: It’s on/under…
Language review: Where’s the…? It’s in… / It has
got/hasn’t got… / Has it got…? Yes, it has./No, it
hasn’t. / They have got/haven’t got…
Vocabulary: bear, cave, frog, lake, rock, worm
Vocabulary review: fish, jungle, mountain, river,
snake, tree; vocabulary from Units 1–5
Materials and preparation: Pupil’s Book; Audio
CD, tracks 64, 68 & 69; toy animals the class knows
the names of in English; poster from Unit 6, Lesson
5; blu-tack or Sellotape. For ‘Extend your lesson!’:
photocopiable material 6.3 & 6.4; pieces of card;
drawing supplies; cut-out cards from Lesson 1
Warm up 64
• Tell pupils that they are going to sing the song they learnt
in Lesson 1.
• Play the track once or twice to remind pupils of the
words.
• Sing the song as a class. Then divide the class into three
groups and sing again. Each group sings a stanza.
Zoom along!
• Review ‘in’. Put your bag on the table. Put in some
objects, eg a book, a notebook, a toy animal, etc.
• Ask the class, Where’s the (book)? Elicit the answers from
the class.
• Introduce ‘on’ and ‘under’. Place objects on tables and
chairs, point at them and say where they are. Ask the
class to repeat after you, eg My book is on the chair.
• Display toy animals and other objects on your table. Ask
individual pupils to choose one and put it on something
they can name, eg a piece of furniture, another toy or
object etc.
• They ask, Where’s the…? Elicit the answer from individual
pupils.
• Repeat with ‘under’.
• Display the poster for this lesson. Introduce the new
words. Point at the bear and ask, Is it a (giraffe/tiger/
hippo)? What is it? It’s a bear. Ask the class to repeat
after you.
• Do the same with the other words.
Tiny and you 1 Teacher’s Notes – Unit 6
8
1 68
• Ask the class to open their books at page 61. Point at the
page and the number and say, Sixty-one.
• Ask pupils to look at the pictures. Can they name anything
they see in the pictures? Elicit answers from the class.
• Tell the class that they are going to listen to Tiny and
Cathy. Tell them they are reading a book about animals.
• Ask pupils to listen and look at the pictures. Play the track
at least twice.
• Ask pupils if they could identify words they know. Elicit
the words from the class.
• Tell the class you are going to play the track again. This
time they say, Stop! every time they hear a word they
know.
• Play scene 1 again. Point at the frog and ask, eg Is it a
tortoise? What is it? Elicit the answers. Write ‘FROG’ on
the board.
• Ask, Where is it? The class answers. Write ‘ROCK’ on the
board.
• Proceed in the same way with the rest of the scenes.
• Play the track again. Stop after each exchange and
encourage pupils to repeat.
• Divide the class into two groups, one repeats Cathy’s part,
the other repeats Tiny’s. Then switch the roles.
• Encourage pupils to act out the dialogue as a class
without the help of the track. Mime and cue to help them
remember.
Audioscript
Scene 1
Tiny Look, Cathy! A tortoise!
Cathy No, Tiny! It isn’t a tortoise! It’s a rock!
Tiny What’s that on the rock?
Cathy It’s a frog.
Scene 2
Cathy Look at the lake! That frog in the lake is big!
Tiny Cathy! A snake under the rock!
Cathy Oh no, Tiny. That’s a worm.
Scene 3
Cathy Tiny, look at the bear!
Tiny A bear? Where is it?
Cathy It is in the cave.
Tiny Wow! It’s a big brown bear!
2 69
• Play the track at least twice.
• Tell pupils to listen to the track. They listen and point to
the words in the picture.
• Play the track again, pause after each word and
encourage pupils to repeat it.
• Point to the words that you have written on the board
and ask the class to say them again.
• Highlight the pronunciation of the newly taught words.
‘Bear’ and ‘worm’ are probably the most difficult to be
pronounced.
Audioscript • Walk around and help pupils when necessary.
bear
cave Informal assessment opportunity
frog
lake • Circulate listening to pupils’ interactions and
rock providing support as necessary.
worm • Check for correct pronunciation and use of target
in structures.
on • Take notes of mistakes for future remedial work.
under
Matching cards
3
• Have pupils work in pair and give each pair a copy
• Focus on the pictures in Activity 3. Tell pupils to look at of photocopiable material 6.4.
the three words under each picture.
• Have pupils cut out the word cards and stick them
• They read and choose the correct one. on card.
• When they have finished, ask them to compare their • In pairs, they collect one set of the picture cards
answers with a partner.
they made in Lesson 1 and in this one, and match
• Check as a class. Ask individual pupils to say a complete them to the correct word cards.
sentence with the correct preposition.
• Check as a class.
• Ask pupils to show one of their matches and say
Answers a sentence.
1 on; 2 in; 3 under

