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Episode 1 - Lesson 1A: Sit Down, Greeting
Episode 1 - Lesson 1A: Sit Down, Greeting
•
• Handmade props: Paper, Tape (preferably colorful or anything from the general store will do), Ipad (not handmade) or a book with
pictures (ask your relative who has children's books, they have a lot, or just draw some silly stuff).
Laptop, TV, HDMI cable Act 1 - DVD: Episode 1 Comment and sing along while
watching the video.
FWF dolls, Teddy bears. Act 2 - Say Hi: If you have the doll, use it. If you do not
Toys. have one, well, just say hi to them using a toy.
Toys. Act 3 – Teach Friend. have a doll or a teddy bear. Hug it
and say “this is my friend.”- Ask them: Who are your
friends?
We can play a game: This is you. talk about their clothes,
just simple words. Arrange the class into a big circle and
ask: Ok who is wearing a white shirt? They will point at
that person. Ask them, is he/she your friend?- They will
answer yes!!!- If they are good enough, let one of them
be the host.
Flash card
Act 5: Teach dog, cat, sheep, rat with flashcards. Play
some flash card games. if they are older, consider the
game Yes and No game. Make a yes and no sign and ask
the whole class. Is this a dog? If it is a dog, run to yes
and vice versa.
Book of Rhythm
10. The book of rhythm, Or use an ipad or use some
or
story book, because not everyone will have a book.
Ipad Show them, What can you see in my wonderful book
or today?
Colorful books
ACt 11: Teach them here and there. Elicit: Everyone, let’s
come here. I don’t like it here, it is too hot (make some
reason). Let’s go over there. Play some games and let
them run back and forth (I am pretty beat so does
anyone know some good games to teach this).
Happy and Sad flashcard Act 12: Glad (Happy) and sad. Show them the face and
on a straw. ask them to make a happy face or sad face. Show them
pictures of happy and sad and elicit: I am glad, I am sad.
Tape Act 13: Come into. Play a game: Cat and mouse with a
Or Hula Hoop big hula hoop or some tape. you will be the cat, if they
hide in the circle, you cannot touch them.
Broken things
Act 14: Big something to teach them the word fix:
Unscrew cap bottle, Bend plastic, just some silly thing
for them to fix. And teach the word fix (anyone has a
better idea for this one, I'm kinda stuck here).
Flash card and markers. Act 15: 1. Something’s gone wrong. What’s wrong?
How can I fix it? Head. Look! The head is wrong! How
can I fix it? Help me fix it. You have the flashcard for this
one, just get a marker to let them put in eyes and nose
on the animal.
Speaker (optional). Act 16: teaching singing. Just sing a song or make some
microphone ( I do not know about this one).
Tub Act 17: Teach Tub. Show them a picture, bring a tub in
and play a game. What is in the tub?
Tub
Act 18: Bring a small tub. This is a tub.
Speaker
Act 19: Ding a ling a long! Now we can sing a song. Sing
fun with flupe.
Act 20: 1. It’s time for goodbyes. My, how time flies.
Act 21: Good bye (Give them stickers, tell them about
homework, ask the teacher to sign you stuff, do the
rolls, yeah, just do your things).
Note:
-
Episode 1 - Lesson 1B
•
• Handmade props:
- Apparently, the
only Act with props Sit down, greeting Greet the children, Talk with them
about their days. Try to compliment their clothes and
that I have is act stuff. Be nice.
12.
Act 2 - Say Hi: If you have the doll, use it. If you do
not have one, well, just say hi to them using a toy.
Reuse the Flashcard Act 4 - Review dog, cat, sheep and rat (add in other
from 1.A animal), play some flashcard games.
Flash card and things Act 5 - Play a game with Flashcards and things around
around you you.
Skip
Act 6 - Review I see. I can see Gabi. use the props and do
it like 1.A
Act 9: Review Here and there. Bring a ball. The book tells
us to play fetch and elicit: Where is the ball? - It is here.
Throw it and it bounce away: Where is the ball? - It is
there.