Challenge!
• Ask pupils to say the sentences for each picture again.
• Ask them to come to the board and write them. Help with
spelling as necessary.
• Ask the class to copy the sentences into their notebooks
and draw a picture next to each.
Wrap up 68
• Play the dialogue between Cathy and Tiny again.
• Encourage the class to act it out. Correct only when
necessary.
Extend ayour lesson!
Cards game
• Give each pupil a copy of photocopiable material
6.3.
• Ask them to colour and cut out the cards. Have
pupils stick them on card.
• Tell pupils to get the cards they made for Lesson 1.
• In pairs, they play a game. Pupil A puts a card on
the table, eg a frog. Pupil B puts another card, eg
a rock. Pupil A has to make a sentence using those
words and one of the prepositions already learnt.
The sentence should be grammatically correct and
logical, eg The frog is under/on the rock. If the
sentence is correct, pupil A keeps both cards.
• They continue playing taking it in turns to say the
sentences.
Lesson 6 – page 62
Aims:
• Listening: listen to a song.
• Speaking: say where things are; sing a song.
• Reading: read theme vocabulary.
• Writing: write theme vocabulary.
• Critical thinking: identify and match.
Language review: Where’s the…? It’s in/on/under… /
It has got/hasn’t got… / Has it got…? Yes, it has./No, it
hasn’t. / They have got/haven’t got…
Vocabulary review: bear, cave, frog, lake, rock,
worm; fish, jungle, mountain, river, snake, tree;
vocabulary from Units 1–5
Materials and preparation: Pupil’s Book; Songs CD;
flashcards or cut-outs to revise vocabulary; toys and
objects the class knows the names of in English. For
‘Extend your lesson!’: photocopiable material 6.5 &
1.6; drawing supplies; A4 sheets of paper; a small bag
Warm up
• Play ‘What’s Missing?’. Scatter 8–10 flashcards or cut-outs
face up on your table or stick them on the board.
• Give pupils a minute to look at them.
• Ask them to close their eyes and take away one
flashcard.
• Tell the class to open their eyes and ask, What’s missing?
• Reward the pupil that guesses correctly.
Zoom along!
• Play a true or false game. Put toys and objects in different
places around the classroom.