Act 10. Review come into, Play the floor is lava or wolf
(be a wolf and capture children who is outside of the
circle)
Act 11: Review fix. Again bring silly stuffs for the children
to fix. (do you know the game 1000 ways to
die…yeah…use stuffs like that game).
Act 22: Say: Until our next song, goodbye and so long!
Everybody waves and says: Goodbye! So long! (to each
other and to the character dolls
Episode 1 - Lesson 2B
• Character dolls, Blue cardboard sea with waves, little toy boats and tubs, Socks with holes in them, Paper or other balls, enough for
each child to count to 5.
• Stickers (5 per child), little sheets of Paper to stick them on, Masking tape, headbands Or wristbands of animals, boards with a hat
with flaps, little pictures to stick under the flaps.
• Coloured pencils and crayons. Downloaded Page 6 with outlines of the hidden pictures highlighted using a coloured marker.
Laminated happy and sad face on sticks and pictures of the story, characters (happy and Sad) on sticks.
• Toy cars (one for each child).
• Boxes decorated as Cars (or one big box), steering wheels.A map of the world.Shape sorter.Beads and strings for each child.
Act 1 - Watch the DVD: the Fun with Flupe song and
Episode 1
Blue cardboard sea with Act 4 - Review sea and sail. Let’s one by one come Make waves from a blue cardboard. a boat and a
waves, little toy boats and and play. Say, we are sailing on the sea tub
tubs.
Socks with holes in them. Act 5 - Stand up. Review hole. Ask children to go to the
door and show them the keyhole. Also bring some socks
with holes in and ask: What are these? Elicit: Holes.
Act 6 - Review counting to five. Let’s say Five. Throw
many paper balls on the floor (5-7). Encourage children
to run around, picking up the balls. Each child should
bring you 5 and count aloud.
Act 7: Review stickers. Bring 5 stickers for each child
(Use stamps instead) Count them together. Ask: What
have you got? St: I have got 5 stickers
Act 8: Stand up. Make a big tub with masking tape on
the carpets. Stick the picture of cat,dog,rabbit,hen on
children's forehead/stick on their clothes using a peg.
Say, Let’s go into the tub. Say, Where are you?
Encourage children to say: In the tub. Chant together
with the children Rub a dub dub 4 friend in a tub….And
who do you think you see? A sheep and a cat, a dog
Pics of animal, characters,
or anything want to review Act 9. Review hat. Bring the big hat. do the same as 2A
Act 10: Act book 1, page 6, coloring. Can you see the
cat? Where is it? It’s here. Let’s color the cat
Do it with other items too.
Act 11: Sing short version of Up & Down.
Use characters of happy & Act 12: Review happy & sad. Say, Be happy. Ask the child
sad again to make a happy face too. Then say, Cheer up! Show pic
of sad Paul, ask, Is Paul happy? No, Paul is sad. Then
say, Cheer up Paul! Next, turn the stick and say, Now,
Paul is happy. Do with all characters
Act 13: Review car. Give each child a toy car or call them
up one by one and give them, ask: What have you got? I
have got a car
Act 14: Stand up. Bring the string/rope/and hulahoop.
Tire them up together and review the car. Make the
sound broom broom
Act 15: Review near & far. Arrange children in various
ways. Some stand near others-some far. Encourage them
to say , Ken is near, Mia is far
Act 16: Bring the map of the world and put it on the
floor. All continents should be visible on the map.Find
your country on the map and one of the neighbouring
countries. For "near", show a small distance between
the countries and say, for example, Poland is near
Slovakia. For "far", point at Africa or any other distant
place and say: Africa is far from Poland. Then point at
other places near and far and encourage children to say
where they are in relation to their country.
Elicit:Its near. It's far.
- Act 17: Review solve the problem. Bring a shape sorter -
and pretend you don't know where to put the shapes.
Say: Help me solve the problem . Let children help you
and say: You solved the problem, well done! - each time
the child finds the proper hole for the shape..
Act 20: Say: Until our next song, goodbye and so long!
Everybody waves and says: Goodbye! So long
Episode 1 - Lesson 3A
• Handmade:
• Reviewed words and phrases: counting to 5, I am , cat, dog, sheep, rat, I've got, I see, what is this? Head, on, want, a
book, a tree, a tub, big, small, happy, sad, far, near, goodbye, so long.
• New words and phrases: boy, girl, boys, girls (plurals), rabbit, donkey, carrot, soup, hungry, eat, what are you doing?
Who do I see? He is, plug, thanks, where is... ? Yummy, until.
• Flashcards: boy, girl, rabbit, donkey, cat, dog, sheep, rat, carrot, soup, hungry, eat.
Act 1 - Watch the DVD: the Fun with Flupe song and
Episode 1
Bring the telescopes Act 3 – Look through your telescope at Paul Other idea: Let’s child take turn 1 by 1 to play
(or funny toy glasses) and ask: 123, who do I see? I see Paul! Hi, with the telescopes while playing the song
and Paul, Granny and Paul! Do the same with one child. Then
Flupe dolls. encourage the children to chant together as a
group: 1 23, who do I see? and look at the
other children, one by one, through their
telescopes, saying I see David, I see Alice, etc.
Bring buttons or Act 4 - Review counting to 5. Play with your Don’t use idea in the book because it’s hard to do
pompons (5 pieces per counters / Or anything that could help the and boring
child to count/sort things at 5.
child) / Or any counter
that can count to 5
Flashcards: boy, girl, Act 5 - Teach boy and girl with flashcards. Say:
Paul, Granny. I'm ... (Teacher's name). I'm a girl/boy. Point at
Paul and say: He is Paul. He's a boy. Then ask
Paul: Are you a boy or a girl? Paul answers: I'm a
boy. (If the Teacher is male, then instead of Paul
he should use Granny). Ask children the same
question and help them answer.
Telescopes, glasses or Act 8: Sit down. Sing 1 2 3 for the first time. Give
masks - one per child. telescopes (or glasses, masks, etc.) to the children, and
sing the song with them using the children's names. The
children should look at each other while singing.
Flashcards:
Act 9. Teach rabbit and donkey with flashcards. Review
rabbit,donkey,
cat, dog, sheep and rat with flashcards — play Over &
cat, dog, sheep, Under flashcard games with all six.
rat.
Coloured pencils and Act 10: Activity Book I , page 8 — colouring the rabbit.
crayons. Ask: What is it? Elicit: It's a rabbit.
Say: Please colour the rabbit. While the children
are colouring, ask: What are you colouring? Elicit:
A rabbit.
Big dice, pictures of the Act 11: Review the animals already taught and add Or: use dice & number the pictures. Then also
animals taught stuck on donkey and rabbit to play with a dice. Stick all six review find. Tell children to find picture which
animals onto a big dice made out of the box and ask the reflect the number on the dice and say its
it with Velcro children to throw it in turn and name the animal they name
can see. Ask: What is it? Elicit: It's a donkey, etc.
Soft toys of animals + grab Act 12: Bring toys of the animals taught so far and put Use printed animals if you don’t have toy animals
bag them all into a grab bag. Take one out of the bag and
say: I've got a dog. Then encourage each child to pick
one toy and ask individual children: What have you got?
Encourage them to answer: I've got a
Soft toys of animals + grab Act 13: Use the same toys as above. Put one toy (e.g. a
bag rabbit) on your head and ask: Where is a rabbit?
Answer: On my head! Place toy animals on children's
heads and ask each time: Where is a…? encouraging all
the children to ask with you. The child (or children
together) with the toy on his head should answer: On
my head!
14. Clothes line, clothes
Act 14: Stand up. Hang the clothes line between two - If anyone has another idea pls add here
pegs, pictures of nouns chairs or ask parents to hold it. Bring cut out animals, a
tau ht so far, a few of few each, boys and girls, books, trees, etc. Ask Paul to
each: boys, girls, cats, take two books and hang them on the line with a clothes
donkeys, dogs, rabbits, peg. He should say: Two books. Then ask the children:
What do you see? The class answers: I see two books.
books, trees.