Tiny and you 1 Teacher’s Notes – Unit 6

9
• Say a few sentences about where they are. Make a few
deliberate mistakes.
• Pupils have to say, Yes or No and correct the mistake.
• Turn this into a class competition. Divide the class into
two groups. One pupil from each group takes it in turns to
say similar sentences, some right, some wrong.
1 material 6.5. Tell them to cut out the domino pieces.
• Tell pupils to open their books at page 62. Open your
book and show the page. Point to the page number and
say, Sixty-two.
• Focus on Activity 1. Ask the class to look at the picture
and think what they have to do. Elicit a few ideas. Then
explain that first they have to look at the picture and read
the words. Allow a few minutes for this.
• Ask the class to read the words aloud.
• Once they have finished, ask pupils to number the
pictures. They have to look at each word and write the
corresponding number in the blank squares.
• Allow time for pupils to work independently. When they
have finished, ask them to compare their answers with a
partner.
• Ask individual pupils in turn to say the answers, eg The
bear is number two.
• Ask the class to repeat the answer after each pupil.
• When they have finished, ask which word is missing. Elicit
the answer from the class (frog).
• Tell pupils to write the missing word and then number
the frog correctly.
2 • Give each pupil a copy of the bingo grid available
• Focus on Activity 2. Ask the class to look at the pictures
and the incomplete words.
• Tell them that the missing letters are in the bar below.
• They complete the words with the letters from the bar.
• When they have finished, ask them to compare their
answers with a partner.
• Ask individual pupils to come to the board and write the
words.
• The class reads the words aloud.
Answers
rock; bear; cave; worm
Wrap up
• Ask the class to look back at the songs they have learnt in
the book.
• Ask which they like most. Have a class vote for the most
popular.
• The class sings the winning piece.
Tiny and you 1 Teacher’s Notes – Unit 6
10
Extend your lesson!
Dominoes
• Give each pair of pupils a copy of photocopiable
• Have pupils colour the pictures.
• When they have finished, ask them to shuffle all
the pieces and match the pictures to the correct
prepositions: in, on or under.
• When they have finished, they say the sentences.
Challenge!
• After pupils have finished playing Dominoes,
give each pair one more copy of photocopiable
material 6.5 so that every pupil has got the
domino pieces. Explain to pupils that this time
they will work individually.
• Pupils have to cut out the domino pieces into two.
• Give each pupil an A4 sheet of paper and have
them stick each picture next to the corresponding
preposition.
• You may wish to ask pupils to write the
corresponding sentences.
• Circulate helping with spelling and grammar.
Play Bingo!
as photocopiable material 1.6.
• Ask pupils to choose six words from Unit 6. Have
them draw pictures or you may wish to ask them
to write the words instead of drawing.
• Play Bingo in the usual way. Use this game to
review vocabulary.
Portfolio opportunity
• Collect the bingo grids and write the pupils’
names and the date on the back.
• File them in their portfolios.
Extra Activity 6
• Ask the class to open their books at page 75.
Show the page, point at the number and say it.
• Ask the class to look at the picture and read the
labels. They write the correct words on each label.
• Allow time for the class to work independently.
• When they have finished, ask them to get the
stickers for this activity. Pupils stick the animals in
the correct habitat.
• Check as a class.
 Challenge!
• Ask individual pupils to say one sentence about
the picture.
• Help them to write their sentence on the board.
• When all the sentences have been written, ask
pupils to copy them into their notebooks.
Lesson 7 – page 63
Aims:
• Listening: listen to a rhyme and identify.
• Speaking: speak about the importance of water
in our lives; say a rhyme.
• Critical thinking: analyze behaviour.
• Project: make a ‘Save water’ poster.
Additional vocabulary: have a bath, wash the
dishes, wash the car, drink, save/waste water
Materials and preparation: Pupil’s Book; Audio
CD, track 70; pictures of people using water and
magazines where such pictures can be found; drawing
supplies; A4 sheets of paper; blu-tack or Sellotape.
For ‘Extend your lesson!’: A4 sheets of paper; a large
sheet of poster paper; markers; pupils need to bring
the following materials for the science project: salt; a
mixing bowl; a coffee cup or small bowl; sturdy plastic
wrap; a small rock
Warm up
• Briefly talk about the importance of water in relation to
your context, eg if there has been a drought recently or
too much rain.
• Ask about the consequences of these situations.
Teaching tip
The discussion will be carried out mostly in L1 as the level
of vocabulary required is complex for the pupils at this
level. However, make sure you introduce very simple
words or expressions that pupils can easily recognize
and associate with the topic, eg rain; It’s raining; It
doesn’t rain; etc accompanied by mime or pictures that
will facilitate comprehension. You can also echo pupils’
utterances in English so that they get used to the language
even in contexts that are new to them.
Zoom along!
• Give pupils magazines and ask them to look for pictures of
people using water in different ways, eg having a bath or
a shower, washing their hands, flushing the toilet, washing
their clothes, cleaning the floors or windows, making a cup of
tea, doing the washing-up, watering the plants, cooking, etc.
• Ask the class to show the pictures and say how the
people are using the water. Provide the equivalent in
English.
Tiny and you 1 Teacher’s Notes – Unit 6
11
• Remember that this language is not meant to be taught,
it is just for recognition.
1
• Tell the class to open their books at page 63. Show the
page, point to the number and say it.
• Focus on the pictures in Activity 1. Encourage pupils to
describe each situation. You may need to supply some
additional vocabulary, eg ‘have a bath’, ‘wash the dishes’,
‘wash the car’, ‘drink’.
• Ask them if these situations show people using water
correctly or not. Ask, Is it right?
• Tell them to draw the faces to show their opinion.
• Discuss the answers as a class.
Answers
2, 3
2 70
• Tell the class that they are going to listen to a short
rhyme. They have to listen and decide which picture it
matches.
• Play the track at least twice.
• Elicit the answers from the class. Ask them what words
helped them decide.
Audioscript
Water for the dishes.
Water for the tea.
Water for cooking
And for drinking, yippee!!
Answers
✔ 2, 4
3
• Pre-teach ‘save water/waste water’. Write the words on
the board.
• Ask the class why it is important to save water. Is water a
problem in their town?
• Ask them to think of as many ways as they can to save
water and to express their ideas in L1.
• Some possible ways to save water are: have showers and
not baths; turn the tap off when you clean your teeth; use
a mug of water to rinse your mouth when you clean your
teeth; use only rain water for plants; use the washing
machine or dishwasher only when it’s full; turn the tap
off when you do the washing-up; turn off all taps properly
so they don’t drip; use only the water you need when
you cook.
• Give pupils A4 sheets of paper and ask them to draw a
picture of one way they can save water.
• Collect all the pictures and make a poster.
• Display the poster and invite parents or another class to
visit and see what they have done.
• You may ask a few pupils to explain their work.
Challenge!
• Ask pupils what idea they want to convey with their
picture and help them write a sentence for it.
Wrap up 70
• Play the rhyme again. Stop after each verse and ask the
class to repeat.
• Play it again. This time, pupils say the rhyme along with
the audio.
• Play it once more stopping at certain places so that the
class finishes the line without help.
Extend your lesson!
Project: Make a ‘No water!’ poster
Critical thinking skills
Encourage the class to speculate what would happen
if we did not have water.
• Write ‘NO WATER’ on the board and elicit ideas
from the class. Echo the ideas in English.
• Divide the class into pairs. Give each pair an A4
sheet of paper and ask them to draw a picture
about a possible consequence if we did not have
water.
• Collect all the pictures and make a ‘NO WATER!’
poster.
Challenge!
• Ask pupils what idea they want to convey with
their picture and help them write a sentence for it.
Project: Turn salt water into drinking
water
• This is a project that you can do with the science
teacher.
• Give very simple instructions and show the class
what to do to help them understand.
• If you have a large class, divide it into small