15. Some biscuits or corn Act 15: Sit down. Teach hungry with the action of - Ask TA first if you can give out biscuits.
chips. Or use toys/print rubbing your tummy and eat with the baby sign. Otherwise, play a pretend game with
Say: I'm hungry. I want to eat. Ask children: Are you props
hungry? Show them biscuits or corn chips and ask:
Do you want to eat? Encourage them to say: I'm
hungry. Give them biscuits and help them say:
Thanks.
19. Adjective Memory Act 19: Review some adjectives with actions and facial
Game (either laminated expressions: big, small, happy, sad, hungry, far, near,
cards or big lids from baby right, wrong, here, there. Say the word and show it,
formula or coffee jars with children should follow with the action and the word.
pictures stuck on them- Make sure that when you decide on the action to show a
this way it can be given word, you will always use the same action later
multipurpose too.
Act 20: For children of 4-5: and prepare a Memory - Use game on wordwall. Show on ipad or
Game with the adjectives mentioned in Activity 20 Interactive TV
and play it with the children — the pair is two
identical adjectives. They should name the word
each time they uncover the card.
• Handmade:
• Reviewed words and phrases: counting to 5, I am , cat, dog, sheep, rat, I've got, I see, what is this? Head, on, want, a
book, a tree, a tub, big, small, happy, sad, far, near, goodbye, so long, boy, girl, rabbit, donkey, carrot, soup, hungry,
eat, what are you doing? Who do I see'? He is, plug, thanks, where is... ? Yummy, until.
• Flashcards: dog, sheep, cat, rat, tub, book, tree, hat, car, rabbit, donkey, boy, girl, carrot, soup, hungry.
Act 1 - Watch the DVD: the Fun with Flupe song and
Episode 1
Bring the telescopes Act 3 – Look through your telescope at Paul Other idea: this act is repeated by 3A. So let’s
(or funny toy glasses) and ask: 123, who do I see? I see Paul! Hi, think of another act instead to review “Who do
Paul! Do the same with one child. Then i see?”
and Paul, Granny and
Flupe dolls. encourage the children to chant together as a
group: 1 23, who do I see? and look at the
other children, one by one, through their
telescopes, saying I see David, I see Alice, etc.
Use Abacus at the TGB Act 4 - Review counting to 5. Bring a big Some TGBs have the abacus
abacus and pass it around for each child to
count to 5, moving the beads on it.
Hulahoop, boy & girl Act 5 - Review boy and girl with dolls. Put one
dolls hula hoop in the middle of the room and invite
one child to stand in it. Say: This is Sheila. Sheila
is a girl. Do the same with all the children,
encouraging the group to say the sentences.
Toy rabbit and donkey. Act 11: Review rabbit and donkey with toys
A blindfold Act 12: Optional: Stand up. Play Pin the Tail on the
Big picture of the donkey Donkey. Hang a big picture of the donkey on the
with no tail, the tail wall and ask children to attach the tail on it with
separately, Blu Tack. eyes closed or blindfolded. The tail should be
attached with Blue Tack. If they are small, let them
attach the tail With their eyes open.
Metal paper clips Act 13: Sit down. Play a fishing game. Attach metal
A fishing rod with a paper clips to little pictures of all the animals taught
magnet, pictures of the so far. Ask the Granny Fix doll to take a fishing rod
animals taught so far with a magnet and fish for one card. Ask: What have
you got? Answer for Granny: I've got a donkey! Let
all the children fish too and say what they have got.
14. Use the story Act 14:. Ask the children to close their eyes (parents - If anyone has another idea pls add here
character dolls can help) and place one doll on one child's head.
When children open their eyes ask: Where is Flupe?
They should answer, pointing at the child who has
Flupe on his or her head: On your head! Do the
same with other characters, letting the children
place the dolls on their friends' heads.
.
15. Hopscotch. Sheet Act 15: Stand up. Draw hopscotch on a big sheet of
with hopscotch drawn on paper and place pictures of nouns taught so far, in
plural and singular forms, in each hopscotch
it, puzzle with pictures of
plural and singular nouns drawing. Demonstrate the activity yourself, hopping
on pictures and naming what you hop on. Children
taught so far. Download should follow the routine, saying: One girl, three
the pictures from rabbits, etc., depending what they land on
Lesson 3A Activity 6,
plus rabbits and
donkeys.
16. Bring headbands or Act 16: Review hungry, carrot and soup with
wristbands with flashcards. Split the group into two; half Flupes and
flashcard of carrot and rabbits, half carrots and soups. Rabbits say: I'm
hungry! Flupes say: Hungry! And they chase soups
soup, rabbits and Flupes. and carrots around the room. If you have TA in the
room, they can be soups and carrots and the
children can chase them.
Make a maze with nouns Act 17: Sit down. Activity Book 1, page 9 - the
as indicated in TG, print maze. Ask: Who can you see? Elicit: I can see Flupe;
out to play I can see a donkey, etc. Say: They are hungry. They
want to eat. Let's see who can eat the carrot.
Please follow the path from the carrot to see who
can eat it (when a path is crossed by another path
this means that this path is blocked). With the
younger students, you can initially hold the picture
up and follow the paths with your finger. The rabbit
gets the carrot.
19. Memory Game from Act 19: For children of 4-5: Play the Opposites
Game, using happy/sad, near/far, big/small,
Lesson 3A. Download.
here/there, right/wrong. Play with the same cards
you made for the Memory Game in Lesson 3A, but
this time the pair is the opposites
Act 1 - Watch the DVD: the Fun with Flupe song and
Episode 1
Activity 2: A ball. 2. Take a ball and roll it to the child saying your name;
I'm .... The child should roll it back saying his/her
name: I'm Rosy. Say: Hi Rosy, my dear, I'm so glad you
are here! Do it with every child.
Activity 3: Character 3. Say Hello to Granny Fix, Paul and Flupe dolls. The
dolls. children should greet them.
Activity 5 Character 5. Sit down. Teach think. Take Paul and hide it under
dolls, a scarf. a scarf in such a way that only a little bit of the doll is
showing. Ask: Who do you think it is? Take Granny
Fix and answer for her: I think it is Paul! Do The
same with all the dolls, each time the children should
say: I think it's...
Activity 9 9. For children of 4-5: Play the Please Game with the
actions taught, for instance: sing, count sit, eat, etc.
Children should give instructions to the group - the child
becomes the teacher and says: Sing, please! Sit,
please! The children follow. If the child who is the
teacher says the instruction without the please
word, the children shouldn't do the action.
Activity 10: Granny Fix 10. Sit down. Review big, small and some nouns. Put Make puzzles: print a pair of big and small items
doll, one puzzle per all the puzzle pieces on the carpet and encourage on an A5 sheet of paper, e.g. a small dog
child as follows, to children to find pairs (specific patterns should help them and a big dog, laminate the sheet and cut it in two
practice animals to match). Once they make the puzzle, they should say halves, each time making a different
and big/small.
a big dog, a small dog. Each time the child matches pattern with your scissors. You need as many
download
correctly, praise and say, holding Granny Fix: That's sheets as there are children in the group and
clever, my dear!
such pairs.as: dogs, cats, rabbits, sheep, rats,
donkeys, hats and tubs.
Activity 11: 2 skipping 11. Make a car out of the skipping ropes tied together
ropes, paper with paper wheels attached to them on the sides.
wheels, a steering Say: Let's go in the car! The children hold onto the
wheel, flashcards: skipping ropes standing inside them; you are the
girls, boys, animals,
driver. Ask: Where are you? Elicit: In the car! Put
book, tree,
flashcards of whatever you want to revise on the
walls: girls, boys, Granny, Paul, Flupe, animals,
books, and trees. Then drive along and stop in front of
each flashcard and ask: Who do you see? Elicit: I see
girls! Or: What do you see? Elicit: I see a dog! Etc.