groups. Work with one of the groups and ask the
others to follow what you do.
What you need:
- 1–1/2 tablespoons of regular table salt
- 3 cups of water
- mixing bowl
- coffee cup or small bowl
- sturdy plastic wrap
- small rock
Tiny and you 1 Teacher’s Notes – Unit 6
12
What you do:
1. Pupils mix the salt into the water in the mixing
bowl and stir thoroughly until it is fully dissolved.
2. They place the cup or smaller bowl in the
mixing bowl, taking care not to let any of the salty
water into it.
3. Help them cover the bowl with sturdy plastic
wrap and seal the edges tightly.
4. They take a small rock and place it right in the
middle of the plastic wrap so that all of the plastic
slants slightly towards the middle of the bowl
where the cup is.
5. Help them put the whole set-up in full, hot
sun, and wait. Within an hour, they should see
water droplets begin to form on the underside
of the plastic. They will flow and drip into the
centre of the bowl, and into the cup. After several
hours, take the plastic off. A good amount of
water should now be in the small cup. The
water vaporized in the heat of the sun and then
returned to its liquid state. Salt stayed behind.
Lesson 8 – page 64
Aims:
• Phonics: \u…\
• Phonics review: \Å\ \ae\ \ø\ \I\ and \e\
• Listening: listen to a chant.
• Speaking: do a chant; say tongue twisters.
Vocabulary review: words from Lesson 8, Units 1–5;
blue, kangaroos, two; cow; snake
Additional vocabulary: cool, goose, pool, shampoo
Materials and preparation: Pupil’s Book; Audio CD,
tracks 61, 71 & 72 and Songs CD, track 37. For ‘Extend
your lesson!’: drawing supplies; old magazines; A4
sheets of paper; a large sheet of poster paper; blu-
tack or Sellotape
Warm up 61
• Remind pupils of the chant they learnt in Lesson 8, Unit 5.
• Play the track and encourage pupils to chant along.
Zoom along!
• Remind the class of other sounds they have learnt in
previous units.
• Ask the class to say words that contain these sounds.
• As a class, review any tongue twisters you have invented
along the year. Challenge pupils to say them quickly while
playing a clapping game in pairs, to indicate rhythm.
• If you haven’t created any tongue twisters, you may
remind the class of the chants and songs they have learnt
in Lesson 8 in previous units.
• Chant and sing as a class.
Challenge & collaborative writing
• If you feel pupils are ready to do more written work, you
may ask them to help you write a tongue twister on the
board.
• Ask a few pupils in turn to come to the board and write
some of the words. Then ask them to copy the tongue
twister into their notebooks and draw the pictures.
1 71
• Tell the class to open their books at page 64. Show the
page, point to the number and say it.
• Focus on the picture in Activity 1. Ask the class what they
see in the picture.
• Tell pupils that they are going to listen to a chant. Play
the track once for pupils to familiarize themselves with
the words.
• Play the track again. Ask pupils to identify the sound that
is repeated in the chant.
• Tell the class to circle the words they hear with the \u…\
sound. Play the track once more. Can they identify the
words with \u…\ in the picture?
• Check as a class. Write the words that have the \u…\ sound
on the board and ask the class to say them.
Audioscript
Two cool kangaroos
Are washing in the pool.
A goose comes round to wash with them
And brings its blue shampoo.
Today two kangaroos and a goose
Will wash in the pool.
Answers
Pupils should circle the pictures which correspond to
‘kangaroos’, ‘pool’, ‘goose’ and ‘shampoo’.
37
2 71
• Tell the class that they are going to sing along.
• Play the track and pause after each line so that pupils can
repeat.
• Mime as much as possible. Encourage pupils to mime
along.
• Sing again. This time, ask pupils to clap the beat of the
chant. For further ideas, see ‘Songs’ notes’, pages 3 & 4.
• Once they are more confident, ask them to sing without
the help of the track. You may want to use the karaoke
version of the song (Songs CD, track 37).
3 72
• Focus on the pictures. Have pupils name them. Then ask,
Do they all have the same sound?
• Play the track a few times. Tell them to listen and check.
Tiny and you 1 Teacher’s Notes – Unit 6
13
• Ask them to circle the words in which the \u…\ sound is
used. Check as a class. Then ask, Which words sound
differently? Elicit answers from pupils. Were their ideas
correct?
• Play the track again and ask pupils to repeat the words.
• Write the words with the \u…\ sound on the board.
Audioscript
balloon
kangaroo
cow
blue
snake
Answers
Pupils should circle the pictures which correspond to
‘balloon’, ‘kangaroo’ and ‘blue’.
Home-school link
• Pupils teach the chant to their family.
Wrap up
• Ask the class to say the chant once more clapping the
beat and miming.
Extend your lesson!
Look, say and write
• Ask pupils to look at the words you have written
on the board.
• Tell them to copy them into their notebooks and
write the \u…\ sound in colour.
• Ask them to look at words they have learnt in
different units. Tell them to find those that have
the \u…\ sound, eg ‘classroom’, ‘school’, ‘juice’, ‘zoo’.
• Ask pupils to copy them into their notebooks with
the other words and trace the \u…\ sound in colour.
Make a tongue twister
• Ask the class to invent a tongue twister with the
words with the \u…\ sound that they have found in
the book.
• Write the words on the board.
• Challenge pupils to say it quickly while playing a
clapping game in pairs, to indicate rhythm.
• You may ask them to copy the tongue twister into
their notebooks and draw the pictures.
Informal assessment opportunity
• Circulate while pupils are working and ask them to
chant their new lines for you.
• Check for correct pronunciation.
 Make an \u…\ poster
• Ask pupils to work in pairs or small groups. Give
them A4 sheets of paper and old magazines.
• Pupils cut out letters from magazines and ‘write’
some of the words they know that contain the \u…\
sound, eg ‘two’, ‘cool’, ‘kangaroo’, ‘afternoon’,
‘blue’, ‘school’, ‘balloon’, ‘zoo’.
• They glue the words on their sheets.
• Write a large \u…\ on top of a sheet of poster paper.
• Ask pairs to come over and glue their picture on
the poster.
• Display it in the classroom.
Lesson 9 – page 65
Aims:
• Speaking: speak about where animals live.
• Reading: read word cards.
• Writing: trace words; write animal words.
• Critical thinking: classify into categories using
a Venn diagram; use prior knowledge in a new
context.
Vocabulary review: pets and farm animals; zoo
animals; jungle, mountain
Additional vocabulary: on land; in water; desert;
underground
Materials and preparation: Pupil’s Book. For ‘Extend
your lesson!’: A4 sheets of paper; drawing supplies;
blu-tack or Sellotape; pupils need to bring the following
materials for the project: shoeboxes; construction
paper, plasticine in various colours; various supplies
based on the habitat they have chosen, eg sand, some
leaves from the yard, cotton, blue Cellophane paper to
simulate water, cotton balls to use as snow or clouds;
white card stock; plastic toy animals (alternatively,
they can use cut-outs from old magazines or plasticine)
Warm up
Critical thinking
skills
In some of the activities in this lesson, pupils will classify
information, eg animals according to their habitats, and
will learn how to do this using a Venn diagram.
• Ask the class what animals to put in each category.
• Write the words or ask pupils to come to the board and
write the words themselves. They can use the list you
wrote on one side of the board as a reference.
• Ask the class what animals go in the middle section,
ie those that live both in the water and on land, eg
‘crocodile’, ‘frog’, ‘hippo’.
• Ask the class to copy the diagram into their notebooks.
1
• Ask pupils to open their books at page 65. Show the
page, point to the number and say it.
• Ask pupils to look at the two pictures. What do they
show? Elicit, Land and water.
• Point at the animals and elicit the names from the class.
• Ask the class to work in pairs. Tell them to match the
animals to the correct habitat. Explain that some animals
can be matched to both habitats.
• When they have finished, check as a class.
Answers
On land: cow, monkey, sheep, tiger
In water and on land: crocodile, goose, hippo
2
• Focus on the words in Activity 2. Ask the class to trace the
letters.
• Ask the class if they know any of the words, eg ‘jungle’,
‘mountain’.
• Ask them to match those words to the correct pictures.
• Focus on the other two words. ‘Desert’ should be fairly
easy as it is similar to the word in pupils’ L1. Explain
‘underground’. Elicit what animals live there, eg worms,
rabbits, lizards.
• Ask the class to match those two words to the correct
pictures.
• Check the answers as a class.
Answers
From left to right: mountain; underground; jungle; desert
Wrap up