Activity 12: A bowl with 12. Sit down. Do an experiment with the children. Bring
water, tubs made a bowl with water and cut the bottom parts of two plastic
from plastic bottles, bottles to make them look like tubs. Make a hole in one
stickers. of them. Place the one with no hole on the surface of the
water and say: Look, the tub is sailing on the water.
Then place the one with the hole in the bottom and see
what happens (the plastic bottle part will start sinking).
Ask:What's wrong? Look, a hole! We must fix it.
Encourage children to say with you: We must fix it!
Stick a sticker onto the hole and try placing the tub on
the water again - it should be sinking again.
Say: Look, that isn't working.…
Activity 13: Same as Teach plug. Say: Let's plug the tub. Take one carrot
Activity 12, plus a (real or plastic) and put it in the hole of the tub
real or plastic carrot from Activity 13, plugging it. Then put the tub on the
water again. Say: The tub is ready to sail now.
to match the hole in The carrot is the way to plug the tub!
the tub.
Activity 14 14. Activity Book 1, page 12 - stickers. Say: Look, here
is the tub. Who is in the tub? Elicit the animal names.
Ask: How many holes are in the tub? Elicit: Five holes.
Ask: How does Paul plug the holes in the tub? Do you
remember? Elicit: With carrots! - indicating the carrot
stickers. Ask: And how many carrots do we need? Elicit:
Five carrots. Say: Please stick the carrot stickers onto
the holes.
Activity 15: Granny and 15. Teach answer the call. Take Granny Fix and Flupe
Flupe character dolls. Hide Flupe. Then start calling him out (as if
dolls. Granny was calling): Flupe! Flupe! Answer my call!
After a while Flupe should pop out of his hiding place.
Grandma then says: Flupe, you are here. You
answered my call! Great!
Activity 16: A toy 16. Teach another meaning of answer the call. Bring a
phone or your toy phone that can ring, or use your mobile phone -
mobile, Granny and make it ring and say to the Paul doll: Paul, can you
Flupe dolls. answer the call? Paul takes the phone and says:
Hello? And then: It's Granny Fix! Make the phone ring
a few more times and let children answer it, saying
Hello?
Activity 17: The 17. Stand up. Review in, out, on, under. Use the
children's cushions.
cushions the children are sitting on. Say: Sit on the
cushion! Children should follow. Then: Cushion on your
head! Stand under the cushion! Make a circle with
cushions lying close and say. In the circle! Out of
the circle! Children follow instructions. Encourage them
to say: in, out, under or on, depending on where they
are.
Activity 19: Character 19. Say: It's time for goodbyes. My, how time flies! Say
dolls. bye-bye to the children. The children should also say
goodbye to the dolls.
Activity 3: A ball. 3.
Take a ball and roll it to the child saying
your name: I'm .…. The child should roll it
back saying his/her
name: I'm Sandra Say: Hi Sandra, my
dear, I'm so glad you are here! Do it
with every child.
Activity 8: Toy 8.
animals that Sit down. Review I think ... Bring toy
make noises animals that make noises when you press
or audio tiles them, or bring recorded noises of animals.
with animal
Press the toy dog (hidden) or play the file
noises
with the noise of the dog and ask: What do
recorded.
you think it is? Paul answers first: I think
it's a dog! Do the same with all other
animal noises; the children should answer.
Activity 9: 9. For children of 4-5: Play Dominoes with
Dominoes, to the vocabulary you taught so far (nouns
revise all only): a book, a tree, a dog, a cat, a
vocabulary. sheep, a donkey, a rabbit, a rat, a hat, a
download
tub, a sea, a car, a boy, a girl. Download,
print and laminate Domino cards and
distribute them among the children. Keep a
few for yourself too and start the game by
putting one of your cards down on the floor.
Ask, pointing at one of the pictures on your
Domino card: Who's got a book? The child
that has
a book answers: I've got a book, and
places his Domino card next to yours,
to have two books next to each other. Then
he asks the next child about the
picture on his card. The game continues till
all the children have used up all
the cards.