• Write ‘FARM’, ‘PET’ and ‘JUNGLE’ on the board. Challenge • Write ‘JUNGLE’, ‘MOUNTAIN’, ‘DESERT’, ‘UNDERGROUND’ on
the board and ask the class to say as many animals for
the class to say as many animals for each category as
each category as possible.
they can.
• Write the words on one side of the board.

Zoom along!
• Draw a Venn diagram on the board. On one area write
‘ON LAND’ and on the other write ‘IN WATER’.

Tiny and you 1 Teacher’s Notes – Unit 6

14
 4. They create the ground for the habitat.
Encourage them to use a variety of materials and
Extend your lesson! be as creative as they wish.
5. They add animals to their habitat. They can use
Where do they live? toy animals, draw the animals on card, use cut-
Make a mini-poster outs or make them with dough. Help them make a
stand for the drawings or cut-outs.
• Write the names of the different habitats on 6. They show their work to the class and explain
the board: ‘JUNGLE’, ‘MOUNTAIN’, ‘DESERT’, what they have in their habitat. Encourage them
‘UNDERGROUND’, ‘GARDEN’, ‘FARM’. to use a variety of language structures: This is a… /
I’ve got... / The... lives in the…
Critical thinking
skills
In this activity, pupils identify habitats in more detail.
They classify the animals they have learnt during the
year according to their habitats.

• Ask pupils to copy the words you wrote on

the board into their notebooks and classify the
animals they have learnt into each category. They
can include more animals they know. Provide
additional vocabulary, if necessary. They can revise
the vocabulary they have learnt in Unit 1 – CLIL
section: the garden.
• Give each pupil an A4 sheet of paper. Tell pupils to
choose a habitat and make a mini-poster including
the animals that live there.
• Display the mini-posters around the classroom.
• This can be the preparation for the following project.

Project: Create a shoebox habitat

• This is a project that you can do with the science
teacher.
• Give very simple instructions and show the class
what to do to help them understand.
• If you have a large class, divide it into small
groups. Work with one of the groups and ask the
others to follow what you do.
What you need:
- a shoebox
- construction paper
- plasticine in various colours
- various supplies based on the habitat they have
chosen, eg sand, some leaves from the yard,
cotton, blue Cellophane to simulate water,
cotton balls to use as snow or clouds, etc.
- white card stock
- plastic toy animals (alternatively, they can use
cut-outs from old magazines or plasticine)
What you do:
1. Pupils cut the white paper so that they can line
the inside of the shoebox with it.
2. Before they glue it to the inside of the shoebox,
they draw the background scenery for the habitat
on the white paper.
3. They flip the shoebox on its side so that the
bottom of the box (the largest side) is now the
main background area. Help them glue the paper
onto the inside of the box.

Tiny and you 1 Teacher’s Notes – Unit 6

15

Revision 2
pageS 66 & 67
Aims:
• Listening: listen and draw; listen and identify.
• Speaking: act out a dialogue; describe pictures;
ask and answer questions.
• Reading: read word cards.
• Writing: write word cards.
• Critical thinking: identify.
Language review: What’s this? / This is… / Is this
a…? / What colour is the…? / It has/hasn’t got… /
Has it got…? Yes, it has./No, it hasn’t. / You/They
have/haven’t got… / Where is…? It’s in/on/under…
Vocabulary review: colours; numbers 1–10; parts
of the body; zoo animals; neck, stripes; tail, trunk,
wings; bear, cave, frog, lake, rock, worm, fish, jungle,
mountain, river, snake, tree; big, small
Materials and preparation: Pupil’s Book; Audio CD,
track 73, 74 & 75; the characters masks or cut-outs;
blu-tack or Sellotape; posters from Unit 4 to Unit 6
Teaching tip
You can use the Revision to assess pupils’ progress over
time and make decisions regarding remedial work.
Warm up
• Ask the class what their favourite story is. Show Lesson 3
of each unit and ask them to vote.
• Write the results on the board. Have the class act out the
most popular ones.
• Divide the class into pairs or small groups, assign the
roles and ask pupils to come to the board and act out. Cue
as necessary.
• You may wish to ask pupils to wear their masks or use
the characters cut-outs.
Zoom along!
• Play an action game to review the parts of the body.
• Ask pupils to look for the pictures of monsters they made
in Unit 4.
• They show the pictures and describe them.
1 73
• Ask the class to open their books at page 66. Open your
book and point at the number. Say, Sixty six.
• Tell the class that they are going to listen to the track and
draw Clacky, one of Tiny’s friends in Tinyland.
Tiny and you 1 Teacher’s Notes – Revision 2
1
• Play the track at least twice. Pupils just listen. Ask a few
questions to check comprehension.
• Play the track again. This time pupils draw Clacky.
Teaching tip
Play the track while they are drawing. In this way,
pupils who work more slowly or have more difficulty in
understanding the audio or have motor skills difficulties
can complete their work successfully without getting lost.
• When they have finished drawing, pupils colour the
picture.
• Ask individual pupils to show their work and describe it.
Audioscript/Answers
Hi, there! My name is Clacky. I’ve got three red eyes, a
big nose, a big mouth and five blue ears. Yes, five blue
ears! I’ve got three legs and three long arms. I’ve got
three fingers and seven toes. Yes, seven toes!
2 74
• Display the posters from Unit 5, Lessons 1 and 3. Review
the vocabulary with the class.
• Divide the class into two groups. Groups take turns to
ask and answer questions about the animals. Encourage
pupils to ask a variety of questions using as many of the
structures they have learnt.
• Focus on Activity 2. Ask the class to describe the animals
they see.
• Tell them that they are going to listen to some quizzes.
They listen and tick the correct animal.
• Play each quiz twice. Check the answers as a class.
Audioscript
1
Girl It has got stripes.
2
Boy It has got four legs and a tail. It hasn’t got
stripes.
3
Girl It is really big. It has got a trunk.
4
Boy It has got a very big mouth. It is usually
in the water.
Answers
✔ 1 tiger; 2 lion; 3 elephant; 4 crocodile
• As an extension activity, divide the class into pairs. Each
pair says a quiz to the class. They guess what animal they
are describing.
3
• Tell the class to look at page 67. Point to the number on
the page of your book and say it.
• Tell them to look at the pictures and words in Activity 3.
• Ask pupils to read and complete the words.
• When they have finished, tell them to match the words to
the correct animal body part.
• Check the answers as a class. You may wish to ask some
pupils to write the words on the board.

Answers
Words: wing; tail; trunk; neck; pouch; stripes

4 75

• Display the posters from Unit 6, Lessons 1 and 3. Review

the vocabulary and the prepositions ‘on’, ‘in’ and ‘under’.
• Focus on Activity 4. Tell the class that they are going to
listen to Tiny and Cathy speaking.
• Play the track at least twice. Pupils just listen.
• Play the track again. This time pupils tick the correct
pictures.
• When they have finished, check the answers as a class.
• You may wish to ask some pupils to act out the dialogues.

Audioscript
1
Tiny Look, Cathy! A snake! It is under the rock!
It’s so long!
Cathy And so big!!
2
Tiny Look, that’s a big crocodile!
Cathy Where is it?
Tiny It is under the tree!
3
Tiny Is the lion on the rock?
Cathy No, it is in the cave! There it is!
4
Tiny Where is the frog?
Cathy It’s in the school bag. Cute!

Answers
✔ 1 right; 2 right; 3 right; 4 left

Suggested activities for revision

• Play the dialogues in Units 4–6 and ask pupils to act
them out.
• Play ‘Tiny says, Please’ to review vocabulary and
instructions.
• Play memory games using the pupils’ cut-outs.
• Play Bingo to review vocabulary (see photocopiable
material 1.6).