Activity 11: Hula 11. Review car. Put as many hula hoops
hoops (as on the floor as there are children in the
many as group. Put a steering
there are Wheel in each hoop. Play the music and let
children) and
children run/dance around the room, but not
steering
inside the
wheels, one
for each hoops. Then stop the music and shout.
hoop. Let's go in the carl All the children
should get into a hoop.
Then ask: Where are you? Elicit: In the
car!
Activity 15: Hula 15. Stand up. Review in, out, on, under.
hoops and a
Put some hula hoops on the floor for in/out
blanket (or
practice, and a big blanket (or scarves) for
scarves).
on/under. Give instructions: Go in the
hoop! Go out of the hoop! Go under
the blanket! Go on the blanket! Children
should follow. Each time ask: Where are
you? Elicit: In!
On! Under! Out!
Episode 2 - Lesson 1A
• Flashcard: 6, 19
• Handmade props: pics of mice to stick on headband/wristband, mice ears.(ACT 10). Egg box, whiskers, glue (ACT 11), a clock (ACT
16)
Act 4 - Sit down. Review: I am…, Teach: You are…Pass - Children answer I am….
- A ball
the ball and ask students name
-Flashcards: house, door, Act 5 - Teach: house, door, chair, bed, ladder - Students follow instructions
chair, bed, ladder -> Flashcard game (Flashcard games and activities
sections)
-Book of Rhymes - Em nghĩ nên flexible với hoạt động này vì Book
Act 6 – Book of Rhymes.
of Rhymes thường xuyên được sử dụng bởi
“What have we got in our wonderful book today?” các giáo viên khác và việc làm một cái mới
Ask Students (SS) to stick pics in the book. They should cũng rất khó khăn vì mình không thể in
say “I have…” flashcard!
• 7, 9, 12, 14, 16
• Handmade props: A LADDER (ACT 13)
Act 4 - Sit down. Review: I am…, Teach: You are…Pass - Children answer I am….
- A ball
the ball and ask students name
-Flashcards: house, door, Act 5 - Review: house, door, chair, bed, ladder - Students follow instructions
chair, bed, ladder -> Flashcard game (Flashcard games and activities
sections) (What’s missing?)
- Nếu có real object thì tốt ạ, còn nếu không thì
dùng Flashcard chứ ai quỡn mà làm real hết
Act 6 – Guessing Game with real objects huhu!
Act 7 – Review: house, door, chair, bed, ladder (and - Ask and answer
tub, book, tree if necessary)
“What can you see?” -> “I can see…”
Act 8 – Stand up - Ss follow the instruction
Review: jum, run, turn around. Do actions with the Ss
“Ready, steady,...!”
-> Run to the…./ Jump on the…/sit on the…./ count
the…
Act 9 – For children of 4-5 yo
Memory game with: sing, fix, sail, sit, eat, count, look,
jump, run, turn around, climb, come into.
- FC: mouse, clock Act 10 - Review: mouse, clock, up, down, on the top -
Run to the mouse up the clock and say “The mouse is
running up the clock” “Where is the mouse?” -> “On
the top, down, up, on the top”
- -
Act 11 - Sing Up and Down
-
Act 12 - Skip
• Flashcards: 6, 9, 11, 19
• Props: character dolls, ball, scarf or blanket, box or magic carpet, bowl, cars, steering wheels, hat or glove
- Props: bowl (real or felt) Act 8 – Sit down. Make a simple salad (with an apple a
- Flashcard: donut, salad, carrot and some honey, or any other salad your children
may like to make).
biscuit, carrot, boy, mouse,
Make them help to add fruits or vegetables and that
girl
afterwards ask to eat it: Can I have some salad please?
Help them to make a full sentence.
- Flashcard: sweet, salad, Act 9 – Sit down.Review plural forms.
biscuit, carrot, soup, flupe, Play with puzzles: one/two carrots, one bowl of
mice, granny fix, rabbit soup/three bowls of soup, one biscuit/four biscuits one
sweet/five sweets, one bowl of salad/two bowls of
salad, one mouse/three mice, one girl/four girls, one
boy/five boys
Ask the children to match puzzle pieces and say what
they see on them. You can review counting here too.
Elicit: I see one biscuit. I see four biscuits, or just: one
biscuit - four biscuits.
Act 11 - Stand up. Review eat, animals, boys, girls and
foods.
Make a maze on the floor. On one side of the opposite
side of the room put pictures of foods: biscuits, sweets
(twice - for boys and girls), mice, soup, salad.
Cut long pieces of coloured string, each piece a different
colour and connect the animals with the food they eat,
e.g. a red piece of string will go from mice to biscuits.
Mingle the strings so that they create a maze.
Each child starts at the animal picture and has to walk
along the string to find what these animals eat.
Demonstrate yourself and say: Mice eat biscuits. Each
child should do the same and say what his/her animals
eat.
Praise them each time saying any of these: marvellous,
splendid, well done, that's clever, my dear
Act 12. Sit down. Teach Yes, No, it isn't and yummy.
Act out the scene with Granny Fix 's pocket. Put the
apron on and start taking things out of it, as Granny
does.
Say the fixed rhyme: Mice eat biscuits. That's clever my
dear, I'm sure I've got biscuits somewhere in here
(show the pocket).
Start taking things out of the pocket: a football, glasses,
and anything else you want to review (e.g. a book, a
tree, a sticker, etc.).
Each time you take something out ask: Is this a biscuit?
Encourage children to shout: No, it isn't!
Finally take out some real biscuits and ask: Is this a
biscuit? Say with the children: Yes, it is
Act 13. Take your box clock and a toy mouse. Put the
mouse on top of the clock. Give biscuits to the children,
keep one to yourself. Offer a biscuit to the scared mouse
and ask the children to do the same, saying: Mouse,
come down! Eat a yummy biscuit!
The mouse clearly ref uses to come down. Take Paul and
say: Well, it isn't working. Then Granny Fix doll appears
and says her fixed rhyme.
Try to chant it with the children with gestures: Don't get
upset now (wave your finger and make a sad face). My
dear Flupe and Paul (point to Paul and Flupe), we can
solve any problem (touch your forehead with your
finger as if showing clever), however big or small (show
gestures for big and small with your arms)."
- Props: cars, steering Act 14. Stand up. Say: Let's go in the car, the answer isn't
wheels far! Give steering wheels to the children
Sing Up and Down, this time driving the cars (up, down
to the floor and around, with movements).
Act 17. Stand up. Teach fast and as fast as you can.
Do the actions from Act 16, but this time say: Clap!
(children are clapping) Then: Clap fast! (clap faster with
the children) and finally Clap as fast as you can!
(children should clap very fast).
Do the same with all the action words.
- Props: hat / gloves (any Act 18. Sit down. Teach too. Bring a baby shoe and your
kind of clothing) own shoe. Try putting the baby shoe on.
Say: It's too small! Encourage children to try on the
same shoe and say the same sentence.
Do it with your own shoe - this time the children should
say: It's too big!
- Flashcard: sit, dance, Act 19. Sit down. Play the Action Bingo.
hide, clap, eat, climb up, Play it in the way that you show the action and the
children shout out the word and cover the picture with
stop, jump, see, run, come the token. Once they have covered three pictures
in, sail, fix, sing, sleep, vertically, diagonally or horizontally they should shout:
touch Bingo!
• Flashcards: 8, 9, 10, 17
Act 16. Stand up. Review stop, clap, sleep, jump, run,
turn around, count, sing
Give instructions holding the toy microphone. Then let
volunteers from among the children st your place with a
microphone and give instructions too.
- Flashcard: sing, fix, eat, Act 17 - Sit down. Play Lotto with the verbs learnt
count, look, jump, run, Give per child a A4 fc. Call out each verb, drawing the
turn around, climb, hide, picture from the grab bag or hat. Ask: Who's got …?
stop, clap, sleep, come The child that answers first gets the card. The game
into finishes when all the children have covered their fc.