Tiny and you 1 Teacher’s Notes – Revision 2

2

Festivities
Family day – page 68
Aims:
• Listening: listen to a song; listen and identify.
• Speaking: sing a song; describe pictures.
• Project: make a family collage.
Language review: This is my...
Vocabulary review: dad, hand, mum, school; pets
Additional vocabulary: brother, grandma, grandpa,
sister
Materials and preparation: Pupil’s Book; Audio CD,
track 76 and Songs CD, track 39; blu-tack or Sellotape;
A4 pieces of coloured card; pupils need to bring the
following materials for the project: photographs of
pupils’ families and pets; magazines; glossy paper;
markers
Teaching tip
Remember that the question of family and family
members is probably the most difficult topic to deal with.
Learn what each pupil’s family context is before plunging
into this activity so as not to hurt them in any way.
39
1 76
• Talk about Family Day and ask pupils to tell you any
family words that they know, eg ‘mum’ and ‘dad’. Write
them on the board. If you wish, enlarge the vocabulary
when needed.
• Tell the class to open their books at page 68. Open your
book, show the page and say the number.
• Draw pupils’ attention to the family picture at the top of
the page and ask them to match the small details in the
boxes on the left to the family characters on the right.
• Have pupils compare their answers with a partner. Then
check as a class.
• Play the track once and explain the meaning of any new
vocabulary.
• Play the track again encouraging pupils to sing along.
• Once they are more confident, ask them to sing without
the help of the track. You may want to use the karaoke
version of the song (Songs CD, track 39).
Audioscript
I love my mum,
I love my dad,
My brother is really cool, (sister, grandma, grandpa, etc)
He holds my hand every day (She)
On our way to school
(repeated)
Tiny and you 1 Teacher’s Notes – Festivities
1
2
• Explain to pupils that they are going to make a family
collage. Ask them to get the photographs they brought
from home.
• Alternatively, pupils can use any family picture from
magazines you hand out. Ask pupils to cut out pictures of
people, pets and families.
• Give each pupil a piece of A4 size coloured card and ask
them to stick their family photos or the pictures from
magazines onto it to make a collage.
• Encourage them to make shapes out of glossy paper and
magazine sheets in order to enhance their work. Allow
them to use markers, as well.
• Give pupils enough time to make their collages.
• Get pupils to come up to the front of the class and
present their family collages. Encourage them to use as
many family words as they can and the structure ‘This is
my...’. You may also wish to revise vocabulary on pets.
• Praise their work. Show real interest in what they are
doing.
• Display the different collages on the classroom walls and
invite pupils from other classes or parents to see what
pupils have done.
Environment Day – PAGE 69
Aims:
• Listening: listen to a song; listen and number.
• Speaking: sing a song; describe pictures.
• Critical thinking: identify.
• Project: make a rain catcher.
Vocabulary review: the weather; land, rain, trees,
water
Additional vocabulary: seas
Materials and preparation: Pupil’s Book; Audio
CD, track 77 and Songs CD, track 41; the weather
poster; blu-tack or Sellotape; pupils need to bring the
following materials for the project: a plastic bottle cut
in half; a waterproof marker pen; some small stones
or marbles; food colouring; strong tape; markers
41
1 77
• Ask the class to open their books at page 69. Open your
book, show the page and say the number.
• Ask pupils to look at the pictures in Activity 1 and say
what they can see. Remember that most probably pupils
will use L1.
• You may wish to use the weather poster to revise
vocabulary related to the topic.
• Talk about rain. What are some of the things that we can
do with rain? Brainstorm ideas and write pupils’ ideas
on the board. Let pupils express their ideas in L1 and
introduce any vocabulary you consider necessary.
• Tell pupils that they are going to listen to a song about
rain. Play the track once and ask pupils to put up their
hands every time they hear a word they know. Check
how many words they managed to identify.
• Play the track again and ask pupils to number the pictures
accordingly.
• Check the answers as a class.
Answers
1 middle; 2 left; 3 right
• Play the track again, this time for pupils to sing the song.
• If you wish, divide the class into groups and hold a
singing competition.
• Once they are more confident, ask them to sing without
the help of the track. You may want to use the karaoke
version of the song (Songs CD, track 41).
Audioscript
Rain, rain come again.
Let’s save some water for the trees!
Rain, rain come again.
On the land and in the seas!
(repeated)
2 • Check the answers as a class.
• Remind pupils of the importance of rain. What do we
need rain for? Brainstorm some ideas.
• Explain to pupils that they are going to make a rain
catcher. This is a project that you can do with the science
teacher.
• Give very simple instructions and show the class what to
do to help them understand.
• If you have a large class, divide it into small groups. Work
with one of the groups and ask the others to follow what
you do.
What you need:
- a plastic bottle cut in half
- a waterproof marker pen
- some small stones or marbles
- strong tape
- food colouring (optional)
- markers to decorate the bottle
What you do:
1. Ask pupils to fill the bottom half of the bottle with the
small stones or marbles. They can also put some food
colouring into the bottom to make it easier to measure
the water after it rains.
2. Have pupils use the top part of the bottle as a funnel.
Ask them to place the funnel neck down into the bottom
half of the bottle and help them tape around the edges.
3. Ask pupils to use the waterproof pen to write the
measurements in centimetres up the outside edge of the
bottle (starting from the stones upwards). Ask them to
use a ruler to help them make the marks.
4. Pupils place the rain catcher outside in the yard and
wait patiently for the next rainfall.
5. To give purpose to the making of the rain catcher, you
could have a printed chart on any of the classroom walls
where students could record the rainfall measurements.
Tiny and you 1 Teacher’s Notes – Festivities
2
Music Day – PAGE 70
Aims:
• Listening: listen to a song; listen and count.
• Speaking: sing a song; describe pictures.
• Project: make a drum.
Vocabulary review: numbers 1–10; colours; birds,
drums, jungle
Materials and preparation: Pupil’s Book; Audio CD,
track 78 and Songs CD, track 43; the weather poster;
blu-tack or Sellotape; pupils need to bring the following
materials for the project: an empty can of dried milk
or chocolate powder; coloured paper; markers or wax
crayons or tissue paper and/or stickers; strong tape;
2 sticks
43
1 78
• Ask the class to open their books at page 70. Show the
page, point to the number and say it.
• Invite pupils to look at the picture at the top of the page.
Ask them to say what they can see.
• Play the track once. Ask pupils to listen to the song and
look at the picture. Play the track again and have them
count the drums and the birds.
Answers
There are 5 drums and 7 birds.
• Direct pupils’ attention to the red and yellow splashes
next to the black and white drawings, and ask pupils
what they think they should do, ie pupils have to colour
the drums red and the birds yellow.
• Play the track again. This time ask pupils to sing along
with the music.
• Ask pupils to fill in the boxes according to the number
of drums and birds in the picture. Play the track again as
they work.
• Once they are more confident, ask them to sing without
the help of the track. You may want to use the karaoke
version of the song (Songs CD, track 43).
Audioscript
I can hear the drums in the jungle, in the jungle.
I can hear the drums BEAT, BEAT, BEAT!
Listen, listen! BEAT, BEAT, BEAT!
Can you hear the drums?
Listen, listen! BEAT, BEAT, BEAT!
Can you hear the drums?
I can hear the birds in the jungle, in the jungle.
I can hear the birds TWEAT, TWEAT, TWEAT.
Listen, listen! TWEAT, TWEAT, TWEAT!
Can you hear the birds?
Listen, listen! TWEAT, TWEAT, TWEAT!
Can you hear the birds?
 Audioscript
2 78 Children make the world so sweet,
Clap your hands and stamp your feet.
• Explain to pupils that they are going to make their own Time for love and time for play,
drums. Hug a child on Children’s Day!
• Have pupils get the cans they brought to class. Help them (repeated)
fix the lid on the can using the tape.
• Have pupils cover the sides of the can with coloured
paper. 2
• Pupils decorate the can using the markers. They can also • Ask pupils to think about a person they would like to be
use wax crayons, tissue paper or stickers for decoration.
with on Children’s Day. Invite them to justify their choice.
• Have pupils use tape to make two small balls at the end • Give each pupil a piece of card and ask them to draw the
of each stick. These are their drumsticks.
silhouettes of this person and themselves on it.
• The drum is ready to play. Play the ‘Music Day song’ for • Ask them to carefully cut out the figures. If necessary, you
children to drum to.
help them do this.
• Tell them that they can decorate the figures by using
beads for the face, wool for the hair and coloured paper
Children’s day – PAGE 71 to make the clothes.

Aims:
• Suggest that they can stick the figures together (hand in
hand).
• Listening: listen to a song; listen and number.
• Speaking: sing a song; describe pictures. • Go round the class asking pupils to say who the person
• Project: make decorated silohouettes. they chose is and then make a Children’s Day display on
the classroom walls.
Language review: This is my...
Vocabulary review: instructions; hands, hug, feet
Additional vocabulary: members of the family
Materials and preparation: Pupil’s Book; Audio CD,
track 79 and Songs CD, track 45; blu-tack or Sellotape;
thick white card; coloured paper/gift wrap; pupils need
to bring the following materials for the project: coloured
wool; beads

45
1 79

• Talk about Children’s Day and ask pupils to tell you some
of the things they like doing that day.
• Ask the class to open their books at page 71. Show the
page, point to the number and say it.
• Draw their attention to the pictures at the top of the page
and ask them to describe what they see. Remember that
most probably pupils will use L1.
• Tell them that they are going to listen to a song about
Children’s Day. Play the track and mime the actions to
help pupils understand the meaning of each line.
• Play the track again and ask pupils to number the pictures
according to the actions they hear.
• Check the answers as a class.
Answers
1 right; 2 left; 3 middle

• Play the song once more and ask pupils to sing along
together.
• If you wish, divide the class into groups and hold a
singing competition. Invite pupils to sing and gesture at
the same time.
• Once they are more confident, ask them to sing without
the help of the track. You may want to use the karaoke
version of the song (Songs CD, track 45).

Tiny and you 1 Teacher’s Notes – Festivities

3
 End-of-year play
How to use the End-of-year play
Now that pupils are a little more familiar with English, it is
nice to show their parents just what they are capable of.
Using an end-of-year play is a great way of doing this and
can be extremely enjoyable and rewarding for all involved.

This play is a story about a field trip to the jungle and pupils
will have the opportunity to use the vocabulary and structures
they have learnt, in a different context. The emphasis should
be on ‘having a go’ and not necessarily being word perfect for
the performance.

The play can easily be added to, according to the number of

pupils in the class, their ability and classroom size.

Timing
A few rehearsals will be enough to get the play ready for a
simple performance. Work on a scene at a time and gradually
build up the whole play, which shouldn’t take more than 13
minutes.

Ideas
• For the performance, make home-made binoculars out of
cardboard tubes and get pupils to wear shorts, T-shirts,
hats and caps (safari type clothes).
• Use a jungle noise soundtrack at the beginning and end
of each scene and sound effects for the different animals
which appear in the play.
• You may wish to have some pupils represent the trees
and animals mentioned in the play. Alternatively, you
may use big pictures/posters.
• Help the chorus to have questioning intonation in the
appropriate phrases, either rising or falling.
• If you have a large class, you might want to ask pupils to
play the role of the animals seen in the jungle.
• In scene 4, the pupil representing Tiny can be hiding
under a leaf coloured cloth.
• Get pupils to gather round Tiny and give him a hug at the
end of the play.
• You may wish to ask pupils to sing a song at the end of
the play, eg Unit 6 song, track 64.

Tiny and you 1 Teacher’s Notes

End-of-year play script

Narrator: And they can see many things.

CHARACTERS: Tyler: I can see some animals!
• NARRATOR Cathy: I can see some animals too!
• CHORUS Meg: What’s that?
• CATHY Chorus: What’s that? What’s that?
• TINY Tyler: Is it a tiger?
• TYLER Chorus: Is it a tiger? Is it a tiger?
• MEG Meg: No, it isn’t a tiger! It’s a zebra!
[FX sound of zebras’ footsteps]
Cathy: Oh, a zebra! Be careful, Tyler!
Scene 1 Tyler: Don’t worry! Zebras are nice.
[FX jungle noise soundtrack] [FX jungle noise soundtrack]
Narrator: Today the children are in the jungle.
Chorus: In the jungle, in the jungle. Scene 4
Narrator: And they can see many things. [FX jungle noise soundtrack]
Tyler: I can see a big green tree! It’s over there! Narrator: The children are in the jungle.
Cathy: I can see a big green tree too! Chorus: In the jungle, in the jungle.
Meg: What’s that? Narrator: And they can see many things.
Chorus: What’s that? What’s that? Tyler: I can see a cave.
Tyler: Is it a monkey in the tree? Cathy: I can see a cave too! It’s so dark!
Chorus: Is it a monkey? Is it a monkey? Meg: What’s that?
Meg: No, it isn’t a monkey! It’s a snake! Chorus: What’s that? What’s that?
[FX sound of a snake slithering] Tyler: Is it a bear?
Cathy: Oh, a snake! Be careful, Tyler! Chorus: Is it a bear? Is it a bear?
[FX jungle noise soundtrack] Meg: No, it isn’t a bear!
Cathy: What is it?
Scene 2 [FX sound of tree leaves being moved]
[FX jungle noise soundtrack] Tyler: It’s under some leaves.
Narrator: The children are in the jungle. Cathy: Be careful, Tyler!
Chorus: In the jungle, in the jungle. Chorus: Be careful, Tyler! Be careful, Tyler!
Narrator: And they can see many things. Meg: Has it got feet?
[FX sound of river flowing] Cathy: Yes, it has!
Tyler: I can see a big river! Meg: Has it got arms?
Cathy: I can see a big river too! Fantastic! Tyler: Yes, it has! And it’s got big ears!
Meg: What’s that in the river? Chorus: Big ears? Big ears?
Chorus: What’s that in the river? What’s that in Narrator: The children see a special animal. It isn’t
the river? very big. Oh no! It isn’t an animal! It’s...
Tyler: Is it a fish? Tiny: It’s me! Tiny!
Chorus: Is it a fish? Is it a fish? Chorus: It’s Tiny! It’s Tiny!
Meg: No, it isn’t a fish! It’s a crocodile! Tiny: Hello, friends!
[FX sound of a crocodile snapping] Tyler: Tiny!
Cathy: Oh, a crocodile! Be careful, Tyler! Meg: Tiny!
[FX jungle noise soundtrack] Cathy: Hooray for Tiny!
[FX jungle noise soundtrack]
Scene 3
[FX jungle noise soundtrack]
Narrator: The children are in the jungle.
Chorus: In the jungle, in the jungle.

Tiny and you 1 Teacher’s Notes

PHOTOCOPIABLE © Macmillan Publishers S.A., 2013